My Emotional Spin
Cycle:
The Four Options
and the Two Bridges:
Annotated Bibliography
By Barbara Peters
March 123, 2002
See the Instructions for this Report
I.
Introduction
The goal of this project is to show that we have gained the ability to understand the bridge technique.Ê In order to understand the process of the bridge technique it must be first broken down into its components.Ê We have discussed throughout this class that each choice we make is made up of feelings, thoughts and actions.Ê These ideas are known as the three fold self.Ê When these processes come together their outcome can be either negative or positive.Ê For most people our lives pattern themselves in the negative perspective.Ê Overcoming this negative frame of mind is the goal of becoming emotionally intelligent.Ê Or maybe it is more appropriate to say that those who master the bridge technique will find themselves in a positive frame.Ê Most of us spend the majority of our lives with negative attitudes and make decisions in negative realms.Ê This habit is one that is often brought on by convenience.Ê Doing the right thing is not always the easiest route.Ê However it can be argued that once the art of using the bridge technique is established the ability to make future decisions with a positive thought process could become a natural even thoughtless reaction.
To further explain this idea it is important to define some of the terms that will repeat themselves throughout the paper.Ê We have scratched the surface of the three fold self and at this time I would like to go deeper into its definition.Ê The three fold self encompasses our thinking processes associated with our feelings and creating our actions.Ê Feelings lead our thoughts and our thoughts establish our actions.Ê In trying to understand the process of how this happens we must; look within ourselves and questions the scripts we play out, the behavior we create into habits, the reflections that we make upon ourselves, and the emotional intelligence we attain through these choices.Ê This process of deciding where to be in our feelings, thought and actions is known as the bridge technique.Ê In order for the bridge technique to work one must be open to exploring ones own feelings, thoughts and actions.Ê There are four realms of possible action.Ê These four realms include both positive and negative alternatives.Ê Each positive and negative option deals with a different subject.Ê One subject is our feelings, thoughts, and actions toward others and the world.Ê The other subject is our feelings, thoughts, and actions toward our self.
The subject that encapsulates our reactions to others and the world is known as the red bridge.Ê On the negative side of the equation ones feelings, thoughts and actions relate to feelings such as rage and arrogance.Ê On the positive side one looks at their feelings, thoughts and actions on the negative side and alter them to more positive ones.Ê Each of us will spend a large amount of our lives flip-flopping back and forth from among these feelings and actions.Ê When one is in the negative spin-cycle of with regard to others and the world a common outcome occurs.Ê This person often finds themselves also in the negative spin-cycle with regard to themselves and visa versa.Ê This is known as the flip-flop effect.Ê There is also the option of flip-flopping on the positive side and this side is where we long to be.Ê If we could maintain our positive spin öcycle we could say that we were emotionally intelligent and we had mastered the bridge technique.Ê So how is this goal attained?Ê The following sub-categories will explain the elements necessary for mastery.Ê Through correct performance of cognitive scripts, behavioral routines, and cognitive appraisal we can obtain emotional intelligence.
ÊÊÊÊ
A. Cognitive Scripts:Ê In relation to motivation or affect
Although this first website is a book review it reminds us of the importance of understanding others in their emotional expression and that this understanding allows us to know how to react.Ê This is the essence of cognitive scripts.Ê Gaining the ability to understand or to interpret others actions will allow us to know how we are to react in the situation.Ê Darwin and others saw this human pattern as they observed animals in nature.Ê Schill is also talked about in this website and his thoughts on the use of Psychotherapy.ÊÊ Psychotherapy relates to the idea of cognitive appraisal, which will be discussed in part C of this paper.ÊÊÊ
ãA major part of the work provides the most knowledgeable description of new and creative measures that are indispensable to the practice of psychotherapy and psychoanalysis." Professor Andre' Haynal, Chairman of the Department of Psychiatry of the University of Genevaä
http://www.wordtrade.com/Philosophy/psychotherapy.htm
Nothing in this world works without a designed pattern.Ê This is the pattern that we seek to emulate if we are to be truly emotionally intelligent.Ê Not only do we need to understand others but also it is of utmost importance to understand ourselves.Ê Our motivation can be either negative or positive.Ê If negative thoughts, feelings and actions are driving us then we will produce negative outcomes.Ê We will remain in a pattern in option one or three and negativity will fill our days.Ê On the other hand if we release ourselves from the negative pattern by crossing over the red bridge or blue bridge we can spend our time in option two or option four.Ê In options two and four the patterns are based on positive thoughts, feelings and actions toward others, the world and ourselves.Ê These patterns of thought are the cognitive scripts that humans follow.Ê If we look at the scripts we choose this determines the option that we are in and the actions of our three fold self that come out.Ê It is the goal of this class for us to master our thoughts so that our actions are produced in options two and four.Ê The next website covers in greater depth the types of scripts that there are for different situations.Ê The vocabulary is broken down and helps to explain in a less scientific manner the concept of cognitive schemas.Ê Scholl helps to explain the blue bridge area of the four options when he defines self-schemas.ÊÊ
ãSelf-schemas- Generalizations about the self abstracted from the present situation and past experiences. This is essentially one's self-concept which is in essence perceptions of oneself in terms of traits, competencies, and values (see Laura's notes on Self Concept Based Motivation). Self-efficacy is a type of self schema that applies to a particular task.ä http://www.cba.uri.edu/Scholl/Notes/Cognitive_Schema.htm
Dr.
