Customizing My Emotional Spin Cycle:
Annotated Bibliography
Psych 459--Fall 2001--G15
Dr. Leon James, Instructor
by Jade
Date: October 18, 2001
INTRODUCTION
This project focuses on the individual's various behaviors that tells how they feel, think, and act toward others and themselves. Individuals have been taught and influenced in society to behave and express their feelings, thoughts, and actions in many ways. We can analyze the three components of feeling, thinking, and acting separately and combine them together to explain the individual's various behaviors through the emotional spin cycle. We respond to others using zone 1-negative red area and zone 4-positive red area. We also respond to the self using zone 2-negative blue area and zone 3-positive blue area. For every zone, there are three settings arranged in the order of feeling, thinking, and doing. To get a clearer understanding of the emotional spin cycle, let's take a look at what Dr. Leon James has to share.
Reference
General Instructions for Your Research Project by Dr. Leon James. Retrieved Oct. 22, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/leonj/leonpsy15/g15reports-instructions.html
OVERALL PROJECT
All individuals are socialized in accordance with cultural norms. To be socialized means to acquire particular habits in the three areas of human functioning:
habits of feeling (AFFECTIVE DOMAIN OF BEHAVIOR)
habits of thinking (COGNITIVE DOMAIN OF BEHAVIOR)
habits of acting (SENSORI-MOTOR DOMAIN OF BEHAVIOR)
Every individual has a threefold-self in which the three parts function together, yet each can be distinguished and isolated for observation and self-modification.
The content of the 4 zones and 12 settings are:
Zone 1 (negative red) = Feeling rage-anger (setting 1) coupled with impaired thinking (2) lead to aggressive behavior (3)
Zone 2 (negative blue) = Feeling depression (setting 4) coupled with pessimistic thinking (5) lead to self-destructive behavior (6).
Zone 3 (positive blue) = Feeling self-mastery and self-satisfaction (setting 7) coupled with optimistic thinking (8) lead to self-enhancing behavior (9).
Zone 4 (positive red) = Feeling resolve or zeal or compassion (setting 10) coupled with emotionally intelligent thinking (11) lead to supportive and constructive behavior (12).
Report 1 shows how emotions, feelings, threefold self (affective refers to feelings, cognitive is another term for thoughts, and sensorimotor involves a person's actions, behavior, reaction, or outward expression to the situation), and hierarchy of motives play an important part in an individual's life through generational curriculum, news media, web sites, and articles.
EMOTIONS
Reference
Getting in touch with your emotions. Retrieved Oct. 8, 2001 from the World Wide Web: http://www.xtra.co.nz/health/0,,1178-106203,00.html
It is unhealthy for some people to allow their emotions to rule over their lives and not have a clue to how they feel about people or events. Both choices are unhealthy. Instead, we can respond appropriately in three different ways. First, lets recognize how we will respond in certain situations. Second, lets think about we learned to react with people in certain situations. Third, ask another person to provide feedback on our style of response. It is true that two people may not respond and interpret an event the same way.
According to the author, "We need to remember that our responses are most likely to be generated by feelings associated with an event - the event itself isn't likely to be the problem. And how we respond can be quite different from how somebody else responds to the same event." If we take responsibility for our emotions by analyzing and evaluating exactly what we want and be honest with our own feelings, then our willingness to change sets a better foundation for satisfying relationships.
Reference
Emotions. Retrieved Oct. 8, 2001 from the World Wide Web: http://cwx.prenhall.com/bookbind/pubbooks/morris2/chapter9/medialib/summary/09_5.html
Emotions stimulate and guide our behavior. No matter how we interpret or experience a series of behavior, emotions can help us to grow or hinder with accomplishing our goals. Take a closer look at the six different ways emotions are categorized according to theorists. Perhaps these theories can help you view situations differently when you analyze it from your own experiences.
"According to the Yerkes-Dodson law, the more complex the task, the lower the level of emotional arousal that can be tolerated without interfering with performance."
