My Emotional Spin
Cycle?
The Four Options
and the Two Bridges:
Annotated
Bibliography
By Sunshine
Date:À
February 26, 2002
ÀÀÀÀÀÀÀÀÀ
Ever
been in a situation where you try so hard to do the right thing, but find out
that what you?re doing is making things worst?À
Have you ever felt like just giving up, walking away, and abandoning the
current problem at hand?À In the general
instructions provided by Dr. Leon James introduces us to the three fold
self that individuals struggle to juggle within themselves as well as
society around them.À The three fold self
focuses on the feeling, thinking, and acting out of a person?s behavior.À These three aspects of behavior contribute
to the way we deal with our daily emotional cycle.À We either engage in solving our daily problems with positive or
negative solutions.À Ideally we would
want to positively work out the stressful events that occur in our daily
routine, but that of course is almost impossible.À Other things contribute to our behavior that is due to our mental
and emotional state.
ÀÀÀÀÀÀÀÀÀ The four options are what we can
better base and observe our daily emotional spin cycle.À The way we view ourselves and the
environment around us is important to being emotionally intelligent.À We are given four specific options when
dealing with a stressful event.À These
four options are Positive about Self, Negative about Self, Positive about
others/world, and Negative about others/world.À
Being able to recognize which option best suits the situation will help
you identify which bridge technique that will accompany it.À
ÀÀÀÀÀÀÀÀÀ These four options in relation to your
feelings, thoughts, and actions have 2 bridges that you need to cross to better
handle a given situation.À These bridges
are the red bridge which is between yourself and others and the blue bridge
which is within yourself. ÀThe idea is
to get yourself out of the negativity that you are engaged in when confronted
with a stressful event or situation.À By
doing this you work yourself to feeling and thinking in a positive manner and
thus preventing you from acting out in a way that would make the situation
harder to handle.À
¨ Cognitive Scripts or Schemas in relation to motivation
or affect is the thinking processes an individual is involved in with
influence from experience and/or incoming information that determines the
individual?s way of acting or feeling.À
It?s what you already know in your mind or what you have done in the
past that can determine how you will deal with certain situations.
¨ Behavioral Routines in relation to socialization or enculturation
is the behaviors in which an individual needs to engage in to fit into a
particular group or society.À You
feelings, thoughts, and actions shows how much you know about a particular
culture or society.À Being able to adapt
to the dominant culture.
¨ Cognitive Appraisal in relation to self-enhancing
behavior is the degree of thinking that an individual possess which helps
influence his or her actions.À The
importance of the way your thought affect your behavior.
¨ Emotional Intelligence in relation to success or productivity
is the ability to control one?s feelings and thoughts in a way that would help
them to act out in a way that is positive and self-enhancing to the individual
as well as his existing environment.
Source:À Social Cognitive views
of Personality
ÀÀÀÀÀÀÀÀÀ This source focused on three ways to
explain behavior, which are the cognitive, trait, and motive approaches.À The cognitive approach basically is the ability
to use our inborn tendencies to adapt to our environment.À The trait approach says that certain
behaviors are innate and thus resulting in certain tendencies.À The motive approach talks about how we are
born with certain needs and with development the needs become modified.À
ÀÀÀÀÀÀÀÀÀ In relation to the motivation and
affect, this source talks about the different types of motivation a person has
to determining their behavior.À One idea
that was introduced was that people are either influenced by their environment
or that the person influences his or her environment.À This concept is important when thinking about our own emotional
spin cycle because we encounter different situations everyday, with different
circumstances and settings, but it is up to us to how we would deal with these
problems.À It is true our past
experiences play a major role in how we deal with certain situations, which is
something that we cannot change.À But what
we can change is our thoughts and attitude first, then work on the existing environment
around us.À Which then would result in
us feeling more optimistic about the way we deal with everyday stressful
events.
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Self-efficacy
One
important set of expectancies concern the person view of him/herself in
relation to the world: Self-efficacy.
Self-efficacy
beliefs are the beliefs one has about one's ability to perform in a certain
area. You may have self-eff beliefs about your abilities as a student, and have
a different set of self-eff beliefs about your abilities as a worker, or as a
husband/wife/parent. These different beliefs can be relatively separate. IE,
your beliefs about your abilities as a parent may not have any affect on your
self-eff as a student or on your studying.
Self-efficacy
beliefs in a certain realm affect your behavior in that realm only, but they
can have affects on several aspects of that realm. For example, your self
efficacy beliefs of yourself as a student may have no affect on your behavior
as a spouse, but could affect numerous aspects of your studying: How hard you
study, what you study, how frequently you study, how long you study at a single
sitting, how effectively you study, how you feel about studying, etc.
