My Emotional Spin Cycle- -
The Four Options and the
Annotated Bibliography
By: Christopher Cupp
Date:
See the
Instructions for this Report
Table of Contents
Cognitive Scripts
Behavioral Routines
Cognitive Appraisal
Emotional Intelligence
Bibliography
Introduction
In
everyday life, we come across a variety of thoughts, feeling, and emotions. Sometimes
we feel really happy about some things, and sometimes we feel really angry
about others. If someone does something
to us or for us that makes us happy, we feel happy about everything around
us. If we do or achieve something on our
own, we feel happy and satisfied with ourselves. However, if someone does something that makes
us angry, our thoughts become very cynical and we have negative thoughts about
that person. Those thoughts eventually
become aggressive actions. If we do
something to ourselves that makes us angry, it brings about negative feelings
and we tend to think badly about ourselves.
This all has to do with something called the Emotional Spin Cycle.
In
the Emotional Spin Cycle, there are two sides, positive and negative. Within each side consists of two categories:
(1) towards ourselves and (2) towards others and our environments. The whole purpose of the spin cycle is to be
able to cross over the two “bridges.”
Each bridge is generally starts at the negative side and ends at the
positive side. You see, the negative
side has feelings of things such as anger and things that fuel your temper
which lead to aggressive actions. We
tend to view the negative side as a type of initial instinct. For example, if someone calls me a bad name,
I’m going to call them something back.
That negative type of retaliation is an instinct that I learned. I will basically say something back just
because I’m angry. The whole point of
the spin cycle is to change the way a person thinks so then maybe I wouldn’t
have to say something back; I wouldn’t retaliate. It is there so people can try and find
something positive out of a negative situation and cross those “bridges.”
Terms:
-
Cognitive
Scripts: Everyday we learn “scripts” or forms of behavior when a particular condition
occurs. For example, that person that called me a bad name (in the
introduction). A script that I had
“learned” from a similar previous experience told me to retaliate by calling
that person a name. These “scripts” are implanted
in our heads, and basically tells us what to do in a given situation. It’s similar to a script an actor gets in a
movie; it tells him or her what to do. It is important to remember that each
person’s script is different. For
example, my retaliation was to call that person a name when they called me one. Another person’s script might tell him to
punch that person since they called them a name. Each script is different for each person.
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Behavioral
Routines: This term is similar to instinct.
Each situation requires reference to a cognitive script which leads to a
behavior. When a situation arises, the
cognitive script will tell you what to do, and then the way you behave is your
behavioral routine.
-
Cognitive
Appraisal: This terms main concern is to be harmonious with a cognitive
script. They kind of go
hand-in-hand. Basically when a person is
faced with something, they want to know if their actions in their cognitive
scripts are the right things to do at that given situation.
-
Emotional
Intelligence: This has a lot to do with one’s ability to motivate his or her
self to succeed or be productive. A lot
of businesses look for people with high emotional intelligence because it
generally means that they are hard workers and they strive to succeed. They generally have good work ethic and work
well with people. A person with high
emotional intelligence can easily cross the bridge to ensure positive actions.
Conclusion:
All of the terms above
interrelate. Again, take for example the
name calling incident in the introduction.
I retaliated because my cognitive script told me to. It made me angry, so I started to think cynically,
and then I retaliated. My cognitive
script is evident in my behavioral routine. My retaliation is a form of rage in
that situation, but I don’t necessarily view it as one. To me it’s my common behavior to do that, my
instinct. The only way that the other
person was going to know that I was angry and that I did
not appreciate their comment was to verbally (or physically if I choose to) let
them know.
My
actions in that situation put me on the negative side of the Emotional Spin
Cycle. If I want to cross the bridge to the
positive way of doing things, I need to change my cognitive script, thus
modifying my behavioral routine as well.
This action would result in cognitive appraisal. Engaging in cognitive appraisal would be
questioning my cognitive script and my behavior. An example would be asking my self if
retaliation is really necessary in that situation; If
calling that person a name back would really make me feel so much better. This interrelates to emotional intelligence.
You see, if I had a lot of emotional
intelligence (which I think I do), I could easily do this: Instead of retaliating, I could engage in
cognitive appraisal and change my scripts and my behavior. Then maybe I could just ignore the person and
walk away. If I could do this, I would
cross over the bridge to the positive side thus raising my emotional
intelligence and feel good about the way I behaved. My way of thinking would become wide open, I
would feel good about my self and life in general, and I will hopefully be
productive and succeed in life.
Cognitive Scripts
Media Violence, Children and Aggressive Behavior
A speech by Margot Prior at
the "Stories We Tell our Children" Conference
Summary:
Margot
Prior argues that, “Children who watch violent episodes show increased
likelihood of behaving aggressively after the viewing, and there are cumulative
effects of a diet of violence over time. Heavy consumers grow up to be more
aggressive than light consumers. US research has shown that the effects can
cross generations as heavy violence consumers grow up to be aggressive and
raise children who show similar patterns. In other words, there is a strong
cultural transmission of the effect.”