Basic Emotional Experiences
Article states, "However, not all cultures view or categorize emotions this way; some do not even have a word for emotion."
Some cultures do not view emotions based on a cycle of different behaviors. The word emotion doesn't exist or is not a part of the vocabulary in some cultures according to Robert Plutchik's classification system for emotions.
There are more theories pertaining to emotion that occur separately or simultaneously. Emotions are complex as different theorists provide their own views.
Reference
Julio Rocha do Amaral, MD & Jorge Martins de Oliveira, MD, Ph.D. Brain & Mind Electronic Magazine on Neuroscience. Number 5-March-May 1998. Retrieved on Oct. 13, 2001 from the World Wide Web: http://www.epub.org.br/cm/n05/mente/struct_i.htm
You may have heard or learned in Biopsychology class that the limbic system in the brain regulates emotion. The best known structures include the amygdala, hippocampus, thalamus, hypothalamus, cingulate gyrus, brainstem, ventral tegmental area, septum and prefrontal area. According to the authors, "It is important to stress that all these structures interconnect intensively and none of them is the sole responsible for any specific emotional state. However, some contribute more than others to this or that kind of emotion." None of the aforementioned structures are entirely responsible for any particular situation involving emotion. All nine structures are dependent on the interconnection in a human and animal brain to fulfill various emotions. Find out which part of the brain controls friendship, long-term memory, regulating emotional behavior, rage, pleasure, smells and sights of pleasant memories, emotional reactions, pleasurable sensations, expressions of feelings, and much more.
FEELINGS
Reference
Kiefer. Words Without Feelings. Retrieved on Oct. 12, 2001 from the World Wide Web: http://cyberbuzz.gatech.edu/nar/spring95/wordcrime.html
Some people find it difficult to share how he/she truly feel about another person. Whether the person likes, lusts, or loves someone, he/she struggles with the dilemna that their feelings for another person is clear. In reality, some people may use terms to express their feelings . However, he/she is not honest with the other person.
Kiefer states, "We play around with "like"s, "love"s and "care for"s in vain attempts to claim control over our emotions."
An effective solution to combat playing with people's minds is to engage in true communication.
According to Kiefer, "The communication that is going to help us out is a totally honest exchange of feelings, truly listening to what the other side is saying, and not saying."
The best way to end the confusion is to talk in person with him/her, listen carefully, and cue in on non-verbal communication. Communicating via e-mail or phone will not help this problem.
Reference
Dittrich, Liz. About-Face. Retrieved Oct. 13, 2001 from the World Wide Web: http://www.about-face.org/resources/facts.html
I'm sure you have encountered a situation where women feel inadequate about their body image. Women's feelings of body dissatisfaction is internalized and viewed as normal behavior in Western society. In fact, feeling dissatisfied with the way you look can be attributed to cultures that emphasize and value thinness. Another factor that contributes to this awareness is feeling ashamed about your own body. A third factor of internalizing thinness occurs by comparing your body to media success of the thin bodies found on T.V. and in magazines. These insecure feelings will eventually lead to eating disorders of anorexia and bulimia if there is no balance or change in unhealthy attitude and behavior toward eating.
Dittrich states, "The American Anorexia and Bulimia Association states that 1000 American women die of anorexia each year. 15% of young women in the US (who aren't diagnosed with an eating disorder), display substantially disordered eating attitudes and behavior, acccording to the National Institute of Mental Health."
You have a choice to change how you feel by applying to your life adaptive coping methods--exercise (cardiovascular activity and lifting weights), drink at least eight glasses filled with 8 oz. of water, eat six small meals day which speeds up metabolism compared to 2 or 3 large meals, and get adequate sleep. Women internalize feeling fat if they believe that they are consuming to much food for fear of gaining weight.
