My Emotional Spin Cycle
Annotated Bibliography
By: Malia Tarayao
March 26, 2005
Organizational Culture-
The Social Inducement System
This source has to due
with the affects that an organizationÕs culture has on the behavior of its
members. It also talks about how
each organization has a unique social structure and each of these structures
drive the behaviors that are within each organization.
This is relevant to the
spin cycle because it talks about how we develop cognitive scripts from
performing the same tasks over and over.
At first, we think about each and every little detail and then
eventually we learn to just do these things automatically. This can be related to the spin cycle
in both a positive and a negative way.
If people are using these cognitive scripts when they are doing positive
things, it can be a very good thing.
However, if these cognitive scripts are developed while performing tasks
that have negativity, then that task will always be associated with being
negative.
http://www.cba.uri.edu/scholl/Notes/Culture.html
In
other word cognitive scripts are like programs (like macros) we store and call
upon when certain stimuli are present. We develop scripts over time by
performing a certain task many times (like driving home from work). The
first time we perform a task, we tend to think about every step and deliberate
about the many alternative ways we can perform each step. Over time, as
we learn the best way to perform the task, we Òlock inÓ the script, or program,
and do not think about each step again.
This source talks about
cognitive scripts and negative attributions. It talks about cognitive scripts and aggression and how it
can come about regardless of the personÕs emotional or physiological
state. Aggressive acts can come
from things that we learn as a child and that we take with us into
adulthood.
Research done on negative
attributions shows that people may become angry when they experience something
unpleasant that they can connect with a person or event other than themselves
that they think could have controlled the course of events.
http://www.has.vcu.edu/RIPP/phil.htm
Two
primary examples of negative attributions are related to individual's responses
to either "intentional thwarting" or "accidental misdeeds"
(Berkowitz, 1994). Both set the stage for aggressive responses. The
implications are that prevention efforts should create opportunities for
adolescents to do the following on a frequent basis: (a) critically examine
negative attributions in response to both intentional thwarting and accidental
misdeeds and consider alternative responses; (b) observe non-violent means of
conflict resolution; (c) experience the benefits of choosing peaceful options;
and (d) mentally rehearse cognitive scripts for pro-social behavior.
This source talks about
how to demonstrate how scripts are developed and how modeling may be used for
instruction in management skills, and demonstrate how script development and
modeling may be integrated using an articulated instruction format.
In goal setting there is
motivation and with this motivation there is more to be accomplished. It is suggested that if a person is the
one who is setting the goals, they are more motivated to accomplish these goals
rather than those who have goals set for them. They are also happier with their jobs and become less tired
of them.
In the matter of
establishing scripts, Lord and Kernan (1987) report that research and study
focused on how tasks should be executed has generally been ignored. They
suggest that participation in strategy selection (task strategy) may be
critical for motivation and feelings of satisfaction. Lord and Kernan (1987)
summarize findings and conclusions of several studies and report that workers
who were given more discretion on sequencing work steps and choosing means to
ends strategies reported greater job satisfaction and less fatigue (see, for
example, Huey, 1993). Further, individuals who participated in setting a
performance goal and strategy development performed better and were more
satisfied than those who participated in goal setting only. The goals/strategy
nexus is a critical feature of the implementation of CBSD.
This talks about ÒhabitsÓ
that are taken for granted and that we donÕt even realize are Habits. Cognitive scripts are the routines that
are taken to make sense of the events that may be similar in term. It is the interest in routines and the
exploration of the building blocks of routines, the relation to institutions
and the mechanisms of routine change.
This is relevant to the
sip cycle because it talks about how we can be so into these routines and
habits that we donÕt even know it.
This is like the spin cycle because itÕs a cycle that we go through
everyday of our lives. However, if
we consciously think about it, we will be able to make the decision to break
these habits like in the spin cycle we can make the decision to cross over the
bridges to positive from negative.
http://www.idefi.cnrs.fr/routines/routdiscuss.htm
Change, in which existing
routines break down and a search begins to replace them with ones more adept to
the new situation. Here Sense making becomes the search for cues by rule
following actors. It involves the formation of new cognitive scripts, depending
on the typicality of the situation.
