My
Emotional Spin Cycle-
The
Four Options and the Two Bridges:
Atlas
March
12, 2002
See instructions for this report
All humans
have particular habits of thinking, feeling, and acting. These three domains of
human functioning are, for the most part, predetermined by the environment and
people who live in it. In short, we socialize and are socialized by our
cultural norms of what is appropriate and what is not.
Thinking, feeling, and acting are the domains of
our behavior that influence our affective, cognitive, and sensorimotor
sensations respectively. The integration of these domains when they work
together is known as the threefold-self. For behavior modification to be effective the three domains
must be observed independently from each other.
The
threefold-self acts within the subjective self, and others-and-the-world. The threefold-self operates differently for both, and each
have their own way of functioning. Self and others-and-the-world is divided in
to positive and negative zones, holistically labeled as "The
Four Options" by Dr. Leon James. Each option is associated
with two, fundamental feelings.Ê We have
a choice of which option we choose to live by, unfortunately many of are
reactions are negative. This project is concerned with changing my negative
habits in to the positive arena.
The
Four Options (Emotional Spin Cycle) And the Two Bridges
Red Zone:Ê Our feelings toward
ãOthers and the World.ä
Option 1 (Negative
toward Others): Running off rage/arrogance, which hooks up with
emotionally-impaired thinking, produces behavior that is aggressive and
destructive.Ê This is an irrational
cognitive routine.
Option 2 (Positive
about Others): The habit of resolving with compassion hooks up with the
thinking routine that is emotionally intelligent.Ê This is objective, realistic, and rational, and creates
supportive and constructive behavior.
Red Bridge:Ê Connects the negative and positive
thinking.Ê We can cross this bridge by
talking to ourself that stops negative thinking and replaces it with
emotionally intelligent routines.
Blue Zone:Ê Feelings
toward our self.
Option 3 (Negative
toward self): Feelings of depression or inadequacy seek out pessimistic/cynical
thinking and leads to self-destructive behavior.Ê Options 1 and 3 are the most commonly used cycles.
Option 4 (Positive
toward self):Ê Feelings of self-confidence
and enthusiasm connect with optimistic/realistic thinking, and in turn produce
self-enhancing behaviors.
Blue Bridge:Ê Capacity to monitor our own thinking process
and cross over from negative thinking to positive thinking.
|
The ãThree
Fold Selfä acquires cultural norms and
socialized habits called schemas or ãsocial scripts.äÊ Though it may feel that our acts are
independent of our thoughts and feelings, most of our behaviors are actually
running on the behaviors learned through childhood, taught by our
adults.Ê Because it is fairly easy to
predict how people will feel, think, or do in certain situations and are
shared among many individuals in society, it shows how habits are
standardized.Ê Without this
standardized process communication with others would be impossible.Ê We have the ability to change our
standardized habits in to new ones, but we normally react without the
impression that we are choosing our option.Ê
There are two methods psychologists use to identify
personality habits: Indirect and direct.Ê
The indirect approach is to ask people to respond to a variety of
questions and then compare the results with an established standard.Ê However, the method raises validity and
reliability issues.Ê The direct method
is to have people observe and record their own behaviors, thoughts, and
feelings and make an analysis of them later.Ê
This is the method that will be utilized for this project.Ê The task of this project is to monitor my
negative options that I tend to use everyday and use the bridge technique to
cross over to the positive options. The Four Options The blue bridge allows
us to cross from the negative to the positive zone by questioning our
cynicism and pessimism. However, to do this one must be optimistic and
realistic at the same time, because optimism may become unrealistic wish
fulfillment. By fusing realism with optimism, we deter the risk of falling in
to unrealistic fantasies. When we think positive thoughts, positive feelings
will follow and produce positive actions. The Negative Spin-Cycle: Negative spin cycle
flip-flops among itself. If one is feeling negative toward self
(depression/inadequacy) it can just as easily switch to negative toward
others (rage/arrogance). Others-Self Negative Spin-Cycle are related to
each other because of this flip-flop. Feelings of rage switch with feelings
of depression and vice versa. Arrogance, when turned outward, makes us want
to condemn others. But when turned inward, we condemn ourselves. Of course,
raging against others can be raging against self (depression). The Positive Spin-Cycle: Positive toward self
(enthusiasm/self-confidence) can be recycled with positive toward others
(resolve/compassion). Resolve is to be determined to change something about a
negative situation (compassion), and when directed inward it is to change
something negative about the self (enthusiasm). When enthusiasm and
compassion recycle itself, depression and rage will cease to continue. The Bridge-Technique: Using the cognitive part
of the Three-Fold Self, we can observe our thinking process and then run off
new thoughts that are incompatible with the negative feelings that are going
on through our minds. After elaborating on this new rationale, we can see the
person or situation in a positive appraisal. Red-Bridge: Red is the color of
passion and love, but also anger and rage. This is why the Red-Bridge is for
others-and-the-world. Using the red-bridge, we can turn "conflict in to
cooperation, and lost opportunity in to productivity or success." It
allows us to change our view of a person or situation. Example: There is
someone whom you donât respect, but by using the bridge technique you can
focus on the worthwhile aspects of the person and combat your hostile
thoughts. Youâll change your unjustified attitudes toward that person in a
manner that is compassionate and productive. Afterwards, this might make you
cross the blue-bridge as well, and feel positive toward yourself. To cross the Red-Bridge,
you must say self-regulatory statements and be determined to resolve with
compassion: -Stop thinking about how
youâll get revenge -Think of both sides of
the issue -retaliation hurts them
and yourself -Think of the
consequences that will happen to you. -Communicate with the
other person and try to find a compromise -Put yourself in there
shoes (empathy) -Gather information or
consult someone before you act. Blue-Bridge: "I feel blue"
is a negative feeling toward self (depression), which is the color to
describe the self. Brining up thoughts that
are incompatible with cynical and pessimistic thinking promotes
self-confidence and emotionally mature health. It does not try to change your
feelings directly, but your thinking that is incompatible with compassion and
resolve. The blue-bridge is in between Option 3 and Option 4. Example: You ask a
friend out to lunch and he/she declines. You might suspiciously think:
"He/She doesnÁøt like me." But by using the blue-bridge technique
to combat pessimism, you bring up past encounters where your friend did show
signs of liking you. Your suspicion is unjustified and may change your state
of depression in to enthusiasm and self-confidence. Self-regulatory prompts
you can use to resist pessimism and cynicism: -Tell yourself youâre
catastrophizing irrationally -Do a scenario analysis
and write down all versions of the situation. -Reject the idea that
worst is going to happen -Find some good things
about the person/situation -Tell yourself you donât
want to be a cynic -Reaffirm your belief that
you deserve dignity and love -Tell yourself you want
to be civilized and not break things -You have the capacity
to be successful and your turn has come -Review your
accomplishments Option 1: Negative
toward others and the world Feeling: Rage/Arrogance
and the desire to hurt, damage, and destroy someone or something. Thinking: Emotionally
impaired thinking made of negative cognition, which is biased and inaccurate.
