2010+emotion+focused+approaches+ch+5 13 hul

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Emotion Focused Approaches:

Ch. 5 Subjective well-being

Ch.6 & 7 (Resilience & Flow)

Ch.8(Positive Affectivity)

Ch.9(Positive Emotions)

Ch.10(The Social Construction of Self Esteem

Ch. 11(The Adaptive Potential of Coping

through Emotional Approach

Ch.12 (The Positive Psychology of Emotional

Intelligence

Ch. 13 (Emotional Creativity)



Emotion-Focused Approach

-Subjective well-being/ psychological well - being/happiness

-Person himself like his life

- His cognitive and affective evaluation of his life- experiencing pleasant emotions

Freud`s pleasure principle (instinctive need-

gratification)Happiness= positive affects+ life satisfaction

Hedonic perspective ± well being &happiness

(synonym)



Eudaimonia ±Happiness+ meaning = well-being

True self

eudaimonia occurs when people¶s life activities aremost congruent or meshing with deeply held values

and are holistically or fully engaged.

Ryff & Keyes (1995) : psychological well-beingSix distinct aspects of human actualization:

autonomy, personal growth, self-acceptance, life

purpose, mastery, and positive relatedness.



Ryff`s Psychological well-being

Psychological well beingSelf acceptance

Personal Growth

Purpose in life

Environmental mastery

Autonomy

Positive relations with others



Social Well being

Social Acceptance

Social Actualization

Social contribution

Social coherence

Social integration

Emotional well being

Positive affect

Negative effect

Life satisfaction

Happiness



Theoretical approach

1.need and goal satisfaction theories-individuals attain SWB when they move

toward an ideal state or accomplish a valued

goal.- One¶s ³ideal self´ and one¶s ³ought self´

-Tension reduction theories-happiness is

desired end state toward which all activity isdirected.



SBW is strongly affected by stable personality

dispositions.

stability coefficient

Genetic vs. environmental component

Personality type and SWB

How we think about life (expectancy of control)



Demographic variables& SBW

income

ageGender

Health

Marital status

Religious activities

Culture & SWB

Collectivist vs. individualist cultures



Interventions

Optimism Training

Positive outlook, meaningful goals, close

social relationships, temperament (lowworry)



Positive Affectivity

positive affectivity, a trait that reflects stable

individual differences in positive emotional

experience. i.e cheerful, enthusiastic, energetic,confident, alert, happiness, excitement, vigor,

and confidence.

Meehl proposed that individual differences inhedonic capacity were present at birth and

partly heritable. phenotypic variations in

positive emotionality and extraversion.



Summary of Research Findings

Temporal Stability and Cross-SituationalConsistency.

-Considerable evidence suggests thatpersonality continues to develop and evolve

throughout the 20s; accordingly, stabilityestimates are significantly lower prior to age30(Costa&Mc Crae1994). Consistent with thebroader personality literature, studies of older

adults have yielded impressive levels of stability(i. e., correlations in the .60 to .80 range), evenacross extremely long time spans.



Causes and Correlates of Positive Affectivity

Genetic EvidenceRole of multiple genes & Environmental

interaction

Researchers using the MPQ (Multidimensional Personality Questionnaire)

Well-Being scale have reported heritability

estimates in the .40 to .50 range (Finkel &

McGue, 1997; Tellegen et al., 1988).



Neurobiological Basis of Positive Affectivity

Happy individuals tend to show relatively

greater resting activity in the left prefrontal cortexthan in the right prefrontal area; conversely, dysphoric

(An emotional state characterized by anxiety,

depression, or unease) individuals display relatively

greater right anterior activity.Depue et al.(1994) found that various measures of

dopaminergic activity (initiated by the neurotransmitter

activity of dopamine or related substances) were

strongly correlated with individual differences inpositive affectivity but were unrelated to negative

affectivity.

Meehl¶s (1975) some persons [are] born with more

³cerebral joy-juice.´



Demographic and Environmental Correlates

Age, gender, marital status, ethnicity, income and

socioeconomic status.

Lykken and Tellegen (1996) reported that income,

educational attainment, and socioeconomic status

each accounted for less than 2% of the variance in

scores on the MPQ Well Being scale.

In an analysis of 169,776 respondents across 16

nations, found that 80% of men and 80% of women

said that they were at least ³fairly satisfied´ with life.