Victor notes in his website the idea of modification.Ê This is the cross over method.Ê
To modify ones actions in order to change ones thinking from negative to
positive is the bridge technique.Ê
Through scripts we are able to cope with situations and through
modification we can choose what option we are in on a case-by-case basis.Ê Dr. Victor explains
ãAll relevant social action in NU will be in terms of creative performance to scripts. Scripts are symbolic structures (text) collaboratively designed to guide performance (which includes learning, organizing, researching, and developing). New scripts can be composed according to script composing scripts. Modifications of scripts and ideas for additional scripts are part of the performance. An accessible database of evolving scripts become an analog chromosome system for human social evolution. The distinctions between creating "real" things and designing with simulations will blur. Scripts both facilitate and constrain.ähttp://www.worldtrans.org/whole/cognitivetools.html
With this having been said we
must look at these ideas of constraint and facilitation.Ê As the following diagram shows our cognitive
scripts can fall in many areas.Ê We know
of the negative and positive options of the four-option model and the following
diagram further brakes down this concept.Ê
As in our model there is aggression in option one and the scripts that
play out are negative.Ê This model uses
the word annoyed, which could be focused at others or the world or
ourselves.Ê No matter, which, itâs,
still a negative option.Ê We also see
the resemblance of our positive options in the diagram where words like
euphoric, happy, and content are used.Ê
These all represent positive feelings and thoughts, which in turn result
in positive actions.
![[diagram]](./report1_files/image002.jpg)
ãUsing
more advanced psychometric methods, Russell (1980) reached similar conclusions,
arguing that emotions can be represented around a circle whose two main axes
reflect degrees of pleasantness and activation (or arousal).
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.ä
http://www.brunel.ac.uk/~hsstbbp/emotlec7.htm
Through cognitive scripts we must assess ourselves both from our own point of view and the view of others. By doing so must also grasp the concept that others reactions play a role in our interaction.Ê By this I mean that the way others perceive our actions tells us something about the appropriate way we are expected to act.Ê Our actions are under the interpretation of others and for this reason understanding the other persons thinking will clue us into the socially positive way to perform.Ê If another person assesses our actions as negative or socially unintelligent then we must look at this interpretation and ask ourselves if this is reality.Ê In doing so we will be more apt to bridge to a better solution in repeated experiences.Ê This would be the mastered technique of bridging.Ê Baldwin discusses this idea in the following passage from his website.Ê
People's interaction expectancies and views of self are shaped by accessible relational schemas, knowledge structures representing regularities in interpersonal experience. Recent research using classical conditioning paradigms has examined the possibility of creating associations between neutral cues and specific relational schemas so that presentation of the cue serves to activate the relational expectancies. In the current study, a lexical decision task was employed to assess the cued activation of acceptance and rejection expectations as a function of chronic attachment orientation. 42 introductory psychology students were asked to visualized relationships in which they felt noncontingently vs contingently accepted by another person; while doing so they were given repeated computer presentations of distinctive tone sequences. Later, these conditioned tones were played again while Ss performed lexical decisions on stimuli that represented if-then contingencies of interpersonal acceptance and rejection. Results indicate that the conditioning procedure had different effects, depending on participants' chronic attachment orientations.
