Customizing My Emotional Spin Cycle:

Annotated Bibliography

409b—fall 2001—G15

Dr. Leon James, Instructor

 

By: Shell87

Date: October 16,2001

Instructions for this Report

 

Introduction…

 

            On the first day of class I was introduced a concept developed by Dr. Leon James, called the “Emotional Spin Cycle.”  You are probably wondering, as I was on that first day of class, what exactly is the “Emotional Spin Cycle?”

 

 

            All individuals in a society are taught how to act in certain social situations according to the cultural norms.  To act according to the right situational, societal and cultural norms is to behave in a manner that requires the use of a combination of the three areas of human functioning.  The three areas of human functioning are the affective domain of behavior, which are the habits that you attribute to feeling.  The cognitive domain of behavior is what we attribute to the thinking part of ourselves and the last area of human functioning is the sensori-motor domain of behavior which is the actual acting of societal norms and habits.  Whether we acknowledge it or not all three domains of human functioning perform together to perform a single task which Dr. James calls our threefold-self.  The threefold-self is the combination and working together of the three areas of human functioning, within an individual.  We can look at each of these parts individually to observe what they are and to modify ourselves to become more emotionally balanced.

 

 

            Within the threefold-self there are two major areas that people function in on a daily basis, from minute to minute and second to second.  One area is the arena of “others,” which means everything out in the world other than the individual person. This is referred to as the “red zone.”  The other area is the area of the “self” this is the individual person and is referred to as the “blue zone.”  On a daily basis individuals have to deal with both the “red zone” and the “blue zone” areas of the threefold-self.  Individuals also have to functions in both zones throughout the day because they have to interact with other people and deal with their own internal feelings.  The area as a whole along with the three areas of human functioning is called the “Emotional Spin Cycle.”  Majority of the time many people are unaware of what area they are functioning in because they do not know about the three areas of human functioning which combined equals to the threefold-self which in turn is part of your “Emotional Spin Cycle.”

 

 

            The red zone and the blue zone can either be positive or negative.  The entire emotional spin cycle has a total of four zones.  Zone 1 is called the “negative red others zone,” which includes as all the other zones do the three areas of human functioning, feeling, thinking and doing.  This red negative zone is characterized be feelings of anger and rage, emotionally impaired thoughts and negative red actions such as aggressive or destructive behavior.  These are things that an individual can do to other people in a negative way.  Zone 2 is called the “negative blue self zone.”  This negative blue zone consists of feelings of depression and dissatisfaction, pessimistic and cynical thoughts and actions of self-destructive behavior.  In this red self zone the individual had these negative thoughts, feelings and actions toward themselves.

 

 

            The third zone is the first arena of the positive side of the emotional spin cycle.  Zone 3 is called the “positive blue self zone,” it is characterized by the three areas of human functioning as were the negative arenas of the emotional spin cycle.  Feelings in zone 3 are feelings if mastery and satisfaction, consists of optimistic and realistic thoughts and actions consists of self-enhancing behavior.  In this third zone these positive feelings, thoughts and actions are all focused on the individual.  Last there is the zone 4 which is called the “positive red others zone.”  Within this zone the individual gears their feelings, thoughts and actions toward other people.  The feelings in zone 4 consists of zeal and compassion.  The individual has emotionally intelligent thoughts about the people around him or herself.  The individual is supportive and uses constructive behaviors toward others.

 

 

            Now that you have a better understanding of the overall emotional spin cycle, you need to understand that everyone functions in each zone differently.  Each person stays in one of the zones for a various amount of time, then is able to jump from either a positive zone to a negative zone of vice versa, in either one of the three areas of human functioning.  Everyone’s spin cycle is different and many people usually move from the positive side of the cycle to the negative side.  Sometimes people stay in a certain area of the spin cycle because they are not equipped with the tools to recognize and modify their feelings, thoughts or even actions when they are in the negative zone.

 

 

           

        Overview of Overall Project…

 

In this report, I will be giving you some definitions that I think best suit the word, emotions, feelings, threefold-self (affective, cognitive, sensori-motor) and hierarchy of motives.  I will also be giving you an annotated bibliography, citing references from past generational curriculum, news media, websites and articles that I think best illustrate the emotional spin cycle, the three areas of human functioning and the threefold-self.

