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Emotion Focused Approaches:
Ch. 5 Subjective well-being
Ch.6 & 7 (Resilience & Flow)
Ch.8(Positive Affectivity)
Ch.9(Positive Emotions)
Ch.10(The Social Construction of Self Esteem
Ch. 11(The Adaptive Potential of Coping
through Emotional Approach
Ch.12 (The Positive Psychology of Emotional
Intelligence
Ch. 13 (Emotional Creativity)
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Emotion-Focused Approach
-Subjective well-being/ psychological well - being/happiness
-Person himself like his life
- His cognitive and affective evaluation of his life- experiencing pleasant emotions
Freud`s pleasure principle (instinctive need-
gratification)Happiness= positive affects+ life satisfaction
Hedonic perspective ± well being &happiness
(synonym)
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Eudaimonia ±Happiness+ meaning = well-being
True self
eudaimonia occurs when people¶s life activities aremost congruent or meshing with deeply held values
and are holistically or fully engaged.
Ryff & Keyes (1995) : psychological well-beingSix distinct aspects of human actualization:
autonomy, personal growth, self-acceptance, life
purpose, mastery, and positive relatedness.
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Ryff`s Psychological well-being
Psychological well beingSelf acceptance
Personal Growth
Purpose in life
Environmental mastery
Autonomy
Positive relations with others
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Social Well being
Social Acceptance
Social Actualization
Social contribution
Social coherence
Social integration
Emotional well being
Positive affect
Negative effect
Life satisfaction
Happiness
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Theoretical approach
1.need and goal satisfaction theories-individuals attain SWB when they move
toward an ideal state or accomplish a valued
goal.- One¶s ³ideal self´ and one¶s ³ought self´
-Tension reduction theories-happiness is
desired end state toward which all activity isdirected.
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SBW is strongly affected by stable personality
dispositions.
stability coefficient
Genetic vs. environmental component
Personality type and SWB
How we think about life (expectancy of control)
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Demographic variables& SBW
income
ageGender
Health
Marital status
Religious activities
Culture & SWB
Collectivist vs. individualist cultures
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Interventions
Optimism Training
Positive outlook, meaningful goals, close
social relationships, temperament (lowworry)
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Positive Affectivity
positive affectivity, a trait that reflects stable
individual differences in positive emotional
experience. i.e cheerful, enthusiastic, energetic,confident, alert, happiness, excitement, vigor,
and confidence.
Meehl proposed that individual differences inhedonic capacity were present at birth and
partly heritable. phenotypic variations in
positive emotionality and extraversion.
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Summary of Research Findings
Temporal Stability and Cross-SituationalConsistency.
-Considerable evidence suggests thatpersonality continues to develop and evolve
throughout the 20s; accordingly, stabilityestimates are significantly lower prior to age30(Costa&Mc Crae1994). Consistent with thebroader personality literature, studies of older
adults have yielded impressive levels of stability(i. e., correlations in the .60 to .80 range), evenacross extremely long time spans.
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Causes and Correlates of Positive Affectivity
Genetic EvidenceRole of multiple genes & Environmental
interaction
Researchers using the MPQ (Multidimensional Personality Questionnaire)
Well-Being scale have reported heritability
estimates in the .40 to .50 range (Finkel &
McGue, 1997; Tellegen et al., 1988).
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Neurobiological Basis of Positive Affectivity
Happy individuals tend to show relatively
greater resting activity in the left prefrontal cortexthan in the right prefrontal area; conversely, dysphoric
(An emotional state characterized by anxiety,
depression, or unease) individuals display relatively
greater right anterior activity.Depue et al.(1994) found that various measures of
dopaminergic activity (initiated by the neurotransmitter
activity of dopamine or related substances) were
strongly correlated with individual differences inpositive affectivity but were unrelated to negative
affectivity.
Meehl¶s (1975) some persons [are] born with more
³cerebral joy-juice.´
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Demographic and Environmental Correlates
Age, gender, marital status, ethnicity, income and
socioeconomic status.
Lykken and Tellegen (1996) reported that income,
educational attainment, and socioeconomic status
each accounted for less than 2% of the variance in
scores on the MPQ Well Being scale.
In an analysis of 169,776 respondents across 16
nations, found that 80% of men and 80% of women
said that they were at least ³fairly satisfied´ with life.
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Married People
Extrovert, socially active and emotionalStable
Spiritual& religious
Job(.44 with PA)
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Positive Emotions
They are markers of optimal well-being. positive
emotions (such as joy, interest, contentment,
love, and the like)
Subjective experience,
Facial expressions,
Physiological changes.
Affect : Affect is a person`s immediate,
physiological response to a stimulus and it is
typically based on underlying sense of arousal-
(autonomic arousal)
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the broaden-and-build theory describes the
form of positive emotions in terms of broadened
thought-action repertoires and describes their function in terms of building enduring personal
resources.