http://www.psych.mcgill.ca/perpg/fac/baldwin/ab_list.htm - zajf
B. Behavioral Routines:Ê In relation to socialization or enculturation
As we move into the next factor of discussion I was able to find mostly examples from websites related to children and their acquisition of behavioral routines.Ê As we grow we are bombarded with stimulation.Ê This stimulation is processed and helps to socialize us.Ê We learn the patterns of society around us and can begin to gain the knowledge about how to interact in social settings.Ê For everyone the first interaction that we have is with our families and secondly we find ourselves in contact with others outside our home.Ê Once we reach a certain age most of us begin school.Ê Here is where we begin to learn other forms of socialization.Ê This can be good exposure or it can be bad exposure.Ê If one gains a negative habit of viewing others or themselves in this environment then option one and three is most likely where that person will create and adapt their cognitive scripts.Ê On the other hand as Mr. Rockwell points out in his website if a child is kept from the negative approach to cognitive exploration then he or she can discover the ability to remain in option two and four.Ê He believes that home schooling is a better environment to establish these positive thoughts, feelings and actions.Ê
ãIn order for children to become assimilated into society properly, it
is important to have a variety of experiences and be exposed to differing
opinions and views. This enables them to think for themselves and form their
own opinions. This is exactly what public education does not want; public
education is for the lowest common denominator and influencing all of the
students to share the same views ("group-think") and thought-control
through various means, including peer-pressure.ä
http://www.lewrockwell.com/orig/zysk1.html
Because everything that we are exposed to helps to design
our cognitive scripts and to tailor our behavioral routines, television viewing
has been questioned in recent years and the effect it has on social
outcomes.Ê It was explained in the
following website that the viewing of television by children was not the
creator of negative or positive actions by children but rather the type of
television programming that was viewed.Ê
ãA hypothetical case can be made for both Positive and negativeinfluences of television on children's intellectual development,but careful evaluation of the evidence leads to the conclusionthat television as a medium does not have clear effects onpatterns of cognition or achievement (Anderson & Collins, 1988).
The
effects depend on the nature of the programming.
http://www.cyfc.umn.edu/television.html
This can also be said
for all other exposures in society.Ê It
is our responsibility to look at ourselves and decide the type of material we
let influence us.Ê This is the
philosophy that I as a parent try to think about when I allow my son to view
television, look at books and interact with others.Ê I think that the early application of positive solutions will
allow him to easily make positive decisions later in life.Ê It would be my hope for him to spend his
days in happiness and reality by having learned how to stay in options two and
four.Ê
The people at Harvard
University have addressed this very issue and have written an article about the
ways to constructively think so that positive solutions might be produced.
ãThinking
dispositions are ongoing tendencies that guide intellectual behavior. They can
be good or bad ─ productive or counter-productive. For example, you might
have the disposition to make careful plans in appropriate situations. That's
good. But sometimes you might have the disposition to plunge ahead blindly,
without taking the time to plan or think ahead. That's bad.ä
http://learnweb.harvard.edu/alps/thinking/docs/article2.html
This behavior outcome
is what must ultimately become your focus if one wishes to live a positive
lifestyle.Ê Through the techniques discussed
so far we know that on the road to developing behaviors we must learn the
scripts of society or the patterns of appropriate actions through
cognition.Ê We must assess what side of
the four-option model we are on and we must learn how to bridge from negative
to positive.Ê Choosing to reflect on
these things will be a self-enhancing behavior but this will be discussed in
part C of this paper.Ê Furthermore a
researchist at MIT had this to say about behavioral routines,ÊÊ
ãMuch of our normal
behavior depends on learning how to perform sequences of acts so smoothly that
we can carry them out almost without conscious effort. This type of learning is
crucial for maximizing cognitive function. We depend on it to free us to think
and to react to new events in the environment.ä
http://web.mit.edu/bcs/graybiel.html
Although
she was discussing a much lower form of human pattern the theory in this case
still applies.Ê There are patterns in
everything and they follow a natural law.Ê
If one can master this natural law then the ability to remain in a
positive option would become effortless.Ê
This would mean our behavioral routine would repeat itself in quadrants
two and four of the four option model.
When
we lack the ability to understand and control where we are in the four-option
model poor behavior often presents itself.Ê
As noted in the following website these behaviors manifest themselves in
actions of racism.Ê This may be an
extreme example of emotional unintelligence but it shows the harm that comes
from being in a negative frame of mind and action.
ãIt
is well-documented that unconsciously activated concepts (social categories,
stereotypes, or traits) can alter subsequent judgments, perceptions, and behaviors
by virtue of their accessibility or the associative strength between a concept
and the attached semantic meaning (Bargh & Chartrand, 1999; Dijksterhuis et
al., 2000)·
It
is thus proposed that performing a certain behavior (repeatedly) may
unconsciously affect unrelated judgments (a 'behavior-judgment link').ä http://www.upso.ucl.ac.be/escn/abstracts.htm
C. Cognitive Appraisal:Ê In relation to self-enhancing behavior
It is important to note in this section that not all behaviors are self-enhancing.Ê As we have seen from the site below often behaviors can be destructive.Ê In some the actions are as dangerous as self-mutilation or severe depression.Ê Mark Baldwin has researched this phenomenon and has shown its effects.