She goes on to say that “This should not surprise us since human
behavior is multiply determined, and violence viewing is only one of a myriad
of influences which impinge on the growing child. There are important
moderating effects on this relationship between exposure to media violence and
aggressive behavior. These include parental attitudes and reactions to
aggression in their children and the individual predisposition's of the child.
There is also the way the material is translated by the child into cognitive
scripts about acceptable and unacceptable behavior, and here parents have a
particular influence in the ways that they talk to their children about what
they see. I am talking here about what it is that children learn and
internalize from what they see on the television. I am also talking about:
- the child's
intelligence, academic ability, aggressive behavior, communication skills
and problem solving abilities when faced with conflicts in personal
interactions;
- the amount and kinds
of punishment parents use to socialize their child; the models parents
provide of aggressive versus pro social behavior; and
- the gender of the child
and the gender role stereotypes in our society which they absorb from an
early age.
This list could go on. There has
also been research aimed at understanding the mechanisms of the effects. Those
identified include:
- increases in
physiological arousal,
- decreases in
inhibitions against antisocial behavior,
- increase in negative
mood states, activation of aggression related information in memory,
learning and modeling of violent behaviors, and
- decreases in sensitivity to
violence and its effects.
It is
not hard to see how these mechanisms can contribute to an increase in the
propensity for aggressive behavior as a consequence of violence viewing.”
Relevance to the
Emotional Spin Cycle:
The relevance that I found in this
article has to do with the four options diagram. These children are watching shows with
generally unacceptable behavior. Their
parents are letting them watch violent material, so they’re probably thinking
that if their parents let them watch it, it must be okay. So they watch it and feel negative about
themselves and probably about others and the world. They feel inadequate or some sort of rage,
which motivates them to emotionally impaired or cynical thinking, and then
finally aggressive or destructive behavior.
This has to do with the threefold-self because they feel some sort of
rage or anger, think about doing something (something violent they saw in the
movie), and then eventually act it out.
Samples:
-
“A
vivid example of this was seen last year in the case of the murder of the Bulger child by two 11 year olds. In this case it appears
that a combination of predisposing factors, including previous antisocial
behavior and some influence of violent video watching, were influential in
creating a situation in which these very high risk children could engage in
such horrifying behavior.”
-
“Aggressive children prefer violent media which then
stimulates and feeds their aggression and provides them with models of behavior
which they take out into the world and try.”
-
“A diet of violence and a promotion of aggressive reactions
to conflict contributes to a general social culture in
which such behavior is acceptable, normative, inevitable and scarcely
remarkable. It can lead to an increase in the general level of violence in the
community because it is so pervasive an influence and because we accept that
this is the way things are and will always be.”
To view
this argument, please click here.
Kill The Craving
Summary: This article
talks about a new form of therapy for chemical addiction called ERP. Exposure response prevention, or ERP, is a
behavioral technology used to treat obsessive compulsive disorders and phobias
based on principles of operant and respondent learning. The specialists help patients with “ERP
kits.” The ERP kits are “made up of
simulated drugs, alcoholic beverages, drug use paraphernalia, and music and
photographs that the user associates with their chemical abuse. The cocaine ERP
kit includes a white powder, razor blade, rolled up money, mirror, small spoon
etc. Each of these objects has the power to trigger a strong level of craving
in an addicted individual. They have no effect on a non-addicted person. SLS
also developed a photo card form of ERP for self-administered therapy. Each
card set (see photos) depicts a hierarchical sequence of drug preparation and
use scenes by substance. There are card sets available for crack, cocaine,
alcohol, heroin and marijuana.”
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“The specialists
designed a room for each session that is created to remind the patient of their
chemical use past. Patients need to learn that they can ride their craving wave
(see illustration) without giving into a desire to use. Through repeated ERP
therapy sessions the impulse to use triggered by the ERP stimuli becomes weaker
and weaker. Eventually, the patient feels virtually no desire to use at all. It
is at that point that the patient feels they have really accomplished something
special.”
The Craving Wave
The impulse to use rises upon exposure to a triggering stimulus (point B). If
the person does not use, their craving will peak (point C) and then decline to
zero (point D).
Relevance
to the Emotional Spin Cycle:
This
article is relevant to the emotional spin cycle because the treatment involves
breaking cognitive scripts that makes the addicts use drugs, as well as use
other scripts to help them break their addiction. The specialists help create new scripts that
will help the patient feel guilty and not use drugs rather than feel the urge
to use. This treatment deals with the
three fold self because when a typical patient sees a drug, they feel the urge
to use it. The purpose of this treatment
is to help and motivate the patient cross the bridge to the positive side where
he will feel good about himself without using (even if he is presented with the
drug).
Samples:
Cognitive scripts are used within this treatment. The scripts are motivating statements
designed by both therapist and patient. Typical cognitive scripts include:
"Remember the pain and hurt I caused myself and my
family."
"I will be able to feel better about myself if I walk
away."
"Remember the physical pain and consequences of
withdrawal."
