РефератыИностранный языкEmEmotions Essay Research Paper Emotions are part

Emotions Essay Research Paper Emotions are part

Emotions Essay, Research Paper


Emotions are part of a management system to co-ordinate each individual’s


multiple plans and goals under constraints of time and other resources. Emotions


are also part of the biological solution to the problem of how to plan and to


carry out action aimed at satisfying multiple goals in environments, which are


not always predictable. Emotions are based on non-propositional communications


that can be called ‘emotion signals?. An interesting aspect of research is


?Can emotions exist and exert influence at the unconscious level?? Freud’s


view was that emotions could not be unconscious, that their experience is bound


with the conscious experience, and that only predispositions towards certain


emotions can exist in the unconscious (contempt, disgust, and shame); supplying


it?s own unique kind of motivating information. According to our textbook (Bukato


& Daehler 1998) emotions have three components. The physiological component


involves body changes. This includes respiration, increased heart rate and


sweating. Smiles, grimaces, frowns and laughter are all facial displays that are


part of the expressive component. How a person interprets and evaluates their


emotional state is the experiential component. Development of Emotions The


question to scientists is whether or not emotion and mood is formed through mind


processes or biologically innate traits. Scientists are searching the brain for


a particular area that stimulates emotion in humans. They have changed their


idea that it might be the hippocampus and now feel that part of it may come from


the amygdala. Supposedly when something known by our senses comes in interaction


with us, an impulse is sent to this amygdala and it sends another impulse to our


cortex. We either form a positive or negative response to what we see, hear,


taste, or touch. It seems more logical for a particular region of our brain to


create this feedback, than for some biological cause. The mind basically tells


the body how to react to a specific stimulus by processing it through the brain.


We experience certain emotions from engaging in positive and negative actions


throughout life so when stimulated again we know how to react. During the first


hour after birth an emotional tie begins between the infant and mother. From an


early age infants are alert to the people around them. From 0-4 months babies


show the majority of their emotions through crying. For example, a baby that


smiles and is looking around is generally showing signs that they want to


interact with others. Not responding to an infant?s emotional signals can slow


down their social development and impede their development of trust. Research


has found that without this emotional attachment a baby may have problems


communicating with others later on in their development. Attachment theory,


which originated in studies of the mother-infant relationship, is widely viewed


as having applications across the life span. Researchers have examined the links


between quality of attachment to parents and late adolescents’ psychological


well-being and experiences of romantic love; adults’ attitudes toward love and


work; and parents’ likelihood of establishing secure verses insecure attachments


with their own young children (Armsden and Greenberg, 1987; Hazan and Shaver,


1987.) Often at 5- 7 months infants develop a sense of fear or shyness of


strangers. Infants at this age will sometimes cling to their parents and will


not want to be touched by people who they see as being unfamiliar. From 4-8


months infants begin to express a wider range of emotions. Pleasure, happiness,


fear, and frustration are shown through gurgles, coos, and babbling. Babies


emotions are show through movements such as kicking, arm waving, rocking and


smiling. At 8-18 months babies develop a sense of self. They begin to recognize


their image in a mirror and start to become more independent. Babies at this


stage have a wide range of emotional states. One minute they could be happy and


playing and the next minute they could be kicking and screaming. Impact of


Emotions on Children Moral development begins early in an infant?s life. Moral


development depends on the type of training and attention an infant gets through


his or her parent. If they are disciplined early enough in age they will grow up


knowing the differences between right and wrong. If a parent ignores a child,


allowing them think that the inappropriate behavior is acceptable, the parent


will risk having the child develop a dysfunctional moral and/or value system.


Self Esteem & Self- Concept Healthy self-esteem is a child’s armor against


the challenges of the world. Kids who feel good about themselves seem to have an


easier time handling conflicts and resisting negative pressures. They tend to


smile more readily and enjoy life. These kids are realistic and generally


optimistic. In contrast, for children who have low self-esteem, challenges can


become sources of major anxiety and frustration. Children who think poorly of


themselves have a hard time finding solutions to problems. If they are plagued


by self-critical thoughts, such as "I’m no good" or "I can’t do


anything right," they may become passive, withdrawn, or depressed.