Feeling rage toward someone or a situation causes you to become impaired when
you see it, causing you to make false assessments. Doing: This does not
happen on its own, but is preceded by negative feeling and thinking. This is
the actual acting out on others in a negative fashion. Option 2: Positive
toward others and the world Feeling: Associated with
feelings of resolve and compassion and is motivated for protecting something
valuable to society, or a cause you feel strongly about in a democratic and
humanitarian mean. Desire to assist, rescue, and protect. Thinking: Supports
positive feeling. But when the negative thinking and feeling is too powerful
and weakens our positive, this is called "seeing red" which is
negative thinking as a result of negative emotions. Positive thinking are
objective, realistic, and accurate, which includes stopping negative thinking
routines. Doing: Acting supportive
and in a constructive manner. This is the outcome of positive thinking and
feeling, and seeks to encourage supportive behavior and friendship. Option 3: Negative
toward self Feeling: Raging against self
(depression/inadequacy). Includes obsessive dissatisfaction, anxiety, worry
and creates pessimism and cynicism. Expecting unrealistically negative
outcomes of situations and irrational doubts regarding the goodness in
ourselves and others. Desire to punish self, feeling guild, ashamed, and lack
of enthusiasm are the main ingredients. Thinking: Expecting the
worst to happen in any situations and distort the likelihood of negative
reactions. Believing that nothing is fair or noble (cynicism) and can lead to
acting out that is self-destructive. Doing: Overt integration
of negative thinking and feeling. Loss of energy, motivation, productivity,
and failure to complete tasks or deliberately sabotaging the outcome are some
examples. Option 4: Positive
toward self Feeling: Feelings of
self-confidence, enthusiasm, gratefulness and the desire to enhance
potential. Thinking: Optimistic and
realistic thinking. Counteracts pessimistic thinking, and ranks outcomes in
probability or likelihood. This is realistic, objective, and rational. Doing: Self-enhancing
routines. |
Annotated Bibliography
Note: Error links can still
be accessed by highlighting the address of the link and copying it in the
internet browser address bar.
______________________________________________________________________________________________
Cognitive Scripts
Organization of knowledge in to categories that include self,
event, and role "scripts." Behaviorally oriented practices that are
enculturated to learn appropriate reactions in social situations.
|
Social Cognition and
Cognitive Script An easy to follow outline of the diverse modes of
schemas that affect us and how we make decisions. Cognitive schema: Categorization
of a concept, based on certain attributes, used to organize our knowledge.
Self schema: An integration of our past and present experiences in to a
generalization our self-concept. Briefly explains how schemaâs affect our
decision-making, culture, and how schemaâs develop. Relevance to Spin-Cycle: In relation to
motivation, the self-schema is the generalized view of oneâs self-concept.
This holds the essence of our self-evaluation in terms of competence and
values. This evaluation effects our motivation, and poor motivation is a
by-product of negative toward self option. |
|
-"These are processes, practices, or
ways in which we typically approach tasks and problems. They are the programs
we call upon when faced with a certain stimulus. These are behaviorally
oriented" - "the
organization of knowledge about a particular concept. The schema contains the
features or attributes that are associated with a category membership." - "Schema-driven processing occurs when an
individual responds to a stimulus (decision making or problem solving
situation) by evoking a programmed response or behavior script (schema). This
is done without extensive data collection or analysis." http://www.cba.uri.edu/Scholl/Notes/Cognitive_Schema.htm |
|
Paternal Practice,
Parental Occupation, and Childrenâs Aggression. An article about socio-economic status of parents
and how it affects their parenting style and the development of their childâs
cognitive scripts. Emphasis the roots of the towering homicide rates among
young, African-American males and how to change their negative cognitive
scripts in to pro-social scripts via parenting style. The article finds a
positive correlation between authotarian and indifferent parents to the
anti-social aggression in children. Relevance to the
Spin-Cycle: Children are being
taught to react negatively toward others and self. This causes children to
seek out aggressive and violent means to conflict resolution, or
self-destructive activities toward themselves. The root of it, says some
psychologists, is the parenting style the children grow up in. Authoritarian
and Uninvolved styles are the most commonly used among low-income
African-Americans. |
|
However, I
argue that poor Êmothers who work in participative
settings should be more likely to use an authoritative
Êacademic achievement. Parents who have
complex jobs could be expected to value self- direction
for their children and to hold sophisticated and complex prosocial skills and
children would be more likely
to use prosocial scripts "Social behavior is controlled to a
great extent by cognitive scripts that are stored in a Êperson's memory and are used as
guides for behavior and social problem solving. A script suggests
what events are to happen in the environment, how the person should behave in
.ä "People appraise situations and decide
which scripts are appropriate for the
situation. Antisocial
behavior is largely determined by the cognitive scripts which are retrieved in response to
frustrating situations (Berkowitz, 1988; Huesmann, 1988). It seems reasonable
to infer that children learn cognitive
schemas and scripts of interpersonal relations
from parental behavior in parent-child interactions; parental behavior is
also an
|
|
Media Violence, Children
and Aggressive Behavior. Television and the media are the strongest
transmitters of culture and most easily influences children. Psychological tests
have consistently shown a positive correlation between aggression in children
and a high diet of viewing television violence. The cognitive scripts a child
develops about acceptable, and unacceptable behavior is largely affected by
media violence. Concludes that there is public and individual interest to
reduce media violence to lower domestic violence. Relevance to the
Spin-Cycle: TV and the media are becoming one of the dominant institutions of encultration. Cognitive scripts are acquired early in childhood. Unfortunately, the media caters violence and aggression as an appropriate schema, and is becoming a standardized one. Option 1 (negative toward others) is taking the form of rationality. |
|
"A diet of violence and a promotion of
aggressive reactions to conflict contributes to a general social culture in
which such behavior is acceptable, normative, inevitable and scarcely
remarkable." "There is also the way the material is
translated by the child into cognitive scripts about acceptable and unacceptable
behaviour, and here parents have a particular influence in the ways that they
talk to their children about what they see." Children who watch violent episodes show
increased likelihood of behaving aggressively after the viewing, and there