“The patient makes a respondent connection between these scripts
and stimuli formerly associated with chemical abuse. So not only does the
patient break the drink or drug connection with the triggering stimuli, he also
connects the stimuli with his cognitive scripts. This new connection will help
him to walk away from a tempting situation.”
To
view this article, click here.
Herbal Cigarettes: Tobacco Starter Kits for Minors
Francisco Buchting
Summary: In this newsletter, it talks about how it is legal for
minors to buy and use herbal cigarettes and herbal spit in the State of
Relevance to the
Emotional Spin Cycle:
This newsletter
provides a different type of Spin cycle.
Minors are usually curious when they see ads that appeal to them even if
they have a negative effect. It gets
them thinking when they are feeling depression or inadequacy and then it leads
them to a curious self destructive type of behavior. That is, eventually trying the
cigarettes. After they try the
cigarettes, sooner or later they will be motivated to try other things such as
marijuana or perhaps “harder” type drugs.
Their inadequacy affects their way of thinking (cynical thinking), which
in time will lead to self-destructive behavior (drug use).
Samples:
-
“One such model, the
gateway theory, posits that the sequential use of cigarettes and/or alcohol
leads to the use of marijuana, and subsequently sequential progression to
“harder” drugs are the age at which substance use was initiated.”
-
“the application of
economic theory to the gateway theory has found that an individual will initiate drug consumption with that drug that
has the lowest cost.(4) In
this case, herbal cigarettes have a lower cost than “regular” cigarettes, thus strengthening the
argument for their possible placement in the gateway model as one
of the starter “drugs”.
To view this newsletter,
please click here.
MEASURING THE EFFECTS OF
SEXUAL CONTENT IN THE MEDIA:
A Report to the Kaiser Family Foundation
By:
Aletha C. Huston, Ph.D.
Ellen Wartella, Ph.D.
Edward Donnerstein, Ph.D.
With the assistance of Ronda Scantlin
and Jennifer Kotler
Summary:
“Anyone
who watches television, goes to the movies, or picks up a magazine today knows sex
is prominent across all media. Research has shown that some media do
incorporate pro-social messages about sex and sexual issues, like the risks and
consequences of unprotected sex, but most do not. These messages, whether
incorporating positive or negative themes, are seen by many people today, and
raise legitimate questions about what effect they have on influencing the
behaviors and attitudes of young viewers.
Many
parents say conversations with their children about sensitive topics like teen pregnancy
or AIDS have been sparked by something they saw on television. And, in fact teens
say that some media are important resources for them about sexual health
issues. On the other hand, some young people say that sexual messages on
television and in movies influence teens in a negative way, and many adults
also worry about this.
While
there has been a great deal of research on the impact of violence in media,
there has been almost no research on the impact of sexual portrayals. On the
other hand, there is no shortage of opinions about the effect of sexual content
on TV, ranging from “it just goes over their heads” to “it causes teen pregnancy.”
It is especially important to learn, through empirical research, not only which
kinds of depictions might have a negative impact on young viewers, but also how
the media can provide positive models of behavior.” This report was formed to investigate the
impact sexual content in the media has on young viewers.
Relevance to the Emotional Spin
Cycle:
This is relevant to the spin cycle
because it has a lot to do with emotional impaired thinking. When they watch television, and they see
explicit sexual content, it impairs their way of thinking. After they are “aroused” by what they see,
they have the motivation to go out and experience it for themselves. In a way their actions can be viewed as
destructive because on television, they don’t show the consequences of having
sex. They don’t show the actors becoming
pregnant or contracting a sexually transmitted disease. All it shows are the “appealing” parts and
nothing else. So when kids acquire
emotionally impaired thinking and act out destructive behavior, some of the
consequences are life threatening.
Another way to look at it is that if a person wants to have sex with
another and the other doesn’t, this may fill the one who desires to have sex
with anger. This may lead to rape
(aggressive behavior).
Samples:
-
“The
television research shows a fairly consistent sexual message across TV genres:
most portrayals of sex depict or imply heterosexual intercourse between
unmarried adults, with little reference to STDs/AIDS, pregnancy, or use of
contraception.”
-
“There
are sound theoretical reasons to believe that television and other media can
play an important role in educating children and adolescents about sexuality.
Media portrayals surround children and adolescents, and young people are
intensely interested in sexuality, romance, and relationships.”
-
“If
we are to completely understand the effects of sexual content in the media we
need to consider a range of outcomes – cognitive, emotional, attitudinal, behavioral – either separately or in combination with one
other. In addition, we need to be cognizant of vast individual differences in
how viewers respond to sexual depictions.”
To view this article, please click here.
