My Emotional Spin
Cycle
The Four Options and the Two Bridges:
Annotated
Bibliography
By: Bridget Antonio
Date: February 25, 2002
See the Instructions for this Report
Table of Contents
Introduction
Annotated
Bibliography
References
Introduction
Happy, sad, scared, mad—these are just a few of the myriad and much simpler of the emotions that we must face from day to day. Add rage, resolve, depression, and enthusiasm then you can start to comprehend the tasks that we all must deal and cope with at every waking hour of our lives. Next throw in arrogance, compassion, inadequacy, and self-confidence. It is no wonder that most people have been socialized to cycle through their lives and emotions unconsciously basing their actions and behaviors on scripts, schemas, and routines that have been learned, adhered to, and practiced over and over again regardless of their efficiency. We are all subject to the negative and positive spin cycles of life, the learning process of understanding and relating to those around us. But being able to master our thinking process and effectively traverse the red and blue bridge to positive thinking from negative thinking is the key to being emotionally intelligent. The goal of this project and course is to make us acknowledge, realize, and adapt our way of thinking to allow us to bridge over to the positive spin cycle--to emotionally intelligent and optimistic and realistic thinking. Through understanding Dr. James’ Four Options we can learn to start to change our way of thinking and acting out in a positive way.
In a brief summary:
The
Threefold Self: Feeling
Thinking
Acting Out
are the affective, cognitive, and sensorimotor ‘domains of behavior’ within the Daily Emotional Spin Cycle which govern which bridge we take, red or blue, and which of The Four Options that we choose to live:
Option
1: The threefold self is negative towards others and the world
Option
2: The threefold self is positive towards others and the world
Option
3: The threefold self is negative towards self
Option
4: The threefold self is positive towards self
Understanding
what we are feeling during situations enables us the option to think clearly
and rationally which can lead to positive actions. Knowing the potential that
we have to always undermine our negative thoughts is the key to bridging over
to the positive spin cycle and maintaining options 2 and 4.
By
learning and using these four options, the goal of this project is to put our
thinking processes to the test and analyze two negative recurring behaviors
that we encounter several times within one week, one in the red zone—negative
about others, and one in the blue zone—negative about self. After our baseline observations, we are to
analyze, categorize and compare our feelings, thoughts, and actions, to see
which ‘self-regulating prompts’ we are utilizing and which options we are actually
taking. From there, after understanding
and mapping out our existing behavior, we can then turn to the positive
‘self-regulating prompts’ in our attempts to effectively bridge over to the
positive spin cycles while re-participating in the same behaviors observed
during the previous week. Our challenge
is to change that cognitive aspect that had previously caused us to bridge to
the negative zone.
Four
components of our observed behaviors that we will be focusing on in order to
better understand our behavior and alter our actions are “cognitive scripts”, “behavioral
routines”, “cognitive appraisal”, and “emotional intelligence”, hereafter referred to as EI. In my annotated bibliography, I will attempt
to summarize—(a) and relate these four statements to the spin cycle project (b)
with samples of several sources and sites relevant to each main idea (c).
"Cognitive
Scripts"
Definition: Cognitive scripts or schemas are behaviors and routines that we have learned and internalized that determine our motives of affect. We learn through example and rehearsal how to deal with and express our affect for those and ourselves around us. These scripts motivate how we will react and with what affect. For example, a child that received little or no affection or touching from their caregiver would be less likely to have strong affect or emotions such as caring or sympathy for others when faced with such situations. It was never in their schema to care or comfort those in pain or distress. Situations like these would leave them unfamiliar and uncomfortable not having learned that repertoire.
"Behavioral
Routines"
Definition: Behavioral routines are roles that we have adapted and play out for differing scenarios within our society and culture. An example here in Hawai’i would be the routine of showing respect to someone’s home by removing your shoes before entering. It is part of our socialization process here. They might be able to be considered social norms or rules that we adopt and use while in our culture yet might not practice outside.
"Cognitive
Appraisal"
Definition: Cognitive appraisal is our internal mechanism of acknowledging what actions we are making that are pleasing and positive and perpetuate and promote self-enhancing behavior. It could be a positive incentive reward program in our minds that we use to continually praise our "good deeds" and further enhance behavior to form an identity of who we want to be—an idealized self. The appraisal pinpoints those "good" aspects that we want to keep which will enhance our behavior.
"Emotional
Intelligence"
Definition: Emotional intelligence is our ability to define, not deny, our present mood or state of emotion, which then allows us the capability to assess and think about the situation and bridge over to the positive state and act out in a manner that will not be aggressive or (self) destructive.
Being able to intelligently deal with your emotions is a key attribute to success and productivity, due to keeping a clear, positive, mind frame free from rumination, pessimism, depression, etc…
These four ideas are key to understanding our emotional spin cycle because a lot of our behaviors are based on scripts and routines and old appraisals that have always worked for us before yet are not putting us on the path to emotional intelligence. We need to acknowledge our actions and where we learned them from before we are able to assess and learn to alter them and stop from just impulsively acting out like we always have, and instead successfully bridge over to emotional intelligence. Rationally thinking out scenarios and weighing out the pro’s and cons of any given situation will help to understand the red and blue bridges. We all have positive and negative attributes that we have picked up throughout our lifetimes thus far, and emotionally intelligent thinking can help us to stay in the positive. We have to realize our negative schemas, routines, and appraisals in order to bridge.