 

 

In the second report, I will be collecting data on my emotional spin cycle on a daily basis for a week, during the morning, afternoon and evening and whenever I feel that I need to add into the data collection because of a strong emotional experience of rage.  With the collection of data that I get I will be analyzing it according to the questions that Dr. James has given us.  For the next week I will conduct another data collection, but this time knowing when and where I usually experience rage I will try to turn my experiences of rage into the opposite zone and make the experience a more positive one.

 

Emotions

(According to Merriam-Webster Dictionary)

Pronunciation: i-'mO-sh&n
Function: noun
Etymology: Middle French, from emouvoir to stir up, from Old French esmovoir, from Latin emovEre to remove, displace, from e- + movEre to move
Date: 1579
1 a obsolete : DISTURBANCE b : EXCITEMENT
2 a : the affective aspect of consciousness : FEELING b : a state of feeling c : a psychic and physical reaction (as anger or fear) subjectively experienced as strong feeling and physiologically involving changes that prepare the body for immediate vigorous action
synonym

 

 

My Definition

 

 

            Emotions are the feelings that we feel on a moment to moment basis.  These feelings are quite intense and sometimes may control our actions. Emotions can be either positive or negative.  Everyone has emotions although some people are more sensitive to what they are feeling on a moment to moment basis.

 

Related Sources

 

 

1-Emotions and Emotional Intelligence http://trochim.human.cornell.edu/gallery/young/emotion.htm

 

 

            This website was great.  It did not have many pictures, but it did have great links and a lot of information about emotions and emotional intelligence.  One thing that I found particularly interesting was that although this was a website from another college campus, they were also referring to the Goleman in their own interpretations of emotion and emotional intelligence.  Along with many links to other very helpful sites, this site also gave their own definitions of words that are related to emotions and emotional intelligence.  Here is a little sample of the actual website.   

EMOTIONS and EMOTIONAL INTELLIGENCE

This page is an on-line bibliography in the area of emotions and emotional intelligence, describing current research findings and notes of interest. The main areas covered are:

EMOTIONAL INTELLIGENCE

What is emotional intelligence?

Recent discussions of EI proliferate across the American landscape -- from the cover of Time, to a best selling book by Daniel Goleman, to an episode of the Oprah Winfrey show. But 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. Psychologists have been uncovering other intelligences for some time now, and grouping them mainly into three clusters: abstract intelligence (the ability to understand and manipulate with verbal and mathematic symbols), concrete intelligence (the ability to understand and manipulate with objects), and social intelligence (the ability to understand and relate to people) (Ruisel, 1992). Thorndike (1920: 228), defined social intelligence as "the ability to understand and manage men and women, boys and girls -- to act wisely in human relations." And (1983) includes inter- and intrapersonal intelligences in his theory of multiple intelligences (see Gardner for an interesting interview with the Harvard University professor). These two intelligences comprise social intelligence. He defines them as follows:

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, on the other hand, "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: 433). According to Salovey & Mayer (1990), EI subsumes Gardner's inter- and intrapersonal intelligences, and 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.

Self-awareness (intrapersonal intelligence), empathy and handling relationships (interpersonal intelligence) are essentially dimensions of social intelligence. See the Time magazine piece for an overview of emotional intelligence. Their article basically summarizes Daniel Goleman's Emotional Intelligence book in a few simple pages, interjecting other experts' opinions and pieces of research to lend to a more balanced critique of emotional intelligence. In addition, look st the piece on emotional intelligence from a Hindu newspaper article. It offers a more theoretical and historical perspective on emotional intelligence.

 

2- Why is emotional intelligence important?

Researchers investigated dimensions of emotional intelligence (EI) by measuring related concepts, such as social skills, interpersonal competence, psychological maturity and emotional awareness, long before the term "emotional intelligence" came into use. Grade school teachers have been teaching the rudiments of emotional intelligence since 1978, with the development of the Self Science Curriculum and the teaching of classes such as "social development," "social and emotional learning," and "personal intelligence," all aimed at "raise[ing] the level of social and emotional competence" (Goleman, 1995: 262). Social scientists are just beginning to uncover the relationship of EI to other phenomenon, e.g., leadership (Ashforth and Humphrey, 1995), group performance (Williams & Sternberg, 1988), individual performance, interpersonal/social exchange, managing change, and conducting performance evaluations (Goleman, 1995). And according to Goleman (1995: 160), "Emotional intelligence, the skills that help people harmonize, should become increasingly valued as a workplace asset in the years to come."

