THE EMOTIONAL DEVELOPMENT

By:

INDAH MUTIARA INSANI

SID : 4193332001

BILINGUAL CHEMISTRY EDUCATION PROGRAM

CHEMISTRY DEPARTMENT

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

STATE UNIVERSITY OF MEDAN

MEDAN

2019

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 PREFACE

Alhamdulillah, thank God, prayed for Allah's presence because of God's grace, taufiq
and guidance we could finish writing a student development paper entitled "emotional
development".

The process of making this paper is not very short but through several stages that must be
done. We would like to thank the lecturers of this course who have helped and guided so that
this task can be completed.

I am fully aware that this paper is far from perfect, therefore critics and suggestions
that are relevant to the refinement of this paper are very welcome. Hopefully this paper can
add value to its readers.

Medan, September 24 th 2019

Writer

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 TABLE OF CONTENTS

Preface........................................................................................................................................2

TABLE OF
CONTENS.................................................................................................................................3

CHAPTER I :
INTRODUCTION......................................................................................................................4

A.Background of Study..............................................................................................................4

B.Problem of Study....................................................................................................................4

C.The Purpose of Study.............................................................................................................5

CHAPTER II : DISCUSSION...................................................................................................6

CHAPTER III : CLOSING........................................................................................10

THE CONCLUSION...............................................................................................................10

REFERENCES.........................................................................................................................11

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 CHAPTER I

INTRODUCTION

A. Background of Study
Teenagers are in a period of development that has many problems with growth and
development, especially with regard to adaptation to the demands of the environment and
society and adults. The problem that often occurs in adolescent intellectual and emotional
development is an imbalance between the two. Their intellectual abilities have been
stimulated from the start through a variety of facilities and infrastructure that are prepared at
home and at school with various media.
The development of adolescent emotional independence, can not be separated from the
application of parental care through interaction between mother and father with adolescents.
Parents are the first environment that has the most role in the care of their teenage children,
so it has the most influence on the formation of adolescent emotional independence.
Emotional development in adolescents is characterized by emotions that are unstable and
tumultuous. At this time the mood can change very quickly. The results of research in
Chicago by Mihalyi and Reed Larson (1984) found that the average teenager needed only 45
minutes to change from the mood of "extraordinary pleasure" to "extraordinary sadness",
while adults need several hours for the same thing. These emotional changes are closely
related to the hormonal feelings that occur in adolescents. Emotional stress arises from the
rapid and extensive physical changes that occur during puberty.
One of the characteristics of adolescents according to Allport (1961) is a reduction in
selfishness, on the contrary growing feelings of mutual ownership. One of the distinctive
signs is the growing ability to love others and the natural surroundings. The ability to tolerate
with the people he loves, to share in the suffering experienced by those he loves. Another
feature is the development of an "ideal ego" in the form of ideals, idols and so forth that
illustrates how the ego (self) will look in the future.
Traditionally adolescence is considered a period of "storms and stresses", a time when
emotional tension rises as a result of physical and glandular changes. The heightened
emotions mainly because boys and girls are under social pressure and face new conditions,
while during childhood he was less prepared to deal with these conditions.

B. Problem of Study

Based on the above background study, the discussion of this paper will focus on the
following problem:

1. What is the emotion ?

2. What are the emotional forms?
3. What is the relationship between emotional and behaviour?
4. What is the characteristic of adolescent emotional development?

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 C. The Purpose of Study

The purpose of the discussion in this paper are :

1. The students are able to explain the definition of emotion.

2. The students are able to explain the form of emotional
3. The students are able to explain the relationship between emotional and behaviour
4. The students are able to explain the characteristic of adolescent emotional
development

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 CHAPTER II

DISCUSSION

A. The Definition of Emotion

Understanding emotions according to Crow & Crow (In Sunarto.2002: 149) is "An
emotion is on affective experience that accompanies generalized inner adjusment and mental
and physiological stirredup states in the individual, and that shows it self in his evert
behavior".
Emotion is a response to a stimulus that causes physiological changes accompanied by
strong feelings and usually contains the possibility to erupt, which can occur both external
and internal stimulants.
Emotion is a psychological reaction that is visible from the physical reactions such as
rapid heartbeat, flushing or pale, muscular holding and so on. Eg emotional behavior cheerful
or happy, anger, fear, sadness and so on. So, emotion is any activity or upheaval typical
thoughts, a state and a series of biological and psychological tendency to act.