Annotated Bibliography
"Cognitive
Scripts"
1.) Social
Cognition and Cognitive Schema
a). This site is actually a listing of
definitions of the various terms associated with ‘social cognition and
cognitive schema’. I guess that this could be considered a bonus reference
site, since I will have more than the five required for this query statement.
b.) I
found this site very helpful, it was the first one that I happened to find, and
helped to clarify my understanding of the terms. It was particularly useful for
my definition of ‘cognitive scripts’ and useful for my reading of the following
articles. It will help me throughout the project for reference when I need
definitions. It does relate to my query statement though since our motivations
and how we will experience affect are dependent upon the ‘cognitive scripts’
that have already been formed in our memories.
c,) Starting Sample Here
4.Script-
a type of schema involving behavior or action.
5.Schema Development
A.Schemas are constructed
through experiences with specific instances. They start as a simple network and
develop into more complex structures. Mature schemas are more extensive, more
organized, and contain more characteristics that do less mature schemas.
B.Cognitive scripts can be
acquired either directly or indirectly.
C.Direct- going through a
process and confirmation through repetition.
D.Indirect- Stories, myths,
films, movies, conversations, role models.
E.Behavioral scripts are
learned through organizational socialization and on the job experience
Ending Sample Here
2.) HOSTILE
ATTRIBUTION BIAS AND THE SELF: A CROSS-CULTURAL ANALYSIS
a.) This article deals with the ‘hostile attribution
bias’ present between cultures. Varying cultural beliefs paired with
misunderstandings and perceived threats cause individuals to exhibit panic
schemas when confronted with something unfamiliar. It is flight or flight, and
most often individuals choose the defensive mechanism of fight, which leads to
aggression.
b.) I chose this article, even though it deals
with aggression and hostility the following excerpt was a good example of how
‘cognitive scripts’ and schemas are formed early on and traverse our attitudes
and lifespan. We always fall back to what we know, and what we are falling back
on are our cognitive scripts. In regards to this article, when an individual
has an uncertain affect, they fall back on defensiveness and caution, ready to
strike. Understanding the process will help me to trace my schemas to the
origin of their cause, how I perceive situations, and try to deter any negative
thoughts and actions. Hopefully this train of thought will prevent negative
motivations or affect towards others.
c.) Starting Sample Here
Across
development, individuals learn to generate heuristic rules and cognitive
scripts and schemata to be able to effectively cope with the environmental
stimuli.
Once
the cues are encoded, they are sent to the long-term memory along with their
meaning. In social situations, this process involves interpretations of
people’s intention and the resultant causal attributions about the stimulus. An
individual’s interpretation of cues has been shown to be a function of his or
her selective attention to particular cues, such as malicious or benign
information, as well as a function of the use of self-schemata, such as those
concerning the probable meaning of similar cues in past experiences.
Dodge
and Crick (1990) suggest that in the long-term memory processing stage, the
individual accesses one or more possible behavioral responses from long-term
memory through processes of associative networks. Responses that are strongly
associated with certain mental representations of stimuli are easily accessible
because they have a place "at the top of the memory bin" due to
recency of presentation or a limited response set. They also are most likely to
be brought to mind for possible selection as a behavioral response.
Epps
and Kendall (1995) extent the concept of script and schemata in Dodge and
Crick’s model. The authors state that an aggressive person has scripts and
schemata that represent forceful action as the standard response. These scripts
and schemata in an individual’s memory reflect an overall impression that the
environment is hostile. Therefore, his or her attention is restricted to a few,
highly salient social cues. Unless opposing social learning occurs, the
development of these aggressive scripts may be carried over indefinitely.
Ending Sample Here
3.) New Contexts for
Relational Communication in Groups
a.) This article focuses on
interpersonal relationships within groups, whether it be school, church, or the
family. I will be focusing on the section of how parents influence their
children with scripts of behavior, and also realize that these scripts can come
from other sources, such as the all-pervasive media. Families are responsible for the scripts that they teach themselves
directly and for monitoring the viewing of young children to prevent negatively
learned schemas.
b.) I chose this article, because,
from the excerpt below, they acknowledge that the family comes first in
teaching ‘cognitive scripts’ and is primarily responsible for many adult’s
current day thought processes. The main point that I liked from this piece is
that there is a possibility to change or relearn new schemas to replace any
unwanted negative behaviors. I think
that this fits in with our project because that is exactly what we are planning
to do. Monitor our negative behaviors, trace the source, rethink the situation,
and bridge over to the positive options 2 and 4. The article does state that ‘scripts learned early are the most
influential’, yet change is possible, and that is what our goal is for report
2, to generate new positive ‘cognitive scripts’ of behavior, motivation, and
affect.
c.) Starting
Sample Here
Family Scripts and Schemata
In psychology and mass
communication research, Script Theory has been utilized in relation to parental
viewing interventions (Huesmann & Miller, 1988). Cognitive scripts or schema that are stored in a person's memory
are used as guides for behavior and social problem solving. A script suggests what might happen, how a
person should behave in response, and the likely outcome.
Scripts can still be learned during adulthood, but scripts learned
early are the most influential.
Desmond, Singer, and Singer (1990) suggest that children can learn
aggressive action scripts from unrestricted heavy viewing of television. Additionally, they argue "Through
disciplinary mediation, explanation of events and programs, storytelling, and
other communicative activities, parents can facilitate the development of
alternative scripts to counteract the aggressive ones presented by the
media" (p. 295). Another
interesting line of group-related research, therefore, might investigate how
relational communication within families leads to script or schema formation,
and how family communication scripts are applied in other group contexts. Scripts or schema learned in the family may
lead to positive outcomes in terms of behavior in other group contexts. Unfortunately, in terms of the "dark
side" of relational dynamics (Cupach & Spitzberg, 1994), power related
schema learned in the family environment can also have negative outcomes.