COGNITION,
SCRIPTS, AND CASE-BASED
SKILL
DEVELOPMENT
Paul R. Lyons,
Summary:
The instruction approach, case-based skill development
(CBSD) needs to be tested through some empirically-based means. Intuitively,
and perhaps interpretively, it represents a linkage of cognition and behavior, however, it needs to be examined in much greater
detail. Hypotheses could be developed and tested to examine: 1) changes in
self-beliefs of capability; 2) changes in ability to persuade or convince
others of some action; 3) changes in performance of various activities, and the
like. Virtually all cognitive theories recognize that cognitive processing is dependent
on individuals' interactions with their environments and on their past
experience. Most of the empirical research that grounds the basic theories is
research that was completed in laboratory settings,
hence, the richness of the theories is limited. Further study may extend and expand
the theory-grounding.
Relevance to the Emotional Spin Cycle:
This article points information about how to use the
two positive options in the Daily emotional spin cycle. It talks about setting goals for motivational
purposes so that you have a sense of enthusiasm or self confidence. From there you think very optimistically
about your self and about achieving your goal.
As time goes on, you act out the self-enhancing behavior and hopefully
accomplish what you set out to do.
Samples:
-
“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.”
-
“The individuals
who will practice and implement the learned skills are also the principal
molders and shapers of the
performance models.”
To view this article, please click here.
Behavioral Routines
Controlling Police Use of Excessive Force:
The Role of the Police Psychologist
by Ellen M. Scrivner
Summary:
“The role of police psychologists in identifying officers at risk for excessive force and in preventing its use: the factors that contribute to use of excessive force by the police. Police psychologists were surveyed to examine the types of services they provide and how those services are used to counter police use of excessive force. The psychologists were also asked to characterize the types of officers who abuse force and to suggest psychology-based intervention strategies that could help police managers reduce excessive force. Of particular interest is whether police departments should rely almost exclusively on pre-employment screening to identify violence-prone candidates.” Relevance to the Emotional Spin Cycle:
This has to do with the emotional spin cycle because psychologists were finding that officers who engaged in aggressive or destructive behavior basically stayed on that side of the spin cycle. They didn’t form a bridge and cross over to the positive side. That’s where excessive force came in because it was almost routine for them to carry out those aggressive types of behaviors. Samples:
- “On the basis of input from psychologists working in police departments in the Nation's largest cities, profiles of officers who abuse force were developed. The study also identified the functions of psychologists that had relevance to officers' mental health, specifically their use of excessive force, and presented their recommendations on how best to predict, remedy, and prevent excessive force.”
- “Officers who used excessive force in making arrests or handling prisoners might be evaluated for their fitness for duty, but psychological support services were not widely available.”
To view this website, please click here. Assumptions for Serving Students with Disabilities
4/8/99
Summary:
This is a website (power point presentation) from the
Relevance to the
Emotional Spin Cycle:
It states that to help an individual with a disability, one should
access attention or positive events or avoid/escape negative events. It basically states that you can always change
or help someone unlearn a specific behavior routine to help them effectively
cross the negative side on the emotional spin cycle to the positive side.
Samples:
“Behavioral Routines: Response [mode] is Primary Component
· Shaping programs are used
· Social contingencies are critical: Access attention or positive events or avoid/escape negative events
· Functional analysis is necessary: Entirely situation centered
· Eventual self-monitoring systems needed”
“The Concept of ìCultureî
· Expressed with language
· Reflects beliefs-values-morals
· Includes people of various ethnicities
· Contains strata of socio-economic status”
To view this power point presentation, please click here.
A Different Spin
Contributed by Ed
Hirsch
Summary:
I thought that this website (source)
had a lot to do with the emotional spin cycle.
It explained how, “the difference between your
success and failure is simply in the elimination of the distractions. Simply do
not allow the impact of circumstances (good or bad) to effect what you
ultimately want, no matter what your respective set of conditions (or
environment) you find yourself in now.”
It also gave some advice on how to stay positive on the emotional spin
cycle.
Relevance
to the Emotional Spin Cycle:
This is relevant to the emotional spin
cycle because it talks about getting everything negative out of your life to
focus on goals or positive things. If
you have a enthusiastic frame of mind, that will put
you on the positive side of the spin cycle which will lead to self-enhancing
behavior and accomplishing your goals.
Samples:
-
“These "little"
negatives unfortunately accumulate in your life. The less you have the better.
Zero would be best. They are tiny irritations eating away at you over time,
moving you in downward direction, away from what you want to be, do and have.”
-
“The difference between your success and
failure is simply in the elimination of the distractions. Simply do not allow
the impact of circumstances (good or bad) to effect what you ultimately want,
no matter what your respective set of conditions (or environment) you find
yourself in now.”
-
“Immediately, transfer the
negative to the positive in your mind. Train your mind to do this ... it works!
Do it at ALL times. Remember that your Goals minus your Doubts equals your Reality.”
To view this article, please click here.
