Fundamental of Emotions

Plutchik’s (1980) – Configuration of emotions. Eight fundamental of emotions (joy, trust, fear,
surprise, sadness, disgust, anger, and anticipation)
EMOTIONS
 Specific reaction to certain
events.
 Include cognitive and
physiological changes.
 Help prime our bodies to act in
a certain way.
 Automatic and unconscious.
FEELINGS
 Perceptions of sensations in
the body
 Not necessarily related to
emotion (feeling tired or cold)
 Continuous readouts of our
internal states.
 One components of emotion.

EMOTIONS
3 COMPONENTS
 Subjective experience – emotional and cognitive impact of a human experience.
 Physiological response – body’s automatic reaction to a stimulus.
 Behavioral response (feelings) – change in behavior.
FEELINGS
 A conscious, specific, and subjective response or expression.

EMOTION MANAGEMENT STRATEGIES

What are the best strategies for managing emotions? (Langley, 2012)
1. Smile to make yourself feel good (30 seconds)
2. Smile to make others feel good (Empathy)
3. Get up and move! (Happy hormones: endorphin, dopamine, serotonin)
4. Check in with your body (Feeling the tension)
5. Physically remove the tension.
6. Breath (60 seconds deep breathing cannot sustain anger)
7. Talk to someone (Resolve the situation)
8. Disengage and re-engage emotions (Learn to park, Do not avoid)
9. Label your emotions.
10. Label Emotions for others.

Moral Development Theory

Moral Development – process in which people develop the distinction between right and wrong
(morality) and engage in reasoning between the two (moral reasoning)
Moral Reasoning
GOOD BAD
 Respect  Violating Rules
 Claygo  Crimes

Jean Piaget (1932) – Moral Development Theory

Lawrence Kohlberg (1927-1987) – three levels of moral reasoning progression with each level
split into two, totaling six stages. He believed that our judgement behind the decisions we make
reflect our moral growth.
 Kohlberg’s moral development stages generally represent an individual’s progression
from being self-centered towards becoming more other-centered.
 It also shows the individual’s capacity to reason, growing from reliance on external
authority to fidelity and eventually, towards internalized values.

THEORY OF MORAL DEVELOPMENT (Lawrence Kohlberg)

LEVEL ONE: PRE-CONVENTIONAL MORALITY
 Morality is externally controlled. Rules imposed by authority figures are conformed to in order to avoid
punishment or receive rewards. This perspective involves the idea that what is right is what one can get
away with or what is personally satisfying...

1. OBEDIENCE AND PUNISHMENT 2. INSTRUMENTAL ORIENTATION

ORIENTATION
- Behavior is determined by
consequences. The individual will obey
in order to avoid punishment.
- The worse the punishment for the act is,
the more “bad” the act is perceived to
be.
- Behavior is still determined by
consequences; however, the individual
now focuses on receiving rewards or
satisfying personal needs.
- It’s all about the “what’s in it for me?”
position, where the right behavior is
defined by whatever is in the
individual’s best interest.

LEVEL TWO: CONVENTIONAL MORALITY

 Conformity to social rules shifts from self-interest to relationships with other people and social systems.
The individual strives to support rules that are set forth by others in order to win their approval or to
maintain social order...

3. GOOD BOY, NICE GIRL ORIENTATION 4. LAW AND ORDER ORIENTATION

- Behavior is determined by social - Social rules and laws determine
approval. The individual wants to behavior. The individual now recognizes
maintain or gain the approbation of the importance of rules and laws in
 others by being seen as a “good person.” maintaining social order.
- The desire to favorably influence - When making judgements, the society as
relationships drives conformity to social a whole is considered.
expectations and roles.

LEVEL THREE: POST-CONVENTIONAL MORALITY

 The individual moves beyond the perspective of his or her own society. Morality is defined in terms of
abstract principles and values that apply to all situations and societies. The individual attempts to take
the perspective of all individuals....

3. SOCIAL-CONTRACT ORIENTATION 6. UNIVERSAL ETHICAL PRINCIPLES

- Individual rights determine behavior.
The individual views laws and rules as
flexible tools for improving human
condition, recognizing the possibility of
having exceptions to rules.
- If laws and rules are not consistent with
individual rights and interests or could
potentially bring about harm, they
should therefore be reconsidered.
ORIENTATION
- According to Kohlberg, this is the
highest form of functioning, and most
individuals will never reach this stage.
- Behavior is determined by the
individual’s consciousness based on
universal ethics.
- Reasoning involves taking into
consideration every individual that could
be directly affected by a decision.

Parenting Style
Baumarind (1966), Maccoby & Martin (1983)
2 Dimensions of parenting styles
 Responsiveness – the degree parents are accepting and sensitive to their children’s
emotional and developmental needs.
 Demandingness – the extent parents control their children’s behavior or demand their
maturity.
Differences in parenting styles are highly correlated with differences in child temperaments or
behavioral tendencies (child outcome)
Parenting styles and practices have a direct and profound effect on a child’s attachment
development.