Married People

Extrovert, socially active and emotionalStable

Spiritual& religious

Job(.44 with PA)



Positive Emotions

They are markers of optimal well-being. positive

emotions (such as joy, interest, contentment,

love, and the like)

Subjective experience,

Facial expressions,

Physiological changes.

Affect : Affect is a person`s immediate,

physiological response to a stimulus and it is

typically based on underlying sense of arousal-

(autonomic arousal)



the broaden-and-build theory describes the

form of positive emotions in terms of broadened

thought-action repertoires and describes their function in terms of building enduring personal

resources.

The first central claim of the broaden-and-buildtheory is that experiences of positive emotions

broaden a person¶s momentary thought-action

repertoire.

Emotion------ thought-----------action



Experience of Positive

Emotions

Broaden momentary

thought-action repertoires

Build enduring personal

Resources

Transform people and

produce upwards spiral

Positive emotions trigger upward spiral toward emotional well-being Fredrickson

& Joiner, 2002



The Building Hypothesis

The second central claim of the broaden-andbuild theory is that experiences of positive

emotions, through their broadening effects,

build people¶s enduring personal resources.

Correlational and experimental Studies---indirect

evidence positive traits and states and

behaviors linked with positive states² such as

play² to increase in physical, intellectual, andsocial resources.



Coping Through Emotional Approach

Problem-focused coping includes such

strategies as defining the problem, generating

and weighing alternative solutions, and

following a plan of action.

Emotion-focused coping includes processes

such as avoidance, denial, seeking emotional

support, and positive reappraisal.



Emotional Intelligence

For psychologists, the 1990s were best known

as the ³Decade of the Brain.´ But there were

moments during those 10 years when the

popular press seemed ready to declare it the

³Decade of the Heart,´ not so much for a

popular interest in cardiovascular physiology

but rather as a reflection on the growing interestin emotions.



Emotional intelligence represents the ability to

perceive, appraise, and express emotion

accurately and adaptively; the ability to understand emotion and

emotional knowledge;

the ability to access and/ or generate feelingswhen they facilitate cognitive activities and

adaptive action;

and the ability to regulate emotions in oneself and others (Mayer & Salovey,1997).



four branches---(Ability Model).

The first of these branches, emotional perception andexpression, involves recognizing and inputting verbal

and nonverbal information from the emotion system.

The second branch, emotional facilitation of thought(sometimes referred to as using emotionalintelligence), refers to using emotions as part of

cognitive processes such as creativity and problemsolving.

The third branch, emotional understanding, involvescognitive processing of emotion, that is, insight and

knowledge brought to bear upon one¶s feelings or thefeelings of others.

fourth branch, emotional management, concerns theregulation of emotions in oneself and in other people.



Golemen (1995,1998)Mixed Model

Self-awareness--knowing your emotions, recognizing

feelings as they occur, and discriminating between

them.

Mood management--handling feelings so they're

relevant to the current situation and you react

appropriately . Self-motivation--"gathering up" your feelings and

directing yourself towards a goal, despite self-doubt,

inertia (inactivity), and impulsiveness.

Empathy--recognizing feelings in others and tuninginto their verbal and nonverbal cues.

Managing relationships--handling interpersonal

interaction



Trait emotional intelligence (trait EI or trait

emotional self-efficacy)

It is defined as a constellation of emotional self-

perceptions located at the lower levels of

personality hierarchies (Petrides, et. al. 2007).

The construct provides a comprehensiveoperationalization of the affect-related aspects o

personality and lies wholly outside the taxonomy

of human cognitive ability (Carroll, 1993).Trait EI essentially concerns individual

differences in people¶s self-perceptions of their

emotional abilities.



Facets High scorers perceive themselves as«

Adaptability «flexible and willing to adapt to new conditions. Assertiveness «forthright, frank, and willing to stand up for their rights.

Emotion perception (self

and others)

«clear about their own and other people¶s feelings.

Emotion expression «capable of communicating their feelings to others.

Emotion management

(others)

«capable of influencing other people¶s feelings.

Emotion regulation «capable of controlling their emotions.

Impulsiveness (low) «reflective and less likely to give in to their urges.

Relationships «capable of having fulfilling personal relationships.

Self-esteem «successful and self-confident.

Self-motivation «driven and unlikely to give up in the face of adversity.

