Data Collection and Analysis
Raemie
Noelani Monces
Date: April 18, 2002
Dr. Leon James, Instructor
I.
Theory and Purpose of the Project
II.
Data Collection and Analysis
III. Interpretation and Discussion
IV. References
Theory and Purpose of the
Project
In report 1 there are four main key terms that will help in the understanding of Emotional Intelligence. They are Cognitive Scripts, Behavioral Routines, Cognitive Appraisal and Emotional Intelligence.
-
Cognitive Scripts are beliefs or knowledge that we develop from prior
repeated experiences that we are exposed to.
By these cognitive scripts we will be able to see what the potential
outcome might be to a given situation.
-
Behavioral Routines are habits that we acquire throughout our everyday
life from the social environment, which surrounds us. From these routines of behavior that we are accustom to, we
develop schemas for the situations that we are in, to help guide us in future
scenarios.
-
Cognitive Appraisal internal logical discussion that involves your self
cognitively appraising the situation, which will determine how it will effect
your emotion. Using cognitive appraisal
guides you to relevant, logical thinking corresponding with the positive blue,
of the emotional spin cycle.
- Emotional Intelligence The way in which you handle your three fold self with other people and how you relate to others emotions in an understanding way. Emotional intelligence coincides with the positive red zone.
These words all intertwine with one another that will help in the understanding of the spin cycle project and what is Emotional Intelligence.
Example of Blue Zone
|
Suppose there is a boy in your
class and you like him but think, “He doesn’t like me.” This is because of your cognitive
scripts of boys that don’t like you (the way he might look at you, he
might avoid you) depending on your schema.
You are in the Negative Blue Zone, cynical thinking. Your Behavioral Routine would
be to stay away from him fearing rejection.
You then use Cognitive Appraisal for more rational,
logical thinking towards your situation and by doing this you cross the Blue
Bridge to the Positive About Self. You become optimistic towards the situation, realizing things
are not always how they seem. |
Example of Red Zone
|
Suppose there is a boy in your
class and you think, “I’m not going to get along with him.” This is because this boy fits the cognitive
schema of a bully you had gone to high school with. And in school your behavioral
routine was to ignore or bully and walk the other way. All of this leads you to condescending
thoughts about this boy. This has
already set you up in the Negative Red Zone which is not a good place
to be. However, through Emotional Intelligence you cross the Red Bridge into greener positive pastures (Positive Red Zone). |
For a deeper understanding, articles were presented from the internet pertaining to the four definitions above and the emotional spin cycle. The “The Four Options Model” of Dr. Leon James is also discussed.
To
read all of: REPORT 1
Costumizing My Emotional Spin Cycle:
Annotated Bibliography
The
content of the bibliography in report 1 implies that this world including
ourselves has deficits in our socialization practices, interpersonal relations,
stress and conflict. Basically in
social practices people need to become aware if they are using their cognitive
scripts to define people in terms that are untrue or negative. That will lead them to develop a negative
feelings, thoughts and behavior as seen in the article Psychology in the
News, summarized in report 1. Interpersonal relations between one another
also lack emotional intelligence which is why perhaps many: bosses and
employees, husbands and wives, students and teachers and peers do not get along
and so much violence is associated with all these relationships.
Coping
with our daily life events such as stressors or conflicts that may arise has
also become a problem in today’s society.
We see this in the articles about drinking (negative blue, acting out),
students killing students (negative red, acting out). Both of these examples imply that somehow society is lacking
something that it desperately needs.
By using our behavioral routines along with our cognitive appraisal in
an emotionally intelligent way there can be changes in our lives in the way
that we as society cope with major or minor life events.
To explain what is happening in society with the emotional spin cycle just look around and you will realize that we are constantly bombarded with images and teachings that shape ourselves and others to start or stay in a negative blue/red zone. Working with children I find that the media has a huge effect on what children feel, think and act out.
“A
third grade child the other day had a video game magazine and on the cover was
a character holding a bloody knife. I decided to talk with these boys who
looked like they were enjoying the magazine and kept telling me what video
games they wanted. In response I told
them lets go through the magazine from the beginning. I asked them to find me one good page in the whole magazine. I went over one page as an example such as
killing and gruesome pictures and also explained that sometimes the picture may
look nice but you do bad things in the game.
We went over the whole magazine as I sat by their sides not really
saying anything, but hearing them discuss amongst themselves about the video
game and magazine pages. In the end
they found only one page in the whole almost fifty page magazine.”