are cumulative effects of a diet of violence over time. Heavy consumers grow
up to be more aggressive than light consumers. US research has shown that the
effects can cross generations as heavy violence consumers grow up to be
aggressive and raise children who show similar patterns. In other words,
there is a strong cultural transmission of the effect. It has also been argued that there are
particular ages during which children are most vulnerable especially to the
long term effects. Aggressive behaviour is learned very early and it is very
stable. It has a strong relationship with violence in adolescence and
adulthood and with poor psycho-social adjustment. The early years are
critical so that if a pattern of aggressive behaviour is established by mid
to late primary school it is likely to remain a dominant characteristic of
the child and to prejudice long term adjustment. http://www.media-awareness.ca/eng/issues/violence/resource/docs/c-aba-ag.htm |
|
When Good People Do Bad
Things At Work Presents a controversial view of corporate
ethical failings on such products as cigarettes and cars that spontaneously
combust. Argues that "greed" isnât the only factor, but that cognitive
scripts play a major role in creating these accidents. Scripts may cause
people to become mechanized to their jobs. Offers a variety of solutions from
this repetitive-script problem. Relevance to the
Spin-Cycle: Ethical failures in
business may not be a cause of Option 1 (negative toward others), and may
even be intended for Option 2 (positive toward others). However, cognitive
scripts about the workplace may cause Option 2 to not necessarily switch to
Option 1, but rather hang in limbo in between the two options, creating
something of an Option 1.5 (numbness toward others). |
|
"Unlike other forms of experience,
scripts are stored in memory in a mechanical or rote fashion. When we
encounter a very familiar situation, rather than actively think about it, we
reserve our mental energy for other purposes and behave as though we are
cruising on automatic pilot." Recall coordinator of Fordâs exploding Pinto "When I was dealing with the first trickling-in
of field reports that might have suggested a significant problem with the
Pinto, the reports were essentially similar to many others that I was dealing
with (and dismissing) all the time·.. I was making this kind of decision
automatically every day. I had trained myself to respond to prototypical
cues, and these didnât fit the relevant prototype for crisis cases." "Scripts may also be at work when we
come face to face with those who are suffering. In situations where we
observe the pain of those in need, scripts permit us to steel ourselves
against feelings of empathy." http://www.scu.edu/SCU/Centers/Ethics/publications/iie/v10n2/peopleatwork.html |
|
Relationship Dependency,
Dating Violence, and Scripts of Female College Students A study on relationship abuse among college
females and what role cognitive scripts play in perpetuating it. The
correlation between relationship dependency and dating abuse correlate due to
the differing scripts between males and females. Females are taught to be
relationship-oriented and to accept abuse as an acceptable means of resolving
conflicts, while males are taught to be independent and adventure-oriented.
This dichotomy is suspected to be the origin of relationship violence. Relevance to the
Spin-Cycle: Girls are trained in Option 2 (positive toward others) and Option 3 (negative toward self). They are willing to be abused by their partner yet place the blame on themselves when the abuse takes place. Boys are trained in Option 1 (negative toward others) and Option 4 (positive toward self), though most boys in abusive relationship admit their fault but continue to be cruel and violent to their woman. |
|
"The second hypothesis was that both the
experiences of relationship dependency and dating violence, especially
experienced as a victim, would be positively correlated with the possession
of unhealthy relationship scripts characterized by aspects of dependency,
traditional "romantic" ideals, and the acceptance of abuse." "The correlation between relationship
scripts and relationship dependency has important implications. This
correlation leads credence to the suggestion that work with oneâs cognitive
scripts and decision-making process could be useful in an assessment,
counseling, or intervention program dealing with relationship
dependency." "The results of this study support an
association between relationship dependency and both dating violence and
immature and unhealthy relationship scripts." Men and women in contemporary society seem to
have very different scripts about relationships. Researchers have noted that
women in U.S. culture are more subject to romantic relationship scripts
(Forgas & Dobosz, 1980; Miller, 1991; Rechtien & Fiedler, 1988 ;
Rose, 1985), whereas men are taught to believe in adventure scripts, in
which character traits such as independence and conquest are encouraged. It
is important to examine scripts in regard to relationship dependency and
dating abuse because scripts take into account both internal and
environmental influences on people and may offer clues as to how gender
affects relationship dynamics. |
|
Whoâs Driving Your
Career? An informational guide to women to prevent their
old, cognitive scripts from making their career decisions. If youâre a woman
and think youâre immune to these scripts, a list of 10 questions to ask
yourself may cause you to think otherwise. Make sure you are the one driving
your career and not your husband or parents. Relevance to the
Spin-Cycle: A victim-feminist view point which suggests that women, since childhood, are conditioned to be Option 3 thinkers (negative toward self) and therefore allow their father or husband to guide their career. The radical perspective does have itâs validity, as the 10 questions asked in the survey clearly point to the source and proof of whoâs driving womenâs careers. |
|
"The process of making current decisions
based on ridiculous old scripts happens all the time. Itâs called
"premature cognitive commitments." And those old scripts are interfering
with womenâs career decisions every day." Who was in charge of making major decisions in
your family? Where did the power lie? In your office or workplace, where does
the power lie? How often do you ask for negative and
constructive feedback on your performance, so that you can keep on improving?
How did your parents let you know that you needed to improve upon something?
How did that make you feel? What you learned
about relationships probably came from your earliest memories and astute
observations as a child and an adolescent. And so, no matter how hard you
try, that marital bed is crowded with everybody's opinions, fears, hopes and
assorted agendas. |
_____________________________________________________________________________________________________________
Behavioral Routines
Everyday behaviors which we perform almost automatically without
thinking. Through socialization from early childhood we learn cultural norms
that guide our behavior through certain situations and become routine.
|
Observing Childrenâs
Play Behavior This journal article studied children in a
naturalistic field setting to observe their play. Play is an important part
of psycho-social development which helps children develop their own morality.