ãThe fear of negative evaluation involves images or representations about how social interactions likely will ensue - images that link apprehension about behaving in an embarrassing or inferior manner with expectations of being rejected, humiliated or otherwise devalued as a consequence. The model presented here is primarily concerned with the cognitive representations that underlie such anxieties. In approaching a new situation, what autobiographical memories resonate with the current context, and trigger negative social expectations? What causes certain images or outcomes (e.g., being teased or mocked) to enter into mind so easily, effortlessly, and automatically that they seem not only plausible but also inevitable? What social categories (e.g., 'loser') influence - even implicitly-the interpretation of ongoing experience? How might it be possible to modify the categories that become activated, to replace dysfunctional structures with more functional ones?ä
http://www.psych.mcgill.ca/perpg/fac/baldwin/zajf
ãThe main beneficial outcome of being able to challenge our dysfunctional thoughts is the associated improved feelings that eventually result. Rather than feeling distressed, frustrated or angry at others or oneself, putting things in perspective by thought challenging can help people to feel calm in situations, have greater self-esteem, self-worth and respect for themselves and even improve their general mood.ä http://www.psych.usyd.edu.au/teach2002/psyc1/abnormal_tutorial/CA5.html
These two sights focus on the negative aspects of self-appraisal, which find themselves in the first and third option.Ê Since it is our desire to bridge from these options to more positive ones we will look further into material that will explain this element of cognitive appraisal.Ê The diagram above can be used in both negative and positive options.Ê It shows that in each situation one must evaluate the situation using the three factors of the three fold self.Ê We call them feelings, thoughts, and actions while they use the words emotional response, cognitive appraisal and behavior respectfully.Ê The reason that psychological arousal is included is because it shows the motive for anxiety reactions in those reacting to others, the world or themselves in an emotionally unintelligent way.Ê I must be clear by not that being emotionally unintelligent is often not easy to overcome.Ê Some people have trouble cycling out of this state of being.Ê They remain caught in the negative spin-cycle and their lives are lived in hardship. Once one look within themselves enough to recognize this trait that is when the cognitive appraisal can work for them to break the pattern.Ê This pattern being broken will allow for the bridge to be crossed and hopefully they can find themselves in the positive realm of options two and four.Ê But how many of us can master this idea.
ãThe self-concept is
influenced by those social identities that are important for an individual in a
particular context at a particular time. Social identity salience can determine
which goals are important, who is perceived as responsible of an event, and
what norms are adopted and perceived as important when confronted with an event
linked to that social identity. These changes in perception resulting from
social identity salience can thus influence the way an individual evaluates an
emotion-antecedent event. Specifically, social identity salience may influence
the use of certain cognitive evaluation criteria involved in the emotion
process, namely: goal compatibility, causal attribution, and norm compatibility. http://www.unige.ch/fapse/emotion/members/patricia/patricia_research.html
Again in order to find ourselves in the positive realm the researchers tried to find the motivation that gets us across the bridge and keeps us there.Ê Through a simple experiment the patterns of this phenomenon could be observed so the following was done.
ãI manipulated participants' social identity salience (High vs Low identification to the role assigned in the business negotiation), and measured their appraisals and emotional responses to the opponent's playing strategy (to compete or to collaborate). To induce emotions I manipulated the opponent's playing strategy through the computer program. Basically the opponent is the computer that has been pre-programmed to cooperate or to compete. This second manipulation was aimed at inducing emotions like anger, irritation and frustration when the opponent uses the compete strategy, and contentment and happiness when the opponent uses the cooperate strategy.ä http://www.unige.ch/fapse/emotion/members/patricia/patricia_research.html
Because
being in the negative realm is likely to produce negative outcomes in life,
greater stress is associated with this choice.Ê
It is the hope of many researchers that this battle can be overcome and
a positive outcome can be established.Ê
If this goal is met the research seems to show that individuals stand to
gain better health and increased quality of life.Ê John Ernst of Illinois
Wesleyan University has been working on such research and goes deeper into his
theories in the following website.