Everyone, from the youngest child to the oldest adult, experiences anxieties and


fears at one time or another. Feeling anxious in a particularly uncomfortable


situation never feels very good. However, with children, such feelings are not


only normal, they are also necessary. Experiencing and dealing with anxieties


can prepare young people to handle the unsettling experiences and challenging


situations of life. Punishment verses Discipline Children develop concepts of


self from different sources. One way that children learn to feel good about


themselves is through parental discipline. Although it may not feel good at the


time, it is absolutely necessary for children to feel safe. Discipline is not


the same as punishment. Punishment is one technique used in discipline.


Punishment can be physical, such as hitting and slapping and verbal abuse or it


can be psychological as in disapproval, isolation, loss of privileges or


shaming. While such punishment may seem to get fast results, in the long term it


is more harmful than helpful. Physical punishment can discourage and embarrass


children and develop low self-esteem in them. Some experts argue that it also


promotes physical aggression in children by showing them that violence is


acceptable. Punishment focuses on past behavior and does not always teach a


child the lesson that needs to be learned when making your own mistakes. My


personal experience with discipline and punishment goes from one extreme to


another. As a small child, to age nine, I was spoiled and allowed to do what I


wanted. My mother would allow me to stay out of school, stay up late and not


complete my homework whenever I whined for long enough. The Catholic School that


I went to was very strict and used physical punishment and guilt to get students


to behave in class. After my parents died, from nine to sixteen, I was


disciplined through strong physical and verbal abuse. My aunts and uncles became


so enraged at times that I was never sure what I was in trouble for. These


situations were definitely absent of a lesson learned. Needless to say, my


parental role models

method of punishment was not something I chose to use as


part of parenting techniques. Instead I chose to use discipline (on most good


parenting days!) Discipline means to teach. It should be a positive way of


helping and guiding children to achieve self-control, self-esteem and


confidence. Children need discipline for many reasons some of that are


protection, to get along with others, and to understand limits. Discipline helps


children understand the logical consequences of their actions and learn common


rules that everyone must live by. It can help teach a child values that are held


by the family and community. "The purpose of discipline, then, is to teach


children acceptable behavior so that they will make wise decisions when dealing


with problems." Emotional Intelligence Interpersonal intelligence is the


ability to understand other people: what motivates them, how they work, how to


work cooperatively with them. Successful salespeople, politicians, teachers,


clinicians, and religious leaders are all likely to be individuals with high


degrees of interpersonal intelligence. Intrapersonal intelligence is a


correlative ability, turned inward. It is a capacity to form an accurate,


veridical model of oneself and to be able to use that model to operate


effectively in life. Emotional intelligence (EI) refers to an ability to


recognize the meanings of emotions, and to reason and problem solve on the basis


of them. EI involves the capacity to perceive emotions, assimilate


emotion-related feelings, understand the information of those emotions, and


manage them. EI can be assessed most directly by asking a person to solve


emotional problems, such as identifying the emotion in a story or a painting. EI


is a type of social intelligence that involves the ability to monitor one’s own


and others emotions, to discriminate among them, and to use the information to


guide one’s thinking and actions (Mayer & Salovey, 1993). According to


Salovey & Mayer (1990) EI involves abilities that may be categorized into


five domains: ? Self-awareness: Observing yourself and recognizing a feeling as


it happens. ? Managing emotions: Handling feelings so that they are


appropriate; realizing what is behind a feeling; finding ways to handle fears


and anxieties, anger, and sadness. ? Motivating oneself: Channeling emotions in


the service of a goal; emotional self control; delaying gratification and


stifling impulses. ? Empathy: Sensitivity to others’ feelings and concerns and


taking their perspective; appreciating the differences in how people feel about


things. ? Handling relationships: Managing emotions in others; social