THREEFOLD SELF (AFFECTIVE, COGNITIVE, SENSORIMOTOR)
Reference
Kawaoka. My Selection Number Three: The Affective, Cognitive, and Sensorimotor Domains at Work. Mining the Generational Curriculum. The Best of the Generations. Retrieved on Oct. 15, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/409as98/kawaoka/generations.html
Kawaoka's report is about a person's feelings, thoughts, and actions pertinent to driving incidents that strongly influenced the outcome. Drivers experience the threefold self of affective, cognitive, and sensorimotor domains.
The affective domain refers to how the person feels during a particular moment. According to Kawaoka, "Statements such as "I feel happy" and "I like driving" are from the affective psychological domain." These statements focus more on the positive feelings felt by an individual. I think more drivers wouldn't dread driving on the road nowadays if we come to enjoy driving.
Feelings can intertwine with our thoughts too. Kawaoka mentions, "Statements such as "I'm the best driver" and "No one's a better driver than me" are from the cognitive psychological domain." These thoughts can boost a driver's self-esteem and confidence. However, an overload on ego inflation blinds a driver to disregard their faults and will eventually hinder any driving impairments.
Thoughts also integrate with actions. Kawaoka explains, "These are easiest thought of as actions, such as stepping on the brake or giving someone "the finger" Actions indicate what the driver does in response to what they are feeling and thinking about in a given situation.
We can analyze actions in several ways. Stepping on the brake signals that the driver attempts to stop the vehicle. This action is done to prevent a car crash, when the stop light is red, or to stop the car from moving. Actions are expressed to protect self and others. In the event of giving someone "the finger", drivers engaging in this type of action express their disapproval, anger, and frustration through body language which is normally a sudden reaction to a perceived threat, danger, or harm.
Reference
Kawamura, Craig. Driving Personality Make-overs is it for Me? Retrieved on Oct. 10, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/459f98/kawamura/report1kawamura.html
Driving personality make-over is a process of modifying our behavior to change our feelings, thoughts, and actions. It starts with looking at our own negative feelings and evaluating how we can turn them into feeling positive in our self and toward others. We have the ability to continue self-modification by switching our thoughts from what is interpreted as bad to good driving. We can turn these thoughts into actions from remembering what triggered us to have irrational thoughts into practicing self-control.
Kawamura states, "There are many different things going on while a person is driving. Such things affect how a person feels, thinks, and reacts. In order to change a bad driving behavior a person must realize that he or she is actually doing something wrong and wanting to change."
I agree with Kawamura's statements because any driver must be willing to acknowledge their fault and take the initiative to ask for help in order for change to effectively take place. Drivers may ask passengers to observe and give feedback which Kawamura did in his report. Drivers could choose to avoid making the same mistakes by demonstrating civil driving behavior alone or with other passengers. In essence, change in our driving behavior is important to monitor for safety and well being of everyone.
Reference
Banez, Rogelio N. Exercise: To Do or Not To Do That Is The Question. Retrieved on Oct. 10, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/leonj/student3/dkawamot/erep2.html
A self-assessment on personal health behaviors involving the affective, cognitive, and sensori-motor domain tells us about a guy's exercising pattern from childhood to adulthood. The threefold self ties in to how important exercise is to him such as weightlifting and running. He compares his physical activity of leading an active and sedentary lifestyle in high school versus college by expressing his feelings, thoughts, and behaviors.
Banez explains, "What we feel personally (affective) determines to some degree what we believe in the external world (cognitive) and how we should act to sensations (sensori-motor)."
These three behaviors are significant as we delve into the guy's past, present, and future health behaviors. I can empathize with him on how he feels when he had to sacrifice and devote more time to studying in college instead of spending longer hours on exercise. I consider exercise to be an important part of my life. However, I have to reduce my work out time temporarily so I can devote quality time to academics.
Reference
Dr. Landis Lum. Take care of panic attacks with therapy and drugs. The Honolulu Advertiser. Retrieved on Oct. 10, 2001 from the World Wide Web: http://the.honoluluadvertiser.com/article/2001/Sep/02/oh/oh12a.html
Anxious thoughts paired with feelings of worry encompasses physiological behavior of increased heart rate, pain in the chest, perspiration, and shortness of breath. Panic attacks function as a unit when thoughts, feelings, and actions integrate together. According to Dr. Lum, "Medically speaking, a panic attack is a sudden rush of fear or discomfort that peaks in less than 10 minutes." Some people suffering panic attack think they are insane or losing control. In addition, they would feel much safer always keeping some medication on hand and engage in non-strenuous activities.