ãOne intriguing possibility is that
appraisals will not only differentiate a healthy, efficient cardiovascular
response to stress from an unhealthy, inefficient one (challenge and
threat,respectively), but also differentiate patterns of immune and endocrine
responses. This may help solve the puzzle of why some individuals get sick in
response to daily hassles whereas others do not.ä
http://titan.iwu.edu/~jernst/index3.htm
If one takes the initiative to analyze the choices they make and chooses to make better choices then greater gain will be the result.Ê There will be ease in their cycle and there will no longer be a flip-flop effect.Ê The stress induced by sudden flip-flop changes is likely the cause of the ills of so many in society today.Ê It only serves us to be positive.Ê I recall when my grandmother had Cancer that she was told by many to think positively.Ê As we have come to understand through this quest for emotional intelligence, thinking positively is not something that is often mastered overnight.Ê If it could be done with such ease more people would be able to take advantage of its rewards.Ê Especially when someone is in a constant battle with the negative often the positive realm is hard to reach.Ê Trying to harbor positive emotions, positive thoughts and creating positive actions from them is the only way that seems to lead to the positive options.Ê To master this technique of cognitive appraisal one must look at the situation from different perspectives and assess the content in relation to oneself.Ê After this has been done one must promote positive feelings, thoughts and actions toward others, the world and ourselves.Ê I call this living the truth.Ê This includes telling oneself ãnoä and accepting no for an answer.Ê This brings us back to the idea of emotional intelligence.ÊÊÊ
ãIndividuals' confidence in their ability to control their
thoughts, feelings, and actions, and therefore influence an outcome (Bandura,
1986). Perceptions of self-efficacy influence individuals' (a) thoughts, (b)
emotions, (c) choices of behavior, and (d) amount of effort and perseverance
expended on an activity (Bandura, 1986). According to Bandura (1986),
individuals make personal ability judgments and evaluations through a cognitive
appraisal system that is unique to the individual, the task, and the particular
situation at any given moment.äÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ http://seamonkey.ed.asu.edu/~miltiadou/dci598/tsld003.htm
D. Emotional Intelligence: In relation to productivity and success
ãEmotional
intelligence·"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).ä http://trochim.human.cornell.edu/gallery/young/emotion.htm
This very concept is the goal of this discussion.Ê We hope to achieve the understanding of others while we also understand ourselves.Ê We now know that by gaining the ability to learn cognitive scripts, perform right behavioral routines and to evaluate others and ourselves through cognitive appraisal we can reach emotional intelligence.Ê This means we will exhibit positive actions based on right thoughts and feelings.Ê The three fold self will remain in the positive options of the four-option model and will be able to maintain a positive lifestyle and in turn greater happiness and well-being.Ê We have seen that a positive approach is the beginning and that strength in our habits to remain in the positive realm of the bridge technique will allow us to have ease in our functioning.Ê This functioning will become second nature for us.
ãEmotional intelligence, according to Time magazine, "may be the best predictor of success in life." According to the book "Emotional Intelligence," evidence suggests that it is "as powerful, and at times more powerful, than IQ," and provides "an advantage in any domain of life." http://www.apa.org/monitor/sep99/sp.html
The rewards of being emotionally intelligent are just beginning to be founded.Ê The argument though is that it may even play a larger role in success.Ê It has often been touted that being book smart will only take you so far in this world.Ê On the other hand ones ability to understand others and themselves allows for greater management skill, leadership skill, teaching skills, negotiating skill and so much more.Ê This ability is like the key to opening the door of opportunity.Ê For those that gain the key they have the power to ease through life with little or no obstacles in their paths.Ê If faced with obstacles these masters are able to face them and finesse them in a positive manner.
ãIf
you want to improve your emotional intelligence, concentrate on building skills
in these five areas, identified by Yale psychologist, Peter Salovey:
1.
Know your emotions. Work on increasing your self-awareness, the ability to
recognize a feeling as it happens. Develop the habit of monitoring your
feelings from moment to moment.
2.
Regulate your emotions. Improve your ability to handle feelings and to recover
quicklyÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ from upsets and
distress.
3.
Motivate yourself. Learn to marshal your emotions in order to reach goals.
Apply self-control and self-discipline. Practice delaying gratification and
stifling impulsiveness.
4.
Cultivate empathy. Put yourself in the other person's shoes. Try to recognize,
identify, and feel what others are feeling.
5. Manage relationships. Respond appropriately and in helpful ways to the feelings of others. Strive for social competence. Hone your leadership skills.ä http://www.womensmedia.com/seminar-emotional-intell.html
Not only is it important to understand our emotions and the emotions of others in the work place, but also we must carry these skills into all areas of our lives.Ê One area where most of us loose our ability to maintain positive control is behind the wheel of our automobiles.Ê This phenomenon is obvious from the following information.Ê http://www.aloha.net/~dyc/articles/rr.htm
|
Driver Competence Skills |
Emotionally Intelligent |
Not |
|
1.
