MANAGING EMOTIONS
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Transcript of MANAGING EMOTIONS
MANAGING EMOTIONS
• A human being is inherently– biological.– conditioned by the environment.– gathering data about the world through the
senses and organizing that data
What and Why of Emotions• A subjective sensation experienced as a type
of psycho-physiological arousal• Result from the interaction of– perception of environmental stimuli– neural & hormonal responses to perceptions
(feelings)– a cognitive appraisal of the situation arousing
the state– an outward expression of the state
What is the Value of Emotion?
– determine personal viability
– prepare us for action
– shape our behavior
– regulate social interaction
– facilitate communication nonverbally
– Facilitate development
– make life worth living by adding value
– allow us to respond flexibly to our environment (approaching
good, avoiding bad)
What is the Value of Emotion?– involve more bodily manifestations than other conscious states
– vary along a number of dimensions: intensity, type, origin, arousal, value,
self-regulation, etc.
– are reputed to be “antagonists of rationality.”
– have a central place in moral education and moral life through conscience,
empathy, and many specific moral emotions such as shame, guilt, and
remorse;
– Emotion is behind every success
– Emotion is behind every failure.
– Emotions are the motivation for our acts.
– Emotions lead us through our actions.
– Emotions are omnipresent.
Fear
Anger
Guilt
Depression
Jealousy
Self-pity
Anxiety
Resentment
Frustration
Shame
Envy
Pride
Just how many emotions are there?
Theories of Emotions
James-Lange theory of emotion
• Emotional feelings result when an individual becomes aware of
a physiological response to an emotion-provoking stimulus
• Requires separate and distinct physiological activity for each
emotion
Theories of Emotions
Cannon-Bard theory of emotion
• An emotion-provoking stimulus is transmitted simultaneously to the
cortex, providing the feeling of emotion, and to the sympathetic
nervous system, causing the physiological arousal
• Cognitive labeling and action would follow consciousness of feeling
and physiological arousal
Theories of Emotions
– Schachter-Singer theory of emotion• A two-stage theory stating that for an emotion to occur, there must be
(1) physiological arousal and (2) an explanation for the arousal• Accounts for subjective interpretation• Does not account for specific physiological states associated with some
emotions
Lazarus theory of emotion
An emotion-provoking stimulus triggers a cognitive appraisal, which is followed by
the emotion and the physiological arousal
Three aspects of appraisal
• Primary (relevance)
• Secondary (options)
• Reappraisal (anything changed)
Three Ways to Measure Emotion• Body/Physical
– blood pressure– heart rate– muscle activity when smiling, frowning, etc.– posture– tears, – perspiration– lie detector readings
Three Ways to Measure Emotion• Thoughts (observed indirectly through)
– spoken and written words on rating scales– answers to open-ended questions on surveys and during
interviews– responses to projective instruments, sentence stems,
etc. – self-assessments or perceptions regarding the behavior
and intentions of others– other cognitive operations such as rational/logical
thinking
Three Ways to Measure Emotion• Behavior
– facial expressions – activity level– alertness – screaming – laughing – smiling
– aggression– approach/avoidance– attention/distraction– insomnia– anhedonia
Emotion and the Brain
• Emotion associated with the limbic system
• The brain structure most closely associated with fear is the amygdala
• When the emotion of fear first materializes, much of the brain’s processing is nonconscious
Researchers using electro-encephalographs to track mood changes have found that reductions in both anxiety and depression are associated with a shift in electrical activity from the left to the right side of the brain
Basic Emotions• Paul Ekman and Carroll Izard
– Insist that there are a limited number of basic emotions• Basic emotions
– Emotions that are found in all cultures, that are reflected in the same facial expressions across cultures, and that emerge in children according to their biological timetable
• Ekman– Suggested considering emotions as families– The anger family might range from annoyed to irritated, angry, livid,
and, finally, enraged– If perceived as a family, anger should also include various forms of
its expression
Protypical Behavior
Expression of Emotion• Range of emotion– Ekman and Friesen
• Claim there are subtle distinctions in the facial expression of a single emotion that convey its intensity
• Development of facial expressions– Like the motor skills of crawling and walking, facial
expressions of emotions develop according to a biological timetable of maturation
– Consistency of emotional development across individual infants and across cultures supports the idea that emotional expression is inborn
Expression of Emotion• Universality of facial expressions– Charles Darwin
• First to study the relationship between emotions and facial expressions
• Believed that the facial expression of emotion was an aid to survival because it enabled people to communicate their internal states and react to emergencies before they developed language
• Maintained that most emotions, and the facial expressions that convey them, are genetically inherited and characteristic of the entire human species
• Concluded that facial expressions were similar across cultures
Expression of Emotion• Universality of facial expressions– Scherer and Wallbott
• Found very extensive overlap in the patterns of emotional experiences reported across cultures in 37 different counties on 5 continents
