1. MANAGING EMOTIONS

2. A human being is inherently
biological.
conditioned by the environment.
gathering data about the world through the senses and organizing that data

3. 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

4. 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)

5. 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.

6. Just how many emotions are there?
Fear
Anger
Guilt
Depression
Jealousy
Self-pity
Anxiety
Resentment
Frustration
Shame
Envy
Pride
Just how many emotions are there?

7. 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 2 2

8. 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 2 2

9. 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) 2 2

10. Three Ways to Measure Emotion
Body/Physical
blood pressure
heart rate
muscle activity when smiling, frowning, etc.
posture
tears,
perspiration
lie detector readings

11. 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

12. Three Ways to Measure Emotion
Behavior
facial expressions
activity level
alertness
screaming
laughing
smiling
aggression
approach/avoidance
attention/distraction
insomnia
anhedonia

13. 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 2 2

14. Basic Emotions Paul Ekman and Carroll Izard Basic emotions Ekman
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 2 2

15. Protypical Behavior

16. 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 2 2

17. 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 2 2

18. 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 2 2

19. 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 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
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 2 2

20. 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 2 2

21. 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 2 2

22. Fostering Emotional Functioning
Emotional understanding
discern one’s own emotional states
discern other’s emotional states
properly use emotional vocabulary.

23. 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

24. 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

25. 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) 2 2

26. THE PROFESSIONAL SUCCESS
GETS YOU
GETS YOU
HIRED
FIRED/PROMOTED
THE PROFESSIONAL SUCCESS

27. The HEAD
The HEART IQ EQ
THE PERSONALITY

28. THE PERSONALITY
Thinking Part
Feeling Part EQ

29. Kohlberg’s Three Levels and Six Stages of Moral Development
Preconventional level: no internalization
Level 2
Conventional level: intermediate internalization
Level 3
Postconventional level: full internalization
Stage 1
Heteronomous morality: child obeys because adults say so
Stage 3
Mutual interpersonal expectations, relationships, and interpersonal conformity
Stage 5
Social contract or utility and individual rights
Stage 2
Individualism, purpose, and exchange: each pursues own interests, lets others do same
Stage 4
Social system morality: moral judgements based on understanding of social order, law, justice, and duty
Stage 6
Universal ethical principles: one’s moral judgments based universal human rights

30. The Emotional Process and Emotional Intelligence
Neo-Cortex
(most recent evolution – complex thought)
Awareness of Situation
Emotional Arousal
Behavior
Amygdala
(triggers emotional response)

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

32. 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

33. 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

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

35. 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