This source talks about our
personalities and how they are not just set in stone by the age of 30. Our personalities are ever changing
even as we age. At it seems as
though they may be changing for the better. The researches of this study have found that as women age,
they have less neuroticism, both men and women decline in their openness, and
there is little to no change in extroversion.
This is relevant to the
spin cycle because it talks about change and how people are able to change over
time. It shows that people are
able to make the decision about who they are and what they want to be. This is good because if you know that
change is possible, you know that others can change as well as yourself. This means that if you are negative
towards others and the world, you can cross over to being positive by thinking
that there is a possibility that there may be some change and things are not
hopeless.
http://www.apa.org/releases/personality.html
WASHINGTON - Do peoples'
personalities change after 30? They can, according to researchers who examined
132,515 adults age 21-60 on the personality traits known as the "Big
Five": conscientiousness, agreeableness, neuroticism, openness and
extraversion.
This source talks about
the school environment. It acts as
a guide for teachers to help them to understand the importance of the social
organization of classrooms. It
shows how there are ÒnormsÓ that may be followed without people even knowing
why they are being followed. This
just goes to show that we get into the behavioral routines without really
knowing the reason for it.
This is relevant to the
Spin Cycle because it allows us to see that there are these routines that we
may get into without even realizing what we are doing or for what reason. We need to be able to recognize this and
then takes action to be able to understand what it is we are doing and what the
reason for our actions or behaviors are.
http://ed-web3.educ.msu.edu/literacy/papers/social.htm
Like newcomers to any
complex cognitive activity, novice teachers gradually internalize both the
behavioral routines and the higher order thinking that constitute teaching. As
beginners navigate the complexities of classroom life, they commit to memory or
routine many of the procedural aspects of classroom survival which previously
dominated their attention.
This source is basically
about being able to help yourself throughout your day or your life in
general. It focuses on the
emotions that one experiences throughout daily life. This definitely reminded me of the emotional spin cycle.
This is definitely
relevant to the Spin Cycle because it talks about the daily emotions that one
experiences and how you are able to deal with these things. This is implying that there is not just
one emotion that you experience throughout your life but there are many
emotions that you can experience and that you will experience even over the
course of one day, which is the Spin Cycle.
http://members.tripod.com/~alternativ_psy/content1.htm
In the early
stages of focusing, the only significant improvements one can expect - and
succeed in achieving as a reward for diligent work - are only within the domain
of one's emotional climate. Long-term results and basic change in the emotional
and behavioral routines (habits, temper, long term moods, "personality
trends" etc.) are even harder to achieve.
Besides the proficiency
in the technique, the more serious objectives require a lot of systematic
activity over an extended period of time. These objectives are seldom achieved
without weeks and months of diligent use of the various tactics of the technique.
This source is all about
Theistic Psychology and focuses on health. It actually talks about the Emotional Spin Cycle that people
experience and go through along with the four options and the two bridges. It talks about both the negative and
positive towards others and the world as well as towards the self.
This is obviously relevant
to the Spin cycle because it even talks about the spin cycle in the
source. It is relevant also because
the four options within the emotional spin cycle are the four types of
behavioral routines that people can choose.
http://www.theisticpsychology.org/books/theistic/ch10.htm
Communication and
cooperation require that people overlap to some extent in their habits of
feeling, thinking, and acting out. These standardized habit routines of the
threefold-self can be categorized into four main types, which are here called
"the four options." These are the four types of behavioral routines
we can choose to run off at some particular moment in our daily round of
activities. It's up to us which we choose at any one time.
Source 9: Behavioral
Routines
Summary
This source talks about
the complexities of what happens in schools and the kinds of social and
cultural processes involved. It
also asks the question of what is different about learning in schools compared
to the family and community settings?
Relevance to the Spin
Cycle
This is relevant to the
Spin Cycle because it talks about how there is a difference between learning in
a school situation as opposed to learning in a home or community setting. In the spin cycle there are different
options of both positive and negative.