According
to Bandura, self-efficacy judgments mediate between forming a goal and exerting
effort to reach the goal:
Goal-----à Self-efficacy -------à Effort
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Source:À A Self
Concept-Based Model of Work Motivation
ÀÀÀÀÀÀÀÀÀ This source introduces a model of the
self-concept that includes several components, which are the self-concept, the
perceived self, social identities, and self-esteem.À These four areas were discussed in detail explaining how individuals
behave in a work setting.À They talk
about work motivation and the different types that a person could partake
in.À For example, goal setting, reward
systems, leadership, and job design.À
Intrinsic and extrinsic sources of motivation also play a huge role in a
worker?s performance on the job.À
Intrinsic motivation is behaviors, which occur in the absence of
external controls and extrinsic motivation derivates from external forces.À By sympathetic an individual?s motivation,
we would have a better chance of predicting his or her job performance.À This also would help us to see how the
individual deals with certain situations and whether he is effective at
handling stressful events.À Another idea
to consider about job performance and behavior on the job is the individual?s
dispositions or personalities.ÀÀ This is
important because this would be helpful in seeing where the individual is in
terms of his mental state and the way he expresses himself.
ÀÀÀÀÀÀÀÀÀ The bridge technique gives us four
options that we can choose from when we are faced with a stressful event.À We can either react with a positive option
or a negative one, it all depends on what our state of mind is at.À The self-concept model and other?s like it
say that it?s the cognitive choice of the individual that determines how he or
she will react in a situation.À People
will behave in ways that will enhance positive outcomes and decrease negative
outcomes, which is also the goal for the bridge technique.À With it we are trying to work towards
bridging the negative emotions (red zone) and work towards the positive actions
(blue zone.)
ÀÀÀÀÀÀÀÀÀ
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The complete model of the self concept including the four components described above is illustrated in Figure 1. The following summarizes the structure and development of the self concept as proposed in our model:
|
|
The self concept is a relatively stable, but changeable,
set of self perceptions that are developed through social interaction, and
includes self perceptions, ideal selves, social identities, and self esteem. |
|
|
The perceived self is comprised of a set of self
cognitions regarding one's traits, competencies and values. It is developed
and reinforced through social and task feedback, which results in two
dimensions: level of perceptions and strength of perception. Level of
perceptions refer to the degree to which an individual possesses an attribute
relative to their ideal self and is expressed on a continuum from low to
high. Strength of perception refers to how strongly the individual holds the
perception of attribute level and is expressed on a continuum from weak to
strong. The frame of reference or standard used to compare perceived and
ideal self is either fixed or ordinal. The type of feedback which an
individual receives from their primary group (i.e. conditional
/unconditional) determines whether they use an inner- or other-directed
standard to measure the ideal self. |
|
|
Social identities are those aspects of the self
concept that derive from social categories to which he/she perceives
him/herself as be-longing. Reference groups establish the role expectations
and norms which guide the individual's behavior within the social identities.
Two types of social identities are established: global identity and
role-specific identities. The global identity is formed early in life and is
the identity one wishes to display across all situations, roles and reference
groups. The global identity forms the basis for role-specific identities.
Role-specific identities are those identities established for a specific
reference group or social role. Global and role-specific identities are
inter-active. |
|
|
Self-esteem is the evaluative component of the self
concept, and is a function of the distance between the ideal self and the
perceived self. Three types of self-esteem are proposed: chronic, task-based
and socially influenced. |
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Source:À Schemas and
Scripts
ÀÀÀÀÀÀÀÀÀ This source mainly address and
defines what schemas and scripts are.À
Schemas and scripts are defined as types of mental framework, or
knowledge structures that are used to organize incoming information.À Schemas are molded by experience, both past
and present in a person?s mind.À So this
could explain behaviors that individuals partake in.À Scripts are a particular type of schema that describes the kind
of knowledge people can remember from a frequently occurring event.À They also talked about how scripts and
schemas affect memory.À It?s important
to know that having the right schema active at the right time will help a
person organize new information or evoke old information that is necessary for
that particular time.À For example, a
person who is at the mall will know how to act when walking because he or she
has done it before and will not show any type of abnormal behavior, such as
running down the hall or whatever that is not appropriate for the mall setting.
ÀÀÀÀÀÀÀÀÀ In the general instructions
given by Dr. James, he states ?to function as socialized individuals our
threefold self must acquire particular habits that run themselves off according
to a standard behavioral routine.?À This
is known as social scripts or schemas.À
In order to focus on what kind of action we will take during a
particular situation, we need to recognize what we already know in our minds
and what state we are at.À For instance,
our past experiences will influence the way we handle certain problems, which
could either be positive or negative.À
The way we react to our thoughts and emotions can be assessed, hence the
bridge technique, but it is something that needs to be achieved.À We start by looking at our already existing
schemas and try to relate them to certain daily situations that occur that we
could possibly deal with in a more positive way.