This instance shows that even magazines that little children are reading, video games they play and media that they watch has an effect on them. If a majority of young children think its funny and cool to play, yet don’t understand that what they are playing is hurtful, gruesome and disturbing this might have some answers to why society has a hard time with dealing with their emotional spin cycle effectively in a positive way.
Since children learn through imitation and by reward and punishment. A video game can be a perfect tool that could mold a child’s threefold self leaving them to think negative about others and the world, leaving them open to have a negative spin cycle. By playing a game that gives you points if you kill someone and if you don’t kill these people you would be killed causing you to lose the game. A child does not develop good social skills, does not form good interpersonal relationships and if the child decides to imitate the game, when ever they feel rage or arrogance against someone and with out guidance they will not be able to cross the red bridge leaving them to think and act out in the negative arena.
Media violence is a major cause of depression!
Media violence encourages thoughts of rage against others, which
later turn into thoughts of anger against self, which turns into depression and
pessimism. This is the rage-depression flip-flop that dominates the emotional
lifestyle of most people today.
Diane Nahl and Leon James
Seeing Red, Feeling Blue
Articles on
Road Rage and Aggressive Driving
by Dr.Leon James and Dr. Diane Nahl
So many things are
happening in the world today and the most talked about that has become apart of
the news headlines are those of the school shootings. Here is a quote by one of the school shooters.
"We
want to be different, we want to be strange and we don't want jocks or other
people putting (us) down. ... We're going to punish you." –Dylan Klebold
Here we see the negative spin cycle at work. Because people made them feel bad (negative about self) they in turn want others to feel bad (negative about others and the world.) The sad fact is that media in our society does not tell the children anything other than that when you have a problem payback is the key. Most of children’s video games, cartoon shows and movies, tend to show the little guy being picked on by the big guy and then the little guy gets rid of, destroys, makes a fool of the big guy. Leaving the child to watch a program that shows that the negative spin cycle is a useful tool that can damage all your enemies, but does not show that . However it does not leave the viewer to understand the after shocks of all the actions that the “hero” decided to take.
To get an idea of how society is effected when the negative spin cycle is at work take a look at the school shootings recorded from February 2, 1996-March 7, 2001 (5 year span).
"A Time Line of Recent School Shootings."
Infoplease.com.
|
Feb.
2, 1996 |
2
students and 1 teacher killed, 1 other wounded when 14-year-old Barry
Loukaitis opened fire on his algebra class. |
|
Feb.
19, 1997 |
Principal
and 1 student killed, 2 others wounded by Evan Ramsey, 16. |
|
Oct.
1, 1997 |
2
students killed and 7 wounded by Luke Woodham, 16, who was also accused of
killing his mother. He and his friends were said to be outcasts who worshiped
Satan. |
|
Dec.
1, 1997 |
3
students killed, 5 wounded by Michael Carneal, 14, as they participated in a
prayer circle at Heath High School. |
|
Dec.
15, 1997 |
2
students wounded. Colt Todd, 14, was hiding in the woods when he shot the
students as they stood in the parking lot. |
|
March
24, 1998 |
4
students and 1 teacher killed, 10 others wounded outside as Westside Middle
School emptied during a false fire alarm. Mitchell Johnson, 13, and Andrew
Golden, 11, shot at their classmates and teachers from the woods. |
|
April
24, 1998 |
1
teacher, John Gillette, killed, 2 students wounded at a dance at James W.
Parker Middle School. Andrew Wurst, 14, was charged. |
|
May
19, 1998 |
1
student killed in the parking lot at Lincoln County High School 3 days before
he was to graduate. The victim was dating the ex-girlfriend of his killer,
18-year-old honor student Jacob Davis. |
|
May
21, 1998 |
2
students killed, 22 others wounded in the cafeteria at Thurston High School
by 15-year-old Kip Kinkel. Kinkel had been arrested and released a day
earlier for bringing a gun to school. His parents were later found dead at
home. |
|
June
15, 1998 |
1
teacher and 1 guidance counselor wounded by a 14-year-old boy in the school
hallway. |
|
April
20, 1999 |
14
students (including killers) and 1 teacher killed, 23 others wounded at
Columbine High School in the nation's deadliest school shooting. Eric Harris,
18, and Dylan Klebold, 17, had plotted for a year to kill at least 500 and
blow up their school. At the end of their hour-long rampage, they turned
their guns on themselves. |
|
April
28, 1999 |
1
student killed, 1 wounded at W. R. Myers High School in first fatal high
school shooting in Canada in 20 years. The suspect, a 14-year-old boy, had
dropped out of school after he was severely ostracized by his classmates. |
|
May
20, 1999 |
6
students injured at Heritage High School by Thomas Solomon, 15, who was
reportedly depressed after breaking up with his girlfriend. |
|
Nov.