UNDERSTANDING CONFLICT
AND WAR: VOL. 1:
THE DYNAMIC PSYCHOLOGICAL FIELD
Chapter 14 & Chapter 15:
THE BEHAVIORAL EQUATION:
BEHAVIOR, SITUATION,AND EXPECTATIONS*
&
Situation,
Expectations And Triggers*
By R.J. Rummel
Summary:
In these two chapters, R.J. Rummel talks
about when a person responds to or decides how to act regarding some
situation, “his or her personality characteristics, in effect, are weighted by
that situation. Moreover, in respect to that situation, the person's behavioral
dispositions themselves are weighted by his or her expectations about the
outcome of his manifest behavior.” He
also talks about how, “Expectations define for us the consequences of our acts
and are therefore more inclusive: within our perspective they assume the
dispositions and powers of things. Expectations underlie the interaction
between us and our world.”
Relevance to the
Emotional Spin Cycle:
This is relevant to the spin cycle because it’s generally agreeing
that depending on what frame of mind a person is in or feeling, or what type of
expectations they have, will led to whether his or her actions will be positive
(self-enhancing) or negative (self-destructive).
Samples:
-
“For example, a woman may be quite unconsciously ready to
divorce her husband, but except for a feeling of unhappiness, of disquiet, or
dissatisfaction with him ' this may not surface. Life may go on as before as
she follows the daily routine while inwardly straining toward a change, that
is, until some minor event leads to an argument which is a trigger, surfacing
and suddenly crystallizing her feelings, precipitating a change in her
behavior, and serving as the excuse for the divorce toward which she had been
inclined.” This shows how a negative
feeling triggers the aggressive behavior (divorce).
-
“What routines we do settle into are then the results of
behavioral conflicts between ourselves and the external world, an interactive
working out of our behavior in a specific situation until a routine that we can
live with is established.”
To view this article, please click here.
Crisis Transition and Transformation
By Robert Dilts
Summary:
“Change
and transition are facts of life. They are simultaneously the source and the
outcome of all interactions within a living system. In fact, it has been argued
that, in a dynamic system, ‘the only constant is change.’ Change is at the basis of both growth and
destruction. Thus, change can be either a resource or a problem depending upon
the impact is has on the rest of the system. Too little change can lead to
stagnation and rigidity. Too much change
can create chaos and disorder. Effective
adaptation and evolution are a result of balancing change and stability.”
Relevance to the Emotional Spin Cycle:
This article
basically explains that if a person focuses on his or her emotions, it can
bring about a change in their behavior.
That is pretty much what the purpose of crossing the bridge is.
Samples:
-
“When a person is in a changing environment, for example,
it can be helpful to establish stability through behavioral routines and
habits. Behavioral changes, however, are best managed through establishing
consistent mental strategies and plans. Developing new mental skills or
capabilities, on the other hand, is best supported by having stable beliefs and
values.”
-
“For human beings, change can happen at the level of their
environment, behavior, thoughts (mental skills and capabilities), beliefs,
values, and identity. Each level of change involves different dynamics and has
a different impact on the person and his or her life situations.”
To view
this article, please click here.
Cognitive Appraisal
Emotion Research: Cognitive and Experimental Psychology
Summary:
This website
basically just gives a clear-cut definition of what cognitive appraisal is and
the influence it has on emotions.
Relevance to the Emotional Spin Cycle:
In the Emotional
Spin Cycle the only way to get from one side to the other is to change the way
you think and feel.
Samples:
-
“Emotional responses represent undifferentiated
physiological states and cognition is therefore necessary to provide an
interpretation which a) provides the basis for the conscious experience of a
particular emotion, and b) can be used by the organism in an adaptive manner to
initiate or alter a particular behavior.”
-
“Cognition is necessary to disambiguate the vague emotional
states and cognitive constructs such as perceptions, thoughts, beliefs, and
goals are brought to bear on this process. The sequence of events involved in
an emotional response is thought to be as follows. A stimulus is detected,
causing a state of bodily arousal, which in turn is interpreted by the
cognitive apparatus to generate an appraisal, which takes into account the
organism's goals, plans, and beliefs.”
To view this
article, please click here.
Expressing Negative Emotions: Healthy Catharsis
or Sign of Pathology?
Summary: This article talks about how “expressing
negative emotions is beneficial only if it leads to reappraising the
maladaptive cognitions associated with the emotions. Expressing negative
emotions might foster adaptive cognitions such as ‘These feelings are
unpleasant but not unbearable’ or ‘I've felt guilty about this for years, but
it's really not my fault.’ The authors cite
research suggesting that suppressing the experiencing of emotions and
inhibiting emotional expression can be harmful because these processes require
energy, impeding our coping ability, impairing our immune functioning, and
preventing us from reappraising the associated maladaptive cognitions.”
Relevance to the Spin Cycle: This article has a lot of relevance because
it primarily talks about the negative side of the spin cycle. It talks about how it is dangerous to stay on
the negative side and not form a bridge to cross over to the positive
side. It talks about how you should
learn to cope with the negative problems in life, and cross the bridge and make
it positive. That way, a person will be
able to cope with things better.
Sample:
-
“People vary in the intensity of their emotional
reactivity, so when treating patients who express little emotion, it is
important to assess whether these patients are suppressing their emotions or
simply do not experience intense emotional reactions. For those patients who
suppress emotions, expressing and exploring their emotions would improve their
coping ability, as well as their mental and physical health.”