In addition, play can be a tool used to learn rules, norms, and is one of the
earliest forms of enculturation of a child. Behavioral routines are taken out
of itâs original psychological context and used in "pretend play"
which reinforces those behavioral routines in real-life and is a socializing
agent. Relevance to the
Spin-Cycle: Through playing, children learn the behavioral routines of their culture in a fun setting, this marks the earliest stages of enculturation. Some examples that immediately come to mind are "house" and "cops & robbers." Play behavior in early childhood effects the spin-cycle through itâs pre-established style of learned behavior via play. Behavioral routines learned during play become the standard of how the appropriate ways to conflict resolutions and role schemas are acted out. |
|
"Pretend
play Êconsists in part of detaching behavioral routines
and objects from their customary, real-life situational Êand motivational contexts and using them in
a playful fashion. The child who really goes to sleep Êusually does so in bed, at bedtime, and
when sleepy. The child who pretends to go to sleep will do so in other
places, times, and psychological states; the routine is disconnected from its
usual situational and psychological context" (Flavell, Miller,
and Miller, 1993, p. 82). Pretend play
begins to emerge during the second year of life and is seen primarily
between the ages of 1 and 6 years. Before 12 months, most childrenare
incapable of pretend play; after 6 years, children more frequently engage in
formal games. Play
Êlasts the duration of an individual's
life, all though its purpose, form, and prevalence fluctuate Children can
pretend about either the identity or a property of an object, oneself,
another person, an event or action, or a situation" (Flavell et al., 1993,
p. 82). The fact that children in all cultures appear to engage in
spontaneous pretend play, although the adults in those cultures never teach
them how to do it, has led some
psychologists to suggest that pretense may be a biologically evolved activity,
Êlike language. |
|
New Years Resolutions This is a helpful guide if one is looking to
break unwanted behavioral routines that affect one negatively. Behavioral
routines, no matter how small in necessity, plays a major role in our
everyday lives, and breaking them means to change our everyday lives
significantly. In order to break a habit, you must find itâs historical
origin in your life, and then set up reasonable and attainable goals to
change it. Relevance to the
Spin-Cycle: Breaking behavior routines are indeed difficult the longer it has been used. This requires Option 4 (positive toward self) since one must want to change in order to change (for the better). Optimistic and realistic thinking are the only tools that can discover the origins of oneâs disturbing, behavioral routine and seek to change it. |
|
"Millions
of us commit to resolving personal problems and every year most of us fail to
keep these personal commitments. The idea is a good one: assess our life,
contemplate what we want to modify during the next twelve months, and then
commit to that change." "While
the process of personal change may require professional assistance, the keys
to specific behavioral change are twofold: 1)to understand the issues you
face from an historical view and then 2) to set forth reasonable and attainable
goals in the process of change. The first step, the look into your past, is
critical as it lessens the resistance to change." "The
second phase (the actual change) is best executed after assessing what is
involved. This includes perceptions and feelings about the change, as well as
the knowledge of what is actually involved in making the change, from
behavioral, emotional and environmental perspectives." |
|
There Really Is a Wrong
Way to Eat a Recess An interesting hypothesis of a biological clock
in all living beings and an interconnectedness with the environment and
cosmos. This biological clock in human beings creates behavioral routines in
effect from our innate need for orderliness and predictability. The Circadian
Clock (biorhythms) are the natural cause of humans developing behavior
routines which are vital to our flourishment. Relevance to the Spin-Cycle: Perhaps itâs our
"biorhythms," not our rational cognitive thinking, which chooses
which Option we will be in? By these pre-established behavioral patterns
which one has little control in developing, than anything that prevents this
behavioral pattern to occur frustrates it and puts the person in to a
negative zone. Option 1 & 3 are not mentally chosen Options that can be
picked at any random time, but rather are Options that become available only
when frustration is present in blocking the behavioral pattern. |
|
"Students, for instance, often sit in the
same place each day even when seats are not assigned. They take it upon
themselves to designate their own seats, which they will return to on a
regular basis. The preferred seat allows the student to get whatever he or
she wants whether it is a good view of the chalkboard, an ability to clearly
hear the professor, or the desired socialization with friends." "By establishing regularity, people
systemize environmental cues that can stimulate rhythmic emotional or
behavioral responses. In this way, the routines people follow can reinforce
weaker biological cycles and lead to more predictable behavior." Although a biological timekeeping device has
been discovered, researchers have long marveled over why life exhibits
patterns. The most prominent explanation relies on the existence of such a
biological clock in conjuncture with external environmental cues. These
external stimuli, coupled with life's rhythms, can regularly affect both
behavior and mood without conscious awareness of the pattern exhibition.
Chronobiology can attest for the biological clock while psychology can
account for the environmental factors which are products of the
predictability we subconsciously sow in our lives. |
|
The Art and Science of
Synthetic Character Design Researches at M.I.T. program
behavioral routines in to artificial intelligence to create realistic
responses from them. The program is used for computer-controlled characters
in video games, digital extras in Hollywood movies, and robotic pets.
Explains the problems of bringing the thoughts of the AI in to action by
conflicting motivations (example: should it flee from the predator, eat, or
breath?). Relevance to the
Spin-Cycle: Just the robots in this study, human beings are also "programmed" to learn particular behavioral patterns in given situations. If we are "programmed," then it is possible to be "deprogrammed" and learn new behavioral patterns that adapt more easily to new environments, just like the robots. However, humans have a choice in which Option to take, while the robots can only choose which oneâs they are able to compute, depending on what the programmer decided to program it with. Thatâ where the problem lies with installing behavioral routines in robots, because so many different combinations between motivations and Options which makes it difficult for the A.I. to choose, while humans tend to do it automatically. |
|
"For a character to appear properly
motivated it must continue to work towards satisfying its desires while
gracefully handling unexpected situations." "A behavior is simply an accumulator that
is semantically associated with a particular behavioral routine that it
executes while `active'; typically this involves sending a message (e.g.,
"walk") to an underlying motor system." "The goal of our approach
is to construct intentional characters that are both compelling, in
the sense that people can empathize with them, and understandable, in that
their actions can be seen as attempts to satisfy their desires given their
beliefs." |
|
When Push Comes to Shove:
A Routine Conflict Approach to Violence Conflict may be a routine behavior, says Kennedy
and Forde.Ê However, the most
important aspect of wither or not someone will commit a crime is the absence
of a third-party/guardian and the location of the potential-crime.Ê Socialization in early childhood sets the
mood of the propensity to violence and aggression in adulthood (especially if
the society views violence as an acceptable means of conflict resolution).Ê Relevance to Spin-Cycle: The strength of each of the 4 Options is
determined by the socialization of society.Ê
If society says that Option 1 and Option 3 are acceptable, then that
person will grow up and act out mainly those two options.Ê Due to this encultration of negative
options, crime rates can be expected to rise as more people choose the
irrational mode of thought and doing.Ê
By teaching children a different and positive set of standardized
behavior, other Options become more noticed. |
|
Over time, say Kennedy and Forde, we all experience
these conflict situations and we learn to routinize our behavior based upon
what has worked (or failed) in the past, building contingency plans for how
we will act in a given situation. But these plans can change, of course,
depending upon the unique qualities of each conflict situation. Thus,
according to the authors, our understanding of violence should be based on
our knowledge about daily low-intensity conflicts and the routines we employ
to navigate them. For one, the authors repeatedly exchange their
discussion of daily ãconflictä situations with their theory of ãroutine
violence,ä though the vast majority of conflicts discussed by their
respondents are minor and of low intensity. It might be the case that there
are distinct qualitative differences between situations of low-intensity
conflict and violence. According to the authors, the result of daily socialization, such as past experiences and the past behavior of others, results in the development of a routine, or behavioral repertoire, within the individual. One of the most important individual characteristics, say the authors, is whether or not socialization has increased the likelihood that violence is a legitimate option in a conflict situation. This individual characteristic interacts with the situational factors of the conflict situation, such as its location and the presence and the roles of third parties, to create the final outcome of the event. The outcome of the event is one of either violence or non-violence, and may also include the potential for future conflict if the point of contention is not resolved. |
________________________________________________________________________________________________
Cognitive Appraisal
Emotions are the product of the
subjective evaluation of a situation.Ê
Internal estimation of people and events.
|
Cognitive Processing for
Sexual Assault Victims Cognitive Processing
Therapy (CPT) is used to treat Post Traumatic Stress Disorder (PTSD) in
sexual assault victims, but how effective is it? PTSD is caused when a
traumatic event occurs and the memory of it is stored in the brainâs
"fear networks," primarily used to create avoiding behavior to
prevent the event from happening again. However, the "fear
networks" also cause the person to have emotional biases against fear
eliciting stimuli which most of the time are non-threatening. The cognitive
appraisal of the sex assault determines to the extent of itâs after affects.
