Course Code PERDEV 101

Course Title Understanding the Self

Time Frame Week 6 -7
Topic Unfolding the Emotional Self

Introduction
This lesson focuses on the emotional dimension of the self. It broadly tackles the different aspects of human
emotions and reactions that are embedded in an individual's different emotional experiences. It also covers discussions
on emotional intelligence and emotional regulation.

Lesson Review
Write two concepts that you have learned from the previous lesson. Give some descriptions or examples.
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Learning Content: Human Emotions

An important aspect of understanding the self is acknowledging the presence of emotions. Emotions serve as a
driving force in how one acts and behaves. Emotions play a part in making decisions, embracing certain lifestyles, and
relating to others. However, while emotions can be immediately recognized, there is a difficulty in determining them
and for some people, there is also the difficulty in controlling them. However, this is not to say emotions rule over one’s
rationality and become the sole basis of his or her decisions. An important point to remember is that every individual is
expected to have the capacity to manage his or her emotions.

Emotions are the lower-level response occurring in the brain, which create biochemical reactions in the body,
and consequently cause changes in one's physical state (Hampton, 2015). Thus, emotions serve a critical survival
function in making one aware of threats coming from the environment that may affect his or her inner consciousness.

There is a distinction between emotions and feelings despite both being interchangeably used and discussed in
various contexts. While emotion is a biological experience and response, feelings have been defined as the mental
portrayal of what is going on in your body when you have an emotion and is the by-product of your brain perceiving and
assigning meaning to the emotion (Hampton, 2015). In other words, feelings are subjective experiences that frame the
interpretation of emotion. Emotions are physiological feelings are subjective since they are based on personal beliefs
and
experiences. In making a particular decision, aside from using logic and reason in deliberating about a choice, we ask
ourselves "how do I feel about making this decision? Does it feel good? Does it feel right?" Therefore, in managing
emotions, one is actually managing his or her feelings because he or she is the one "assigning'' what the emotion means
to him or her. Despite this distinction, researchers have used the term emotional intelligence to denote the
interpretation and management of emotional experiences.

Emotional intelligence
Emotional intelligence has been defined by a number of theories. For Bar-On (1997, p. 14), it is "an array of
non-cognitive abilities, competencies, and skills that influence one's ability to succeed in coping with environmental
demands and pressures." According to Mayer, Salovey, and Caruso (2004), it is one's ability to understand emotion and
for them to contribute in how one perceives the environment he or she is in. Emotional intelligence includes one's
capacity to regulate emotions and be emotionally aware which is helpful on one's emotional and intellectual growth. For
Goleman (1998, p. 317), it is the "capacity for recognizing our own feelings and those of others, for motivating
ourselves, and for managing emotions effectively in ourselves and others." Emotional intelligence is an aggregate result
of both innate individual characteristics and skills people acquire and develop throughout their lifetime.

What do these definitions imply about emotions? First, emotions exist alongside cognition. The brain produces
the physiological component of emotions, and the mind interprets it. Cognition is used to be aware of one's feelings and
of others too. Thus, the two are not and should not be studied separately because one cannot exist without the other.

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Emotions, just like any other information one encounters are also processed by the senses. Emotions can be managed
and regulated, and they can be identified so that they are used within the right context. Managing emotions is an ability
and an ability is something that is learned. ln regulating emotions, the capacity to be sensitive of one's emotions and
those of others is also developed for self-understanding and maintaining healthy interpersonal relationships. Lastly,
emotional intelligence is a requirement for one's overall well-being and hence, can translate to effective functioning in
all aspects of one's life.

Emotional intelligence with its specific components has been outlined by three models to explain its importance.
The first model has outlined four branches: emotional perception and expression, emotional facilitation as aids to make
sound judgment, emotional understanding and analysis, and reflective emotional regulation (Mayer, Salovey, & Caruso,
2004). Goleman (2005) came up with his own clusters of emotional intelligence, namely self-awareness, self-
management, social awareness, and relationship management. Bar-On's model (1997) is made up of five (5) composites:
self-perception, self-expression, interpersonal, decision-making, and stress management. These three models seem to
underlie two general aspects of emotional intelligence: intrapersonal and interpersonal.

Research has supported the positive impact of emotional intelligence in a variety of settings. It has been seen to
have positive effects on thinking abilities during anxiety-provoking testing conditions and enable students to obtain
good scores. It is also negatively correlated to aggressive and delinquent behaviors; students who have been assessed to
have high emotional intelligence have good social relationships with their peers and teachers and are unlikely to break
rules. People with high emotional intelligence manifest high social competence in dealing with different kinds of people.
In the workplace, emotional intelligence, EQ, is said to be more important than IQ. Employees with emotional
intelligence achieve corporate success and exhibit flexibility skills in dealing with superiors, colleagues, and
subordinates. Such employees also have high organizational commitment since they pledge to commit to the goal and
the advocacy of their companies. They are also seen to be effective leaders and agents of change. Emotional intelligence
also influences well-being and life satisfaction. Emotionally intelligent people are not likely to develop depression and
anxiety, hence effectively coping with problems and other challenges since they are able to manage their emotions.
The results of various research have highlighted the importance of emotional intelligence for all individuals. The
application of emotional intelligence can be seen in different aspects of daily life. At home, emotions are managed in
dealing with family members and at school, emotions are regulated in socializing with classmates and teachers as well as
motivating oneself in fulfilling his or her academic tasks. Effectively regulating emotions also has a positive effect on
one's career goals as emotional intelligence is a crucial criteria companies and organizations consider in assessing
employment suitability. Emotional intelligence research has also produced a number of self-reports and assessment
tools to measure EQ levels in specific individuals.

Note: For the succeeding topics please refer to the PDF file uploaded in the FB group.

References
Go, Ma. Jocelyn M. & Ramirez, Normaliza C. (2018) Understanding the Self. C & E Publishing, Inc. Edsa South
Triangle, Quezon City.
Macayan, Jonathan V., Junghan, Jasmine P. (2018) Understanding the Self. C & E Publishing, Inc. Edsa South
Triangle, Quezon City.
Brawner, Dalisay G. and Arcega, Annaliza F. (2018) Understanding the Self. C & E Publishing, Inc. Edsa South
Triangle, Quezon City.

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