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ÀThe psychological reality of scripts was demonstrated by Bower et al (1979). College students were asked to list, in order of occurrence, about 20 activities associated with visiting a doctor, attending a lecture, going shopping for food, etc. Overall, there was considerable agreement among the subjects about both the order of the activities and the activities themselves. The most frequently mentioned activities for attending a lecture were:
? enter room
? find seat
? sit down
? take out notebook
? listen to lecturer
? take notes
? check time
? leave
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Source:À Work Motivation: The
Incorporation of self-concept-based processes
ÀÀÀÀÀÀÀÀÀ This source introduces a metatheory of
work motivation by trying to give a link between existing motivation
theories.À They talk about current
theories of work motivation and the importance of the individual?s self-concept
to determine his or her work performance.À
The structure of self-concept is put into two categories:À unidimensional vs. multidimensional perspectives.ÀÀÀ An important idea that was introduced in
this article is that the self is defined in terms of multiple identities.À Most recent social psychologist theorizes
that the self-concept is a ?multifaceted phenomenon composed of a set of
perceptions, images, schemas, and prototypes.?À
ÀÀÀÀÀÀÀÀÀ Being aware of an individual?s
motivation can help us understand how he or she will deal with certain
situations.À If someone does not have a
sense of self, they are more likely to be low in emotional intelligence, hence
making it difficult to deal with their problems.À A person who is motivated to do good and being positive is more
likely able to cope with whatever may come their way.À This is the purpose of our emotional spin cycle project.À We will learn how to transfer negative
thoughts and feelings into positive reactions and solutions.
ÀÀÀÀÀÀÀÀÀ
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THE DEVELOPMENT OF
THE SELF-CONCEPT
Development of
Perceived Self
Self-perceptions
are determined through interaction with one's environment. Processes of
attitude formation, attitude change (Ajzen & Fishbein, 1980), and
self-attribution (Jones, 1990) all contribute to the development of a set of
self-perceptions. Interaction with one's environment provides feedback relative
to one's traits, competencies, and values along with information indicating the
social value of these attributes. When feedback is unambiguous, plentiful, and
consistent, a set of strongly held self-perceptions is formed. A lack of
feedback, or ambiguous or inconsistent feedback results in weakly held
self-perceptions.
Development of the
Ideal Self
In the early stages
of interaction with a reference group, whether the reference group is the
primary group (i.e., the family for a young child) or a secondary group (i.e.,
one's peers or co-workers), choices and decisions are channeled through the
existing social system. As an individual interacts with the reference group,
he/she receives feedback from reference group members. If the feedback is
positive and unconditional, individuals will internalize the traits,
competencies, and values which are important to that reference group. In this
case, individuals become inner-directed, using these internalized traits,
competencies, and values as a measure of their own successes/failures.
Internalized competencies and values have been suggested as the basis of the
ideal self (Higgins, Klein, & Strauman, 1987) and as an internal standard
for behavior (Bandura, 1986). If the individual receives negative feedback or
positive but conditional feedback, the individual may not internalize or only
partially internalize the traits, competencies, and values of the reference
group. This type of individual becomes other-directed and will either withdraw
from the group or seek constant feedback from group members.
Development of
Social Identities
Individuals
establish social identities through involvement with reference groups in social
situations. Reference groups provide three major functions with respect to
social identities: (1) the determination of the profile of traits,
competencies, and values for a particular social identity; (2) the
establishment and communication of the relative value and status of various
social roles or identities; and (3) are the basis of social feedback regarding
one's level of these traits, competencies, and values.
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Source:À Social
Cognition and Cognitive Schema
ÀÀÀÀÀÀÀÀÀ This article focuses on the
employer?s style of leadership in a corporation and his motivation
sources.À They say that the ?leader?s
dominant source of motivation plays an important role in the assumption of
leadership style.?À Which means that
depending on what kind of motivation the employer possesses determines the
success of his business.À There are
certain traits, competencies, and values that each employee has that make up
their social identity.À The cognitive
approach is based on the assumption that leaders purposefully choose a style of
leadership that will maximize individual and group performance.À They seek out to improve.
ÀÀÀÀÀÀÀÀÀ In relation to the threefold
self, a good employer would need to know how to deal with all aspects of his
self.À For instance, the way a leader
handles his feelings, thoughts, and actions will reflect on his employees.À To have someone who is aware of what his
affective, cognitive, and sensorimotor habits are would be able to lead a in
handling any type of problem that may come his way in a positive manner.À This would make the company or business more
efficient in service and create a better working environment for the employers
as well as the employees.