The first central claim of the broaden-and-buildtheory is that experiences of positive emotions
broaden a person¶s momentary thought-action
repertoire.
Emotion------ thought-----------action
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Experience of Positive
Emotions
Broaden momentary
thought-action repertoires
Build enduring personal
Resources
Transform people and
produce upwards spiral
Positive emotions trigger upward spiral toward emotional well-being Fredrickson
& Joiner, 2002
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The Building Hypothesis
The second central claim of the broaden-andbuild theory is that experiences of positive
emotions, through their broadening effects,
build people¶s enduring personal resources.
Correlational and experimental Studies---indirect
evidence positive traits and states and
behaviors linked with positive states² such as
play² to increase in physical, intellectual, andsocial resources.
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Coping Through Emotional Approach
Problem-focused coping includes such
strategies as defining the problem, generating
and weighing alternative solutions, and
following a plan of action.
Emotion-focused coping includes processes
such as avoidance, denial, seeking emotional
support, and positive reappraisal.
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Emotional Intelligence
For psychologists, the 1990s were best known
as the ³Decade of the Brain.´ But there were
moments during those 10 years when the
popular press seemed ready to declare it the
³Decade of the Heart,´ not so much for a
popular interest in cardiovascular physiology
but rather as a reflection on the growing interestin emotions.
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Emotional intelligence represents the ability to
perceive, appraise, and express emotion
accurately and adaptively; the ability to understand emotion and
emotional knowledge;
the ability to access and/ or generate feelingswhen they facilitate cognitive activities and
adaptive action;
and the ability to regulate emotions in oneself and others (Mayer & Salovey,1997).
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four branches---(Ability Model).
The first of these branches, emotional perception andexpression, involves recognizing and inputting verbal
and nonverbal information from the emotion system.
The second branch, emotional facilitation of thought(sometimes referred to as using emotionalintelligence), refers to using emotions as part of
cognitive processes such as creativity and problemsolving.
The third branch, emotional understanding, involvescognitive processing of emotion, that is, insight and
knowledge brought to bear upon one¶s feelings or thefeelings of others.
fourth branch, emotional management, concerns theregulation of emotions in oneself and in other people.
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Golemen (1995,1998)Mixed Model
Self-awareness--knowing your emotions, recognizing
feelings as they occur, and discriminating between
them.
Mood management--handling feelings so they're
relevant to the current situation and you react
appropriately . Self-motivation--"gathering up" your feelings and
directing yourself towards a goal, despite self-doubt,
inertia (inactivity), and impulsiveness.
Empathy--recognizing feelings in others and tuninginto their verbal and nonverbal cues.
Managing relationships--handling interpersonal
interaction
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Trait emotional intelligence (trait EI or trait
emotional self-efficacy)
It is defined as a constellation of emotional self-
perceptions located at the lower levels of
personality hierarchies (Petrides, et. al. 2007).
The construct provides a comprehensiveoperationalization of the affect-related aspects o
personality and lies wholly outside the taxonomy
of human cognitive ability (Carroll, 1993).Trait EI essentially concerns individual
differences in people¶s self-perceptions of their
emotional abilities.
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Facets High scorers perceive themselves as«
Adaptability «flexible and willing to adapt to new conditions. Assertiveness «forthright, frank, and willing to stand up for their rights.
Emotion perception (self
and others)
«clear about their own and other people¶s feelings.
Emotion expression «capable of communicating their feelings to others.
Emotion management
(others)
«capable of influencing other people¶s feelings.
Emotion regulation «capable of controlling their emotions.
Impulsiveness (low) «reflective and less likely to give in to their urges.
Relationships «capable of having fulfilling personal relationships.
Self-esteem «successful and self-confident.
Self-motivation «driven and unlikely to give up in the face of adversity.
Social awareness «accomplished networkers with excellent social skills.Stress management «capable of withstanding pressure and regulating stress.
Trait empathy «capable of taking someone else¶s perspective.
Trait happiness «cheerful and satisfied with their lives.
Trait optimism «confident and likely to ³look on the bright side´ of life.
The Adult Sampling Domain of Trait Emotional Intelligence (
Copyright (c) K. V. Petrides 2001 - 2010
15 trait emotional intelligence facets)
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Denial Golemen (1995) -20%counts for IQ
& rest goes for emotional and socialintelligence.
In 1998 he found in his another study that67% of abilities regarded as essential for
effective performance were emotionalcompetencies.
-It accounts almost twice as much as IQand Expertise.
Essential for Interpersonal (Understandingothers, and their feelings) & Intrapersonalrelationships (Understanding yourself, your goals, intentions, responses, behaviour and all.
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Clinical Interventionrelaxation and increasing pleasant activities.
(from behaviorism) For emotional positivity
One example of a therapy with such a goal isEmotionally focused therapy (EFT; e.g.