-
“Expressing moderate emotions to others can bring us closer
to others and elicit support which enables us to organize and reappraise
negative emotions and the associated cognitions.”
To view
this article, please click
here.
COPING WITH CARING: COGNITIVE APPRAISAL OF POST-ONSET PERSONALITY
AND PHYSICAL CHANGES IN PATIENTS WITH NEUROLOGICAL DISORDERS
Rukhsana
Kausar* and Graham E. Powell
Summary: “People who are care-givers of severely ill persons experience
significant strain when the ill persons develop personality changes, rather
than physical changes from a disease. Cognitive factors may play a mediating
role in this differential experience of stress. This research examines
caregivers' cognitive appraisal of post-onset personality changes and physical
changes in people with neurological disorders. For the purpose of the study,
caregivers of 112 patients completed self-reporting measures. All assessments
were carried out 4 to 18 months after onset of the illness. It was hypothesized
that caregivers would perceive personality and physical changes in a
differential manner. The results indicated that compared to physical changes,
personality changes were perceived as more stressful, more threatening, of
greater centrality and elicited more concerns. Physical changes were perceived
as more manageable compared to personality changes. Caregivers expressed
significantly greater need for information and greater need to hold back from
acting impulsively in relation to personality changes. The findings suggest
that caregivers have a differential perception of post-onset changes in
patients, and that professionals must be aware of this while designing
interventions for the patients as well as the caregivers.”
Relevance to the Emotional
Spin Cycle: This paper talks about how a change in
behavior can be the direct result of cognitive appraisal. When trying to
cross over from the negative into the positive side, one should use cognitive
appraisals to change the behavioral patterns.
Samples:
-
“Caregivers may have to cope with problems of mobility,
sensory loss, cognitive impairment, memory deficits, and behavioral and
personality changes in patients. More recent research has shown that behavioral
disturbances in patients contribute to a higher level of physical and
psychological morbidity in caregivers.”
-
“Cognitive processes can influence the outcome of stress,
and cognitive appraisal and coping are central to the theoretical perspective
of the stress and coping model developed by Lazarus and colleagues (6,7). Cognitive appraisal according to the model of Lazarus
et al, is defined as a process in which a person evaluates a particular
encounter with the environment, estimates whether the situation is relevant or
important to him (known as primary appraisal) and if so, whether it requires
the mobilization of coping strategies, and whether the necessary strategies are
within the means of coping resources (referred to as secondary appraisal).”
To view
this article, please click here.
The Cognitive Interactional
Model of Appraisal and Coping
Nathan L. Williams
Summary:
This article focuses on the Cognitive Interactional
Model of Appraisal and Coping developed by Mr. Williams, which is used “to
emphasize the role of cognitive styles and schemas in providing a dispositional
basis for coping. This model was
developed specifically to examine coping styles in individuals with anxiety and
depression, based on the assumption that such individuals should not only
evidence characteristic patterns of appraisal, but also characteristic patterns
of coping in response to perceived threats. Moreover, we contend that
individuals should differ in the extent to which they are flexible in their
employment of coping styles (i.e., coping flexibility) as a function of these
patterns of appraisal.”
Relevance to the
Emotional Spin Cycle:
This model is well created because it simplifies the relationship cognitive
appraisals has on cognitive scripts and behavioral routines. When one changes, the others change as well
(positive and negative correlation).
Sample:
-
“Specifically, the looming maladaptive style and anxiety
were positively correlated with behavioral avoidance across situations, whereas
depression and the pessimistic explanatory style were uncorrelated with
behavioral avoidance, but were negatively correlated with positive reappraisal
and action-oriented coping.”
-
“For example, depression has been shown to be related to a
cognitive schema that revolves around themes of loss and hopelessness about the
future (e.g., Abramson et al., 1989; Beck, 1976), whereas anxiety is thought to
be related to a cognitive schema that revolves around themes of personal threat
or danger (Beck, 1976; Riskind, 1997). Based on these differences in schematic
content, Alloy, Abramson and associates have provided consistent evidence that
a pessimistic explanatory cognitive style places individuals at risk to develop
depression, while Riskind, Williams and colleagues
have provided consistent evidence that a looming maladaptive cognitive style
places individuals at risk to develop anxiety.”
To view this article, please click here.
A
Multi-agent-based Model for Analyzing Human Cognitive Process
of
Advertising Information
Michiaki
IWAZUME Yuichiro
KATO Akihito
KANAI
Brain
Science Institute Department of Value and Decision Science Department of
Engineering
RIKEN Tokyo
Institute of
Summary:
In this paper,
the objective was to reveal the effects of emotions in the ads understanding
process, by conducting two TV commercials based on cognitive appraisal theories
which seek to comprehend emotion within a series of cognitive processes.
Relevance to the Emotional Spin Cycle:
This theory they
conducted has a lot to do with the emotional spin cycle. This theory “stresses the role of cognition
in the generation of emotion, treating emotion as a product of cognitive
behavior, such as understanding, reasoning, anticipation, memory, evaluation,
and motivation proposed the following layers of understanding involving the
process that occurs while reading a novel.”