*If you’d like to visit this website please click on the address above.

 

 

2-EQ Institute Homepage

    http://eqi.org/emotions.htm

 

 

            This website was very plain, but it was full of information.  When you first enter the site, you are given a number of things that are related to emotions.  Some of the things that I found to be most interesting on this page was near the bottom of the website it gave a list of human emotions.  Another part of this website that I found interesting was it gave specific examples of how to deal with our own emotions in various situations.  Overall this website was good to visit if you are interested in reading a lot of very interesting information.  Here is an example of what this website looks like.

Human Emotional Needs

Here are some of the basic human emotional needs expressed as feelings. While all humans share these needs, each differs in the strength of the need, just as some of us need more water, more food or more sleep. One person may need more freedom and independence, another may need more security and social connections. One may have a greater curiosity and a greater need for understanding, while another is content to accept whatever is told to him.

One of the major problems I have observed in schools is the treatment of all children as if their emotional and psychological needs were identical. The result is many children's needs are unsatisfied. They then become frustrated, as any of us do when our needs are unmet. They act out their frustration in various ways which are typically seen as "misbehavior." This is especially evident when children are expected to all do the same thing for the same length of time. The better we identify their unique needs and satisfy them, the few behavioral problems.

In various degrees, each according to his or her own unique nature, we each need to feel:

accepted
accomplished
acknowledged
admired
alive
appreciated
approved of
capable
challenged
clear (not confused)
competent
confident
empowered
focused
free
fulfilled

grown or growing
happy
heard
important
in control
independent
interested
knowledgeable
listened to
loved
needed
noticed
optimistic
powerful
privacy
productive

protected
proud
reassured
recognized
relaxed
respected
safe
satisfied
secure
significant
successful
supported
treated fairly
understood
useful
valued
worthy

 

 

*If you would like to visit this website please click on the address above.

 

Feelings

(According to Merriam-Webster Dictionary)

 Pronunciation: 'fE-li[ng]
Function: noun
Date: 12th century
1 a (1) : the one of the basic physical senses of which the skin contains the chief end organs and of which the sensations of touch and temperature are characteristic : TOUCH (2) : a sensation experienced through this sense b : generalized bodily consciousness or sensation c : appreciative or responsive awareness or recognition
2 a : an emotional state or reaction <had a kindly feeling toward the child> b plural : susceptibility to impression : SENSITIVITY <the remark hurt her feelings>
3 a : the undifferentiated background of one's awareness considered apart from any identifiable sensation, perception, or thought b : the overall quality of one's awareness c : conscious recognition : SENSE
4 a : often unreasoned opinion or belief : SENTIMENT b : PRESENTIMENT
5 : capacity to respond emotionally especially with the higher emotions
6 : the character ascribed to something : ATMOSPHERE
7 a : the quality of a work of art that conveys the emotion of the artist b : sympathetic aesthetic response
8 : FEEL 4
synonyms FEELING, EMOTION, AFFECTION, SENTIMENT, PASSION mean a subjective response to a person, thing, or situation. FEELING denotes any partly mental, partly physical response marked by pleasure, pain, attraction, or repulsion; it may suggest the mere existence of a response but imply nothing about the nature or intensity of it <the feelings that once moved me are gone>. EMOTION carries a strong implication of excitement or agitation but, like FEELING, encompasses both positive and negative responses <the drama portrays the emotions of adolescence>. AFFECTION applies to feelings that are also inclinations or likings <a memoir of childhood filled with affection for her family>. SENTIMENT often implies an emotion inspired by an idea <her feminist sentiments are well known>. PASSION suggests a very powerful or controlling emotion <revenge became his ruling passion>.