With today's modern technology, there is an effective way to overcome panic attacks, thanks to the principles of cognitive behavioral therapy (CBT). CBT is proven to be more effective than drug therapy due to lower relapse rate in panic attacks. I personally think that therapy is one hundred times better than drugs because people have the ability to change their attitude, behavior, and lifestyle without having to depend on a substance to act in socially appropriate way.
Reference
Suzuki. Data Project Report: Self-Witnessing of Driving. Retrieved on Oct. 8, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/499f97/suzuki/dra/file1.html
This article features the Affective-Cognitive-Sensorimotor model of behavior to evaluate various driving situations that occurred on the road. These three components of the psychological aspects of behavior gives you a chance to visualize real life experiences of driving on O'ahu. Whether you drive on a street or on the freeway, you will probably shake your head up and down or think to yourself that a similar driving situation has happened to you in the past.
One particular observation Suzuki describes in her own words:
Affective Response: anxious to get to class to take an exam.
Cognitive Response: "Oh Great! Now I am going to be late." Then self-regulatory statements come to mind - "Relax, the traffic will get moving shortly," No sense in getting angry."
Sensorimotor Response: Going easy on the accelerator, creating a greater distance between myself and the car in front of me.
I'm sure the majority of college students driving to UH can relate to this situation. I have experienced this situation in the morning during the previous semester. I'm sure you would not want to be stuck in an accident. The next best thing is to decrease your speed so you can arrive to UH safely, even if it means starting the exam a few minutes late.
Reference
Uno, Gary. My Report 1 on: Driving Personality Make-overs-Is if for Me? Retrieved on Oct. 10, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/459ss97/guno/report1.html
This is an interesting article combining feelings, thoughts, and behavior of a driver's self-witnessing experience and self-modification. The driver applies the three steps of a driving personality make-over in an attempt to change his current driving situation of feeling angry to feeling calm. First, the driver must be aware of their habits while driving on the road. Second, use self-witnessing techniques to observe your behavior. Third, put your awareness and knowledge of techniques into action.
According to Uno, "whenever I'm being tailgated, I feel angry(affective) and I think of ways to retaliate(cognitive) so I slow down to show the driver who's the boss(sensorimotor)."
Uno attempts to reassess and reevaluate his driving behavior by admitting these different experiences, taking notes when these incidents occur, and practicing how to become a better driver. I can relate to one of his self-witnessing experiences about having to stop for a pedestrian jaywalking across the street. I give Uno credit for remaining calm even though temptation may sway us to lash out in retaliation.
HIERARCHY OF MOTIVES
Reference
Favreau-Chung, Diane L. Gathering Places. Honolulu Star-Bulletin Online Edition. Retrieved on Oct. 10, 2001 from the World Wide Web: http://starbulletin.com/2001/05/08/editorial/gathering.html
A spouse of an HPD officer expresses her view of emotions, feelings, and values. The emotions she can see occurs when other people are going through trials and feel angry when someone who is deeply loved has passed away. She is aware of the anger that manifest within the community. Favreau-Chung describes in her own words, "People need to come together and let go of their anger. If we don't change our ways and thinking, things will only get worse." She realizes that anger is unhealthy and we need to free ourselves from holding grudges. She also shares her feelings of frustration. Favreau-Chung explains, "I guess it is frustrating sometimes when the HPD officer is not recognized for the dangerous job that he does every day." As a spouse, she feels frustrated at civilians who do not appreciate HPD officers for sacrificing their own lives to save people from conflicts or problems. She also experiences feelings of anxiety of not knowing if her husband, and HPD officer is safe when he is called to an assignment. An important value she highly recommends is to spend quality time with your family or loved ones. Favreau-Chung mentions, "The most precious moments should be in getting to know each other and being grateful that we have an opportunity to really know another person and to be a part of their lives; to share special times with each other and to help each other and to love one another." She emphasizes the importance of cherishing the times that family or loved ones spend together since time spent apart from each other should not be taken for granted.