We have the ability to make a decision of what we want to be. No matter which setting or situation we
are in, we always have the option to choose positive or negative.
Original Source
Mehan shows the tremendous contribution they have made in
furthering our understanding of the complexities of what happens in schools and
the kinds of social and cultural processes involved. Most noteworthy in this
regard is his pointing to how researchers have been able to 'uncover' the
'interactional machinery' to show how power and culture come into play, how
they actually 'work' and are reconstructed in everyday interactions.
Source 10: Behavioral
Routines
Summary
This source talks about
the behavioral routines in the classroom and a teaching situation. It talks about how times have changes
and how we can better the teaching abilities of the present and the future
compared to the past. ÒWhat your
grandmotherÕs teacher didnÕt know that your GranddaughterÕs teacher should?Ó
Relevance to the Spin
Cycle
This article talks about
the training techniques and the teaching techniques that are available today
and that teachers didnÕt use in the past.
It relates to the spin cycle because like the spin cycle, it promotes
personal control over and personal responsibility for learning.
Original Source
http://www.ciera.org/library/archive/2000-01/art-online-00-01.html
In a very direct sense,
we can map the construct of training onto the notion of skill. Skills are
behavioral routines that operate, when internalized, with automaticity and a
minimum amount of cognitive attention or inspection. While there is a tendency
to locate skill learning at a very simple level of operation, many would argue
that the concept of skills, and thus skills training, can extend up to complex
cognitive processes (e.g., higher-level thinking skills, problem solving
skills, and even attitudes).
Cognitive Appraisal
Source 11: Cognitive
Appraisal
Summary
This source talks about
the cognitive appraisal theories of emotion. It talks about how it is related to real life situations and
the emotions that we may feel. It
shows how we need to figure out how we should feel after interpreting what has
just happened.
Relevance to the Spin
Cycle
This source talks about
how we can either have positive or negative emotions. It is just like the Spin cycle in that even if there is
something good for others, we may have this negative view about it or attitude
towards others because of the feelings and emotions we may have towards the
world. We decide what it is we
want to feel.
Original Source
http://changingminds.org/explanations/theories/cognitive_appraisal_theories.htm
In the absence of
physiological arousal, we decide what to feel after interpreting or explaining
what has just happened. Two things are important in this: whether we interpret
the event as good or bad for us, and what we believe is the cause of the event.
Source 12: Cognitive
Appraisal
Summary
This source helps to
explain Cognitive Appraisal Theory (CAT) in simple terms. It gives a simple example of how it
works with emotions and how they can be interpreted differently. Not the emotion, but a situation can be
seen from different perspectives and therefore produce different emotions in
different people.
Relevance to the Spin
Cycle
This source shows how
cognitive appraisal relates to the spin cycle because it takes into account the
threefold self and shows how emotion (affect) can be a function of thinking
(cognition).
Original Source
http://openheartlogic.org/opine.cgi?leaf=cogappr
So what is a cue? What is
an appraisal?
Here is the standard
example:
Cue: Joe and Bob are
playing football. Joe is a Dolphin and Bob is with the Panther team. The
Dolphins win.
BobÕs appraisal: He wanted
to win, but his team lost. He feels sad.
JoeÕs appraisal: He wanted
to win and his team did! He feels happy.
* Relative
outcomes?
Yes, the objective fact
that the Dolphins won is appraised
different ways by different people. Emotion is not only feelings. Emotion (or
affect) is often a function of thinking (or cognition).
This source talks about Cognitive Appraisal Theory: A Psychoeducational Model for
Connecting Thoughts and Feelings in Multicultural Group Work. It is used to help people understand
otherÕs subjective experiences in multicultural group work.
This source
talks about the emotions of others and how a group can have these different
views on things especially being from different cultures and backgrounds. There are different subjective
experiences that people may have and the emotions that come from them can be
positive or negative depending on the persons ability to choose which they want
to be.
http://niusi.edreform.net/resource/6883
Appraisal
theory is a promising area of research in social psychology that attempts to
specify the precise links between cognitive evaluations of events and resultant
discrete emotions. Such a model is particularly useful in facilitating dialogue
among group members about the various ways in which thoughts translate into
emotions, and to appreciate the commonalties and differences in these
experiences which result from one's cultural and ethnic background.