 

 

My Definition

 

 

            Feelings are a result of our senses taking in things from our surroundings and processing them in our brain causing us to feel strongly about what we have experienced.  Feelings affect the way that we react to experiences in our daily lives.  Feelings are more of an internal process, but we are able to show the way we feel outwardly.

 

Related Sources

 

 

1- What Happens When You Don’t Express Your Feelings

    http://www.green-river.com/class29.htm

               

 

This website is a little different from the previous websites that I have chosen, this website is more like an intructuinal website rather than an informational website.  This site was decorated with stars and had a few nice pictures.  One thing that I found interesting from this site was the sampling that I have clipped below.  It is a way to express your feelings and understand them using a deck of cards.  I thought it was fun and unique.

Cards.gif (4650 bytes)
Try your hand at expressing your feelings and see what happens. Pair off with your family, or friends. Pay particular attention to how people express their feelings nonverbal. Is there any relationship between the who won  and how effective the person was  is in expressing  feelings?. What did you learn from this experience?  Be sure and provide details with your answers such as :. Who played? When did you play the game?   Who won? Did you win or lose?

Take a regular deck of playing cards. Deal out all the cards but leave three in the draw deck. The winner is the person who gets rid of all the cards first. Members take turn expressing feelings (non-verbally) according to cards designated as follows: 2= contentment, 3=shyness, 4=indifference, 5=fear, 6=frustration, 7=loneliness, 8=sorrow, 9=anger,10=hope, Jack=happiness, Queen=joy, King=warmth, Ace=love, Joker=admiration The game is similar to the card game charades, as each person acts out the feeling expressed on the card.

The first designated player  to begin, who sits on the left side of the dealer, selects a card to be expressed and places it face down. Other players guess at the expression and place their cards face down. The cards are then placed face up. The players with correct cards discard theirs to the draw deck. Players with the incorrect cards draw  as similar number from draw deck .as a penalty and place them in their hand.  The game continues until a  winner emerges

*If you would like to visit this website please click on the address above.

 

 

2-Respecting the feelings, Limiting the Behavior http://www.people.ne.mediaone.net/mllove/RespectingFeeling.html      

 

This website was a good website to go to because it was very colorful.  This site also had many links to other interesting topics that are related to feelings.  This is a great site to go to if you are interested in getting information that is brief, but useful.  Here is am example of the website.

Creating the foundation of the “language of feelings” is one of the critical roles of the early childhood caregiver. These web pages focus on helping adults understand the relationship between children's feelings and their behavior.  Our goal is to foster positive behavior, self-expression, problem solving, self understanding and learning.
 
 

    Feelings are OKAY

    Relationships

    Brain Development

    Barriers to Discussing
    Feelings

    Positive Steps

 

 

Threefold-self

 

 

 For the threefold-self I looked up threefold and self separately, then came up with my own definition of what I thought threefold-self means.

 

 

Threefold:

(According to Merriam-Webster Dictionary)

 Pronunciation: 'thrE-"fOld, -'fOld
Function: adjective
Date: before 12th century
1 : having three units or members : TRIPLE
2 : being three times as great or as many
- three·fold /-'fOld/ adverb

 

 

Self:

(According to Merriam-Webster Dictionary)

Function: combining form
Etymology: Middle English, from Old English, from self
1 a : oneself or itself <self-supporting> b : of oneself or itself <self-abasement> c : by oneself or itself <self-propelled> <self-acting>
2 a : to, with, for, or toward oneself or itself <self-consistent> <self-addressed> <self-love> b : of or in oneself or itself inherently <self-evident> c : from or by means of oneself or itself <self-fertile>

 

 

My Definition

 

            The threefold-self is a combination of the affective, cognitive and sensori-motor.  The affective part of the threefold-self is the emotions.  The cognitive part of the threefold-self is the actual behavior that one participates in and the sensori-motor part of the threefold-self is the internal and the external parts of the body that work together toward a common goal.  All three of these areas working together make up the threefold-self.

 

Related Sources

 

 

1- Improving Students Attitude

   http://nwrel.org/scpd/sirs/4/snap14.html

            This article was a report on a research project that was conducted at an elementary school.  There were no picture in this article, but it included a lot of information.  The goal of this project was to improve students attitudes about school.  This is the way that one school is dealing with the affective part of their students emotional spin cycle.  Here is a part of the article about the exact example of the project.