• Also found important cultural differences in the ways emotions are elicited and regulated and in how they are shared socially
Expression of Emotion• Cultural rules for displaying emotion
– Display rule• Cultural rules that dictate how emotions should be expressed and when and
where their expression is appropriateCole
• Found that 3-year-old girls, when given an unattractive gift, smiled nevertheless
• They had already learned a display rule and signaled an emotion they very likely did not feel
Davis• Found that among first to third graders, girls were better able to hide
disappointment than boys were– Not only can emotions be displayed but not felt, they can also be
felt but not displayed– Most of us learn display rules very early and abide by them most of
the time
Experiencing Emotion• Facial-feedback hypothesis– Sylvan Tomkins
• Claimed that the facial expression itself – that is, the movement of the facial muscles producing the expression – triggers both the physiological arousal and the conscious feeling associated with the emotion
– Ekman and colleagues• Documented the effects of facial expressions on physiological
indicators of emotion using 16 participants• Reported that a distinctive physiological response pattern emerged
for the emotions of fear, sadness, anger, and disgust, whether the participants relived one of their emotional experiences or simply made the corresponding facial expression
• Researcher found that both anger and fear accelerate heart rate, but fear produces colder fingers than does anger
Experiencing Emotion• Facial-feedback hypothesis – Izard• Believes that learning to self-regulate emotional
expression can help in controlling emotions• Proposes that this approach to the regulation of
emotion might be a useful adjunct to psychotherapy
• Emotion and cognition– Emotion allows us to detect risk more quickly than
we could with rational thought alone
Fostering Emotional Functioning
• Emotional understanding– discern one’s own emotional states – discern other’s emotional states – properly use emotional vocabulary.
Fostering Emotional Functioning
• Emotional expression– use of gestures to display emotional messages
nonverbally– demonstrate empathy by connecting one’s
emotions to those of others– display both self-conscious as well as complex
social emotions– Distinguishing between experiencing an emotion
and action
Fostering Emotional Functioning
• Emotional regulation and management– coping with both pleasurable and
aversive/distressing emotions – regulation of those situations that elicit emotions– ability to use an experience to strategically
organize the experience in terms of setting goals and learning to motivate oneself and others
Triangular Theory of Love
• Robert Sternberg’s theory that three components – intimacy, passion, and
decision/commitment – singly and in various combinations produce seven
different kinds of love:
1. Liking (I)
2. Infatuated love (P)
3. Empty love (C)
4. Romantic love (I, P)
5. Fatuous love (C, P)
6. Companionate love (C, I)
7. Consummate love (I, C, P)
GETS YOUHIRED
GETS YOUFIRED/PROMOTED
THE PROFESSIONAL SUCCESS
EQIQ
THE PERSONALITY
The HEAD The
HEART
THE PERSONALITY
EQ
Thinking Part
Feeling Part
Kohlberg’s Three Levels and Six Stages of Moral Development
Level 1Preconventional
level: no internalization
Level 2Conventional level:
intermediate internalization
Level 3Postconventional
level: full internalization
Stage 1Heteronomous morality: child obeys because adults say so
Stage 3Mutual interpersonal
expectations, relationships, and
interpersonal conformity
Stage 5Social contract or
utility and individual rights
Stage 2Individualism, purpose, and
exchange: each pursues own interests, lets
others do same
Stage 4Social system morality:
moral judgements based on understanding
of social order, law, justice, and duty
Stage 6Universal ethical principles: one’s moral judgments based universal human rights
The Emotional Process and Emotional Intelligence
BehaviorAwareness of Situation
Emotional Arousal
Amygdala(triggers emotional response)
Neo-Cortex(most recent evolution
– complex thought)
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SocialAwareness
Ability to attune to how others feel, and to “read” situations
Self-Awareness
Reading one’s own emotions and recognizing their impact
SocialSkills
Ability to guide the emotional tone of the group
Self-Management
Keeping disruptive emotions & impulses under control
EI Competencies (Goleman, 2001)
Self-Awareness• Emotional awareness• Accurate self-assessment• Self-confidence
Self-Management• Adaptability• Self-control• Conscientiousness• Initiative• Achievement Orientation• Trustworthiness
Social-Awareness• Empathy• Service Orientation• Organizational awareness
Social skills• Leadership• Develop others• Change catalyst• Conflict management• Influence• Building bonds• Communication• Teamwork
How Group EI Affects the Bottom Line
Group Emotional Intelligence
Trust, Group Identity, Group Efficacy, Networks
Participation, Cooperation, Collaboration
Better Decisions, More Creative Solutions, Higher Productivity
Defining Group EI
BehaviorAwareness of Situation
Emotional Arousal
Individual Emotional
Intelligence
GroupEmotional
Intelligence
Group EI Model
3 Levels 6 Dimensions 9 NormsIndividual Group awareness of
membersInterpersonal understanding
Group management of members
Confronting members who break normsCaring behavior
Group Group self-awareness Team self-evaluationGroup self- management
Creating resources for working with emotionCreating an optimistic environmentProactive problem solving
Cross-boundary (External)
Group social awareness
Organizational understanding
Group social skills Building external relationships