19, 1999 |
Victor
Cordova Jr., 12, shoots and kills Araceli Tena, 13, in the lobby of Deming
Middle School. |
|
Dec.
6, 1999 |
4
students wounded as Seth Trickey, 13, opened fire with a 9mm semiautomatic
handgun at Fort Gibson Middle School. |
|
February
29, 2000 |
6-year-old
Kayla Rolland shot dead at Buell Elementary School near Flint, Mich. The
assailant is identified as a 6-year-old boy with a .32-caliber handgun. |
|
May
26, 2000 |
1
teacher, Barry Grunow, shot and killed at Lake Worth Middle School by Nate
Brazill, 13, with .25-caliber semiautomatic pistol on the last day of
classes. |
|
March
5, 2001 |
Charles
Andrew Williams, 15, kills 2 and wounds 13, after firing from a bathroom at
Santana High School. |
|
March
7, 2001 |
Elizabeth
Catherine Bush, 14, wounded student Kimberly Marchese in the cafeteria of
Bishop Neumann High School; she was depressed and frequently teased. |
I believe the way that we can combat this dreadful cycle, is to ultimately teach Emotional Intelligence in schools. By teaching this in schools we can start with these children, which will then carry on with them as adults. There by helping the future by the kids of today. Some suggestions for teaching emotional intelligence that the book Emotional Intelligence in Everyday Life: A scientific inquiry presents are:
1)
Life
skills/positive social competencies
a)
Primary
prevention via curriculum-based programs
2)
Health
Promotion, problem prevention/risk reduction skills
a)
Problem
behavior prevention (violence)
3)
Conflict
resolution and coping and social support for transitions and crises
a)
Programs
for transitions and social support (divorce)
4)
Positive,
contributory service
a)
Positive
contributory service in early grades, middle school and high school
There is so much hate in the world and things do not look like they are going to get better. However as an emotionally intelligent person I believe that there can be a positive change because every one has the potential to become highly emotionally intelligent.
The purpose of this project is to begin the change. Helping me as an individual to become emotionally intelligent about situations I encounter and having a deeper understanding of what my emotions are and how I can cross the bridge to a brighter tomorrow.
Threefold Self
The threefold self are components that lie with in us habits of: Feeling, Thinking and sensorimotor/acting out. These three components act together constantly with every emotional stimuli we encounter triggering with ease the threefold self being negative or positive. Causing our personality to be shaped in the way we handle such stimuli. The way in which we feel, think and act out can be towards Others/World (Red Zone) or Self (Blue Zone). We acquire the threefold self through the habits of how we decide to face specific life events.
Negative Blue
A Teenager receives a F on his
report card, he feels mad at himself and thinks that he will never amount to anything because of this
grade. Soon he begins to act out in self-destructive behavior such as not
completing any homework assignments, becoming lazy or doing behaviors that can
cause injury to himself.
So any time he receives a bad report, he continuously feels, thinks and acts in this way because it becomes habit for him.
This can become a negative spin cycle if the child does not use a blue bridge (emotionally intelligent thinking) to overcome his negative threefold self. A negative spin cycle is exactly what it sounds like, a negative spin of emotions between Others/World and Self that becomes a continuous cycle.
Example of the “Negative Spin Cycle” from General Instructions:
AGGRESSIVE DESTRUCTIVE
BEHAVIOR SELF-DESTRUCTIVE BEHAVIOR
BEHAVE
BEHAVE
Negative Spin Cycle
A Teenager receives a F on his report card, he feels mad at himself and thinks that he will never amount to anything because of this grade. Soon he begins to act out in self-destructive behavior such as not completing any homework assignments, becoming lazy or doing behaviors that can cause injury to himself. Now that he feels, thinks and acts this way this causes him to spin his emotion to Negative Red of others/world. When ever he receives a bad report from, teachers, parents or school(report card) his inadequate feelings of himself spins towards others. He begins to feel rage against others ultimately causing destructive behavior. The Teenager may then be punished giving him the same inadequate feelings causing him to feel rage towards others/world.