Ending Sample Here
4.) Life
Skills Approach to Child and Adolescent Healthy Human Development
a.) This article didn’t exactly deal
specifically with the terms ‘cognitive scripts’, but rather life skills on how
to deal effectively and communicate with those around in all aspects of
life--affect, cognitive, and sensorimotor.
All of these skills are learned and formed into some form of cognition
as understood by the individual. Schemas are acquired through life experiences
that will influence how we respond and which options we will be motivated to
choose.
b.) I thought that chart was
especially helpful, because it lists all of the components necessary to
understand our thought processes and thinking skills in order to circumvent any
negative behaviors. The checklist below
reminds you that you have alternatives to every situation and reanalyzing each
interaction can help to deter negative irrational ideas from your train of
thought. These skills are memory tools
to use to control your thinking and the motivations that follow.
c.) Starting
Sample Here
Ending Sample Here
5.) PY3085A - EMOTION: APPRAISAL,
ACTIVATION, EXPRESSION SESSION 11: REPRESENTING EMOTION
a.) Affect or emotions are complex entities and
concepts to grasp. The multitude and magnitude of varying degrees of each type
of emotion causes extreme complications in categorizing emotions into ‘a full
variety of emotional experience’. In
this article, our ‘cognitive scripts’ though not stated, but inferred, allow us
to ‘feel’ the affect of our emotions. No matter, the magnitude, our emotions
always feel real to us. There is no
other way to experience affect. We feel what we know, we respond the way we
have seen others respond in similar situations. Our scripts generate which affect we will allow ourselves to
feel.
b.) This
article stood out to me because it explains how we feel the emotions that we
do, or don’t. For example, even though
a male may be sad, society usually forbids males to express sadness through
crying. Many times we deny our affect
due to situational and contextual restraints in order to adhere to the proper
‘cognitive scripts’ which we have learned.
Hopefully, after reading and internalizing all of the information from
all of these articles, I will have a better and easier time understanding my
thought processes.
c.) Starting
Sample Here
Watson
and Tellegen (1985) proposed an alternative two-dimensional mapping with basic
axes set at 45 degrees from Russell's, and corresponding to values of positive
affect (PA) and negative affect (NA). High PA reflects pleasurable engagement with
the environment (feeling euphoric or elated), whilst low positive affect
involves depression and lethargy. Correspondingly, high NA includes distressing
and unpleasant affective states such as anxiety and anger, while low NA implies
calm and relaxation.
Ending Sample Here
6.) The
Self, Views of the World, and the Socialization of Self-Regulation
a.) This
article explains how self-regulation, the attempting to regulate the actions
and thoughts of children through discipline, and not example are
ineffective. But what really interested
me and caught my eye was the notion of self-guides.
b.) These
self-guides particularly interested me for this project because instead of
looking at what we already have in terms of schemas and scripts, now we
actually have the idea of hope, for those affects and actions that we want to
have. This section of the text caught
my eye because it explains the gap between self-discrepancy, self-regulation,
and self-guides. This link tells us
that we can abandon our old ‘cognitive scripts’ in hopes for new self-guides to
regulate the newer, positive motivation that we want to achieve for report 2.
c.) Starting Sample Here
Ending
Sample Here
"Behavioral
Routines"
a.) This
piece is a summary of "Commentary: Interface between Sociocultural and
Psychological Aspects of Cognition" and focuses on the various niche’s
that children are embedded in which shape their collective social awareness and
behavioral responses since childhood. Children continually look inward and
outward on their lives. The distinction between others and self comes much
later in life. We are accustomed to handling situations based on the behavioral
routines that we have already adhered.
b.) I
selected this article, because basically it is saying that socialization and
enculturation influence, form, and enforce our existing ‘behavioral routines’
from a very young age. As children we adopt what we see from our caregivers and
other young children, who also learn their behaviors through other
interactions. I especially liked this article because it points out the paradox
that as we progress through life we are continually fed more and more resources
from which to draw from for varied behavioral repertoires, yet most individuals
stick with the ones that they learned first, usually being what they acquired
from their parents. Individual will go through patterns of adhering and
abstaining to and from their cultural norms throughout their life cycle, but
they usually end up back where they first learned it, if not by some
intervention, like emotionally intelligent thinking.
c.) Starting Sample Here
II.(B)
The author acknowledges that understanding the behavior of a schoolchild
requires that analytic priority be given to definition of activity but that
"task demands and scripts are only seldom fully determined in advance of
the activity itself" (p366). The motives and purposes of actors appear
most salient to him, at least initially, and largely account for the behaviors
that occur. These in turn create the web of meaning that informs (not
determines) the interpretations of each participant and, as interaction
proceeds, the task demands and script become defined by negotiation. The open
-ended creativity of individual behavior within a set of constitutive rules
assures cultural change and the mutual interdependence of individual mind and
sociocultural system pose two complementary paradoxes of cognitive development:
"1.
As the individual's mind develops, it becomes increasingly powerful by virtue
of a growing stock of cognitive resources. Yet ipso facto it also becomes increasingly
committed to that particular way of thinking which is shared among members of
the sociocultural group from which those resources were learned.
2.