SITUATION

Approximately 350 students in grades K-3 attend Loma Linda Elementary School. The student population is nearly 90 percent white/non-Hispanic and 10 percent Hispanic, with small numbers of students from other racial/ethnic backgrounds. Socioeconomically, Loma Linda families are lower to middle class, and most parents have a high school education or less. Twenty percent of Loma Linda's students receive free or reduced-priced lunches.

*If you would like to view this article please click on the address above.

 

2- Educational Cognitive Psychology

http://chiron.valdosta.edu/whuitt/materials/sysmdlhb/html

            This article talks about the cognitive part of behavior as one part of a whole system of behavior in general.  There were a few diagrams in the article that help to reiterate the idea of behavior as a whole including, the affective. Cognitive and sensori-motor parts of behavior.  Here is part of the article that I thought was interesting .

*If you would like to view this article please click on the address above.

 3-Keirsey Temperament Sorter

 http://keirsey.com/

 

            This is a site that has an article on temperament.  I would have never thought that sensori-motor would have anything to do with temperament.  This article is very interesting because it has a personality test that you can try out to see if you are really like what your answers describe you as.  Here is a little piece of the personality test introduction.

Discovering Your Personality

If only you could know a book by its cover or people by their faces! Whether you¹re searching for romance, a more fulfilling career, or deeper communication with the people in your life, understanding your own patterns and preferences is the first step. AdvisorTeam.com can help by offering you the #1 online personality test.

You're invited to take the Keirsey Temperament Sorter II, the fun, interesting, and revealing test that tells you if you're an Artisan, Guardian, Rational or Idealist. This is the same test used in career development programs at Fortune 500 companies and in counseling centers and career placement centers at major universities. You will get a free temperament description and will then have the opportunity to buy the 10-page Character Report for your type.

*If you would like to take this personality test please click on the address above.

 

 

4-Cognitive Psychology, North Western University

   http://www.psych.nwu.edu/

            This site has articles that are related to getting into North Western University.  It will tell you about their undergraduate studies as well as their graduate program that they offer.  I think that this is a good site to look at if you are interested in going into psychology.  Here is a look at their cognitive psychology program they offer.

 

Cognitive psychology is the study of thinking, memory, and information processing.  The goal of the graduate program in cognitive psychology is to train skilled research professionals and teachers.  To accomplish this objective, the department provides intensive training in methods of research and in theoretical or integrative aspects of perception, learning, memory, cognition, and language.  In addition, a subgroup of the cognitive area conducts research in cognitive development.  

*If you are interested in looking at what North western offers Click on the address above.

 

 

Hierarchy of Motives

 

For hierarchy of motives I looked up hierarchy and motives separately, then came up with my own definition of what I thought hierarchy of motives meant and combined my definition with some of the information Dr. James provided.

 

 

Hierarchy:

(According to Merriam-Webster Dictionary)

Pronunciation: 'hI-(&-)"rär-kE also 'hi(-&)r-"är-
Function: noun
Inflected Form(s): plural -chies
Date: 14th century
1 : a division of angels
2 a : a ruling body of clergy organized into orders or ranks each subordinate to the one above it; especially : the bishops of a province or nation b : church government by a hierarchy
3 : a body of persons in authority
4 : the classification of a group of people according to ability or to economic, social, or professional standing; also : the group so classified
5 : a graded or ranked series <Christian hierarchy of values> <a machine's hierarchy of responses>

 

 

Motives:

Pronunciation: 'mO-tiv, 2 is also mO-'tEv
Function: noun
Etymology: Middle English, from Middle French motif, from motif, adjective, moving, from Medieval Latin motivus, from Latin motus, past participle of movEre to move
Date: 15th century
1 : something (as a need or desire) that causes a person to act
2 : a recurrent phrase or figure that is developed through the course of a musical composition

 

 

My Definition

 

            Heirarchy of motives is the hierarchy of internal and external cues that drive us to do things according to how important they are to us.  If a cues is strong than we have more of a motive to do the action, but if the cue is weak than it is not too important for us to do the behavior.  Everyone is driven by their own internal and external cues and therefore act according to the intensity of it’s motives to complete the action.