If the survivor had schemas which believed that "rape doesnât happen to
nice girls," and is raped, the PTSD will have more severe reactions.
Three forms of CPT is education about PTSD, Exposure (having the victim write
about the incident to habituate to their fear), and Cognitive Therapy
(resolving schema conflicts). Relevance to Spin-Cycle: A rape survivorâs spin-cycle,
especially of one that held schemaâs that people are good and the world is
safe (Options 2 & 4) are going to dramatically switch and be stuck in
Options 1 & 3. They may blame themselves for encouraging the rape to take
place, or view the world as unfair and cruel. PTSD is most severe when the
victims, who once believed in compassion for others, becomes fearful and
confused about what the world and others are really like. Options 1 & 3
become the primary cycle. |
|
Cognitive
Processing Therapy (CPT) combines information processing theory and knowledge
gleaned from prolonged exposure treatments that have been effective in
alleviating PTSD in survivors of other traumas. In particular, CPT draws upon
an information processing theory of PTSD that proposes that information about
a traumatic event is stored in the brain in "fear networks." These
networks consist of memories of traumatic stimuli and responses along with
their meanings. The entire network is designed to stimulate avoidance behavior
in the trauma survivor to prevent future threat to survival. How
rape survivors interpret the trauma (the meaning or cognitive appraisal of
the event) effects subsequent reactions to the experience. Studies have found
that rape survivors who experience conflict between their prior beliefs and
the rape experience are more likely to have more severe reactions to the rape
and to have more difficulty recovering. Cognitive therapy which addresses rape survivors' intense feelings of anger, betrayal, disgust, shame, guilt, humiliation, anxiety and confusion by identifying and modifying schema conflicts ("stuck points"). Whereas CPT believes that many of the problems of rape survivors result from schema conflicts, at times therapy reveals previously existing distorted or dysfunctional thinking patterns and ways of coping with emotions which are activated by the assault. |
|
The Blues Can Be Dangerous to Your
Health Suicide is the 3rd
leading cause of death among 18-25 year-olds. With mid-terms and work, stress
builds up and the "blues" kick in, and sometimes a student wonât
snap-out of the "blues." That is a sign of depression.
Manic-Depression is a serious form of depression, where the patientâs mood
can swing from mania, optimism, normalcy, and delusions. The cure for this
disease is through cognitive appraisal. Relevance to Spin-Cycle: The form of cognitive
appraisal as an antidote for depression is similar to the bridge-technique. To
prevent depression, the student must unlearn their irrational ãmustingä
belief that they must perform well in school. The fast pace of todayâs
life and the pressure to succeed in school and career add to the stress that
create manic-depression. Cognitive appraisal, like the bridge-technique, is
to use positive thoughts that are incompatible to the self-defeating, ãmustingä
thoughts that trigger depression. |
|
According to Singkin Yue, a psychologist and counselor
at SF State psychological and counseling services center, depression is a
very common illness among students with high expectations. Ê"Students
set themselves up for failure," said Yue, because there is so much
expected from them from family and society. Students cannot meet all the
demands of classes and outside influences, and a minor, insignificant thing
can trigger an episode of depression.Ê
"Students tend to get easily disappointed and tend to compare
themselves with others," explained Yue.Ê
In their effort to excel, they detach themselves from their feelings.
When they fail, they get disappointed and blame themselves. More young people are diagnosed with depression because of the fast pace of life, according to Yue, but there are mental techniques disheartened students can use. Yue said when students come to an obstacle or fail, they need to learn to fight feelings of depression. Cognitive appraisal technique can help. "We need to use our minds to assess what has happened and make plans to change or improve things," Yue said. He compared this process with the process of a baby learning to walk. "Before we walk, we crawl, we fall, we cry and then get back up and start to make steps again. As toddlers we don't give up," Yue said. It takes certain maturity to accept something is wrong," said Shipley. "But they don't want their peers' embarrassment. They have to say, 'I want help.' " When some people reach difficult points in their lives, they 'get stuck' and stop trying. "That's when clinical depression starts. It is the same thing as a kid giving up (learning to) walking," Yue said http://www.journalism.sfsu.edu/www/pubs/gater/fall97/oct7/Depression.html |
|
Cognitive Interaction Model of Appraisal and Coping Research
on psychopathology suggests a link with a maladaptive schema.Ê Maintenance of the pathogenesis is
implicated by the strength of the appraisal of it, however by changing the
appraisal process, then these same schemas could be a coping skill.Ê The Cognitive Interaction Model of
Appraisal and Coping was invented to underline the importance of the
cognitive appraisal in coping. Relevance
to the Spin-Cycle: By
changing Option 3 (negative toward self) to Option 4 (positive toward self),
one can indirectly cause their Option 1 (negative toward others) to Option 2
(positive toward others).Ê Another
similarity would be cognitive appraisal and the bridge-technique.Ê By re-evaluating a person or situation
that one is in, and focuses on realistic outcomes of an event, it is a
rational coping mechanism that falls in line with Options 2 and 4.Ê |
|
Cognitive-clinical researchers have theorized that each
type of psychopathology is associated with a predominant maladaptive schema
(i.e., a characteristic pattern of appraisal). For example, depression has
been shown to be related to a cognitive schema that revolves around themes of
loss and hopelessness about the future (e.g., Abramson et al., 1989; Beck,
1976), whereas anxiety is thought to be related to a cognitive schema that
revolves around themes of personal threat or danger (Beck, 1976; Riskind,
1997). Over the past
four years, we have developed the Cognitive Interactional Model of
Appraisal and Coping to emphasize the role of cognitive styles and
schemas in providing a dispositional basis for coping.Ê This model was developed specifically to
examine coping styles in individuals with anxiety and depression, based on
the assumption that such individuals should not only evidence characteristic
patterns of appraisal, but also characteristic patterns of coping in response
to perceived threats. Moreover, we contend that individuals should differ in
the extent to which they are flexible in their employment of coping styles
(i.e., coping flexibility) as a function of these patterns of appraisal.Ê We have conducted a series of studies to examine three
specific hypotheses of our model: (1) that cognitive vulnerability to anxiety
and depression would be associated with distinct coping styles; (2) that
anxiety and depression would be associated with distinct coping styles; and,
(3) that cognitive vulnerability, anxiety, and depression would be associated
with decreased coping flexibility. In order to test these predictions, we
constructed the Coping Styles Questionnaire (CSQ; Williams et al., 1998), a
self-report measure designed to assess the extent to which individuals employ