ATTACHMENT
 Deep and enduring “psychological connectedness” between two people in which each
seek closeness and feel more secure when in the presence of the attachment figure.
  Bowlby (1969) – it is characterized by specific behavior in children, such as seeking
proximity to the attachment figure when upset or threatened.
 Benoit (2004) – it is considered a powerful predictor of a child’s later social and
emotional outcome.
4 PARENTING STYLES
 AUTHORITATIVE or Democratic
Parents’ attributes:
- warm and responsive
- with clear rules
- high expectations
- supportive
- value independence
Child outcome:
- higher academic success
- good self-esteem
- competent social skills
- better mental health
- less violent tendencies
- securely attached

 AUTHORITARIAN or Disciplinarian
Parents’ attributes:
- unresponsive
- with strict rules
- expect blind obedience
- high expectations
- punishment is common
Child outcome:
- low academic success
- low self-esteem
- poor social skills
- prone to mental illness
- drug/alcohol abuse
- delinquent

 PERMISSIVE or Indulgent
Parents’ attributes:
- warm and responsive
- limited or no rules
- minimal or no expectations
- lenient
Child outcome:
 - impulsive
- egocentric
- poor social skills
- problematic relationships
- inclined to not follow rules

 UNINVOLVED or Neglectful
Parents’ attribute
- cold and unresponsive
- no rules
- neglectful
- indifferent
Child outcome
- more impulsive
- more delinquent
- more drugs/alcohol abuse
- more mental issues
- prone to suicidal tendencies

Self-Concept
CARL ROGERS (1902-1987)
 Best known for developing the psychotherapy method called client-centered therapy and
for being one of the founders of humanistic psychology.
 “The curious paradox is that when I accept myself just as I am, then I can change.”
 He agree with the main assumption of Abraham Maslow, but added that for individuals
to “grow” or self-actualize, they need an environment that provides them with
genuineness, acceptance, and empathy.
SELF-CONCEPT
 Neill (2005) – overarching idea we have about who we are – physically, emotionally,
socially, spiritually, and in terms of any other aspects that make up who we are.
 The organized, consistent set of perceptions and beliefs about oneself…
 3 components
 Self-esteem
– the value we place upon ourselves, influenced by how we compare ourselves to
others and how others respond to us.
 Self-image
– the way we see ourselves, i.e., what we know about ourselves physically and
intellectually, our social roles, and our personality traits.
– does not necessarily match reality. Some people hold inflated self-image of
 themselves, while some may perceive or exaggerate flaws and weaknesses that
others don’t see.
 Self-concept
– the person we would like to become. It includes our goals and ambitions in life, and

is forever changing, i.e., our idea self while young may not be the same once we
get older;
– can either be congruent or incongruent with self-image;
– congruence leads to self-actualizing tendency and toward becoming a fully
functioning person.

THE FULLY FUNCTIONING PERSON

 Someone with a healthy personality, who experiences freedom of choice and action, is
creative, and exhibits the qualities of existential living.
 But rather than an end or fulfillment of personal growth (like Maslow’s linear theory of
self-actualization), being “fully-functioning” is more of a steady process of invariability
changing and becoming, made possible by certain acquired qualities.

 Openness to experience
– being more congruent and less defensive;
– having accurate perception of one’s experiences in the world, most especially, one’s
emotions and feelings.

 Existential living
– this is living in the here-and-now and possessing genuine appreciation of different life
experiences as they happen, avoiding preconceptions;
– not allowing yourself to be stuck in the past nor become too anxious of the future.

 Organismic trusting
– trusting yourself and doing what feels right or having a high degree of positive self-
regard.
– this assume that you are open to experience and living existentially.

 Experiential freedom
– perceiving the locus of evaluation and the locus of choice as residing within oneself;
– simply put, having a sense of freedom and responsibility each time an option presents
itself.

 Creativity
– if you feel free and responsible, you will act accordingly, and participate in the world;
even contribute to the actualization of others.
– creativity is expressed through social concerns, love of others, or it can also be as
 simple as doing one’s best at one’s job.

ABRAHAM MASLOW (1908-1970)

 He believed that people are motivated to achieve certain needs and that some needs take
precedence over others.
 He promoted the concept of self-actualization with his “pyramid of needs.”
 Needs are arranged according to potency and strength. Lower needs are stronger and
more urgent;
 Needs are fulfilled sequentially from lowest to highest; and
 Needs of one level must at least be partially fulfilled before you can accomplish higher
needs.
HIERARCHY OF NEEDS (1943)

SELF-ACTUALIZED PERSONS
 Accepting of others.
 Independent and resourceful.
 Cultivate deep and loving relationships with others.
 Exude gratitude and maintain deep appreciation even of simple things.
 Easily discern the superficial from the real.