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Sources of Motivation and
Motivational Inducement Systems
The Sources
of Motivation Model explains the hierarchy of motives behind work behavior.
It. argues that there are five basic Sources of Motivation and five Motivational
Inducement Systems as described below. For a description of other
"source models" see Other Sources
of Motivation Theories
|
|
Motivational Inducement Systems |
||||
|
Sources of
Motivation |
Motivational Driver |
Reward System |
Managerial System |
Task System |
Social System |
|
Intrinsic Process |
Enjoyment |
|
Laisez-faire
leadership |
Job Rotation |
Social
Activities |
|
Instrumental |
Increases
in pay and promotion |
Merit
Pay |
|
|
|
|
Self Concept:
External |
Group
acceptance |
Promotion |
Recognition |
Job
Enlargement |
Peer
Recognition |
|
Self Concept:
Internal |
Achievement |
|
Empowerment |
Job
Enrichment |
|
|
Goal Identification |
Accomplishment |
|
Vision
creation |
Alignment
Activities |
|
Source: Leonard, N.H et al. (1995). A self concept-based model of work motivation. Proceedings of the Academy of Management Annual Meeting, Vancouver, B.C.
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Source:À Community ArchivesÀÀÀÀÀ
ÀÀÀÀÀÀÀÀÀ This source introduced the
concept of ?archives? as different forms of cultural records.À Archives are important in overall individual
observations and trying to understand the basis of certain behaviors the why
and how we deal with stressful events?À
Having indexed collections of records gives us a hardcopy of our
behaviors in their actual occurrence.À
There really isn?t thing better than having your own personal archives
to go back to when trying to find a pattern in your own behavior.À They talk about oral archives such as songs,
poems, children stories, and etc. that could be used to understand a particular
culture and the way they deal with certain situations.
ÀÀÀÀÀÀÀÀÀ In relation to our daily
emotional spin cycle, the article talks about fleeting records which are
records which are thoughts, memories, knowings, etc.À These cognitive aspects are important in determining a person?s
behavioral routine.À Thus being able to
comprehend they way they deal with certain events, both positive and
negative.À Everyday data collection of
our feelings, thoughts, and actions can be difficult.À We just need to be conscious of a situation when they occur.À Being able to pinpoint a particular feeling
of anger for example, we can stop and observe the thoughts that run through our
head during this time.À Then we?d be
able to determine the way we deal with the situation, which ideally would be in
a positive manner.
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(1) A situation (A1) is the occasion for some experiencing, say something is being noticed (e.g., a car, a stomach ache; a contradiction); this is depicted by t1;
(2) At some later point in time, t2, (either 1/4 of a second or years), another situation, A2, related for any number of reasons to A1, is the occasion for presenting a record of the experiences in A1;
(3) A1 and A2 can be said to be in the propositional relation marked in the chart as t3; this has two aspects as marked by t3.1 and t3.2;
(4) t3.1 is the psychophysical dimension that comprises neurosemantics and psychosemantics, i.e., cultural practices in the conditioning of emotions to social stimuli and which function as particular community practices in socialization and assimiliation (see ETHNICITY in Index); (for "neurosemantics," see Vol. 3 Series I, CCP, J. & G., 1975-77 which deals with the neurolinguisitics of individual variation); (for "psychosemantics," see Chapter 5, Section [5.3.4] which describes a project for the study of our day-to-day relationship to our body (food, exercise, sleep, aches, etc.)
(5) t3.2 is the reciprocal relationship to t3.1 and is symbolic (informational).
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Source:À DYNAMIC PSYCHOLOGICAL
FIELD AND SOCIAL BEHAVIOR
ÀÀÀÀÀÀÀÀÀ This article introduces the concept of
a dynamic field that is the perception, behavior and motivation of an
individual as it is related to the inner world and equilibrium.À Generally we need to recognize that we are
different from each other in so many ways as far as our affective, cognitive,
and sensorimotor aspects are concerned.À
This is because there is a relationship between our mentality and the
society in which we live.À The article
introduces the idea of a culture matrix which is the ?result of our
socialization and acculturation and reflects our unconscious learning since
birth, and perhaps even before.?À The
matrix as mentioned is what drives in our daily spin cycle.À Culture plays a huge role also in how we
behave and react.À They suggest that our
behavior potential in each situation is socioculturally defined.À What we do to adapt to our current
environment is by inventing new behavior that is accepted within the
surroundings despite our past experiences.