four classes of coping strategies (e.g., avoidance, action-oriented coping,
positive reappraisal, and social support seeking) across a series of
situations. |
|
School Violence
Prevention A realistic capacity of consequences,
understanding, and development of appraisal is cognitive competence.Ê Anxiety and community violence have been shown
to be positively correlated, and researchers think teaching adaptive
cognitive appraisal is necessary for children to learn how to take lifeâs
ãlemons to make lemonadeä and turning negative appraisals and discrimination
in to challenges.Ê Unfortunately, this
type of appraisal may become a rationalization process for people to make up
excuses for their failures. Relevance to the Spin-Cycle: According to the School Violence Prevention, most
kids choose the negative options.Ê The
adaptive cognitive appraisal is another bridge-technique to move from the
negative Options to the positive Options.Ê
However, the bridge can go both ways according to the researchers, and
children may use the adaptive cognitive appraisal technique to justify
maladaptive behaviors.Ê This is a
little different from the bridge-technique explained by Dr. James, since the
bridge-technique is a tool to go from negative to positive.Ê The adaptive cognitive appraisal is more
like a neutral, neither negative nor positive, tool. |
|
Adaptive cognitive appraisal is essentially the capacity to take life's lemons and
make lemonade. In the words of Kumpfer and Bluth, "Some resilient
individuals ... may turn discrimination and negative appraisal by others into
a challenge to defy negative predictions" (19xx, p. 10). They cite
Gordon and Song's study of 26 vocationally successful African Americans who,
in discussing how they had defied the negative predictions of others, spoke
of "showing them they are wrong" or "proving that I am as good
as they are" (1994, p. 38). The double-edged sword of the use of cognitive
appraisal is seen when a child neglected by her peers tells herself,
"I really don't want to play tag-I want to read." On the positive
side, the child decides how to cope rather than reacting reflexively, but if
she uses this reasoning repeatedly, she may not spend the time and energy to
learn how to make friends (Bland et al.,1994). The significance of cognitive appraisal cannot be over-emphasized. In the words of Kumpfer and Bluth (19xx), "Threats may exist along a continuum with the degree of perceived threat or stress defined more by the person than by reality" (p. 9). Hill and Madhere (1996)found this to be the case with the urban elementary school children for whom exposure to violence was a chronic condition. They note that, "The children's perceptions of their exposure to community violence proved more powerful in the analysis than the composite of actual numbers of incidents of violence," and that "their perceptions may structure how violence will be interpreted" (pp. 39-40). |
|
The Rights and Wrongs of
Employee Evaluation Performance appraisals of employeeâs, according
to this study by Penn State, should be an on-going process instead of once or
twice a year.Ê Many managers feel uncomfortable
giving feedback to their employeeâs (ãthe disappearing appraisalä), so are
now being recommended to do different types of evaluations, such as employee
self-evaluation, inviting participation, peer appraisal, and expressing
appreciation for what has been done.Ê
However, some of these (especially peer appraisal) is notoriously
subjective and filled with office-politics and ganging-up. Relevance to the Spin-Cycle: Employeeâs who contribute the most but are
glossed over by their peers or their individual initiative goes unnoticed by
their supervisors may become more negative toward others (Option 1).Ê It is paramount to correct this problem,
for the well-being of the worker as well as the company that it employs
him/her.Ê By using a wider variety of
employee performance, a more accurate description of each employeeâs job
performance can allow supervisors to give constructive advice, support, and
rapport with their employees.Ê Doing
so turns Options 1 in to Option 2, as well as Option 3 in to Option 4. |
|
Expressing
appreciation for what has been done. It is also important to minimize
criticism, focus on behavior instead of personal characteristics, solve
problems rather than find blame, be supportive ("what can I do to
help?"), (re)establish goals and follow up day to day. Subordinate
appraisals are also useful for developmental purposes, but Snell says most
managers don't like giving that kind of power to subordinates. Peer
appraisals are among the most accurate, but in situations where peers compete
the process can be volatile--especially where money is at stake Behavioral appraisals (i.e. Did you observe this behavior?) are more detailed and lend themselves to employee development, because it is difficult to change traits but it is easier to change behavior, Snell says. The downside of behavioral appraisals is they sometimes prescribe behavioral routines, and that may limit flexibility. http://www.business-survival.com/articles/hresource/EmployeeEvaluations.html |
_______________________________________________________________________________________________
Emotional Intelligence
Social intelligence that is separate from
traditional abstract intelligence which is knowledge in interpersonal and
intrapersonal skills .Ê The ability to
perceive, understand, integrate and manage emotions.Ê Daniel Goleman defines EI as 'the ability to monitor one's own and
others' emotions, to discriminate among them, and to use the information to
guide one's thinking and actions'.
|
Emotional Intelligence in Schools Should schools teach
children emotional intelligence?Ê With
the shrinking gap between adulthood and childhood, especially in the Western
world due to the internet and mass communication, children are expected to be
prepared for the adult world sooner.Ê
This means emotional maturity at a much earlier age.Ê Most would argue that such emotional
training should come from the family, but the traditional, nuclear family has
gradually shifted to fewer children, often single-parent, and with no
emphasis on the ãextended family.ä The type of skills to be taught at schools
would include: Self-Awareness, managing emotions, empathy, communication,
co-operation,Ê and resolving
conflicts. Relevance to Spin-Cycle: Children today may not
be receiving the appropriate guidance of their emotions. This social plague
is thought to be the root of the rising violence and poorer test scores nation
wide. Children are operating on Options 1 and 3, negative toward self and
negative world, more than their parents had while they were growing up.
Because schools are one of the major institutions of encultration, things
that are traditionally learned at home might now be taught in the classroom.
Hopefully, Options 2 and 4 will become options that children opt to use. |
|
Introducing emotions in schools would be a radical change! Yet schools do not change so readily. Those well-meaning people who have tried to introduce innovations in schools have come up against considerable resistance from teachers, students and parents alike. Yet without their active participation, no such far-reaching change is possible. Many teachers and parents alike
might well insist that such learning is not a question for schools, but
rather the responsibility of parents. But the family is no longer the ideal
place for it. In the Western World, the majority of families have shrunk from
an extended community to its strict minimum (one or two parents and one or
two children) ... and much less time is spent in the family than in school.