Social Roles and Relationships

Social Role and Norms – your part or position in a society, including how you behave as a
member of the group (social norm)
SOCIAL ROLES
 The parts each of us play as member of a particular social group, constantly adopting to
various changes in order to fit expectations…
SOCIAL NORMS
 Unwritten rules of beliefs, practices, attitudes, and behaviors considered socially
acceptable to a culture. They provide us with sets of expectations regarding how one
should behave within a particular social group.
NATURE AND DEPT OF RELATIONSHIPS
- Relationships are among the most important aspects of our [social] lives.
- Whether positive or conflicted, the lack of relationship could lead to loneliness.

Familiarity … within Relationships

 Being comfortable with another person and is necessary condition for a relationship to
develop.
Attraction … within Relationships
 Santrock (2003) – lead to deeper relationships. One person may be drawn to another
due to reasons like similarities or differences in interests, personality characteristics,
life goals, lifestyles, etc.
 It paves the way for enjoying the company and being comfortable with the other
person, and for feelings of ease and confidence.

LOVE
 A special attachment one has for himself/herself or for somebody else.
 An intense feeling of deep and constant affection in which a person always sees to the
good, happiness, and welfare of another.
 Willingness to sacrifice or to give up something for the good someone.
COMMON TYPES OF LOVE
 Romantic Love
– or Passionate Love. It includes an intermingling of different emotions such as fear,
anger, joy, jealousy, sexual desire, etc.
– Involves intimacy and passion.
– Often leads to marriage.

 Affectionate Love
– or Companionate Love. It occurs when someone has deep and caring affection for a
person and desires to have that person near constantly.
– Involves intimacy and commitment.
  Consummate Love
– It is the strongest and fullest type of love according to Sternberg (1985)
– Involves passion, intimacy, and commitment.

 Fatuous Love
– It is exemplified by an unstable relationship where passion motivates a commitment
without the stabilizing influence of intimacy.
– Commitment and passion are present while intimacy or liking is absent.

TRIANGULAR THEORY OF LOVE (Sternberg)

ATTITUTE
 Refers to beliefs, feelings, or behavioral tendencies a person has toward attitude objects,
i.e., person, place, thing, or idea.
 Can be positive or negative.
HOW ATTITUDES ORIGINATE
 Generally, attitudes of a person develop over time and have several components. They are
normally acquired from two sources:
1. Personal Experience
2. Vicarious Experience (accounts by others)

 Attitudes are also learned from others through modeling.

PERSUASION AND ATTITUTE CHANGE
 Attitudes are not permanent. They can be modified even after they have been formed…
 Persuasive communication plays a huge part in the change process…
  The extent of change depends on the speaker, the message, and the listener.
ABC MODEL OF ATTITUDES (Ostrom, 1969)
 These behavioral tendencies can de described in terms of three components:
1. Affective component
2. Behavioral component
3. Cognitive component
A for AFFECTIVE B for BEHAVIORAL C for COGNITIVE
Affective component Behavioral Component Cognitive Component
- This involves a person’s - This involves a person’s - This involves a person
feelings/emotions way of acting or belief/knowledge about
toward the attitude behaving around the the attitude object.
object. attitude object. - Example: “I believe
- For example: “I am - Example: “I will avoid clown are evil.”
scared of clowns.” clowns and scream if I
see one.”

FUNCTION OF ATTITUDE
 Attitudes can serve functions for the individual. Daniel Katz (1960) outlines four functional
areas:
KNOWLEDGE
- Attitudes provide meaning (knowledge) which help us organize and structure our
experiences in ways that help predict what is likely going to happen.
- Example: Knowing a person’s attitude gives you an idea how that person would react
EGO-EXPRESSIVE
- Attitudes are part of our identity which help assert who we are either through verbal or
non-verbal expressions
ADAPTIVE
- Positive attitudes or attitudes within the norms are rewarded with approval and social
acceptance. We therefore adapt in order to fit in
EGO DEFENSIVE
- Motivated by self-interest and/or selfpreservation, we also exhibit attitudes that
produce favorable results, or, whenever we feel threatened, we behave in ways that
protect ourselves.
- Example: No matter how distasteful you find your narcissistic boss, you remain
cooperative.

STEREOTYPING VS. PREJUDICE. VS. DISCRIMINATION

STEREOTYPES
 These are oversimplified generalizations in which the same traits or characteristics are
assumed to be possessed by all members of a group.
  It can either be positive or negative. But because it rarely recognizes individual differences,
it’s usually taken as negative.
PREJUDICE
 Prejudice is an unjustified or incorrect attitude towards an individual based solely on the
individual’s membership of a social group.
 For example, a person may hold prejudiced views towards a certain race or gender (racism
& sexism).
 It’s also a prejudgment originating outside of experience and includes all three components
of an attitude — affective, behavioral & cognitive.
 However, a prejudiced person with self-control may not act on her/his attitude. Therefore,
someone can be prejudiced towards a certain group but not discriminate against them.
(Prejudiced non-discriminator)
DISCRIMINATION
 The acting out (intentionally or unintentionally) of an unacceptable attitude towards an
individual or group of people, on the basis of sex/race/social class, etc.
 It can involve only the behavioral aspect of attitude and less or almost none of the affective
and/or the cognitive components, especially from a person with no real prejudice. (Non-
prejudiced discriminator)