Emotions and Emotional Intelligence  CANNON-BARD THEORY- the emotional states

occur at the same time in response to the

Emotions event.
 a complex psychophysiological experience that
involves physiological arousal, expressive
behaviors, and conscious understanding
(de Guzman, et al, 2012)
 It guides us in facing predicaments and tasks
too important to leave to intellect alone.
 Each emotion offers a distinctive readiness to
act; each points us in a direction that has
worked well to handle recurring challenges of
human life. (Goleman, 1995)  JAMES-LANGE THEORY- Emotions are
interpretations of the accompanying
Functions of Emotions physiological reaction
1. Preparing us for action - a link between external
events and behavioral responses
2. Shaping our future behavior - acts as
reinforcement
3. Helping is to regulate social interaction - allow
observers to better understand us.

Components of emotions (Passer & Smith, 2007)  Schachter and Singer/ Two Factor Theory- the
Biological Component- it starts with the state of experience of emotion depends on two factors:
AROUSAL
- PHYSIOLOGICAL AROUSAL
Sympathetic Nervous System
-INTRERPRETATION OF THAT AROUSAL
 sympathetic branch sends signals to the adrenal
gland in order to prepare the body to act or -a person used the environment to search for
react following an emotion-evoking event. emotional cues to label the physiological
(PHYSIOLOGICAL AROUSAL) arousal.
 Vital signs ELEVATED
 Increase in heart rate, respiratory rate, blood
pressure, and blood sugar levels. Slower
digestive processes and pupil dilation can also
be observed.
Parasympathetic Nervous System Theories of Emotion: Behavioral Component
 It keeps the body from expending energy.
 The autonomic responses are frequently used Emotional Expression
by the researchers in measuring emotions. • Every emotion finds a way to be
Emotional Hijacking expressed.
 is a state when an individual's cognitions are • People recognize how we feel through
overpowered by his/her emotions. FACIAL EXPRESSIONS
 It is usually referred to in the context of • FACIAL EXPRESSION communicates our
aggression or fearfulness emotion.
 a center in the limbic system, the amygdala, the • it is universal However it can be
seat of all emotions in the brain, takes over the MISLEADING, EXAGGERATED or
neocortex. MINIMIZED
 The amygdala gets triggered and in an instant • Emotion is the experience of changes in
takes control of the brain, in sense hijacking it our facial muscles.
Theories of Emotion: Biological Component • Emotions are directly tied to changes in
facial muscles.
 • Facial expressions are not only the • SUBJECTIVE LABELLING
results of our EMOTIONS but are also 0 Asserts that our emotions are
capable of influencing our emotions determined by our appraisal of the
Facial Feedback Theory stimulus, but it suggests that
• holds that facial movement and immediate, unconscious
expressions can influence attitude and appraisals mediate between the
emotional experience. stimulus and the emotional response.
• it is the changes in our facial muscles EMOTIONAL INTELLIGENCE
that cue our brains and provide the • the ability to understand, use and
basis of our emotions. manage our emotions well.
• SOME EMOTIONS have UNIVERSAL • can help build stronger relationships,
facial expressions. (Paul Ekman and make good decisions and deal with
Carroll Izard) difficult situations
Basic Types of EMOTION • ability of a person to understand and
• Robert Plutchik's psychoevolutionary express himself, to understand and
theory of emotion ,He considered there relate well with others and to
to be eight primary emotions: successfully cope with the demands of
○ ANGER daily life. (Bar-On, 2005)
○ FEAR • being aware that emotions can drive
○ SADNESS our behavior and impact people
○ DISGUST (positively and negatively)
○ SURPRISE • learning how to manage those
○ ANTICIPATION emotions – both our own and others –
○ TRUST especially when we are under pressure.
○ JOY COMPONENTS OF EMOTIONAL INTELLIGENCE
SELF- AWARENESS
• tune in one’s feelings
• recognizing one’s emotions and its
effects on other people
• accepts one’s feelings whether its
positive or negative
SELF- REGULATION
• controls disruptive impulses caused by
negative emotions.
• It also involves:
○ TRUSTWORTHINESS- maintains
standards of honesty and integrity
○ CONSENTIOUSNESS- takes
responsibility of his/her work
○ ADAPTABILITY- flexibility in
handling change
○ INNOVATION- being open to new
• The intensity of emotion decreases as ideas
you move outward and increases as you MOTIVATION
move toward the wheel's center. • Can motivate himself to work because
• The intensity of the emotion is he has a positive attitude in life.
indicated by the color. The darker the • reframes negative thoughts
shade, the more intense the emotion. EMPATHY
Theories of Emotion: Cognitive Component • helps to recognize and understand how
Lazarus Theory/ Appraisal Theory other people feel
• An experience of EMOTION depends on • An empathic person discerns feelings
the manner one appraises or evaluates behind the needs and wants of other
an event. people
SOCIAL SKILLS threat or to run away (to flight) to
• referred to as “people skills” safety.
• when we are able to work well with Indicators of stress in an individual
others through collaboration and • Increased level of tension, anxiety and
cooperation restlessness/fidgeting
• good team players • Increased level of aggression, irritability
TYPES OF RESPONSES and hostility towards others
• Inability to carry out routine tasks and
diminished ability to solve problems or
make decisions
STRESS RESPONSE