Focusing on self vs. blaming others or the situation |
"Iâm
feeling very impatient today. Everything seems to tick me off." |
"This
traffic is impossibly slow. Whatâs wrong with these jerks. Theyâre driving
like idiots." |
|
2.
Understanding how feelings and thoughts act together |
"I feel
angry, scared, outraged when I think about what could have happened." |
|
|
3.
Realizing that anger is something we choose vs. thinking it is provoked |
"I
make myself so mad when they do that." |
"They
make me so mad when they do that." |
|
4. Being
concerned about consequences vs. giving in to impulse |
"If
I respond to this provocation I lose control over the situation. Itâs not
worth it." |
"I just
want to give this driver a piece of my mind. I just want him to know how I
feel." |
|
5.
Showing respect for others and their rights vs. thinking only of oneself |
|
|
|
6.
Accepting traffic as collective team work vs. seeing it as individual
competition |
"I
try to keep pace with the traffic realizing that my movements can slow others
down÷like switching lanes to try to get ahead." |
"Driving
is about getting ahead. I get a jolt out of beating a red light or finding
the fastest lane. Itâs me vs. everybody else." |
|
7.
Recognizing the diversity of drivers and their needs and styles vs. blaming
them for what they choose to do |
"I
need to be extra careful around drivers using a hand held cellular phone
since they may be distracted." |
"How
can they be so stupid? Theyâre talking on the phone instead of paying attention
to the road." |
|
8.
Practicing positive role models vs. negative |
"This
driver is going slower than my desires. Now I can practice the art of
patience and respect for the next few minutes." |
"Come
on, buddy, speed up or Iâll be on your tail. Go, go. Whatâs wrong with you.
Thereâs no one ahead." |
|
9.
Learning to inhibit the impulse to criticize by developing a sense of driving
humor |
"Iâm
angry, Iâm mad |
"I
canât stand all these idiots on the road. They slow down when they should
speed up. They gawk, they crawl, anything but drive." |
|
10.
Taking driving seriously by becoming aware of oneâs mistakes and correcting
them |
"I monitor
myself as a driver and keep a driving log of my mistakes. I think itâs
important to include thoughts and feelings, not just the overt acts." |
"Iâm
an excellent driver, assertive and competent, with a clean accident
record÷just a few tickets here and there." |
Dr. James points out the reactions of those lacking emotionally intelligent and the proper emotional intelligence response when faced with traffic predicaments.Ê His solutions are also available in this chart and if repeated in other situations with appropriate application one would find themselves in options two and four of the four-option model.Ê I know this process may be difficult to cultivate at first but with practice and application the outcome will be one of positive results.
And so finally we ask when emotional intelligence is established or is it attainable at any stage of life.Ê Although I was not able to locate firm information containing examples of success stories of middle age or elderly persons I did locate Daniel Golemanâs statement that
ã·in
theory, we've known all along: the brain is enormously malleable during
childhood. The brain's regulatory centers for emotional response are among the
last parts to become anatomically mature. They continue to grow into
adolescence.
This is vitally important, because we're finding that the repeated emotional lessons of a childâs life literally shape the brain circuits for that response. So if a child learns to manage his anger well, or learns to calm or soothe himself, or to be empathic, that's a lifelong strength.ä http://www.ascd.org/readingroom/edlead/9609/oneil.html
Although this quote seems to show that beyond adolescence our brain does little changing I still believe that the ability to become emotionally intelligent is possible.Ê The phrase ãyou canât teach an old dog new tricksä does not apply in this case.Ê We have the power of choice on our side and that is the power that allows us to choose whether to be positive or negative in our feelings, thoughts or actions.Ê The ever evolving three-fold self, thank goodness for such a priceless human trait.Ê
II. Annotated Biography
Cognitive Scripts
1. Word Trade:Ê This is a site that reviews texts and books on different topics in this case I have used the material from two references to show the relationship between the material of the books and our topic of study.Ê These excerpts were simply used as mind cues in relation to our topic.Ê The material was no presented with excerpts from the books themselves but the ideas were supplied by the critics.Ê http://www.wordtrade.com/Philosophy/psychotherapy.htm
2. Social Cognition and Cognitive Schema:Ê This site was packed with valuable information and definitions relating to our concept of cognitive scripts.Ê It covered various areas of thought and situations of action.Ê I was amazed at the information in this article and how easy it was to understand the concept of cognitive scripts. Êhttp://www.cba.uri.edu/Scholl/Notes/Cognitive_Schema.htm
3. CTTT: Cognitive Tools, Techniques, Training, & Technology: This website uses very technical jargon to express what I felt to be a metaphoric analysis of the topic in which we are exploring.Ê The author is talking about bettering society by the tools we use and although he means tools such as computers we know in Psychology that our metaphorical tools are our minds.Ê With such tools the world can also be changed.