ÀÀÀÀÀÀÀÀÀ Some of us live in the same type of
society, but that doesn?t necessarily mean that we deal with certain situations
similarly.À That is because we
incorporate our individual personalities into the world around us, which makes
us unique to the way we deal with particular events.À Also because of our differences in cultural and social
upbringing, are we all able to recognize the 4 options in our daily spin cycle
just as well?À Do all cultures teach to
handle difficult situations similar to the way the bridge technique proposes?À I don?t think so.À The reason for that is because some cultures do not identify with
emotions like the western society does.
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1)
Stimuli received and transformed by our neural system are given orientation and
meanings-values by our culture matrix. This matrix is integrated with
our mentality; it is the result of our socialization and acculturation and
reflects our unconscious learning since birth, and perhaps even before. It is
this matrix that gives us the inner direction and confidence enabling us to move
effortlessly through our daily routines. Only when first thrust into an alien
society and culture can we personally appreciate the regulatory value of our
cultural matrices. This matrix, without which. we and other animals cannot
survive, is the basic passageway between the dynamic field and our
sociocultural context and environment.
(2) The dynamic psychological field defines our
personality--our temperament, motivations, abilities, and moods and states.
Each person's configuration of psychological components is unique, defining him
as the individual we know, but its content and manifestation are given and
channeled by society and culture. We have an innate sex drive, but how
perception is activates it (whether by a well turned ankle, a flash of thigh,
minced bound feet, or a saucer-shaped jutting lip) is a cultural matter, and
how the sex drive is thus channeled into behavior is sociocultural in
determination.
(3) The behavioral potentials confronting us in each
situation are mainly socioculturally defined. How we can act when entering the
door of a stranger's house, when eating our meals, when currying congressional
favor, or when negotiating with another nation--all are well ingrained, results
of our socialization and acculturation into the relevant local sociocultural
field. We can and sometimes do invent new behavior. We may refuse to go along
with "the tyrant custom"; we may assert our individuality against
"custom's idiot sway," but this requires thought, emotional investment,
and will. Most often, we will accept unthinkingly our culturally bounded,
behavioral potentialities.
(4) How we may behave depends on our sociocultural
givens; how we intend to behave depends on our personality and the situation;
how we do behave depends on our inner tendencies, will, and expectations.
Expectations define for us the consequences of our behavior. They are our
moment-by-moment predictions unconsciously guiding us through the sociocultural
complex. And expectations are fundamentalIy learned and absorbed from our
sociocultural environment.
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Source:À Applications
of Cultural Information in Instruction
ÀÀÀÀÀÀÀÀÀ This article that I found on the web
mainly focuses on implementing effective teaching skills when dealing with
diverse cultural youth.À The three
aspects of teaching that were discussed were instruction, curriculum, and
evaluation.À In teacher instruction the
teacher?s attitude and behavior is important when culture is involved.À For reasons being that the child views the
teacher as a model and would respect what the teacher has to offer, thus giving
them the will to learn.À In the
curriculum, the teacher would need to concentrate on communication with the
children.À Being understanding of their
foreignness will make the children feel more comfortable with learning a new
language and culture.À Doing this
doesn?t necessarily mean that they would diminish their own language
altogether, but rather to combine the both worlds to where the kids and the
teacher is comfortable.À The article
also explains how cultural factors are important in the evaluation of the
student?s achievement.À When doing
evaluation of their performance, the tests given should be considered culture
specific.À Making sure that the test is
not bias to other cultures will give them a much more valid and reliable review
of their achievements.
ÀÀÀÀÀÀÀÀÀ The connection that I found between this
article and the spin cycle is that a teacher that is dealing with these type of
children would need to be emotionally stable.À
Working with kids that have no idea what you?re talking about in the
beginning can be very stressful.À It
would be like teaching a baby how to say his first words.À It?s the first steps that are the most
crucial.À With this, the teacher would
need to be able to recognize his or her feelings and be able to hold back any
type of negative emotions.À This is
because if he or she displays any type of discomfort or distress, the children
will be able to pick up on it and in return feel discourage to learn.À The teacher would also need to be very
observant with the children?s behavior patterns.À Being aware of what they respond to will help make their job
easier and more productive.À At the same
time teaching the children to learn how to deal with their emotions would be
helpful for them.
