EMOTIONAL SELF
Fundamentals of Emotion
 According to Plutchik’s wheel of emotions have eight fundamental emotions
Joy Fear
Trust Surprise
■ Plutchik’s wheel demonstrates how
emotions are related to one another
■ Emotions adjacent to one another in the
wheel are closely related and can be
combined
■ The combinations can be found on the outer
part of the wheel are the weaker form
Emotion Management Strategies
■ In any social interaction, feelings may arise.
■ These emotions may be positive or negative
and may affect relationship as well,
Langley (2012) lays out some tips on managing emotions
■ Smile to make yourself feel good.
Face a mirror and smile. After
some time, your mood will be
better and you might even laugh
naturally. Do it for at least 30
seconds
■ Smile to make other feel good.
Smiling opens up your connection
with others. It also leads to
experiencing empathy
■ Get up and move. Exercise
activates happy hormones that
include endorphin, dopamine, and
serotonin, among others.
Movements is also important for
the lymphatic system to get the
toxins out of your body. Get up
from your desk and jump and
bounce regularly
■ Check in with your body. Scan your
body by feeling the tensions
building up. Learn to relate these
tensions with the emotion you feel
Sadness Anger
Disgust Anticipation
■ The eight fundamental emotions also come
in a variety of intensities
■ Those nearest to the center significantly the
most intense forms of while those farthest
from the center are the weakest
■ Thus people should always keep their
emotions in check to avoid
misunderstanding
to understand how your feelings
affect your physiology
■ Physically remove the tension. If
you feel tense in your arms, shake
them. Likewise, if there is tension
in your chest, stretch and breathe
deeply
■ Breathe. Perform diaphragmatic or
deep breathing by contracting your
diaphragm. Let your lower lungs
fill with oxygen to pass around
your body and brain. You will fell
a tingly sensation and your belly
will expand. Do this exercise for at
least 60 seconds. The body cannot
sustain anger when you are
breathing deeply
■ Talk to someone. It is healthier to
vent your anger and frustrations to
a friend rather than to supress them
express your feelings so you can
start to resolve the situation.
 ■ Disengage and re-engage
emotions. Learn to park your
emotions to deal with at a later
time, but do not avoid them. You
must acknowledge your feelings
then utilize your emotional
intelligence to improve them.
■ Label your emotions. After
acknowledging your emotions,
label them. This activity reduces
the intensity of you emotions. Part
of the brain that feels the emotions
is the same part that names it.
SPIRITUAL SELF
• Is one of the four constituents of self
according to William James in his book The
Principles of Psychology (1990)
• The most intimate, inner subjective part of
self
• Most intimate version of the self because of
the satisfaction experience when one thinks
Religion is an organized system of ideas about spiritual reality, or the supernatural, along with associated beliefs
and ceremonial practices.
• Religion- Rebeca Stein (2011), works on the
definition of religion “as a set of cultural
beliefs and practices that usually includes
some or all basic characteristics.
Non-industrial Cultures
 Supernatural intervenes all of the time
• Breaking a
taboo
 All cultures have religion
• Deals with supernatural on some
level
FUNCTION OF RELIGION
• Explain things • Justifies things
• Establish order • Provides support
■ Label emotions for others. You can
often defuse a tense situation by
acknowledging the feelings of
others. When you ask, “ I sense that
you are angry. Can you tell me how
you feel?”. The other person will be
encourage to consider and label
his/her emotions as well. He /she
may respond with , “Yes, I feel
angry,” or “no, I am not angry; I
am annoyed”
of one’s ability to argue and discriminate, of
one's moral sensibility and conscience
• The ability to use moral sensibility and
conscience may be seen through the
expression of religion, its beliefs and
practices
The supernatural is around you all of the time,
especially in non-industrialized societies
• In a lot of cultures, health, wealth and daily
things are related to supernatural.
• Angered • Someone
ancestor spirit using magic
• Some cultures do not have a
specific word for religion, it is tied
to everyday life
• Religion is tied to the natural world
• Socializes people
Religion has symbols

• Actions, words, ideas, objects that represent something else

• Symbols put together become a system of knowledge

Theories of Religion

• Cognitive – give sense of meaning and purpose to the world

• Psychological – how people cope with stress

• Social Function – Looks at socialization and cohesiveness. Promotes conformity

• Ritual – is a performance of ceremonials acts prescribed by a tradition or sacred law(Penner 2017). Ritual
is a specific, observable mode of behavior exhibited by all known societies. Thus, it id possible to view
ritual as a way of defining or describing humans

• Spirituality, which also concerns the supernatural, involves less formalized spiritual beliefs and practices
and is often individual rather than collective.