This is basically what the spin cycle is and does.
Samples:
-
“From the perspective of advertising studies, not a few researches
have noted that emotions are assumed to influence on thought processes [4]; to
create a positive attitude toward the ad and translate this into attitudes
toward the brand [5]; or to work by transforming the user experience.”
-
“Considering the goal of advertising communication which is
consistent with changing feelings to the direction of purchasing products…” (Meaning they are trying to make it’s
consumers cross over from the negative side of the bridge to the positive side
to buy their product).
To view this
article, please click
here.
Emotional Intelligence
EMOTIONS and EMOTIONAL INTELLIGENCE
Summary:
This
page is an on-line bibliography in the area of emotions and emotional
intelligence, describing current research findings and notes of interest. It defined emotional intelligence as “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.”
Relevance to the Emotional Spin Cycle:
I feel
that the stronger your emotional intelligence is, the more likely you’ll be
able to cross over to the positive side of the emotional spin cycle. It basically tells you what would make you
feel good and what would make you feel bad.
If you want to feel good, you know what you have to do to cross the
bridge.
Samples:
-
According to Salovey & Mayer
(1990), EI subsumes
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.
-
EI is not some easily dismissed "neopsycho-babble."
EI has its roots in the concept of "social intelligence," first
identified by E.L. Thorndike in 1920.
To view this page,
please click
here.
6 Seconds.org
Summary:
This website gives a definition of
emotional intelligence, as well as ways of increasing it. “Six Seconds is a
nonprofit organization dedicated to bringing emotional intelligence into
practice in schools, families, organizations, and communities. Six Seconds teaches emotional intelligence
(or "EQ") skills so children and adults can lead more joyful,
complete, productive, and healthy lives. These learnable skills -- including
emotional literacy, optimism, empathy, management of impulses, and resiliency
-- create self-awareness, self-management, and self-direction.”
Relevance to the Emotional Spin Cycle:
This website has a lot to do with the spin
cycle because it teaches people to think positive so they can form a bridge to
cross over from the negative to the positive side no matter what situation in
life they are faced with. It teaches
people that there is a positive side to most situations, and definitely tries
to motivate them to productivity and success.
Samples:
-
“Increasing emotional intelligence (EQ)
has been correlated with better results in leadership, sales, academic
performance, marriage, friendships, and health. The explosion of research about
the brain and human behavior has led to this exciting new perspective on the
way people inter-relate.”
-
“It takes six seconds to manage
anger. It takes six seconds to create
compassion. It takes six seconds to make
a difference.”
To view this page, please click here.
Using Emotional Intelligence to Transform Stressful Feelings
(© 2001 Carol James)
Summary:
This website is
like some of the others. It basically
explains that everyone is in control of his or her own emotions. If a person is feeling sad or depressed (on
the negative side), they are main ones that can change their thoughts and
emotions to put them on the positive side.
They can motivate themselves to get rid of the negative thoughts and
focus on the more productive ones. It
teaches you to catch the things that trigger your negative emotions, so you
know exactly what to do to make them positive.
Relevance to the Emotional Spin Cycle:
This website is
relevant because it let’s people know that if they can identify what the
problem is that is keeping them on the negative side of the emotional spin
cycle, they can stop it, build a bridge, and successfully motivate themselves
to the positive side.
Samples:
-
“You don't have to watch every thought; just pay attention
to your feelings. Good feelings indicate that you’re viewing your life in a
positive light. As long as you’re feeling uplifted and empowered, you don’t
need to monitor your thoughts because they’re clearly serving you well.”
-
“If you can give the emotion a precise label – hurt, anger,
sadness, depression, jealousy, rejection, loneliness, boredom, anxiety, worry
or apprehension – you will have a clue to how you may be
perceiving a particular situation. Then you can follow this clue to its
trigger. Here are some common emotions with the perceptions that often
accompany them:
Hurt - You probably perceive someone’s
words or actions as intended to hurt or betray you.
Worried - There's a good chance you’re thinking about some future
event that you either do not look forward to or fear might happen.
Angry - You may believe that someone has done something you
do not approve of or strongly disagree with.
Defensive - You may believe that someone doesn’t understand
you or is trying to attack you.
Resistant - You may perceive something as undesirable and
are trying to avoid it.”
To view this
article, please click
here.
Summary:
This is a
website about a training school that helps strengthen emotional intelligence as
well as motivate people to productivity and success. Their definition of
emotional intelligence is “a collection of 15 skills,
and these skills are grouped in the following table as the foundation, walls
and roof of your ‘emotional architecture (as shown in ‘Samples’).”
Relevance to the Emotional Spin Cycle:
This school
teaches people how to effectively cross the bridge between the negative side on the emotional spin cycle to the positive side using
the tools that they discussed on their website.
Samples:
-
“Emotional Intelligence is a collection of 15 skills, and
these skills are grouped in the following table as the foundation, walls and roof of
your ‘emotional architecture’.”