As the child develops toward adulthood, the sociocultural group that takes
responsibility for her socialization and enculturation strengthens its claims
on her as a member through an increasingly internalized awareness of her
obligations to conform with social and cultural norms. Yet this shift of
emphasis toward internal self-control is precisely what enables the individual
to legitimate her nonconformity." (p.366)
The
author's resolution of these paradoxes is centered first upon the assertion
that society values its innovative members most highly and therefore
psychological empowerment through cultural commitment is possible. As well, the
need for society to tolerate nonconformity in the young arises from the fact
that assigning the young responsibility for participation is also the most
effective device for recruiting them.
Ending
Sample Here
- This article goes to where ‘behavioral routines’ learned from
infancy are usually first tested and applied by individuals—the school
environment. The context of the article is an informational guide for
teachers to learn the importance of the social organization of the
classroom—the community within—and how they interact with the community
around them. They acknowledge the classroom as representing cultural norms
of the children that comprise the class, and school ‘norms’ are enacted as
edicts to be followed without question or reason. This is an important
concept for us, because so many times we react without even knowing why or
how, we just do. The "school norms are simply accepted as
‘given’". The article goes on in detail of how teachers can handle
other situations, not relevant to the report.
b.) I chose this article, because
the education systems are at the core of socialization and enculturation.
Schools are where our children use the ‘behavioral routines’ that they have
picked up along the way, and now can use it on their own, outside of the
presence of the person that they learned it from. Culture plays a large part of
our social contexts of good vs. bad and how to react and act. Lifelong
behavioral routines are often first applied and adhered to permanently from
this stage of life. In order to try to change and avoid any negative routines
that we might have, we need to first acknowledge it, how, when, and why it
happens in order to change it.
c.) Starting
Sample Here
Ending Sample Here
a.) This article’s purpose is to try
to ‘formalize(s) cultural explanations into empirically grounded logical
structures’. Meaning it wants to take the social structure of learning and turn
it into a qualitative analysis for further study and use. I am going to bypass
sections 1 and 2, Developments in Ethnography, and Event Structure Models,
respectively, and focus on section 3, The Approach-Avoidance Routine. This
article does just what is says it would do, it has broken down and analyzed
specific routines carried out by children, and created models for each of the
two examples given, which I will give samples from the text below. The analysis
goes on to incorporate generalization, which carries certain ‘behavioral
routines’ from one situation to the next, regardless of the efficiency.
b.) I liked this article because of
the examples given, with clear dialogue and play out of how the scenarios
occur. Again, dealing with children is where ‘behavioral routines’ are set up
for life and generalized throughout. It also focuses on the fact that many
times these routines are arbitrarily enacted, without meaning, and lots of
times simply copied from others. It reminded me of our class lecture where you
told us that we do not control our actions, they rather seem to be governed and
regulated by how we want to be seen by others, and not necessarily what we want
for ourselves.
c.) Starting
Sample Here
3. THE
APPROACH-AVOIDANCE ROUTINE
In his research on
American and Italian nursery school children, Corsaro (1985, 1988; also see
Corsaro and Rizzo 1988) has noted that children are frequently exposed to
social knowledge and communicative demands in their everyday activities with
adults that raise problems, confusions, and uncertainties. These problems are
later reproduced and readdressed in the activities and routines that make up
peer culture. In this sense the routines of peer culture offer children
opportunities to deal with problems, confusions, and concerns jointly or
communally with peers.
Corsaro has
identified a large number of routines in the peer culture of nursery school
children, but here we will focus on one routine: approach-avoidance. We first
present two examples of the routine: a spontaneous version observed in an
American nursery school and a more formalized version observed in an Italian
nursery school. The first example describes a videotaped enactment of the
routine. The second example is from field notes collected by Corsaro (1988). We
then interpret the significance of these data for peer culture (see also
Corsaro 1985, 1988). Finally, we expand these interpretations by modeling the
ethnographic data.
Ending Sample Here
4.) Models of Cognition and the definitions of Institutions
- This article deals with the interpersonal reactions within the
judicial systems, but branches out to discuss institutional settings, like
institutionalized racism, entrenched and carried out the community as a
whole, rather than as individuals. Examples of institutions that they are
referring to here are schools, universities, hospitals, government
organizations, and the military. Having an affiliation to institutions
strengthens the ‘behavioral routines’ that the participants are faced to
follow. As we brought up schools in my prior articles, it is usually not
the norm for individuals to stand up against the crowds for what they
believe in. Conformity is the main issue here and the goal of this paper
is how to deal with and minimize conformity.
b.) Again, I like to think that the
articles I chose could help to guide me through this project, for the aim of
the paper is integrate cognitive sciences into help understand the mass
behavior and break the cycle, with detailed examples and scenarios.
Institutionalized settings are the hardest to break ‘behavioral routines’ when
followed by so many others, learning how to stand alone in the crowd is what
one must do to effectively bridge over to option 4.
c.) Starting
Sample Here
Ending Sample Here
- This article talks about the ‘behavioral routines’ enacted within
formal vs. informal encounters, and the various organizations involved. It
goes into account as to how verbal, phonetic, and spatial patterns differ
between the two. I could imagine speaking pidgin with a good friend at the
beach, vs. proper English grammar at an interview for hire. These are the
contexts analyzed within this paper, the ‘bureaucratic versus the organic
organizations’.
- The ‘behavioral routines’ that we employ are culture bound, as
well as organizationally varied. We wouldn’t act one everywhere we went.