Greenberg & Paivio, 1997; Safran &Greenberg,1991), which seeks to help clientsachieve more adaptive functioning throughevoking and exploring emotions and
restructuring maladaptive emotional schemes.Emotion-focused therapy was aimed at
acceptance, exploration, and discharge of emotions related to the loss.
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For Emotional Intelligence
For example, in a guidebook for developing
emotional intelligence curricula for elementary
school students, Schilling (1996) recommendsunits on self-awareness, managing feelings,decision making, managing stress, personal
responsibility, self-concept, empathy,
communication, group dynamics, and conflictresolution.
Social & Emotional learning program
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There are over 300 curriculum-based programs
in the United States purporting to teach Social and
Emotional Learning (Cohen, 1999b). ³character development´ (Lickona, 1991).
The curriculum provides 25 to 50 hours of highly
structured classroom instruction at each grade level.Included in the early years of this curriculum are units
on self-monitoring, feelings awareness, perspective
taking (empathy), understanding nonverbal
communication, anger management, and many other topics, some of which are loosely consistent with our
model of emotional intelligence.
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Self Science, which was developed and
field tested by Jensen, et. al 1998). This
program begins with three assumptions:
There is no thinking without feeling and no
feeling without thinking;
the more conscious one is of what one is
experiencing, the more learning is
possible; and self-knowledge is integral to
learning.Goal 3, called ³Becoming More Aware of
Multiple Feelings,´
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Intervention in the workplace
old and familiar training sessions on human relations,achievement motivation, stress management, andconflict resolution.
MBA students receive experiences designed to
promote initiative, flexibility, achievement drive,empathy, self-confidence, persuasiveness(expressive), networking, self-control, and groupmanagement.
Communication and emotion-related skills are alsoincreasingly being incorporated into physician training(Kramer, Ber, & Moores, 1989).
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Direction for future research
Neurological underpinnings
Psychological & physiological effects of positiveemotions.
A third critical direction for future research will be totest the build component of the broaden-and-buildtheory. Although the evidence that positive emotionstrigger an upward spiral toward enhanced emotional
well-being (Fredrickson & Joiner, in press) providesinitial support for the hypothesis that positive emotionsbuild psychological resilience, the building hypothesismerits much additional testing.
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Emotional Creativity
The way creativity and emotions are evaluated ineveryday affairs is reflected in our scientific theories.
Psychologically, for example, creativity is classedamong the ³higher´ thought processes, whereasemotions often are treated as non cognitive.
Physiologically, creativity is considered a neocorticalactivity, whereas emotions are presumed to be amanifestation of sub cortical regions of the brain.
Finally, from a biological perspective, creativity is
regarded as a late evolutionary development.Emotional Intelligence and Emotional Creativity by Ivcevic et.al (2007)
http://www.unh.edu/emotional_intelligence/EI%20Assets/Reprints ...EI%20Proper/EI2007%20Ivcevic%20Creativity.pdf
For test detail
http://onlinelibrary.wiley.com/doi/10.1111/1467-6494.00058/pdf
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the relevant beliefs and rules must be
internalized to form emotional schemas.
--Cause of individual differences
An emotional state is a temporary (episodic)
disposition to respond in a manner consistent
with an emotional syndrome, as that syndromeis understood by an individual.
Emotional responses are what a person does
when in an emotional state.
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The threefold distinction also applies to emotions
as creative products:
First, corresponding to ready-made art, emotional creativity
may involve the particularly effective application of a
preexisting emotion, or combinations of emotions.
Second, emotional creativity may involve the modification(³sculpting´) of a standard emotion to better meet the needs
the individual or group.
Third, emotional creativity may involve the development of
new forms of expression, with fundamental changes in the beliefs and rules by which emotional syndromes are
constituted.
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Individual Differences in Emotional Creativity
Creativity Inventory (ECI) has been constructed (Averill,
1999b). The facets comprise the preparedness items;, the novelty
items; and , a combination of the effectiveness andauthenticity items.
Inversely correlated trait with EQ/I & EC
The Toronto Alexithymia Scale (TAS-20) is commonlyused to measure the condition (Bagby, et. al.(1994)
Factor 1 assesses a person¶s difficulty identifying feelingsas distinct, say, from bodily sensations;
Factor 2 reflects difficulty describing feelings or communicating feelings to others; and
Factor 3 indicates a preference for externally orientedthinking, that is, a focus on situational details as opposed to
one¶s own thoughts and feelings.
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Intervention
(Nickerson, 1999) might be fruitful incorporated intopsychotherapy.
These techniques fall into four broad categories:
(a) preparedness² gaining knowledge and expertise
within a domain; (b) motivation² cultivating a desire to innovate on
what is known, and a willingness to take risks;
(c) imagination² learning to envision new approaches
and realities; and (d) self-monitoring² guiding and assessing
one¶s own efforts for effectiveness.
Environment: Family, School etc.