• Spirituality is also concerned with the sacred, as distinguished from material matters, but it is often
individual rather than collective and does not require a distinctive format or traditional organization.

Social Self

 Social- this term has something to do with relating well or interacting with others

 Social Psychology – the study of social relationships or interactions

 Lahey(2007) defines as the branch of psychology that studies individuals as they interact with others

 Plotnik and Kouyoumdjian (2004) state that social psychology is a broad field whose goal is to understand
and explain how thoughts, feelings, perceptions and behaviors are influenced by the presence of, or
interactions with others.

 Gerrig and Zimbardo (2002), social psychology is the study of the effect of social factors on individual
behavior, attitudes, perceptions and motives.

 Social psychology is the study of group and intergroup phenomena

 Interaction – refers to the mutual and reciprocal exchange of communication or action between two or more
persons or groups

 Relationship – refers to a particular way in which two or more individuals , groups, or even countries talk
to, behave toward, or deal with each other

 There is a established connection, kinship, or attachment between persons or groups attributed to several
factors:

 Interest  Goals

 Philosophy of life  Ways of thinking --- that bind them

 These two terms, interactions and relationships imply two-way exchange

 Interaction is always a component of a relationship

  A relationship includes not only the kind of interaction between the members of the group, but
also the intellectual, psychological, or even emotional investment made by the parties to develop
and maintain the relationship

 Person Perception – refers to forming impressions and making judgments about another person’s
likability after seeing or meeting him/her

 First impression, which are formed within a very short time with little conscious thought and
biased by past experiences, are part of person perception ( Macrae and Quadflieg, 2010)

 People usually use external appearance as immediate basis for assessing, judging, or evaluating
others. However, it is wrong to judge the character of a person on the basis of first impression
because biases and error may occurs.

 It is advisable to always validate one’s perception through further observation, gathering of

feedback and reports, and interaction, among others, before making judgments

 Norms – are patterns or traits characterized as typical or usual for a group.

 Other term associated with norms are “average” and “normal”

 Norms change over time.

 Examples:

 many years ago, mothers stay at home to take care for their children;

 Women wear only dresses and skirts in attending church services

 These are no longer the norms due to changes

Factors why norms changes

 Financial aspect  Social aspect

 Moral aspect  Psychological aspect

Social Norms – refers to spoken and unspoken rules for behaving in particular situations

 Example: covering one’s mouth when sneezing or coughing

 Norms in social behavior serve to guide or regulate the manner in which people conduct
themselves

 Behaviors can be controlled or regulated because of social consequences.

 It is one’s responsibility to make sure that his/her behavior does not hurt, offend, or disturb other
people.

 Conformity – refers to yielding to group pressure to act as everyone does, even when no direct request has
been made (Lahey, 2009). It is the tendency to behave like others in the group

 Conformity is brought about by two motivations:

 To gain reward (approval) or avoid punishment (disapproval)

 To gain information
  Some factors make conformity more likely to exist in a group (Lahey,2009)

 Size of the group. The more people there are in a group, the more likely a member tend to conform

 Unanimous groups. Conformity is highest when an individual faces a group in which all members
feel the same way about a topic, a problem, or an issue

 Culture. Conformity occurs in all cultures, however, some cultures emphasize the welfare of the
individual; thus, people are less conforming. Others focus on collective welfare so people tend to
be more conforming. A highest degree of conformity leads to faster accomplishment of a task or
work.

 Gender. In the past. Females were more likely to conform than males, but research has shown that
it is no longer the case ( Eagly,1978; Eagly & Johnson, 1990)

Familiarity- refers to being comfortable with another person and is necessary condition for a close
relationship to develop.

◦ Research has shown that people like to associate with others who are similar to them in terms of
the following:

- Attitudes - Taste in fashion or clothes

- Behavior patterns - Intelligence

- Personal characteristics - Personality

Attraction – may lead to deeper relationship (Santrock, 2003) One person may be drawn or attracted to
another due to reasons like similarities or differences in interest, personality characteristics, life goals and
lifestyles, etc.