What's more, parents are not always in a position to cope with or dispense
such emotional skills. Learning in school is a progressive, planned activity cast in the light of the firmly held belief that children are different from adults and that they need to be prepared for the adult world at the same time as they need to be protected from it. This conception of learning and the very idea of childhood are recent inventions. There are reasons to believe that, with the advent of an electronically networked society, the clear distinction between childhood and adulthood is disappearing. |
Emotional Intelligence: Popular or Scientific Psychology?
With the introduction of the
concept of ãEmotional Intelligenceä by Dr. Daniel Goleman in 1995, it has
been mass-marketed in popular magazines and studied in scientific
journals.Ê However, ãEmotional
Intelligenceä has several factors that plague itâs validity, such as a
stretched definition, sensational claims, and unsubstantiated scientific
merit.Ê Though, not all scientists are
willing to dismiss emotional intelligence as a predictor of success and are
pursing to understand it clearly. Relevance to Spin-Cycle: Control over the Spin-Cycle is the pillar for
emotional maturity, it is an ability to consciously and rationally choose
which Option one will take. Options 2 and 4 (positive toward self, positive toward
others), is likely to be correlated with high Emotional Intelligence, since
the parallels between them are perceiving, understanding, and communicating
emotions effectively. |
|
Emotional intelligence is a product
of two worlds. One is the popular culture world of best-selling books, daily
newspapers and magazines. The other is the world of scientific journals, book
chapters and peer review. Emotional intelligence,
according to Time magazine, "may be the best predictor of success in
life." According to the book "Emotional Intelligence,"
evidence suggests that it is "as powerful, and at times more powerful,
than IQ," and provides "an advantage in any domain of life." ·popular models of emotional intelligence imply that we can predict important life outcomes using such a diverse list of variables--which is, of course, correct. But let's be honest about such lists: They contain variables beyond what is meant by the terms "emotion" or "intelligence," or what reasonable people would infer from the phrase "emotional intelligence." Such popular models are using a catchy new name to sell worthy, old-fashioned personality research and prediction. I believe the identification
of such emotional processing is new and powerful enough to advance a
psychological agenda, without recourse to stretched definitions or
sensational claims. |
|
Human Resource Management Trends and Issues: Emotional Intelligence (EI) in the
Workplace Emotional
Intelligence is actually not a new idea.Ê
It has been anecdotally known that it takes more than just a high I.Q.
score to be considered smart and become successful.Ê An emotional intelligent person has both ãpersonal competenceä
(intra-personal knowledge) and ãsocial competenceä (how we manage relationships).Ê With more understanding of EI, it will be
utilized in the future to measure non-cognitive qualities that are needed
among public leaders and will create a new standard of acceptable
personality. Relevance to Spin-Cycle: Personal and Social competence is analogous to
Options 2 and 4. Emotional Intelligence, like the Spin-Cycle, can be
regulated through the use of cognitive interpretation and communication of
emotions. |
|
Over the past several years, the
term Emotional Intelligence has received much attention as a factor that is
potentially useful in understanding and predicting individual performance at
work. Emotional intelligence involves being aware of emotions and how they can affect and interact with traditional intelligence (e.g., impair or enhance judgment, etc.). This view fits well with the commonly held notion that it takes more than just brains to succeed in life - one must also be able to develop and maintain healthy interpersonal relationships. "At best IQ
contributes about 20% to the factors that determine life success, which
leaves 80% to other forces...No one can yet say exactly how much of the
variability from person to person in life's course it accounts for. But what
data exist suggest it can be as powerful, and at times more powerful, than
IQ." At a minimum, the emotional
intelligence concept is useful for individuals interested in learning about
the role of emotions in work and everyday life and how interpersonal
relationships affect work and organizational performance, and should prove
useful for personal development and insight.
|
Emotional Intelligence Dr.
Daniel Goleman suggests that teaching emotional intelligence (ÎE.Qä) in the classroom
should be a priority.Ê With lagging
test scores nation wide and escalating school violence, the problem as
teachers see it is a lack of emotional literacy.Ê Children of all racial and income groups have shown a steady
deterioration of emotional competency in the past 20 years, correlating with
a steady rise of social isolation, depression, delinquency and
aggression.Ê The source of the problem
lies with the decline of the nuclear-family and increase of media violence. Relevance to the
Spin-Cycle: The Spin-Cycleâs Option 1 and 3 are being
connected as standardized behavior. Media violence and shrinking family
responsibility to teach emotional maturity are the culprits of this social
disease. Teaching Dr. Jamesâs bridge-technique to children in schools may
contribute to a decline in violence and a raise in test scores, if Options 2
and 4 are related to Emotional Intelligence. |
|
In
regards to a fifteen-year-old who shot two boys, point-blank: ãThe incident, chilling as it
is, can be read as yet another sign of a desperate need for lessons in
handling emotions, settling disagreements peaceably, and just plain getting
along. Educators, long disturbed by schoolchildren's lagging scores in math
and reading, are realizing there is a different and more alarming deficiency:
emotional illiteracy.ä No children, rich or poor, are
exempt from risk; these problems are universal, occurring in all ethnic,
racial, and income groups. Thus while children in poverty have the worst
record on indices of emotional skills, their rate of deterioration
over the decades was no worse than for middle-class children or for wealthy
children: all show the same steady slide. . . . The data suggest that although
such courses do not change anyone overnight, as children advance through the
curriculum from grade to grade, there are discernible improvements in the
tone of school and the outlook and level of emotional competence of the girls
and boys who take them. |
The Smarts that Count
The biggest predictor of
success is not oneâs I.Q., but E.Q.Ê
According to Dr. Goleman, 80% of your success will be due to emotional
and social competency.Ê ãThe
Consortium on Social and Emotional Competence in the Workplaceä is currently
working on a framework of emotional and social skills to create training and
developmental programs.Ê Though most
companies snicker at the idea of training employees in fields such as ãcoping
skills,ä research have yielded positive results for those that have. Relevance to the
Spin-Cycle: Teaching "coping skills" is similar to
teaching the "bridge-technique." The Blue and Red bridges are
concepts that are missing from those who are have poor emotional maturity,
because they do not see that such a bridge exists to cross over in to the
positive zone. Those who know of this idea of bridge crossing obtain a higher
sense of emotional maturity and are able to control them more efficiently
than those who donât. |
|
What's this quality called EI? Goleman defines
it as good old street smarts÷knowing when to share sensitive information with
colleagues, laugh at the boss's jokes or speak up in a meeting. In more
scientific terms, EI can be defined as an array of non-cognitive skills,
capabilities and competencies that influence a person's ability to cope with
environmental demands and pressures. Emotional intelligence encompasses five
dimensions: self-motivation skills; self-awareness, or knowing one's own
emotions; the ability to manage one's emotions and impulses; empathy, or the
ability to sense how others are feeling; and social skills, or the ability to
handle the emotions of other people.Ê
One of the reasons there are so few star performers is that there is
not an emphasis on developing EI when kids are in school. "No one is
paying attention to the EI skills," Goleman says. Through conversations with clients and planners, as well as an analysis of planners' individual performance, the team came up with this two-part hypothesis: Planners with emotional competency will be more successful, and emotional competence can be learned. They then used experimental research to prove it.ÊÊ The experiment involved two groups of financial planners with similar skills and backgrounds. One group was given 12 hours of training in just one aspect of emotional intelligence÷coping skills. The other group received no training. Over the next three months, the performance of both groups was tracked.Ê Planners in the training program performed 10 percent better than those in the control group and 16 percent better than the company as a whole, says Cannon. |
Emotional Intelligence: Why You should Care, and how you can buildMore! When
asked what is most important in life, most people answer: Belonging, love,
success, and happiness.Ê These are all
linked to our emotions, and can only be attainted through emotional
competency.Ê Children today are living
in a rapidly changing environment than their parents, whose advice may not be
applicable in todayâs conditions.Ê In
order to rectify this problem, children are going to need to rely on their
most important tool: The ability to interpret and communicate emotions
effectively.Ê Know yourself (communicate
emotions effectively), choose yourself (align your emotions and actions to
become the type of person you want to be) and give yourself (make connections
with other people and contribute to humanity). Relevance to the
Spin-Cycle: To obtain emotional competency, one must learn of
the bridge technique of rational and optimistic behavior. Love and belonging
are social concepts that can not be acquired without realistic goals to
achieve them, which requires the use of Option 2 (positive toward others). Happiness
is a subjective experience that needs Option 4 (positive toward self) to
identify happiness and realize it. |
|
The idea of emotional intelligence is not new.