This source talks about
the basic idea that cognitive appraisal intervenes between experience
(perception) and emotion. The
paper is done by someone who had some prejudices against the idea of cognitive
appraisal and has since been able to see the ideas and accept how they are able
to work so well.
I felt that this had a lot
to due with cognitive scripts and behavioral routines as well as the spin
cycle. It is interesting to see
how all of these were able to just tie into each other. The emotional Spin Cycle can be applied
to every person on a daily basis.
http://www.psyctc.org/netw_spr/net6_1/appraisl.htm
The results tell us
about the semantics and logics by which we use language to describe emotions
and to rationalize them, but actually tells us little or nothing about
"real-time" emotion (the use of computer/electronic media language
through this paper intrigued me, it seemed to reflect a faith in an artificial
intelligence model, but perhaps also a model in which the generally manipulated
and controlled presentation of life experience was being acknowledged). They
argue that the interpersonal and social, the interactive sequential, and the
instrumental aspects of experience and emotion are ignored by existing
cognitive appraisal models and their research methods.
Source 15: Cognitive
Appraisal
Summary
This source talks about
the importance of appraisal of situations and how it may be even more important
than most people think it is. It
talks about how the cognitive appraisal has a lot to do with the stress that
many people may feel on a daily basis in accordance to their occupation.
Relevance to the Spin
Cycle
This shows the relevance
to the spin cycle because it talks about how the appraisal of a situation
determines how a person sees a certain situation and therefore how that person
decides to react to it or how they feel about it in general. This relates to the spin cycle and the
four options that a person has in every situation. They can deice to be positive or negative towards others and
the world or towards the self.
Original Source
http://www.findarticles.com/p/articles/mi_qa3848/is_200206/ai_n9102415
Current
research indicates that the way in which an individual appraises a situation
may be more important to psychological well-being than the actual presence of
stress. Cognitive appraisal is central to the stress and coping processes, for
it determines how an event is perceived and therefore operates as an essential
mediator between the event and the outcome.
Emotional
Intelligence
Source
16: Emotional Intelligence
Summary
This
source goes over the basics of emotional intelligence along with the benefits
of being emotionally intelligent.
It tells readers what emotional intelligence is, why it is important and
the positive impact that it can have on businesses because of an increase in
productivity.
Relevance
to the Spin Cycle
This
source talks about how Emotional intelligence is important to individuals and
businesses because when people are thinking more clearly and have a better grip
on their emotions, they wonÕt be going through this rollercoaster ride that
will decrease their productivity.
I think that it relates to the Spin Cycle because people with emotional
intelligence are able to see how to use the bridge technique possibly without
even knowing about the technique they are using.
Original
Source
http://www.byronstock.com/whatisei1234.html
Emotional Intelligence
(EI) abilities have been shown to be critical to individuals' and organizations'
success. Developing and using Emotional Intelligence skills offers a set of
core abilities that impact many business issues important to individual and
organizational success.
Source 17: Emotional
Intelligence
Summary
This source talks about emotional
intelligence and its importance in the business world. It talks about how having poor
emotional intelligence can put you out of a job even if you are very good at
what you do. It also explains that
Emotional Intelligence can be learned and talks about some of the organizations
that have launched Emotional Intelligence training.
Relevance to the Spin
Cycle
This is relevant to the
Spin Cycle because it shows the negative side of things. The poor emotional intelligence that
was illustrated in this source exemplifies the negative towards others and the
world option.
Original Source
http://www.refresher.com/!emotionalintel.html
Paul was one
of the youngest CEOs in the banking industry. Through PaulÕs leadership, his
bank was the 3rd highest in the nation for asset performance. He was shocked
when the board of directors demanded his resignation. His shortcoming was poor
emotional intelligence. Paul had tried to force out employees he did not like,
selectively invited employees to social events, played favoritism with choice
assignments and unfairly divided the workload. The Board of Directors had
challenged Paul on several occasions regarding his treatment and management of
employees but Paul never changed his behaviors.