We have learned to adapt the routines that we have, positive or negative,
and need to know how to stop the negative. Whether the group is an
organization or an institution, the negative ‘behavioral routines’ that we
have learned we must learn to change. These articles have helped to
understand why we act the way we do and how we can change the bad habits
that we don’t want to keep.
- Starting Sample Here
The
terms formality and informality are frequently employed by organizational
actors and scholars alike to describe interactional phenomena along the
parameters outlined in the previous sections. Although formality and
informality tend to be taken-for-granted aspects of social reality, these are
in fact skillful accomplishments that rely on a range of specificable
behavioral minutia and shared interpretive schemes. In this article, I have
ventured to provide a framework for identifying and interpreting such
behaviors. I also have suggested ways in which these behaviors might be
critical to the social construction (Berger & Luckmann, 1966) and production
(Goffman, 1959, 1963, 1983) of role relations and task behavior in different
types of organizations. There are undoubtedly some missing pieces,
overgeneralizations, and loose ends to the arguments presented, yet this is the
very first attempt within the literature to investigate a set of behaviors and
occasions that seem germane to organizational analysis.
Ending Sample Here
"Cognitive Appraisal"
2 diagrams
to copy and paste
a.) This
article focuses completely on the cognitive appraisal process and how products
and possessions, which include media and socialization, influence our
self-identity. It underlines how we evaluate and perceive ourselves influences
our ‘self-definition’. The study goes on in detail on the measurement process,
and analysis of data.
b.) I chose
this article for the project because understanding one’s ‘self-definitions’ of
who we are in relation to those around us, greatly impacts all three aspects of
our Three Fold Self, the affective, cognitive, and sensorimotor. How we
perceive our role and ourselves within our communities guides our actions to
our selves as well as with others.
c.) Starting Sample Here
Ending
Sample Here
a.) This article focuses on how a
sense of humor can be a positive virtue. It gives an overview of the history of
humor, through present day understandings of the concept. The author introduces
‘Humor as a Way of Coping and Enhancing Relationships’, and then goes on to
analyze, measure, and rate humor.
b.) I chose this article because it
proposes that humor could be a form of cognitive appraisal by ‘perceiving
potentially stressful situations in a more benign, less threatening manner’. I
believe in this theory. I do believe that in many situations, ‘laughter is the
best medicine’. By not succumbing to negative thoughts and ruminating on
possible slights that may come your way, turning negative remarks, whether they
are genuine or misperceived, to laughter and humor will change your mind frame
from negative to positive. Some people cross this bridge without even knowing
it through this process.
c.) Starting
Sample Here
Ending Sample Here
3.) Assessment of Conative Constructs for Educational Research and Evaluation: A Catalog
a.) This article focuses on conative
constructs, the intermediary of affection (temperament/emotion) and cognition
(conceptual knowledge/procedural skill). Conation deals with motivation and volition,
with five categories as seen in the diagram. The article focuses on these five
conative constructs in specific regards to education and learning aptitude. In
order to have higher than normal ability and standardization, research, and
implementation of these field should be explored more.
b.) I selected this article for the
project because construct IV, Self-Related Constructs, specifically deals with
‘self-esteem, self-efficacy, etc.’, and falls under the motivation side of
conation. Again, how we view ourselves, will affect our motivations to action.
A positive ‘cognitive appraisal’ will lead to self-enhancing behavior, and vice
versa. The other four constructs of the diagram are designed to help you
understand and maintain a positive outlook for your actions.
c.) Starting
Sample Here
Ending Sample Here
a.) This
article taken from a sports module, explains how certain people, athletes or
not, can explain success or failure. It is attributed to ‘three dimensions,
locus of causality, stability, and controllability. These three terms can be
related to the Emotionally Intelligent Three Fold Self. Causality could be
affect, the originator of feelings, and instigator or actions. Stability could
be the thinking aspect; of course, this would probably be the positive
emotionally intelligent thinking, since it is stable. And controllability could
be the leverage we exercise to act out positive ‘supportive, constructive, and
self-enhancing behavior’, rather than aggressive and destructive behavior.
b.) I
chose this article, because to me, in order for athletes to be successful, they
need to have a clear understanding, or ‘cognitive appraisal’ of their physical
performance in order to motivate themselves to do better or do as good as they
always have. Athletes have to continually reassess themselves and their skills
toward their coaches, teammates, and opponents. Cognitive appraisal is what
motivates them to be better, try harder, and do more. This article provided a
model for which to trace how previous outcomes motivated behavior. Like
cognition, our previous experiences motivate our behavior. What we know, shapes
what we will become. The diagram below shows how the three components affect
behavior.
c.) Starting Sample Here
Ending
Sample Here
a.) This article deals with sensing,
or actualizing your peaceful potential, similar to meditation, yet much more.
It is releasing ones self from the ‘cold cognitive processes’ to the ‘warm
cognitive processes’ something similar to bridging from negative to positive.
This article actually teaches you techniques for realizing your inner
self-potential and state of mind in order to achieve goals and prosper; you
must be at one with yourself.
b.) Okay, at first when I saw this
site I was like, what is this? But again, it seemed to make sense. Having a
positive ‘cognitive appraisal’ and at peace and one with ones self could help
an individual to realize what they want—not what we have been learned or
trained to do, but what we actually want to see happen. Having a clear and
positive mind frame could allow us to see what we are doing wrong or
negatively, and help us to bridge over to the positive to where we want to be.