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Information about culture can be applied in many aspects of bilingual education, including the three to be discussed here: instruction (or classroom practices), curriculum, and evaluation. There are two primary ways in which, cultural information should be taken into account in each of these areas, and one kind of application without the other would not, result in bicultural education.
|
1. |
The student's native culture should be accepted and accommodated to the extent possible; the teacher, indeed the whole educational system, should seek to expand and enrich the existing repertoire of teaching styles, instructional activities, and even administrative procedures to provide for the cultural diversity of students. |
|
2. |
Important and useful components of the second culture should be taught; students should expand and enrich their repertoire of knowledge, skills, and behaviors, and extend their cultural competence: in short, develop positive biculturalism. |
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Source:À When push comes
to shove:À A routine conflict approach
to violence
ÀÀÀÀÀÀÀÀÀ This article was a review of a book
called When push comes to shove:À A
routine conflict approach to violence written by Leslie Kennedy and David
Forde.À This particular book talked
about the how, why, and when violence occurs.À
It gives us some predictions to when and where a crime can occur.À They talk about how the offender?s
motivation plays a huge role in the crime, especially when he see?s a perfect
opportunity to attack a victim.À But
that is not the only reason for the crime, they introduce the idea that
conflict may be routine and the characteristics of a conflict situation can
influence the outcome.À They also suggest
that criminals learn how to deal with certain situations and do what has worked
in the past.À For instance, if they see
a defenseless old woman on the street at night alone, they are more likely to
attack her because she is an easy target.À
Also because they know that it is expected that they could get away with
it.
ÀÀÀÀÀÀÀÀÀ When thinking about routine, the first
thing that comes to mind is something that you do on a daily basis.À In this course it is obvious that being in a
conflicting situation in any way shape or form is a daily practice.À Of course not by choice, but rather because
that is how life is.À In relation to the
four options and the bridge technique we will be able to create for us a
routine in which we?d be able to follow accurately when confronted with a
stressful event.À We will be able to
train our way of feeling, thinking, and acting out when we are put in a
predicament which we had no control of.À
What we can control and will be able to manipulate is the way we handle
them and bridge our thoughts and feelings to an action that is more positive
rather than negative.
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?We have combined the elements of construction, process, and
content into a theory of routine conflict that suggests that individuals come
into interactions with certain expectations that are formed by previous
experiences, socialization, and the behavior of others. These expectations help
determine whether or not individuals will see violence as an option in dealing
with conflict or aggressive behavior. While this theory is grounded on a
complex array of factors, its basic assumption is that choices are made based
upon the constraints of situations and the repertoires learned by the
protagonists in these and similar encounters? (p. 22).
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Source:À Organizational
Communication
ÀÀÀÀÀÀÀÀÀ This source is basically an outline
for Organizational Communication, which a way businesses try to create a better
working environment within their community by having a more open minded type of
approach.À They call this the ?systems?
vs. ?cultures? approach, which is, they view communication as the act of
transferring, processing, and storing information.À Also having the perspective of communication in a organization as
language use instead of information transfer.À
This idea would be like learning a new language.À Not only do you read the words in the book
but you also say it out loud so that you can hear yourself speaking the
language.À By reading directly, you
won?t learn or know as much as actual applying it and remembering it in that
way.À When applying this to
organizational settings, you need to treat procedures as unique and important,
rather than ritual and routine.
ÀÀÀÀÀÀÀÀÀ When reading this outline I thought
about how it could possibly relate to our emotional spin cycle.À The more I thought about it the more it was
relevant to the issues that are brought up in our report 2.À The business in which this reference refers
to can be our own lives.À Our life is
what we need to work on and need to improve.À
This is why the four options is important because it?s like a whole new
culture that we need to adapt to so that we can live a better life and
hopefully one day become emotionally intelligent.À By changing the way we deal with conflict and stress in a more
positive way, we will be much more happier and in the long run have successful
and fulfilling lives.À Rather than
looking at life like it?s a routine and living it like a schedule, we can
improve ourselves by thinking that each day is different, with different
situations, different things to do, and different outcomes.
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Enculturation
Performances
- Processes
by which organizational members acquire the basic knowledge and skills
necessary to behave as competent members
- "role-related" knowledge
- gained through
orientation and initiation
- understanding of cultural nuance
- gained through
metacommunicative commentaries by veterans
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Source:À ?The Inner
Rainmaker:?À Taking Yourself into
Success
ÀÀÀÀÀÀÀÀÀ This article is focused on helping
business owners change their attitudes regarding their businesses.À They offer tips on how to change a negative
way of working to a positive way of production, especially when it doesn?t seem
like business is doing well at all.À
They give pointers on how to change your mind-sets for defeat and
mind-sets for success.À They say that in
order to defeat a negative attitude you need to stop personalizing events that
has nothing to do with your business, distort reality by making things seem bigger
than they really are, and drawing conclusions about certain outcomes that can
actuality can be fixed.À The key to
changing a negative mind-set into a positive one is by changing your negative
thoughts into positive, self-enhancing thinking.À In this article attitude is everything.