 

 

Related Sources

 

1- Personality and Motivation

    http://www.uta.fi/~kk16628/motiva.html

                I thought that this article was quite interesting because it was like I hit two birds with one stone.  This article talked about both motives and what drives people as well as what affective behaviors follow.  There were no pictures on this site but it was very informative and I thought it was great how it included both motives as well as affective behavior.  Here is part of the article.

Affective States

Thayer (1967, 1978, 1989) has discussed four uni-polar dimensions that he groups into two higher order constructs of energetic and tense arousal. He associates energetic arousal with approach behavior and tense arousal with avoidance behavior. Energetic arousal is increased by mild exercise and varies diurnally. Thayer (1989) adopts Gray's hypothesis that approach motivation reflects a sensitivity to cues for reward and that avoidance behavior reflects a sensitivity to cues for punishment. (See also Fowles, 1980).

 

 

2- Behavior, Motivation and Self-Control

    http://mentalhelp.net/psyhelp/chap4/

            This website had a lot of interesting information.  The information provided on this site comes from a chapter book, I think from a psychology class.  It is very plain, but again like the others filled with interesting information.  There were no pictures of anything or charts to read, but there was a lot of text to read.  Here is a sample of the actual website.

 * Motivation

Popular motivation books; serious references

 

 

Generational Curriculum

 

 

1-Quincy Tan’s homepage

    http://www.soc.hawaii.edu/leonj/499s98/tan/

 

 

2-Tammi Hattori’s homepage

    http://www.soc.hawaii.edu.leonj/459s98/hattori/report2.html

 

 

4-Kevin Bogan’s homepage

  http://www.soc.hawaii.edu/leonj/leonj/leonpsy/psy409a/bogan/

 

 

5-Takeshi Hiraoka’s homepage

    http://www.soc.hawaii.edu/leonj/leonj.459s97/thiraoka/

 

Conclusion

 

            In conclusion this assignment was a helpful aid to realizing that various parts of the emotional spin cycle are everywhere in the news media, on websites and being discussed on other classes.  Although this idea of the emotional spin cycle is a fairly new idea to me, it seems like although there may not have been a specific name for this idea prior to a couple of years ago, it seems that this idea of various parts of our emotions intertwining and working together to reach a common goal has been something that many people have been considering for a long time.

 

            It is amazing for to come to the realization that this is a very important concept to understand and that to be an affective person in the world today whether it be in the business world or in your own personal life, to be able to control our emotional spin cycles is vital to future success.

 

 

Reference Section

 

Generational Curriculum:

 

 

1-Quincy Tan’s homepage

    http://www.soc.hawaii.edu/leonj/499s98/tan/

 

 

2-Tammi Hattori’s homepage

    http://www.soc.hawaii.edu.leonj/459s98/hattori/report2.html

 

 

4-Kevin Bogan’s homepage

  http://www.soc.hawaii.edu/leonj/leonj/leonpsy/psy409a/bogan/

 

 

5-Takeshi Hiraoka’s homepage

    http://www.soc.hawaii.edu/leonj/leonj.459s97/thiraoka/

 

 

News Media:

 

 

6-Emotions and Emotional Intelligence http://trochim.human.cornell.edu/gallery/young/emotion.htm

 

7- Behavior, Motivation and Self-Control

    http://mentalhelp.net/psyhelp/chap4/

 

8- Educational Cognitive Psychology

http://chiron.valdosta.edu/whuitt/materials/sysmdlhb/html

9- What Happens When You Don’t Express Your Feelings

    http://www.green-river.com/class29.htm

Wed Sites and Articles

 

10- Personality and Motivation

    http://www.uta.fi/~kk16628/motiva.html

11- Cognitive Psychology, North Western University

   http://www.psych.nwu.edu/

12- Keirsey Temperament Sorter

 http://keirsey.com/

13- Improving Students Attitude

   http://nwrel.org/scpd/sirs/4/snap14.html

14- Respecting the feelings, Limiting the Behavior http://www.people.ne.mediaone.net/mllove/RespectingFeeling.html

15- EQ Institute Homepage

    http://eqi.org/emotions.htm

 

 

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