I know she is very thankful for the fact that her husband who is an HPD officer is still alive. As a result, anxiety level subsides. I think we could learn a valuable lesson on forgiveness which means to not dwell on frustration and anger.
Reference
Families Magazines Online. Words of Discovery. How to develop self-esteem in our children. Retrieved on Oct. 13, 2001 from the World Wide Web: http://www.familiesonline.co.uk/topics/parenting/parenting_self_esteem.htm
Raising children is not an easy task to do, however, parents can be a role model in elevating their sons and daughters' self-esteem. Helping your child in this area will bring forth the positive emotion of happiness. Parents can make a difference in their child's life by instilling in them they are the most valuable person in the world.
Parents have the potential to steer clear from saying how they feel that are detrimental to a child's self-esteem. The article states, "If a child hears: œThat?s not right you silly fool?, or œWhy can?t you do that properly?? or œWhy do you have to be so messy?? their imagination will run a very powerful image of what they œshould? be like and contrast that with the œsilly fool/messy/incapable/not good enough? person that they are now. Frequent repetition of these images will result in children very quickly developing feelings of self-doubt, lack of self-worth and lack of confidence." I feel that parents can boost their children's confidence, self-worth, and decrease any self-doubt if such statements are not spoken. This message is geared for those of you who intend to have and/or work with children. It is well worth the effort and investment in raising a child's self-esteem. I chose this article because I feel all mothers, fathers, caretakers, therapeutic aides, and others dealing with children will benefit from learning these parenting principles.
Reference
Accel-Team. Maslow's Hierarchy of Needs. Retrieved on Oct. 12, 2001 from the World Wide Web: http://www.accel-team.com/maslow_/maslow_nds_02.html
An individual's strongest need is normally determined by their behavior at a certain moment. A system of the physiological, security, social, esteem, and self-actualization needs was developed by Abraham Maslow. The physiological needs include having the essentials to live day to day with food, shelter, and clothing. If these three basic needs are not met, then it will be hard for the person to maintain security needs. Security needs for an individual symbolizes that he or she can afford to provide a roof over their head and put food on the table. When security needs are fulfilled, a person will move on to social needs where the individual will pursue and establish meaningful relations with people. The next step up is called esteem needs when a person seeks favorable opinion and recognition from people. If this particular need is fulfilled, it elicit feelings of self-confidence, prestige, power, and control. If the aforementioned needs are satisfied, the individual will pursue what he or she wants to become. The article states, "Thus, self-actualization is the desire to become what one is capable of becoming." People experience satisfaction in various ways whether the individual may be managing their own business, being a good role model, a superstar, or teaching students. When people find their niche, their satisfaction increases and they find their experiences very rewarding.
Reference
Herrington, Andrew. Andrew Herrington Pateo Consulting. Article 6. Maslow's Hierarchy, Societal Change and the Knowledge Worker Revolution. Retrieved on Oct. 15, 2001 from the World Wide Web: http://www.pateo.com/article6.html
This article provides an in-depth outlook of how Maslow's Hierarchy of motives are applied in today's generation of knowledge workers. In order to succeed in what you do, you must enjoy what you are pursuing in order to reach the highest level of need for self-actualization. A comparison of modern values versus postmodern values tie in with self-actualization. This idea is becoming more prevalent in industrialized countries and is definitely a wake up call on what types of values to expect in future generations.
Indeed, knowledge workers have surpassed the physiological, security and safety needs. They are seeking for something greater and higher in life. According to the article, "People seek to achieve their highest potential through professional, philanthropic, political, educational, and artistic channels." The message given is they are continuously motivated in wanting to better themselves.