Six months
after PaulÕs forced resignation, the federal government hired him to turn
around a failing savings and loan. Paul, as the new CEO and president, took the
institution public and within four years had created a model turnaround with
$1.5 billion in assets. However, once again Paul was confronted by the Board of
Directors for his management style. Paul was only 41 years old when he was
forced from the corporate world because of his inappropriate interpersonal
skills.
This source
talks about the benefit of being emotionally intelligent. It gives actual percentages about how
much more productive certain people are at different levels of complexity of a
job.
This shows the
relevance to the spin cycle because and emotionally intelligent person is more
likely to be positive and stay positive.
If they do end up on the negative side of the spectrum, they are better
able to control their emotions and choose to cross over to the positive
side.
http://www.coloringtherapy.com/emotional_intelligence_business.htm
Top Performers are More Productive
É and itÕs emotional competence that makes them that way:
In jobs of medium
complexity (sales clerks, mechanics), a top performer is 12 times more
productive than those at the bottom and 85 percent more productive than an
average performer. In the most
complex jobs (insurance salespeople, account managers), a top performer is 127
percent more productive than an average performer (Hunter, Schmidt, &
Judiesch, 1990). Competency
research in over 200 companies and organizations worldwide suggests that about
one-third of this difference is due to technical skill and cognitive ability
while two-thirds is due to emotional competence (Goleman, 1998). In top leadership positions, over
four-fifths of the difference is due to emotional competence.
This source helps to show
how you can boost your emotional intelligence by way of a self-assessment and
mastering the self-awareness tools that they offer. It talks about how if you use the tools they offer it will
ensure you to increase your performance in leadership functions.
It talks about the
emotionally intelligent decision-making and problem solving techniques; which
to me showed a part of the emotional spin cycle. It showed how there are decisions that have to be made and
that these decisions will be able to make or break you. If you decide to stay on the positive
side or the negative side is up to you and your emotional intelligence.
http://www.iqpc.com/cgi-bin/templates/document.html?document=51783&event=6667&topic=235
Decisions rule our lives, yet emotions cloud our ability to think
clearly. Tried and tested EQ problem-solving and decision-making techniques are
vital for your success as a leader as this will enable you to achieve your
organisational objectives and avoid disasters. Disasters donÕt just happen Ð
they evolve from a series of unsolved problems. You need to identify the
decision-making techniques that work for you and produce positive results.
Source 20: Emotional Intelligence
Summary
This source talks about
the emotional intelligence that people need in order to become good
leaders. It talks about the
different kinds of leaders and how emotional intelligence is a big part of
being a good leader. There are
four domains of emotional intelligence that are related to leadership
competency.
This relates to the spin
cycle because there are two parts to the competency, there is personal
competency and social competency.
This is sort of like the Blue and the Red options. The Òtowards selfÓ (blue) and the
Òtowards others and the worldÓ (Red).
Personal Competence covers self-awareness and self management while
Social competence covers Social Awareness and relational Management.
Primal Leadership
authors Goleman, Boyatzis and McKee identify four emotional intelligence
"domains" which bridge 18 leadership "competencies," the majority
of which depend upon skills in listening to one's self and to others.
Source 1:
Organizational Culture-
The Social Inducement System
Richard
W. Scholl, Professor of Management, University of Rhode Island
Revised: April 12, 2003
Date accessed: March 21, 2005
http://www.cba.uri.edu/scholl/Notes/Culture.html
Source 2:
Philosophy: Rational
Dr. Albert D. Farrell
Dr. Aleta L. Meyer
Date Accessed: March 21, 2005
http://www.has.vcu.edu/RIPP/phil.htm
Source 3:
COGNITION,
SCRIPTS, AND CASE-BASED SKILL DEVELOPMENT
Paul
R. Lyons, Frostburg State University
Date
Accessed: March 21, 2005
Source
4:
Routines
Nathalie
Lazaric and Markus Becker
Date
Accessed:
http://www.idefi.cnrs.fr/routines/routdiscuss.htm
Source
5:
Personality
is not set by Age 30
Sanjay
Srivastava, Ph.D.