The main ideal of this site was being in control of your thoughts and feelings,
and that’s is exactly what we are trying to do within our report.
c.) Starting
Sample Here
The first type
consists of those who relate to their emotions as a factor which contributes a
great deal to their lives.They regard the feelings of the daily life experience
of human existence as a blessing that enriches them - and not as a calamityor
pathology. Lately, the increase in
this mode of relating to emotion is overwhelming, and it is prevalent even
among very "sane"people. The main contributing factor to this
phenomenon is the very fast growth in the number of those who believe that
"life should be a valuable experience that is worth living and not a
purpose, mission or punishment".
The second kind of person this booklet is
meant for is the increasing number of people who are aware (at leastpartially)
that emotions are not only something that happens to them or to others. These
people are from the growing sector ofthe population who are involved with
interpersonal relations to a great extent.
Because of their training and occupation they become progressively more
aware that their emotions - as well as those ofothers - are something that they
use (and manipulate) for different purposes. Many of these people feel or think
that it would suit them to become more sophisticated users.
15. Cognitive
processes is a technical term for the different kinds of processing information
done in the brain while it dealswith the new input and with the older ones that
are stored in the memory. It is mainly used to define higher level processes
theproducts or results of which are accessible to the awareness and logic or
potentially so. It was usually
attached to the objective non emotional perceptions and verbal
conceptualization or thnking. These are named now "the cold cognitive
processes" in order to differentiate them from the more emotionally loaded
ones - "the warm cognitive processes". re sophisticated users.
Ending Sample Here
"Emotional
Intelligence"
1.) Your Career and Emotional Intelligence
a) One significant method to
measure Emotional Intelligence in relation to productivity and success would be
through one’s career success. This article, by Dr. Freda Turner, summarizes
that no matter how high an individuals IQ or technical skills are,
interpersonal skills are key to any long-term success within organizations, and
goes so far to say that basically EQ is interpersonal skills. It goes on to
site examples of organization, including the U.S. Air Force, which have
implemented EQ training and also cites their productivity success. Dr. Turner
has realized that "individuals with high EQ are better at creating
positive outcomes", and that "the organization can enjoy higher
productivity and less employee turnover of talented workers".
b) I chose this selection as
relevant to the spin cycle project because of the first heading, ‘Emotional
Intelligence Can Be Learned’. It just sounded so promising to us as students,
that yes, whether we accomplish our goal of crossing the bridge to the positive
or not for this project, EI can be learned and should for good reason.
Acknowledging EI in the workplace reinforces the importance and magnitude of
how EI can impact our lives on all levels--personal, familial, educational, and
of course through our career of choice. This could be considered a head’s up
for us as students to already know one of the keys to financial success and
productivity before graduation and enter our prospective field of employment.
- Starting Sample Here
Emotional
Intelligence Can be Learned After the Center for Creative Leadership published that 27% of
individuals display poor emotional intelligence (EQ) in the work environment,
many organizations launched employee awareness-training programs in order to
build an awareness that no matter how professionally or technically skilled an
employee might be, if they practice ineffective workplace behaviors, they
simply rob the organization of productivity.
Emotional Intelligence (EQ) is the ability of an individual to
deal successfully with other people, to manage one’s self, motivate others,
understand one’s own feelings and appropriately respond to the everyday
environment. In essence, EQ is about interpersonal skills. Researchers and
management scholars have found that individuals with high EQ are better at
creating positive outcomes. A decrease in productivity occurs with each claim
of harassment, incident of temper flair ups, and/or any inappropriate workplace
conduct.
More careers derail due to poor emotional behaviors than
lack of technical skills. Developing employees should be a top priority of any
company, and by incorporating emotional intelligence into the training culture,
the organization can enjoy higher productivity and less employee turnover of
talented workers.
Ending
Sample Here
2.) Emotional Intelligence: What it is and Why it Matters
a.) This selection by Dr. Cary
Cherniss, goes on to provide their own historical significance of the topic and
relate the contemporary interest of importance of EQ as a better predictor of
job performance than IQ. This selection interprets ‘The Value of Emotional
Intelligence at Work" as being able to adopt ‘learned optimism’ which
parallels to option 4’s optimistic thinking which leads to ‘self-enhancing
behavior’. Dr. Cherniss goes on to say that, "Emotional Intelligence has
as much to do with knowing when and how to express emotion as it does with
controlling it." He also points out the attribute of empathy as being
important at work. This article also includes some assessment of the various EI
tests and the competence or each and which abilities are studied.
b.) This selection is relevant to
the spin cycle project because it highlights and points out that cognitive
ability is key to understanding tasks at hand and how to deal with those around
us. The many examples of EI at work helped to give clearer situations that I
could relate to, to see how EI works and can be implemented. Examples of some
of these situations are within this excerpt from the text.
- Starting Sample Here
The Value of Emotional Intelligence at Work
Martin Seligman has developed a construct that he calls
"learned optimism" . It refers to the causal attributions people make
when confronted with failure or setbacks. Optimists tend to make specific,
temporary, external causal attributions while pessimists make global,
permanent, internal attributions…
The ability to manage feelings and handle stress is another
aspect of emotional intelligence that has been found to be important for
success. A study of store managers in a retail chain found that the ability to
handle stress predicted net profits, sales per square foot, sales per employee,
and per dollar of inventory investment. Emotional intelligence has as much to
do with knowing when and how to express emotion as it does with controlling it.
One more example. Empathy is a particularly important aspect of emotional intelligence, and researchers have known for years that it contributes to occupational success. Rosenthal and his colleagues at Harvard discovered over two decades ago that people who were best at identifying others’ emotions were more successful in their work as well as in their social lives .