ÀÀÀÀÀÀÀÀÀ The guidelines that they offer in this
article can also be applied to our own daily emotional spin cycle.À In the general instructions it talks about
the importance of changing the way you think about your negative emotions.À You can?t really control the way you feel,
but you can learn to control the way you think about your feelings.À The way you think is where it is most
crucial because it helps determine the way you?ll react in a particular
situation.À They talked about how it?s
not good make things seem bigger than they really are.À This is a perfect example about how people
in today?s society interpret certain events.À
For instance, something so minor in reality can mean the world to someone
else the only difference is the attitude toward it.À A person who constantly thinks negatively about events that occur
in their life will self-destruct.À The
key is to look for the positive aspects in a negative event and work from
there.
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Guidelines for Building a Positive Mind-set
1.
Monitor yourself. The first step toward changing your mind-set is to become aware of the
specific self-statements you make. Monitor your self-statements for a week.
Give yourself credit where credit is due, and use your positive self-statements
to reframe your negative ones. Look for patterns. Do you repeat particular
self-statements? Are there particular circumstances in which you use certain
self-talk? If you find patterns of negative self-talk, concentrate your efforts
on reframing them. If certain situations trigger negative self-talk, you may
need to change those situations or adjust your self-talk to cope more
effectively.
2.
Identify cognitive distortions. Determine the illogic in your negative
self-statements.
3.
Reframe negative self-statements. Your aim is to be self-affirming and
realistic.
4.
Practice, practice, practice. You are beginning to change habits of thinking that
don't serve you well. As with any habit that you want to stop, you must keep
repeating corrective behavior until it feels natural.
If
you can't follow the guidelines, seek help. Sometimes negative self-talk is so
entrenched that we cannot hear ourselves. In some cases, we may not be able to
budge from negative assumptions about ourselves. In other cases, we find
ourselves in situations that are so stressful that it's hard to stay positive.
For example, we may fall prey to foul play on the part of a client or
experience personal problems that interfere with business development. These
are times to seek professional help. Mental health professionals are trained to
spot people's internal barriers to success and to help distinguish situational
from intrinsic obstacles. They do so in a safe, confidential context.
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Source:À Self-Efficacy: The
Exercise of Control
ÀÀÀÀÀÀÀÀÀ This source is an outline of a chapter
in a textbook written by Albert Bandura.À
?The chapter focuses on perceived self-efficacy in what people choose as
their life?s work, how well they prepare themselves for their chosen careers,
and the level of success they achieve.? (p. 422)À When choosing a career, people have the tendency to find options
that best accommodate their interests.À
The chapter discusses the issues of gender differences in occupational
self-efficacy.À They say that women
typically maintain clerical, service, or sales jobs rather than more male
dominated field of work such as construction workers, doctors, engineers,
etc.À This stereotype plays a role in
the way women pursue their career options.
ÀÀÀÀÀÀÀÀÀ As a woman in society today, I never
thought about how difficult it really is for a woman to be successful in any
field.À We really do need to work extra
hard to prove ourselves to the employers.À
Is that fair?À Not at all, it is
although encouraging.À Hearing about
other women that were able to overcome all obstacles and actually get where
they want to is very inspiring.À It shows
that we do not need to be subordinate to the dominating male population, but
rather make a mark for ourselves.À I
believe that this can only be achieved for women that are emotionally
intelligent, or at least close to it.À
When working towards something you totally believe in, you will need how
to manage your emotions as best you can, because you will get hurt
emotionally.À There are cruel people out
there that only care for themselves and they do not care who they hurt along
the way.À
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CAREER DEVELOPMENT AND PURSUITS (422)
- In making career decisions, people must come to grips with
- uncertainties about their capabilities,
- the stability of their interests,
- the current and long range prospects of alternative occupations,
- the accessibility of potential careers,
- and the type of identity they seek to construct for themselvesÀ
Exploratory Decision Making and Fulfillment of Occupational Roles (427)
- Men and women often differ in their perceived capabilities for various occupations but not in their perceived capability to arrive at decisions about which to pursue
- Men may consider a wider range of options
- Women may consider less options
- Women who enter male dominated occupations
encounter considerably more obstacles and barriers than do their male
counterparts
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Source:À The
Inflated Self
ÀÀÀÀÀÀÀÀÀ This article gives an interesting
breakdown between humanistic psychology and the Christian church?s view on the
concept of self-serving bias.À The
author of this article is a professor at a religious college and introduced six
streams of data debating the reasons for self-serving bias.À The six streams are; Accepting more
responsibility for success than failure, for good deeds than bad, Favorably
biased self-ratings:À being better than
average, Self-justification, cognitive conceit:À belief of one?s personal infallibility, unrealistic
optimism:À the Pollyanna syndrome, and
overestimating how desirably one would act.À
The article also talks about how high self-esteem makes people happier
and healthy and less prone to be drug and alcohol addicts.À High self-esteem is also a result of
positive thinking and thus making people achieve more and being less vulnerable
to being manipulated.