I feel that reading this article has given me the urge to strive for higher learning. I also feel that having a lot of motivation helps to achieve goals and has inspired me to move forward in life.
ANNOTATED BIBLIOGRAPHY
GENERATIONAL CURRICULUM
Kawaoka. My Selection Number Three: The Affective, Cognitive, and Sensorimotor Domains at Work. Mining the Generational Curriculum. The Best of the Generations. Retrieved on Oct. 15, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/409as98/kawaoka/generations.html
Kawamura, Craig. Driving Personality Make-overs is it for Me? Retrieved on Oct. 10, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/459f98/kawamura/report1kawamura.html
Banez, Rogelio N. Exercise: To Do or Not To Do That Is The Question. Retrieved on Oct. 10, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/leonj/student3/dkawamot/erep2.html
Suzuki. Data Project Report: Self-Witnessing of Driving. Retrieved on Oct. 8, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/499f97/suzuki/dra/file1.html
Uno, Gary. My Report 1 on: Driving Personality Make-overs-Is if for Me? Retrieved on Oct. 10, 2001 from the World Wide Web: http://www.soc.hawaii.edu/leonj/459ss97/guno/report1.html
NEWS MEDIA
Julio Rocha do Amaral, MD & Jorge Martins de Oliveira, MD, Ph.D. Brain & Mind Electronic Magazine on Neuroscience. Number 5-March-May 1998. Retrieved on Oct. 13, 2001 from the World Wide Web: http://www.epub.org.br/cm/n05/mente/struct_i.htm
Dittrich, Liz. About-Face. Retrieved Oct. 13, 2001 from the World Wide Web: http://www.about-face.org/resources/facts.html
Dr. Landis Lum. Take care of panic attacks with therapy and drugs. The Honolulu Advertiser. Retrieved on Oct. 10, 2001 from the World Wide Web: http://the.honoluluadvertiser.com/article/2001/Sep/02/oh/oh12a.html
Favreau-Chung, Diane L. Gathering Places. Honolulu Star-Bulletin Online Edition. Retrieved on Oct. 10, 2001 from the World Wide Web: http://starbulletin.com/2001/05/08/editorial/gathering.html
Families Magazines Online. Words of Discovery. How to develop self-esteem in our children. Retrieved on Oct. 13, 2001 from the World Wide Web: http://www.familiesonline.co.uk/topics/parenting/parenting_self_esteem.htm
WEB SITES AND ARTICLES
Getting in touch with your emotions. Retrieved Oct. 8, 2001 from the World Wide Web: http://www.xtra.co.nz/health/0,,1178-106203,00.html
Emotions. Retrieved Oct. 8, 2001 from the World Wide Web: http://cwx.prenhall.com/bookbind/pubbooks/morris2/chapter9/medialib/summary/09_5.html
Kiefer. Words Without Feelings. Retrieved on Oct. 12, 2001 from the World Wide Web: http://cyberbuzz.gatech.edu/nar/spring95/wordcrime.html
Accel-Team. Maslow's Hierarchy of Needs. Retrieved on Oct. 12, 2001 from the World Wide Web: http://www.accel-team.com/maslow_/maslow_nds_02.html
Herrington, Andrew. Andrew Herrington Pateo Consulting. Article 6. Maslow's Hierarchy, Societal Change and the Knowledge Worker Revolution. Retrieved on Oct. 15, 2001 from the World Wide Web: http://www.pateo.com/article6.html
CONCLUSION
Reading and analyzing the authors' perspective on emotions, feelings, threefold self, and hierarchy of motives has showed me that people do not interpret these concepts the same way. An individual's interpretation is usually based on their experiences and how each person will react to a certain situation. I have enjoyed these articles because it gives me a chance to put myself in that persons' place and see if I would react differently or the same. In addition, I can change my attitude and evaluate my own behavior at home, school, work, and in group settings. I can learn from other peoples' mistakes and do my best to not repeat patterns of these concepts that appear to not benefit me. Hope these articles will broaden your knowledge, inspire you to apply these concepts, and overcome obstacles.