• Attraction paves the way for enjoying the company and being comfortable with the other person,
and for feelings of ease and confidence

• Love – is a special attachment one has for himself/herself or for somebody else. It is an intense feeling of
deep or constant affection and emotion in which a person always sees to the good, happiness, and welfare
of the other.

Three of the most common kinds of love:

Romantic love: also called as passionate love, it includes an intermingling of different emotions: fear, anger, sexual
desire, joy and jealousy among others

Affectionate love: Also referred to as companionate love, it is a type of love that occurs when someone has deep and
caring affection for a person and desires to have him/her near constantly

Consummate love: It is the strongest and fullest type of love (Sternberg 1995). This ideal form of love involves
passion, intimacy and commitment.

According to Sternbergn, love is made up of three components: passion, intimacy and commitment

Passion : has something to do with physical and sexual attraction to another person

Intimacy: is characterized by the emotional feelings of warmth, closeness and sharing of the relationship

Commitment: is the cognitive appraisal of the relationship and the intent to maintain it even in the face of
problem.
 One or a combination of these ingredients forms a kind of love or love-like feeling

Mead and the Social Self

He is well-known for his theory of the social self, which is based on the central argument that the self is a social
emergent.

The social conception of the self entails that individual selves are the products of social interaction and not the
logical or biological preconditions of that interaction.

It is not initially there at birth, but arises in the process of social experience and activity.

According to Mead, there are three activities through which the self is developed:

1. Language 2. Play 3. Game

Language allows individuals to take on the “role of the other” and allows people to respond to his or her own
gestures in terms of the symbolized attitudes of others.

During play, individuals take on the roles of other people and pretend to be those other people in order to express the
expectations of significant others.

This process of role-playing is key to the generation of self-consciousness and to the general development of the
self.

“All the world is a stage, and all the men and women merely players.”

In the game, the individual is required to internalize the roles of all others who are involved with him or her in the
game and must comprehend the rules of the game.

George Herbert Mead is also well-known for his concept of the “I” and the “me”.

According to Mead, the self has two sides.

The “me” represents the expectations and attitudes of others (the generalized other).

 It is the organized set of attitudes of others that the individual assumes.

 It is the socialized aspect of the individual.
 It represents the learned behavior, attitudes, and expectations of others and the society.
 The “me” is considered a phase of the self that is in the past.
 The “me” has been developed by the knowledge of society and social interactions that the individual has
gained.

The “I” is the response to the “me,” or the person’s individuality.

 The “I” can be considered the present and future phase of the self.

 It represents the individual’s identity based on response to the “me”

 It allows the individual to still express creativity and individualism and understand when to possibly bend
and stretch the rules that govern social interactions.

 The self is the joining point between the individual and the society.

 Communication is the link that allows the interaction to occur.

Me – the objective self; the image of self seen when one takes the role of the other.

I – the spontaneous, driving force that fosters all that is novel, unpredictable, and unorganized in the self.
THE DIGITAL SELF

LEARNING OBJECTIVES:

1. Review what online identity is. 3. Discuss the proper way demonstrating one’s
values and attitudes online
2. Compare and identify real identity versus
online identity 4. Apply the learning of the concept in real-life
situation
WHAT IS ONLINE IDENTITY?

• Using the internet, it is the sum of your characteristics and interactions represented.

• Results from different interactions with each website visited, showing a different picture of who you are
and what you do.

 Selective Presentation and Impression Management

Self- presentation:

The process individuals use to control the impressions of others social interaction

 Types of Self Presentation

Authentic: Goal is to create an image consistent with the way we view ourselves

Ideal: Goal is to establish an image consistent with what we wish we are.

Tactical self-presentation: Goal is to establish a public image consistent with what others want or expect us to be

Tactical Impression Management

In tactical self-presentation, a person cares only about the impact of the image they present to others, not about
whether that image is consistent with their real and ideal self

 People who engage in tactical self presentation usually have an hidden motive

 They often want others to view them positively to get rewards

Needed extended self due to sharing

 Self revelation

There’s a sense of being anonymous, or at least one step removed on electronic media

 Loss of control

Result to addiction to technology