ÀÀÀÀÀÀÀÀÀ The idea of self-esteem is very
important when thinking about the daily emotional spin cycle.À Having a high self-esteem does make a huge
difference in a way an individual views his life and it?s outcomes.À But how do you produce such a high level of
self-esteem?À A lot has to do with the
environment and people in which the individual is brought up.À A child who is brought up in a family that
constantly praises his achievement is more likely to develop that high
self-esteem versus a child that is not praised at all.À Being shown what your strengths are is
relevant to the way you perform in certain situations.ÀÀ
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There is indeed tremendous relief in confessing our vanity -- in being known and accepted as we are. Having confessed the worst sin -- playing God -- and having been forgiven, we gain release, a feeling of being given what we were struggling to get: security and acceptance. The feelings one can have in this encounter with God are like those we enjoy in relationship with someone who, even after knowing our inmost thoughts, accepts us unconditionally. This is the delicious experience we enjoy in a good marriage or an intimate friendship, in which we no longer feel the need to justify and explain ourselves or to be on guard, in which we are free to be spontaneous without fear of losing the other?s esteem. Such was the experience of the Psalmist: ?Lord, I have given up my pride and turned away from my arrogance. . . . I am content and at peace.?
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Source:À Perceiving Self
& Others
ÀÀÀÀÀÀÀÀÀ This source focused on people?s
perceptions of self and of others.À It
was a general outline of different theories of self-perception and
representation.À An important point
brought up was the idea that people tend to use categories and inferences to
make judgments of other people.À These
categories include physical appearance, dress code, role behaviour, and
similarity effect.À Each of these
contributes to the way an individual makes his decision about others and even
on himself.À They also discuss the role
of first impressions and the salience effect, which is when people tend to
notice features that standout or differ from norm in perceiving self and
others.À Different theories were also
mentioned such as the Implicit Personality theory and the Social Comparison
theory.À They defined cognitive appraisal
as the interpretation of self and events for better or for worse.
ÀÀÀÀÀÀÀÀÀ The main objective for the daily
emotional spin cycle is to identify where your threefold self is in reference
to the four options.À Once you?ve
figured out which option best suits your situation then you will be able to use
the right bridge to overcome the problem.À
When talking about perception, I think of it as a cognitive thing.À Perception is the way you think about
yourself and others around you.À Your
perception plays a huge role in the way you deal with certain events and the
way you react to certain things.À Having
a positive perception of yourself will make life easier because you will have a
positive attitude in everything that you do.À
Versus if you have a negative perception about yourself then everything
you do will feel like nothing.
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Implicit Personality Theory
ÀÀÀ People are what
they do (Smith & Mackie 2000)
ÀÀÀÀ Tendency to
associate behaviour with personality traits and the individual?s disposition to
act that way.
ÀÀÀÀ Correspondent bias is often caused by the belief that
people freely choose their behaviour
ÀÀÀÀ Superficial
processing: (use of cognitive heuristics)
ÀÀÀÀ Systematic
processing: Depending on motivation and ability people can use the central
route to information processing.
ÀÀÀÀ Mood and context may affect
Self-Perception
ÀÀÀ Self knowledge is probably more complex than knowing others.
ÀÀÀÀ Each person has a degree of ethnocentrism (self-enhancing bias that helps
maintain positive self-esteem)
ÀÀÀÀÀ Objective self knowledge or awareness has to
occur within this individual ethnocentrism
ÀÀÀÀ Our sense of who we are is derived from our social experiences (William
James 1890)
ÀÀÀÀ Charles Cooley (1902) put forward the ?looking glass theory? of
self-perception.
ÀÀÀÀÀÀÀÀÀ Stanley Coopersmith(1967) suggested a
correlation between the child?s self-esteem & that of his/her parents
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Source:À Overcoming Test Anxiety
ÀÀÀÀÀÀÀÀÀ This source talked about irrational
beliefs, which they believe maintains test anxiety.À They introduced six reasons or beliefs why people feel a high
anxiety feeling when taking tests.À The
six are fear of failure, self-downing, perfectionism, need for approval,
blocking and low frustration tolerance, and having anxiety about test
anxiety.À These six ideas are considered
irrational because it is something that is only within an individual?s way of
thinking and feeling and can be altered to a better way of taking exams without
the feeling of anxiety.À They suggest
that in order to change your irrational way of thinking about test taking, you
should use the ABC Model of Rational Emotive Therapy which is challenging your
irrational belief system.À They also
suggest that you sincerely convince yourself that you are not your test score,
actively work on distinguishing between demands and preferences, practice
thought-stopping, using rationale-emotive imagery, self-reinforcement,
overcoming blocking, accepting anxiety, and imperfection and uncertainty.
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