http://www.worldtrans.org/whole/cognitivetools.html
4. PY3085A - EMOTION: APPRAISAL, ACTIVATION, EXPRESSION SESSION 11: REPRESENTING EMOTION: The material contained in this website was dense and valuable.Ê Its contents included a secondary explanation to the four-option model.Ê Using similar words and models it gave a revamped definition to the material we have gone over in preparation for this project.Ê It included all aspects of the three fold self, touching on the emotional, appraisal and activation elements.Ê We have used the words feelings, thoughts and actions but these are synonymous with the terms used by the websiteâs author.Ê http://www.brunel.ac.uk/~hsstbbp/emotlec7.htm
5. Baldwin, M. W., & Meunier, J. (1999). The cued activation of attachment relational schemas. Social Cognition, 17, 209-227.: This website is not limited to one topic and has been used for different areas of my paper.Ê In this section he is discussing the interaction of others and us and how others interpret our self.Ê The interaction process touches on cognitive scripts. http://www.psych.mcgill.ca/perpg/fac/baldwin/ab_list.htm - zajf
Behavioral Routines
6.Ê Home schooling and the Myth of Socialization:Ê This short article covers one topic of the socialization process.Ê This process is home schooling.Ê In the authors short comments he points out the need for exposure for a child to become well socialized.ÊÊ http://www.lewrockwell.com/orig/zysk1.html
7.Ê Television and Socialization of Young Children Aletha C. Huston and John C. Wright Center for Research on the Influences of Television on Children (CRITC)Department of Human Development University of Kansas:Ê This website discusses the controversial issue of the televisions influence on child socialization.Ê The argument made is that television can be both good and bad.Ê The report narrows its scope to kinds of television and the effect it has on socialization.
http://www.cyfc.umn.edu/television.html
8. Teaching Thinking Dispositions: From Transmission to Enculturation: This research project from Harvard University covers the techniques of how to think.Ê This is a site that relates to behavior establishment and how thinking influences the outcome of such behaviors. http://learnweb.harvard.edu/alps/thinking/docs/article2.html
9. Neural Basis of Implicit Learning and Action Strategies: This website captures the theory of Dr. Graybiel and her research on neural patterns.Ê It is a brief site but supplies the idea of pattern establishment. Êhttp://web.mit.edu/bcs/graybiel.html
ÊÊÊÊÊÊÊÊÊÊÊ 10.
Bypassing mental processes: When 'action traces'
affect social judgments:Ê This material covers the idea of behavioral routines and
how prejudice, stereotypes, and racism are created.Ê It shows the relationship between poor behavior routine choices
and the negativity that it begets. http://www.upso.ucl.ac.be/escn/abstracts.htm
Cognitive Appraisal
11. Selected Abstracts Mark Baldwin, McGill University:Ê This website is a collection of abstract summaries by Mark Baldwin.Ê His material covers many relatable topics to the observation of ones self.Ê He talks about self-examination in areas of anxiety and other negative option realms.Ê This is valuable to our exploration and our understanding of cognitive appraisal.Ê http://www.psych.mcgill.ca/perpg/fac/baldwin/ab_list.htm - zajf
12. Abnormal Psychology ö mainpage: This site is sponsored by The University of Sydney.Ê It is a slide show from a lecture on abnormal psychology.Ê Included in this material is a wonderful visual aid that explains the three-fold self.Ê http://www.psych.usyd.edu.au/teach2002/psyc1/abnormal_tutorial/CA5.html
13. The influence of social identity on emotion responses: This site shows examples of three studies done at the University of Geneve on self-appraisal. http://www.unige.ch/fapse/emotion/members/patricia/patricia_research.html
14. John M. Ernst, Ph.D. Assistant Professor Department of Psychology Illinois Wesleyan University: This website is a biography page of Dr. Ernst and includes his questions in his research and his desired results in relation to illness related to stress factors and appraisal.15. Self-Efficacy: This is a slide show presentation of a member of Arizona State University that presents the theory of cognitive appraisal by Bandura. http://seamonkey.ed.asu.edu/~miltiadou/dci598/tsld003.htm
Emotional Intelligence
16. Emotions and emotional intelligence: This site is bibliography listing and also a compilation of points concerning emotions, and emotional intelligence.Ê Some hyperlinks are included for cross-reference information. http://trochim.human.cornell.edu/gallery/young/emotion.htm
17.