Emotions are of two types, namely positive emotions and negative emotions. Positive
emotion is a psychological reaction as a sign of their satisfaction with the decisions that
adolescents perceived, and negative emotions caused by dissatisfaction with the various
needs it.

B. The Form of Emotional

The types of emotional patterns experienced by adolescents normally experienced are
love / affection, joyful anger, fear and anxiety, jealousy, sad etc.
Some emotional conditions of adolescents:
1) Love and affection, are important factors in the lives of adolescents to get love from
others.
2) Be happy if you remember something pleasant and will tell the full story of what
happened.
3) Anger and hostility.
4) Fear
Luella Cole (1963) suggests that there are 3 (three) types of emotions that stand out in the
teenage period, namely:
1) angry emotions
Emotions emerge more easily when compared with other emotions in teenage life.
The cause of anger in adolescents is when they are humiliated, humiliated, insulted or
cornered in front of their friends. Teens who are mature enough to show their anger are no
longer fighting like they did in childhood before. Sometimes adolescents also commit acts of
violence in venting emotions of anger, even though they try to suppress the desire to behave
like that. Basically teenagers tend to replace their childish emotions in a more polite manner.
2) Fearful Emotions
Fears experienced during adolescence can be grouped as follows:

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a. Fear of problems over the attitude of parents who are unfair and tend to resist in the family.
b. Fear of problems getting status both in the peer group and in the family.
c. Fear of the problem of adjusting education, or the choice of education in accordance with
the abilities and ideals.
d. Fear of the problem of choice of position in accordance with the abilities and desires.
e. Fear of sex problems.
f. Fear of the threat of self-existence.
3) Emotions of Love
Emotions have existed in children from infancy and continue to develop into
adulthood. Whereas in adolescence, love is directed to the opposite sex. In infancy, love is
directed at parents, especially to mothers. In childhood (3-5 years) love is directed at parents
of the opposite sex, for example boys will fall in love with mothers and daughters on fathers.
In adolescence the direction and object of love change toward peers of the opposite sex.
Physical changes experienced during adolescence are commonly referred to as
puberty. Puberty is a period where physical maturity takes place quickly, which involves
hormonal and bodily changes, which mainly take place in early adolescence. The most
obvious change at this time was the presence of signs of sexual maturity and height and
weight gain in adolescent growth.
Puberty in boys mostly starts at the age of 10-13.5 years and ends at the age of 13-17
years. While puberty in girls usually occurs at the age of 9-15 years. But there are also
children who experience Previous Puberty, namely puberty that occurs before puberty, and its
development is very fast.

C. Relationship Between Emotional and Behaviour

Theories that discuss the relationship between emotions and physical symptoms are
included in his behavior:
1. Central Theory
Based on the theory put forward by W.B. Cannon physical symptoms arise as a result
of emotions experienced by individuals. Thus, individuals experience emotions first and then
experience changes in their bodies.
2. Peripir Theory
This theory is known as the James-Lange theory because W. James and C. Lange at
almost the same time found a theory about similar emotions. They argue that psychological
changes that occur in emotions are caused by physiological changes. These physiological
changes cause psychological changes called emotions. According to this theory people are
difficult because of crying, people are happy because they laugh, not laugh because they are
happy.
3. Emotional Emergency Theory
This theory is known as the Cannon-Bard theory because the W.B.Cannon theory is
strengthened by P.Bard. this theory states that emotions are reactions given by organisms in
emergencies or emergencies (Bimo, 1910: 137, Singgih, 1992: 131-135).