Thus far I have been describing research suggesting that
"emotional intelligence" is important for success in work and in
life. However, this notion actually is somewhat simplistic and misleading. Both
Goleman and Mayer, Salovey, & Caruso have argued that by itself emotional
intelligence probably is not a strong predictor of job performance. Rather, it
provides the bedrock for competencies that are. Goleman has tried to represent
this idea by making a distinction between emotional intelligence and emotional
competence. Emotional competence refers to the personal and social skills that
lead to superior performance in the world of work. "The emotional
competencies are linked to and based on emotional intelligence. A certain level
of emotional intelligence is necessary to learn the emotional
competencies." For instance, the ability to recognize accurately what
another person is feeling enables one to develop a specific competency such as
Influence. Similarly, people who are better able to regulate their emotions
will find it easier to develop a competency such as Initiative or Achievement
drive. Ultimately it is these social and emotional competencies that we need to
identify and measure if we want to be able to predict performance.
Ending
Sample Here
a.) This selection focuses more on
student’s success of using emotional intelligence within the school systems,
and how it is a life-long investment to understand and be emotionally
intelligent. The importance of EI should supersede that of IQ and GPA. Seven
characteristics associated with ‘understanding of how to learn’ are listed,
which are all deemed already as aspects of EI. Basically, EI can and should be
used at the lower learning levels, and be perpetuated through out life,
increasing productivity and interpersonal success. ‘Emotional health’ should be
the focus rather than educational success alone.
b.) I chose this article because the
seven traits that they selected as ‘fundamental to effective learning’ were all
part of what my understanding of being emotionally intelligent is. I think that
after reading the instructions over and over again, and our text, and class
exercises, I have grasped the overall concept of being emotionally intelligent
and simple, as it may seem to understand, it all seems to be making sense.
Everything that I am reading and coming across, I keep saying, yes, this makes
sense, of course curiosity should be part of EI in order to perpetuate growth
and learning. (At first I thought that curiosity didn’t fit in). Of course, everything
is making sense of how being EI should be, by no means am I saying that EI is
simple to master, utilize, and practice. That part if ever has to come much
later, with lots of thought, assessment and trials, hopefully to be
successfully attempted with Report 2.
c.) Starting
Sample Here
Why Do
We Need Emotional Intelligence?
Research in brain-based learning suggests
that emotional health is fundamental to effective learning. According to a
report from the National Center for Clinical Infant Programs, the most critical
element for a student's success in school is an understanding of how to learn.
(Emotional Intelligence, p. 193.) The key ingredients for this understanding
are:
Confidence
Curiosity Ability
to cooperate
Intentionality Self-control
Relatedness Capacity
to communicate
These traits are all aspects of Emotional
Intelligence. Basically, a student who learns to learn is much more apt to
succeed. Emotional Intelligence has proven a better predictor of future success
than traditional methods like the GPA, IQ, and standardized test scores. Hence,
the great interest in Emotional Intelligence on the part of corporations, universities,
and schools nationwide. The idea of Emotional Intelligence has inspired
research and curriculum development throughout these facilities. Researchers
have concluded that people who manage their own feelings well and deal
effectively with others are more likely to live content lives. Plus, happy
people are more apt to retain information and do so more effectively than
dissatisfied people.
Building one's Emotional Intelligence has a
lifelong impact. Many parents and educators, alarmed by increasing levels of
conflict in young schoolchildren--from low self-esteem to early drug and
alcohol use to depression, are rushing to teach students the skills necessary
for Emotional Intelligence. And in corporations, the inclusion of Emotional
Intelligence in training programs has helped employees cooperate better and
motivate more, thereby increasing productivity and profits.
Ending Sample Here
4.) Developing Emotional Intelligence SkillsÔ Program
a.) And b) this little excerpt I am
considering as bonus, since I have more than five sources for this section. I
am throwing this is, because I liked the listing, shown below, of the various
‘personal goals’ that can be improved and mastered through EI training. I felt
that these goals, effectively utilized should make any individual the
well-rounded being, including productivity and success as life skills.
c.) Starting
Sample Here
Manage emotional reactiveness
(frustration/ anxiety/ discouragement) to people and situations – maintain
better emotional balance
Stay motivated in spite of people or
events – focus energy on what can be influenced or controlled, not on what
is outside of the individual's control
Increase personal and professional
balance – gain more enjoyment out of life
Listen more, talk less – inspire trust, build relationships
Reduce stress and worry – decrease
physical symptoms of stress such as sleeplessness, high blood pressure,
indigestion, headaches – improve health
Increase personal productivity – manage priorities more efficiently, get more done
in less time
Develop more self-confidence – a greater belief in self and in personal ability to
interact with others
Manage relationships more effectively – communicate more effectively in conflict situations
– maintain respect and appreciation for associates while coming up with
effective solutions to problems
Be more flexible, resilient in the
face of change – increase personal innovation, and ability to "think
out of the box"
Develop more empathy – the ability to understand a problem or situation
from another's point-of-view
Develop more self-confidence – a
greater belief in self and in personal ability to interact with others
Gain greater mental clarity – make
faster, better decisions, trusting in personal
intuition or "gut" to see solutions
Increase personal creativity –
identify more and different creative alternatives as actions or solutions to
projects or assignments
Ending Sample Here
5.) Leaders need self-awareness, emotional intelligence
a.) This article really intrigued
me; because it states that in order to be a leader, instead of strength and
power, what you really need humanity and respect in order to receive the same.