Emotional intelligence: popular or
scientific Psychology? Dr.
Mayer a known emotional intelligence professor at The University of New
Hampshire submitted this article.Ê This
article questions the validity of the scientific factors in emotional
intelligence.Ê He also points out the
advantages of being emotionally intelligent.
http://www.apa.org/monitor/sep99/sp.html
18. Emotional Intelligence - You Can Help How You Feel! This site brings to light the idea of emotional intelligence and exhibits the desire for it in the corporate atmosphere.Ê This site is specifically focused on women and the idea of emotional control in the work place.Ê http://www.womensmedia.com/seminar-emotional-intell.html
19.Ê Road Rage and Aggressive Driving: Dr James is a known professor at The University of Hawaii at Manoa and works extensively with matters of emotional intelligence and its carry over into road rage.Ê His site brings together not only his work but also that of Diane Nahl, Ph.D.Ê Between the two of them much ground is covered on the emotional intelligence of road rage and solutions for maintaining emotional intelligence in these situations.http://www.aloha.net/~dyc/articles/rr.htm
20. On Emotional Intelligence: A Conversation with Daniel Goleman: This entry includes a question and answer session with Daniel Goleman the author of Emotional Intelligence.Ê http://www.ascd.org/readingroom/edlead/9609/oneil.html
III.
Bibliography
1. WordTrade:http://www.wordtrade.com/Philosophy/psychotherapy.htm
2. Social Cognition and Cognitive Schema: http://www.cba.uri.edu/Scholl/Notes/Cognitive_Schema.htm
3. CTTT: Cognitive
Tools, Techniques, Training, & Technology: http://www.worldtrans.org/whole/cognitivetools.html
4. Py3085a - Emotion: Appraisal, Activation, Expression
Session 11: Representing Emotion: http://www.brunel.ac.uk/~hsstbbp/emotlec7.htm
5. Baldwin, M. W., & Meunier, J. (1999). The cued activation
of attachment relational schemas. Social Cognition, 17, 209-227.
http://www.psych.mcgill.ca/perpg/fac/baldwin/ab_list.htm
- zajf
6. Home schooling and
the Myth of Socialization: http://www.lewrockwell.com/orig/zysk1.html
7. Television and
Socialization of Young Children Aletha C. Huston and John C. Wright Center for
Research on the Influences of Television on Children (CRITC) Department of
Human Development University of Kansas: http://www.cyfc.umn.edu/television.html
8. Teaching Thinking Dispositions: From Transmission to Enculturation: http://learnweb.harvard.edu/alps/thinking/docs/article2.html
9. Neural Basis of Implicit Learning and Action Strategies: http://web.mit.edu/bcs/graybiel.html
10. Bypassing mental
processes: When 'action traces' affect social judgments: http://www.upso.ucl.ac.be/escn/abstracts.htm
11. Selected
Abstracts Mark Baldwin, McGill University: http://www.psych.mcgill.ca/perpg/fac/baldwin/ab_list.htm
- zajf
12.
Abnormal
Psychology - mainpage http://www.psych.usyd.edu.au/teach2002/psyc1/abnormal_tutorial/CA5.html
13. The influence of
social identity on emotion responses: http://www.unige.ch/fapse/emotion/members/patricia/patricia_research.html
14. John M. Ernst, Ph.D. Assistant Professor Department of Psychology
Illinois Wesleyan University: http://titan.iwu.edu/~jernst/index3.htm
15. Self-Efficacy: http://seamonkey.ed.asu.edu/~miltiadou/dci598/tsld003.htm
16. Emotions and emotional intelligence: http://trochim.human.cornell.edu/gallery/young/emotion.htm
17. Emotional intelligence: popular or scientific Psychology? http://www.apa.org/monitor/sep99/sp.html
18. Emotional Intelligence - You Can Help How You Feel! http://www.womensmedia.com/seminar-emotional-intell.html
19. Road Rage and Aggressive
Driving: http://www.aloha.net/~dyc/articles/rr.htm
20. On Emotional Intelligence: A Conversation with
Daniel Goleman http://www.ascd.org/readingroom/edlead/9609/oneil.html
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