REPORT

UNFOLDING THE EMOTIONAL SELF

SECTION 1
“Our feelings are most genuine paths to knowledge.”
HUMAN EMOTIONS
- Acknowledging the presence of emotions (important aspect of understanding)
- Emotions -​ driving force in how one acts and behaves, play a part in making decisions,
embracing certain lifestyles, relating to others
- Emotions difficult to define them and for some people difficult in controlling them.
“​Every individual is expected to have the capacity to manage his or her emotions.”
- Emotions, ​consequently cause changes in one’s physical state, emotions serve a
critical survival function in making one aware of threats coming from the environment
that may affect consciousness.
- DISTINCTION BETWEEN EMOTIONS AND FEELINGS
- emotion, biological experience and response, physiological
- feelings, defined as the mental portrayal of what is going on in your body when
you have emotion/s, feelings are subjective based on experiences and personal beliefs
Managing feelings = Managing emotions

EMOTIONAL INTELLIGENCE
- Defined by a lot of theories
- Interpretation and management of emotional experiences
- Aggregate result
- requirement---->effective functioning in all aspects in life
Emotions exist alongside Cognition​: used to be aware of your feelings and others also
*Cognition and Emotions cannot exist without the other
- Cognition: used to be aware of your feelings and others also
- Emotions: processed by the senses can be regulated so it will be used within the right
context.
“Brain produces the physiological component of emotions and the mind interprets it.”
“Managing emotions is an ability learned”
Regulating Emotions
- Capacity to be sensitive to one's emotions and those of others is also developed for
self-understanding and interpersonal relationships

3 MODELS OF EMOTIONAL INTELLIGENCE

1. 4 Branches
a. Emotional Perception and Expression
b. Emotional Facilitation
c. Emotional Understanding and Analysis
d. Reflective Emotional Regulation
2. 4 Clusters (Goleman, 2005)
a. Self-awareness
 b. Self-management
c. Social Awareness
d. Relationship Management
3. 5 Composites (Bar-On, 1997)
a. Self-perception
b. Self-expression
c. Interpersonal
d. Decision-making
e. Stress Management
----------------------------------------------------------------------------------
Intrapersonal and interpersonal

“In the workplace, EQ is more important than IQ”

SECTION 2

“”Adolescence is the crucial point of development of adolescent​.””

// considered a turbulent time of development due to biological, psychological and social

changes that adolescents experience and encounter.
// they begin to develop values and need to curb emotional efficacy and maturity

// in order to establish emotional efficacy and maturity, emotional regulation must be learned.

Emotional Regulation is an attempt to influence emotion.

Cognitive Reappraisal and suppression (Gross, 1987)

// according to Gross emotional regulation make take two forms:

1.) Cognitive reappraisal = involves the evaluation of the situation prior to making personal,
subjective valuations about it.
2.) Suppression = involves denial and masking of facial expressions to hide one’s current
emotional state. ​Example: when there is an attempt to hide pain, the feeling is less likely
to be painful.

Another approach in explaining emotional regulation is through the use of​ ​Cognitive/covert
strategies and behavioral/covert strategies.

Cognitive/covert = includes avoidance, rumination, acceptance, distraction.

//nasa book example

behavioral/covert strategies = entail engagement in observable activities, such as

avoidance, substance abuse, exercise, eating and getting involved in social activities.
Effective characteristics for emotional regulation:
1.) Self Control
2.) Trustworthiness
3.) Conscientiousness
4.) Adaptability
5.) Innovation
6.) Empathy

“All the processes that help attain culturally appropriate or functional emotional
experience”

//this definition underlies the importance of culture in emotional behavior.

How are emotional regulation abilities developed?

// through observational and social referencing

family, school, home etc.