PHYSICAL STRESSOR
• Comes in a form of pollution, a
congested place or a high level of noise.
• Transitioning to a new environment/
change of routine.
• It may also include fatigue, pain, shock,
trauma, and other physiological
Coping with Stress in Middle and Late Adolescent conditions in our body.
Health MENTAL STRESSOR
• a state of complete physical, mental, • Includes academic overload
and social well-being and not merely • Reviewing for the exams
the absence of disease or infirmity. • Lack of organization
Well-Being • Participating in class
• A subjective state that emerges from a • Running after deadlines or situations
general feeling of satisfaction with that call for sustained mental effort.
oneself. Social, Emotional, Psychological Stressors
• Condition of good health, happiness • Somehow interrelated because they
and prosperity. involve relating with other people.
Mental Health Feelings of lack of support.
• a state of well-being in which every • As we interact with others, we
individual: encounter conflicts and
-realizes his or her own potential. disappointments leading to feelings of
- can cope with the normal stresses of frustration, tension, anxiety, and even
life. anger or depression.
- can work productively and fruitfully. ECONOMIC STRESSOR
- able to make a contribution to her or • May involved one’s socio-economic
his community condition such as limited financial
Stress resources to meet our essential needs
• A Natural response to the demands of in life.
our environment SPIRITUAL STRESSOR
• Physiological response to the demands • Loss of joy and peace or disturbance of
of our environment. tranquillity
Fight or Flight response CONFLICT
• The term "fight-or-flight" represents the • feeling you experience when you must
choices we make when faced with choose between two or more
danger in our environment. incompatible possibilities or options.
• This is a reaction that occurs in the STRESSORS: CONFLICT
presence of a situation that is terrifying, • APPROACH-APPROACH CONFLICT: A
either mentally or physically. The person must choose between two
response is preparing your body to desirable goals.
either stay (to fight) and deal with a
 • AVOIDANCE-AVOIDANCE CONFLICT: A demands of the situation (studying for a
person must choose between two test)
undesirable goals. • Emotion- focused Coping Strategies-
• APPROACH-AVOIDANCE CONFLICT: A directed not at dealing with the
person must choose or not choose a situation but rather at managing the
goal that has both positive and negative stress.
aspects. • Seeking Social Support- turning to
PHYSICAL REACTION TO STRESS others for assistance and emotional
• Migraine support in times of stress.
• Rapid pulse CAREER DEVELOPMENT
• Skin rashes
• Hair loss CAREER
• Hypertension • A career is defined as the combination
• Upset stomach and sequence of roles played by a
• Tensed muscles person during the course of a lifetime
• Feeling nauseated (Super, 1980).
• Increased heart rate • It’s a lifelong journey that includes your
• Increased sweating education, interests, jobs,
• Shortness of breath occupations, recreational activities and
PSYCHOLOGICAL REACTION TO STRESS volunteer work.
• Inability to concentrate • Throughout your career you will gain
• Loss of self-confidence many different skills, work in many
• Feeling worried different jobs representing many
• Depression different occupations, and have
• Irritability changing interests including
• Baseless fears recreational activities.
• Insecurity JOB
• Feeling of personal inadequacy • A job is a specific position an individual
BEHAVIORAL REACTION TO STRESS holds doing specific duties and gets paid
• Being absent-minded for it.
• Display of aggression • Maria’s job is a math teacher at Senior
• Difficulty going to sleep High School.
• Diminished appetite to eat OCCUPATION
• Hair pulling or nail biting • An occupation is a collection of job
• Restlessness titles that share job duties, skills, and
• Frequent errors training. People who work in an
• Smoking occupation do similar tasks and need
• Frequent use of drugs or medication similar training.
• Drinking alcoholic beverages • Example: Maria and every teacher in all
The Positive side of Stress is called EUSTRESS the high schools share the same
• Eustress is the kind of stress that is occupation: Senior High School
helpful in promoting one’s growth and Instructor.
development by providing sufficient HUMAN ECOLOGICAL THEORY/ BIOECOLOGICAL
challenges that allow one to become SYSTEM THEORY
more resourceful and show initiative in • Urie Bronfenbrenner, American
problem-solving. developmental psychologist
• Without some stress, life would be such • A person’s development is affected by
a common zone and may lead to everything in their surrounding
boredom. environment. Whatever happens in one
Coping Strategies level can affect the rest of the system.
• Problem-focused coping- Attempts to • There is a ripple effect in the various
confront and directly deal with the areas of the person’s development.
Positive or negative changes affect not
 only the person but also his or her
family and community

He divided the person's environment into five different

levels:
1. Microsystem - the individual’s immediate
environments (family, school, peer group,
neighborhood, and childcare environments);
most influential level
This is the most influential level of the
ecological systems theory
2. Mesosystem - the direct connections between
immediate environments (i.e., a child’s home
and school)
3. Exosystem - the environments that
only indirectly affect the individual (such as
parent’s workplace)
4. Macrosystem - the larger cultural context
(Eastern vs. Western culture, national economy,
political culture, subculture)
5. Chronosystem - the patterning of
environmental events and transitions over the
course of life