From the above theory further clarifies the relationship between emotions and
symptoms of cruelty or behavior. From the study of healthy behavior it can be explained that

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the state of anger, fear of anxiety or other arousal conditions causes the body to produce
adrenaline. So that, in a long time the production of adrenaline will be excessive which
affects the workings of the body's system. Blood pressure rises, heart beats faster, breathing is
interrupted, digestion stops temporarily, etc. In chronic conditions constantly health becomes
disturbed, high blood pressure, high cholesterol. Both trigger the onset of heart disease and
stroke.
Emotions can function as motives that motivate or cause the emergence of a kind of
power so that individuals act or behave. The behavior that is caused by these emotions can be
both positive and negative. This can be found in everyday life for example:
1. When we find out that our brother has been struck by a disaster, there is emotion,
sympathy, and then we are moved to make a contribution.
2. A group of football seporters who watched the favorite team lose, a feeling of
disappointment, annoyance, anger, and then act brutally by destroying the stadium.
3. Students make fun of each other then anger, hurt, or revenge arises, which in turn causes
fights or brawls between students. Emotions can have positive or negative consequences. We
should be able to manage emotions so as not to cause negative impacts that are not desirable.

D. The Characteristic of Adolescent Emotional Development

a. Physical changes
Changes or rapid growth during puberty causes the body to become unbalanced. This
imbalance affects the physical condition of adolescents.
b. Childhood
Individual circumstances in children, such as bodily disabilities or deficiencies in
children will greatly affect emotional development, even will have a further impact on the
child's personality.
c. Changes in relationships with friends
In early adolescence they usually like to form gangs that usually also have positive
goals to fulfill their mutual interest, but if it is continued in middle adolescence or late
adolescence members may need it to fight authority or to do bad. The most often cause
problems is the love relations between the opposite sex among adolescents. Romance among
adolescents also sometimes leads to conflicts with parents that cause concern.
d. Changes in relation to school
Stepping on adolescents may they begin to realize how important education is for life
in the future. This can more or less cause anxiety for teenagers.
e. Changes or adjustments to the new environment.
1) Radical changes cause changes in their life patterns.
2) There are social expectations for more mature behavior.
3) Unrealistic aspirations.
f. Learning factors
Children's learning experiences will determine which potential reactions they use to
get angry. Learning experiences that support emotional development include:
1) Learn by trial and error
2) Learn by imitating
3) Learning by likening yourself

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4) Learning through conditioning
5) Learning with guidance and supervision.
g. Family environment
Family parenting style will greatly affect the emotional development of children. If
the child is developed in a positive emotional family environment, the child's emotional
development will be positive. However, if a parent's habit of expressing his emotions is
negative, such as venting anger with an aggressive attitude, irritability, disappointment and
pessimism in dealing with problems, then the child's emotional development will become
negative.

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 CHAPTER III

CLOSING

CONCLUSION

Emotion is a psychological reaction that is visible from the physical reactions such as
rapid heartbeat, flushing or pale, muscular holding and so on. Eg emotional behavior cheerful
or happy, anger, fear, sadness and so on. So, emotion is any activity or upheaval typical
thoughts, a state and a series of biological and psychological tendency to act.
The types of emotional patterns experienced by adolescents normally experienced are
love / affection, joyful anger, fear and anxiety, jealousy, sad etc.
Some emotional conditions of adolescent are love and affection are important factors in the
lives of adolescents to get love from others, be happy if you remember something pleasant
and will tell the full story of what happened, anger and hostility, and the last is fear.
From the study of healthy behavior it can be explained that the state of anger, fear of
anxiety or other arousal conditions causes the body to produce adrenaline. Emotions can
function as motives that motivate or cause the emergence of a kind of power so that
individuals act or behave. The behavior that is caused by these emotions can be both positive
and negative.
The characteristic of adolescent emotional development includes physical changes,
childhood, changes in relationships with friends, changes in relation to school, learning
factors, and the family environment.

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 REFERENCES

Elida Prayitno, Erlamsyah, 2002. Buku Ajar Psikologi Perkembangan Remaja. Padang :
Jurusan Bimbingan dan Konseling. FIP. UNP
M. Ali, M.Asrori, 2004. Psikologi Remaja. PPD. Jakarta : PT. Bumi Aksara
Sarwono, Sarlito Wirawan, 2000. Psikologi Remaja. Jakarta
Sitti Hartinah. 2009. Pengembangan Peserta Didik. Tegal : Refika Aditama

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