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 Norms

Individual Group awareness of members

Interpersonal understanding

Group management of members

Confronting members who break norms

Caring behavior

Group Group self-awareness Team self-evaluation

Group self- management

Creating resources for working with emotion

Creating an optimistic environment

Proactive problem solving

Cross-boundary (External)

Group social awareness

Organizational understanding

Group social skills Building external relationships