Date
Accessed: March 21, 2005
http://www.apa.org/releases/personality.html
Source
6:
SOCIAL
ORGANIZATION OF CLASSES AND
SCHOOLS
Susan Florio-Ruane
Date
accessed: March 22, 2005
http://ed-web3.educ.msu.edu/literacy/papers/social.htm
Source
7:
Psychological
Freedom Now
Ilan
Shalif (Ph.D.)
Date
Accessed: March 22, 2005
http://members.tripod.com/~alternativ_psy/content1.htm
Source
8:
Theistic
Psychology
By:
Leon James
Date
Accessed: March 22, 2005
http://www.theisticpsychology.org/books/theistic/ch10.htm
Source
9:
Human
Development
What's
Different about Learning in Schools as Compared to Family and Community
Settings?
Ruth Paradise
Date
Accessed: March 22, 2005
Source
10:
Online@Ciera
Reading
Teacher Education in the Next Millennium:
What
your grandmother's teacher didn't know that your granddaughter's teacher should
James
Hoffman and P. David Pearson
Date
Accessed: March 22, 2005
http://www.ciera.org/library/archive/2000-01/art-online-00-01.html
Source
11:
Changingminds.org
Cognitive
Appraisal Theories of Emotion
N.
Frijda
Date
Accessed: March 23, 2005
http://changingminds.org/explanations/theories/cognitive_appraisal_theories.htm
Source
12:
Joshua
Nathaniel Pritikin and William Lawrence Jarrold.
Date
Accessed: March 23, 2005
http://openheartlogic.org/opine.cgi?leaf=cogappr
Source
13:
National
Institute for Urban School Improvement
Cognitive
Appraisal Theory: A Psychoeducational Model for Connecting Thoughts and
Feelings in Multicultural Group Work
McCarthy,
Christopher, Mejia, Olga L., Liu, Hsin-tine Tina, Durham, Ama C.
Date
Accessed: March 23, 2005
http://niusi.edreform.net/resource/6883
Source
14:
Appraisal
NETWORK:
Newsletter of the Society for Psychotherapy Research
Chris
Evans
Date
Accessed: March 23, 2005
http://www.psyctc.org/netw_spr/net6_1/appraisl.htm
Source
15:
Find
Articles
cognitive appraisal, negative affectivity and
psychological well-being
Joseph Oliver and Paula Brough
Date Accessed: March
23, 2005
http://www.findarticles.com/p/articles/mi_qa3848/is_200206/ai_n9102415
Source 16:
Emotional
intelligence
Byron
Stock & Associates
Date
Accessed: March 24, 2005
http://www.byronstock.com/whatisei1234.html
Source
17:
Your
Career and Emotional Intelligence
by
Freda Turner, Ph.D.
Date
Accessed: March 24, 2005
http://www.refresher.com/!emotionalintel.html
Source
18:
Coloring
Therapy
The
Business Case for Emotional Intelligence
Date
Accessed: March 24, 2005
http://www.coloringtherapy.com/emotional_intelligence_business.htm
Source
19:
Short
Course - Emotional Intelligence Ð The EQ Leadership Roadmap
An
Intensive And Practical, 2-Day Leadership Course
Glenhove
Conferencing, Houghton, Gauteng
Date
accessed: March 24, 2005
http://www.iqpc.com/cgi-bin/templates/document.html?document=51783&event=6667&topic=235
Source
20:
Primal
Leadership and the Role of Listening in Emotional Intelligence, Part II
Date
Accessed: March 24, 2005
Class Home Page: http://www.soc.hawaii.edu/leonj/leonj/leonpsy22/classhome-g22.htm
My Home Page: http://www.soc.hawaii.edu/leon/409as2005/tarayao/home.htm