MANAGING EMOTIONS

A human being is inherently

o biological.
o conditioned by the environment.
o 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
o perception of environmental stimuli
o neural & hormonal responses to perceptions (feelings)
o a cognitive appraisal of the situation arousing the state
o 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

o A two-stage theory stating that for an emotion to occur, there must be (1) physiological
arousal and (2) an explanation for the arousal
o Accounts for subjective interpretation
o 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
o Primary (relevance)
o Secondary (options)
o Reappraisal (anything changed)
Three Ways to Measure Emotion

 Body/Physical
o blood pressure
o heart rate
o muscle activity when smiling, frowning, etc.
o posture
o tears,
o perspiration
o lie detector readings

Three Ways to Measure Emotion

 Thoughts (observed indirectly through)

o spoken and written words on rating scales
o answers to open-ended questions on surveys and during interviews
o responses to projective instruments, sentence stems, etc.
o self-assessments or perceptions regarding the behavior and intentions of others
o other cognitive operations such as rational/logical thinking

Three Ways to Measure Emotion

 Behavior
o facial expressions
o activity level
o alertness
o screaming
o laughing
o 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

o Insist that there are a limited number of basic emotions
 Basic emotions
o 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
o Suggested considering emotions as families
o The anger family might range from annoyed to irritated, angry, livid, and, finally,
enraged
o If perceived as a family, anger should also include various forms of its expression

Protypical Behavior
Expression of Emotion

 Range of emotion
o Ekman and Friesen
 Claim there are subtle distinctions in the facial expression of a single emotion
that convey its intensity
 Development of facial expressions
o Like the motor skills of crawling and walking, facial expressions of emotions develop
according to a biological timetable of maturation
o 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

o 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

o 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

o Display rule
 Cultural rules that dictate how emotions should be expressed and when and
where their expression is appropriate

Cole

 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
o Not only can emotions be displayed but not felt, they can also be felt but not displayed
o Most of us learn display rules very early and abide by them most of the time

Experiencing Emotion

 Facial-feedback hypothesis
o 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
o 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
o 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
o Emotion allows us to detect risk more quickly than we could with rational thought alone

Fostering Emotional Functioning

 Emotional understanding
o discern one’s own emotional states
o discern other’s emotional states
o properly use emotional vocabulary.

Fostering Emotional Functioning

 Emotional expression
o use of gestures to display emotional messages nonverbally
o demonstrate empathy by connecting one’s emotions to those of others
o display both self-conscious as well as complex social emotions
o Distinguishing between experiencing an emotion and action
Fostering Emotional Functioning

 Emotional regulation and management

o coping with both pleasurable and aversive/distressing emotions
o regulation of those situations that elicit emotions
o 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:
 Liking (I)
 Infatuated love (P)
 Empty love (C)
 Romantic love (I, P)
 Fatuous love (C, P)
 Companionate love (C, I)
 Consummate love (I, C, P)

GETS YOU
GETS YOU
HIRED
FIRED/PROMOTED
THE PROFESSIONAL SUCCESS
The HEAD
The HEART
IQ
EQ
THE PERSONALITY

THE PERSONALITY
Thinking Part
Feeling Part
EQ

Kohlberg’s Three Levels and Six Stages of Moral Development

The Emotional Process and Emotional Intelligence

Neo-Cortex
(most recent evolution – complex thought)
Emotional Arousal
Awareness of Situation
Behavior
Amygdala
(triggers emotional response)

Self-
Awareness
Reading one’s own emotions
and recognizing their impact
Social
Awareness
Ability to attune to how others feel,
and to “read” situations
Self-
Management
Keeping disruptive emotions
& impulses under control
Social
Skills
Ability to guide the emotional
tone of the group

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

Better Decisions, More Creative Solutions, Higher Productivity
Participation, Cooperation, Collaboration
Trust, Group Identity, Group Efficacy, Networks
Group Emotional Intelligence

Defining Group EI
Individual Emotional Intelligence
Emotional Arousal
Awareness of Situation
Behavior
Group
Emotional
Intelligence

Group EI Model