The first known writings about the emotional basis of learning come from Plato.
What is new, however, is the recognition that the cognitive, emotional, and
social parts of ourselves are deeply interconnected and interdependent --
that our feelings dramatically influence our thinking, that our behaviors are
inseparable from our emotions.
Emotional intelligence is a
way of recognizing, understanding, and choosing how we think, feel, and act.
It shapes our interactions with others and our understanding of ourselves. It
defines how and what we learn; it allows us to set priorities; it determines
the majority of our daily actions. Because emotional intelligence is so closely
tied to the ways we relate to ourselves and others, research suggests it is
responsible for as much as 80% of the ãsuccessä in our lives. Know yourself means increasing your own self-awareness, your ability
to perceive and communicate emotions (emotional literacy), and coming to see
how your moment-to-moment choices are part of the patterns of your life. Choose yourself means aligning your beliefs and your actions; it means
changing the patterns that move you away from your real goals and
commitments, and replacing those patterns or habits with behaviors that move
you in the direction you want. You are literally choosing the kind of life
you want to lead -- the kind of person you want to be. Give yourself means that you are making choices that connect you to
others. That you are taking a place in the larger context of society and
humanity. That you are giving and taking in balance, because that
interdependence is the most meaningful and powerful expression of your self
knowledge and self choice. When you give yourself, you move from "human
having" to "human being." |
Emotional Intelligence Test Take
an emotional intelligence here! http://www.queendom.com/tests/iq/emotional_iq_r2_access.html |
Sources
1. Social Cognition and Cognitive Schema http://www.cba.uri.edu/Scholl/Notes/Cognitive_Schema.htm
2. Andrew L. Reaves, ãPaternal Practices, Parental Occupation
and Childrenâs Aggressionä
3. Margot Prior, ãMedia Violence, Children, and Aggressive
Behaviorä http://www.media-awareness.ca/eng/issues/violence/resource/docs/c-aba-ag.htm
4. Dennis J. Molberg, ãWhen Good People Do Bad Things At Workä http://www.scu.edu/SCU/Centers/Ethics/publications/iie/v10n2/peopleatwork.html
5. Wendy B. Charkow & Eileen S. Nelson, ãRelationship
Dependency, Dating Violence, and Scripts of Female College Studentsä
http://www.csi-net.org/publications/awards/charkow.html
6. Barbara Reinhold, ãWhoâs Driving Your Career?ä http://content.monster.com.sg/women/ww010710_005/
7. Dana Gross, ãObserving Childrenâs Play Behaviorä http://www.google.com/search?q=cache:b5G_bA92jvEC:www.stolaf.edu/depts/psych/PDF/Observing_Childrens_Play.pdf+behavioral+routines&hl=en
8. Steven T. Padgitt, ãNew Years Resolutionsä http://www.brainwavetx.com/library/newyrsrs.html
9. Brian Frackleton, ãThere Really is a Wrong Way to Eat a
Reesesä http://www.hormonalforecaster.com/paper.html
10. Christopher Cline & Bruce Blumberg ãThe Art and Science
of Synthetic Character Designä
11. William Alex Pridemore ãWhen Push Comes to Shoveä Review http://www.albany.edu/scj/jcjpc/vol7is3/pridemore.html
12. Cognitive Processing Therapy for Sexual Assault Victims
Patricia A. Resick and Monica K.
Schnicke, University of Missouri-St. Louis
http://www.vawprevention.org/research/savictims.shtml
13.
Maria Pikoula ãThe Blues Can Be Dangerous to Your Healthä http://www.journalism.sfsu.edu/www/pubs/gater/fall97/oct7/Depression.html
14. Nathan L.
Williams ãThe Cognitive Interactional Model of Appraisal and Copingä http://www.internationalacp.org/Williams.htm
15. School
Violence Prevention http://www.mentalhealth.org/schoolviolence/part1chp9.asp
16. The Rights
and Wrongs of Employee Evaluations http://www.business-survival.com/articles/hresource/EmployeeEvaluations.html
17. Emotional Intelligence in Schoolshttp://www.connected.org/learn/school.html
18. John D. Myer PhD, "Emotional Intelligence: Popular
or Scientific Psychology?" APA monitor on-line Sept. 99 Vol. 30 Num. 8
Êhttp://www.apa.org/monitor/sep99/sp.html
19.
Human Resource Management Trends and Issues: Emotional Intelligence (EI) in the
Workplace.
James
Kierstead
http://www.psc-cfp.gc.ca/research/personnel/ei_e.htm
20.
Emotional Intelligence
Daniel
Goleman
http://www.cfchildren.org/PUwin96emotint.html
21.
The Smarts that Count
Michelle
Neely Martinez
http://www.shrm.org/hrmagazine/articles/1197cov.htm
22.
Emotional Intelligence Test:
http://www.queendom.com/tests/iq/emotional_iq_r2_access.html
23.
Emotional Intelligence: why you should care, what it is, and how you can build
more!
Joshua
Freedman
http://www.kidsource.com/kidsource/content4/emot.intel.html
Home |Ê G16
Class homepage Ê|Ê Dr. Leon James
|Ê E-Mail Me