This article also gives a synopsis of the five ‘fundamental elements of
emotional intelligence in leadership’. ‘Human’ is the root of any humanity. We
must learn to function peaceably with each other.
b.) The title of this is what caught
my eye. What more to show productivity and success, than by being an effective
leader. I think that remembering the key element from this article of humanity,
will help me bridge over to the positive, by remembering to foster respect for
everyone including my daughter, whose interaction will be my focus for Report 2
in regards to negative about others.
c.) Starting
Sample Here
Respecting
humanity
Productivity can be sustained
only in an organizational culture that stimulates loyalty and commitment from
its employees. To compete, an organization's leaders must recognize that they
can achieve the internal stability necessary to cope with constantly changing
pressures only by acting on the obvious -- human beings perform best in
environments that honor their humanity.
By
paying attention to employees' personal goals, an organization creates a
culture associated with higher satisfaction and lower role conflict, work avoidance
and turnover.
Emotionally intelligent
leaders employ the setting of clear, mutually agreed upon goals, a preference
for praise as a coaching tool, and a reliance on decentralization and shared
influence in achieving goals. They focus on the “human" aspect of human
resources. By demonstrating their ability to integrate work and life, they
serve as role models. Only by living fuller lives can leaders develop the
emotional intelligence necessary to create organizations with the constructive
cultures of productivity they need to prosper in the "new age" of
business.
Ending Sample Here
6.) Emotional Intelligence at Work
a.) And b.) Again, I am throwing this
excerpt in as bonus, only to because I think it is important for us to know
while learning and practicing to be EI through this course and project, how
very expensive it is to learn it elsewhere. This site I found shows that for a
three-day course, the price is $3,850. That’s something for us to keep in mind
throughout this exercise, how valuable what we are learning really can be to us
in dollar amounts. Maybe we can get the most out of our tuition hikes here at
UH by taking this course instead of some seminar three times as expensive.
c.) Starting
Sample Here
The full tuition fee is $3,850 (inc. GST) per participant. This includes:
1. Three day
skill development workshop & all associated tuition costs.
2. High quality
course manual comprising 120+ pages of detailed course notes. These are a
comprehensive resource designed to support your learning beyond the formal
training program.
3. An (optional) knowledge & skill
evaluation program to ensure you develop a high standard of comprehension &
skill. This includes an open book comprehension test, a work based activity
& a comprehensive written analysis of your performance.
A certificate of
completion will be issued to participants who successfully meet the evaluation
criteria.
Ending Sample Here
7.) Mind and Soul: Emotional Intelligence: Why it
Can Matter ...
a.) This article tells how EI can
contribute to a person’s success, and goes over ‘the five elements key to
EI—self-awareness, emotional self-regulation, self-monitoring and goal setting,
empathy and perspective taking, and social and communication skills. Clear-cut
examples and definitions are given for each sub-category.
b.) Again, I chose this article
because, like the previous articles before it, it explains how EI individuals should
be acting, or rather reacting to situations. All of these listings and examples
are aids for us to look to while doing our project in order to hopefully
succeed and bridge over to actually being emotionally intelligent. The previous
three query statements focused on how we have been acting and should evaluate
our actions, and this section should be the end result, how we want to react
and be, which is emotionally intelligent.
c.) Starting
Sample Here
The five elements
Self-awareness: This is the key to emotional intelligence, it is the
ability to identify what exactly one is feeling, i.e. name the emotion, and
realize why one is feeling this emotion. A specific emotion for a specific
reason is simpler to tackle than a vague feeling of discomfort. Self-awareness
helps one manage emotions better. The more self-assured one is, greater the
productivity. Moreover, such people are approachable and easy to deal with. To
develop self-awareness, introspect. Make the effort to turn on all your five
senses, examine how you feel and name the emotions. Understand your motives and
the actions that result from it.
Emotional
self-regulation: Understanding one's emotions and managing them. An
emotionally intelligent person will keep anger or anxiety in check. He/she is
unlikely to give in to impulse. Self-regulation involves talking to oneself,
resolving internal conflicts, training oneself to think logically etc.
Self-monitoring
and goal setting: People with high EQ are self-motivated. They are
clear about their motives, objectives and how to achieve them. They are also
the most committed and stay in organizations which aid their
self-actualization. Moreover, these strong individuals can influence others
leading to increases in standard. Motivation can be enhanced with positive
internal dialogue, associating with positive people, creating a positive
environment etc.
Empathy
and perspective taking: Empathizing with another is key to building
strong relationships. A leader, who cannot understand that a team member needs
time off to recover from a personal tragedy, will be earning the ill will of
all the others members and may soon see his team disintegrating. Such a leader
can neither offer advice, nor can he help others solve problems. To be
empathic, be more sensitive to your environment, be genuinely interested in
other people, and work on your communication skills.
Social and
communication skills: Awareness of one's own values, perspectives
etc., inevitably lead to stronger social skills. As one gets more comfortable
with oneself better will be his/her ability to relate to others. And, according
to experts, understanding people helps in managing them and inducing desirable
behavior. To develop effective social skills, make an effort at every
interaction. Anticipate moods, watch out for non-verbal cues, understand body
language, listen actively, react appropriately and positively, and reinforce
desirable behaviors or reactions. Make the person you are dealing with feel
comfortable. We may like to behave objectively and act on facts. But, very
often, it is emotions that direct our actions. Know your self to be in control.
Ending Sample Here
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