Emotional Intelligence ‘Architecture’ & Skills
|
Core(foundation) |
Supporting(walls) |
Resultant(roof) |
|
Self Awareness |
Flexibility |
Self-Actualization |
-
“Study after study shows that of the skills that contribute
to career success, the ‘soft skills’ of communication, openness to change,
leadership and the ability to learn effectively consistently outrank the ‘hard
skills’ of technical and academic competence. All of these ‘soft skills’ are
dependent on the strength of your Emotional Intelligence ‘architecture’.”
To view
this website, please click
here.
Summary:
Michelle
Martinez talks about a book written by Daniel Goldman, and how his book wrote
about companies that look for individuals with high emotional intelligence
scores rather than high intelligent quotient (IQ) scores. In this article, it also points out how
little emphasis is put on emotional intelligence in schools and how effective
it can be.
Relevance to the Emotional Spin Cycle:
Emotional
intelligence is so crucial for a person to cross over the bridge. If they have a great deal of emotional
intelligence, they can control the way they feel and be self confident about
themselves. In fact in the “positive
about others and the world” side of the emotional spin cycle, emotional
intelligent thinking is the key necessity to provide supportive and
constructive behavior.
Samples:
-
“Companies have built teams, reengineered processes—even
downsized the workforce—for the sake of profitability. Now it's time to make
sure organizations are getting the most efficient, high performing employees
possible—ones that won't "check their brains at the door," says
Robert K. Cooper, Fortune 500 business consultant and author of Executive EQ:
Emotional Intelligence in Leadership and Organizations.”
-
“Now that the team had some solid numbers, it had to
convince top management to accept the findings and apply them by offering
training and development experiences that would enhance the EI skills of
planners, as well as managers—thereby improving performance.”
-
“What's this quality called EI? Goleman
defines it as good old street smarts—knowing when to share sensitive
information with colleagues, laugh at the boss's jokes or speak up in a
meeting. In more scientific terms, EI can be defined as an array of noncognitive skills, capabilities and competencies that
influence a person's ability to cope with environmental demands and pressures.”
To view
this article, please click here.
Bibliographies:
Media Violence, Children and Aggressive
Behavior
A speech by Margot Prior at the
"Stories We Tell our Children" Conference
Melbourne, Australia, August 1994.
This article can be seen at:
Kill The Craving
This article can be seen at:
Herbal Cigarettes: Tobacco Starter Kits for Minors
Francisco Buchting
This article can be seen at:
MEASURING THE EFFECTS OF
SEXUAL CONTENT IN THE MEDIA:
A Report to the Kaiser Family Foundation
By:
Aletha C. Huston, Ph.D.
Ellen Wartella, Ph.D.
Edward Donnerstein, Ph.D.
With the assistance of Ronda Scantlin
and Jennifer Kotler
This article can be seen at:
COGNITION,
SCRIPTS, AND CASE-BASED
SKILL
DEVELOPMENT
Paul
R. Lyons,
This article can be seen at:
Controlling Police Use of
Excessive Force: The Role of the Police
Psychologist
by Ellen M. Scrivner
This article can be seen at:
Assumptions for Serving Students with Disabilities
4/8/99
This article can be seen at:
A Different Spin
Contributed
by Ed Hirsch
This article can be seen
at:
UNDERSTANDING
CONFLICT
AND WAR: VOL. 1:
THE DYNAMIC PSYCHOLOGICAL FIELD
Chapter 14 &
Chapter 15:
THE BEHAVIORAL
EQUATION:
BEHAVIOR, SITUATION,AND EXPECTATIONS*
&Situation,
Expectations And Triggers*
By R.J. Rummel
This article can be seen
at:
Crisis Transition and Transformation
By Robert Dilts
This article can be seen
at:
Emotion Research: Cognitive and Experimental
Psychology
This article can be seen
at:
Expressing Negative
Emotions: Healthy Catharsis or Sign of Pathology?
This article can be seen
at:
COPING WITH CARING: COGNITIVE
APPRAISAL OF POST-ONSET PERSONALITY AND PHYSICAL CHANGES IN PATIENTS WITH
NEUROLOGICAL DISORDERS
By: Rukhsana Kausar* and Graham E. Powell
This article can be seen
at:
The Cognitive Interactional Model of Appraisal and Coping
Nathan L. Williams
This article can be seen
at:
A Multi-agent-based Model for Analyzing
Human Cognitive Process
of Advertising Information
Michiaki IWAZUME Yuichiro KATO Akihito
KANAI
Brain Science Institute Department of Value
and Decision Science Department of Engineering
RIKEN Tokyo Institute of
This article can be seen
at:
EMOTIONS and
EMOTIONAL INTELLIGENCE
This article can be seen
at:
6 Seconds.org
This article can be seen
at:
Using Emotional Intelligence to Transform Stressful Feelings
(© 2001 Carol James)
This article can be seen
at:
This article can be seen
at:
By: Michelle Neely
This article can be seen
at:
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