competence and social skills. Emotional intelligence does not mean giving free


rein to feelings; rather it means managing feelings so that they are expressed


appropriately and effectively, enabling people to work smoothly toward their


common goals. It is my belief that compared to IQ and expertise, emotional


intelligence matters twice as much to achieve excellence in different


professions and it is particularly central to leadership qualities. Measuring


emotions is completed through measuring all three components. A researcher may


measure one?s heart rate after that person has been told no to something the


have request. They may conduct studies to see the different facial expressions


on children when participating in the same activity. Research of the


experiential component could be concluded by self-report. A researcher may ask a


child how they feel after certain incidents. Measures that utilize all three


components, expressive, physiological and experiential can be found in some


emotional testing instruments but not all. Below is a list of some of the most


popular instruments for assessing emotions: ? Multiple Affect Adjective


Checklist-Revised – Zuckerman, Marvin and Lubin, Bernard ? Scale for Shallow


Affect – Jackson, Douglas N. and Payne, I. Reed ? Positive – Negative Affect


Scale – Bradburn, N. M. ? Emotions Profile Index – based on Plutchnik’s theory


of emotions. There are over one hundred instruments that assess depression.


Several examples are listed below. ? Beck Depression Inventory ? Beck Scale


for Suicide Ideation ? Beck Hopelessness Scale ? Hamilton Depression Rating


Scale There are over 200 anxiety instruments, many focusing on specific types of


anxieties. ? Beck Anxiety Inventory ? Taylor Manifest Anxiety Scale ? The


Anxiety Symptom Rating Scale ? Hamilton Anxiety Rating Scale ? Penn State


Worry Questionnaire (PSWQ) Assessing affect has not fared as well in the


assessment field as cognition and cognitive processing. With the exception of


depression and anxiety, there are few instruments for the assessment of


affective functioning in general. Although there is controversy regarding a


widely accepted `scorecard` to measure children’s emotional intelligence,


psychologists say a parent should look for clues. Here are some signs a child


may have a low emotional IQ: ? Child is often angry. ? Child behaves


frustrated easily. ? Child withdraws into himself and isolates himself from


others. ? Child becomes violent; kicks, hits or bites. Conclusion Emotional


intelligence starts with knowing oneself; not just skills and vocational


aptitudes, but what emotional baggage a person brings to any given situation. A


person may know that X plus Y equals Z but if that person does not present


himself or herself in a positive way, they risk not getting what they want. For


example, my husband is very smart and can answer almost any type of question.


But if he is put him in a room at a social event where he must ?win people


over? and he will not be very good. On the other hand, I believe that I have


very good emotional skills. I think that is one reason I am a good leader. I


have the ability to see the bigger picture and react to each situation by


reading the other persons emotional signals. Yet in relation to IQ, I would say


I am of the average intelligence. If asked about accounting, history or other


factual related questions, I would most likely draw a blank. My sense of


self-awareness can be attributed to my involvement with a 12-step program where


I am asked to complete inventories and always look internally for answers and


responsibility. People that are emotionally intelligent tend to react positively


to a potentially troublesome situation, such as our company?s possible merger.


I may not like what is happening, but at least I will not be overwhelmed by the


situation and will take measures to make the best of it. Those that appear to be


emotionally unstable are reacting in anger and frustration without any


discussion of their feelings. Because of their unacceptable emotional behavior,


they risk promotions and their job. Emotions are complex responses to internal


or external events. Being aware of the effects of emotions on self and on others


will help a person to deal with everyday life situations


Armsden, G. C., and Greenberg, M. T. (1987). The inventory of parent and peer


attachment: Individual differences and their relationship to psychological well


being in adolescence. J. Youth Adolescent Bukatko, D., & Daehler, M.W.,


(1998). Child Development: a thematic approach (3rd ed.). Massachusetts:


Houghton Mifflin Company Salovey, P. & Mayer, J.D. (1990). Emotional


Intelligence: imagination, cognition, and personality, Volume 9

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