This becomes a horrible cycle, if the teenager is not taught how to cross over to a more positive threefold self (Red and Blue Bridge) developing a positive spin cycle. Understand that if you are emotionally intelligent or not, we all go through an emotional spin cycle.
The Positive Spin Cycle is the opposite of those negative feelings, thoughts and behaviors. It is the red or blue bridge that binds you to that positive side and it is that which helps you to handle and cope with life events/stressors in ways that are emotionally intelligent.
Example of the “Positive Spin Cycle” from General Instructions:
AGGRESSIVE DESTRUCTIVE
BEHAVIOR SELF-ENHANCING BEHAVIOR
BEHAVE
BEHAVE
As you can see the positive spin cycle has much healthier ways that deal with the problem instead of sticking with the problem. Let’s take the same situation with the example of the teenager who receives a F as his grade and have him handle it in the positive spin cycle.
Positive Spin Cycle
A teenager receives a F on his report card, he feels motivated to improve his grade and thinks that if he works hard enough (study, tutoring etc.) he will be able to accomplish his goal of achieving a better grade. Soon he begins to act out in self-enhancing behavior such as setting time out of everyday to study, not going to drinking parties that could get him into trouble and away from school. Now that he feels, thinks and acts this way this causes him to spin his emotion to Positive Red of others/world. The next time he receives a bad report or grade his self confident feelings of himself spins towards others. Instead of feeling rage against others, ultimately causing destructive behavior. He feels compassion for others and does not take that built in frustration of the bad grade out on others/world. The teenager may then be rewarded for his improving behavior and positive attitude giving him the same self confident feelings of before causing him to feel compassion towards others/world.
A good quote I was reading the other day that might help even further to understand the positive spin cycle is this in Unlocking Your Potential is this:
“When you are not happy with yourself, you won’t be
happy with others. You will see in them
the faults that you resent in yourself, and you will transfer your dislike to
others.”(P.21; Para 2)
Project Outline
For two weeks I monitored my own Threefold self. I was to find what my ‘normal’ (baseline) threefold self and then implement a bridge technique (intervention) discussed by Dr. Leon James in the general instructions.
There are two ways that I will be able to identify what my baseline of emotions is. One is indirect approach where I could be asked a variety of questions pertaining to my personality and then compare it with other individuals answers. Second there is a more direct approach. This is the one that I will be using. In this approach I will monitor my feelings, thoughts and sensorimotor/behavior (Baseline of threefold self) through a personal journal and a global assessment that I will do at the ending of each day. I will use one activity and monitor my negative threefold self during a specific period of that activity. I will do this and analyze data later.
I will then implement the bridge technique using the 4 C’s I developed above from what was written in the general instructions, because I believe it is easier for me to remember and it something I know I will be able to do when a life event such as having a conversation with my boyfriend or going to hawaiiana class occurs.
My Project out line:
WEEK 1: Baseline Observation
Activity 1: Conversation with Boyfriend
|
DAY 1 |
DAY 2 |
DAY 3 |
Activity 2: Hawaiiana Class
|
DAY 4 |
DAY 5 |
DAY 6 |
WEEK 2: Intervention
Activity 1: Conversation with Boyfriend
|
DAY 1 |
DAY 2 |
DAY 3 |
Activity 2: Hawaiiana class
|
DAY 4 |
DAY 5 |
DAY 6 |
Bridge Technique
If someone is in the negative spin cycle they will constantly stay there going back and forth between the negative about self and negative about others or vice versa. The bridge technique is used to cross over to the positive arena in hopes that the person will develop a positive spin cycle tossing your emotions in positive sides of self and others/world.
Sometimes we are so used to these negative red zone threefold self habits that we need to develop a way that will help lead us to the positive arena. With determination to live a healthier, happier life I believe that anyone of cognitive appraisal capabilities can cross over the negative red and blue bridge.
I will be able to change the thoughts that have derived from my feelings towards the positive arena if I am determined to do so. There for crossing the red and blue bridge. First of all with all things in life I have to be truthful to myself, do not lie about the way I am feeling in the situation and really look deep into how my threefold self is developing (Is it in the Negative Red or Blue Arena?) I came up with and will explain it in 4 C’s (rules) that will help me implement the bridge technique.
Catch IT!
Monitor and motivate your thoughts and then Catch
yourself if you are in the negative blue/red zone.
Cognitive Appraisal (Smith and Lazarus (1993))
1. Motivational relevance (is it related t