Social awareness «accomplished networkers with excellent social skills.Stress management «capable of withstanding pressure and regulating stress.

Trait empathy «capable of taking someone else¶s perspective.

Trait happiness «cheerful and satisfied with their lives.

Trait optimism «confident and likely to ³look on the bright side´ of life.

The Adult Sampling Domain of Trait Emotional Intelligence (

Copyright (c) K. V. Petrides 2001 - 2010

15 trait emotional intelligence facets)



Denial Golemen (1995) -20%counts for IQ

& rest goes for emotional and socialintelligence.

In 1998 he found in his another study that67% of abilities regarded as essential for

effective performance were emotionalcompetencies.

-It accounts almost twice as much as IQand Expertise.

Essential for Interpersonal (Understandingothers, and their feelings) & Intrapersonalrelationships (Understanding yourself, your goals, intentions, responses, behaviour and all.



Clinical Interventionrelaxation and increasing pleasant activities.

(from behaviorism) For emotional positivity

One example of a therapy with such a goal isEmotionally focused therapy (EFT; e.g.

Greenberg & Paivio, 1997; Safran &Greenberg,1991), which seeks to help clientsachieve more adaptive functioning throughevoking and exploring emotions and

restructuring maladaptive emotional schemes.Emotion-focused therapy was aimed at

acceptance, exploration, and discharge of emotions related to the loss.



For Emotional Intelligence

For example, in a guidebook for developing

emotional intelligence curricula for elementary

school students, Schilling (1996) recommendsunits on self-awareness, managing feelings,decision making, managing stress, personal

responsibility, self-concept, empathy,

communication, group dynamics, and conflictresolution.

Social & Emotional learning program



There are over 300 curriculum-based programs

in the United States purporting to teach Social and

Emotional Learning (Cohen, 1999b). ³character development´ (Lickona, 1991).

The curriculum provides 25 to 50 hours of highly

structured classroom instruction at each grade level.Included in the early years of this curriculum are units

on self-monitoring, feelings awareness, perspective

taking (empathy), understanding nonverbal

communication, anger management, and many other topics, some of which are loosely consistent with our

model of emotional intelligence.



Self Science, which was developed and

field tested by Jensen, et. al 1998). This

program begins with three assumptions:

There is no thinking without feeling and no

feeling without thinking;

the more conscious one is of what one is

experiencing, the more learning is

possible; and self-knowledge is integral to

learning.Goal 3, called ³Becoming More Aware of

Multiple Feelings,´



Intervention in the workplace

old and familiar training sessions on human relations,achievement motivation, stress management, andconflict resolution.

MBA students receive experiences designed to

promote initiative, flexibility, achievement drive,empathy, self-confidence, persuasiveness(expressive), networking, self-control, and groupmanagement.

Communication and emotion-related skills are alsoincreasingly being incorporated into physician training(Kramer, Ber, & Moores, 1989).



Direction for future research

Neurological underpinnings

Psychological & physiological effects of positiveemotions.

A third critical direction for future research will be totest the build component of the broaden-and-buildtheory. Although the evidence that positive emotionstrigger an upward spiral toward enhanced emotional

well-being (Fredrickson & Joiner, in press) providesinitial support for the hypothesis that positive emotionsbuild psychological resilience, the building hypothesismerits much additional testing.



Emotional Creativity

The way creativity and emotions are evaluated ineveryday affairs is reflected in our scientific theories.

Psychologically, for example, creativity is classedamong the ³higher´ thought processes, whereasemotions often are treated as non cognitive.

Physiologically, creativity is considered a neocorticalactivity, whereas emotions are presumed to be amanifestation of sub cortical regions of the brain.

Finally, from a biological perspective, creativity is

regarded as a late evolutionary development.Emotional Intelligence and Emotional Creativity by Ivcevic et.al (2007)

http://www.unh.edu/emotional_intelligence/EI%20Assets/Reprints ...EI%20Proper/EI2007%20Ivcevic%20Creativity.pdf

For test detail

http://onlinelibrary.wiley.com/doi/10.1111/1467-6494.00058/pdf



the relevant beliefs and rules must be

internalized to form emotional schemas.

--Cause of individual differences

An emotional state is a temporary (episodic)

disposition to respond in a manner consistent

with an emotional syndrome, as that syndromeis understood by an individual.

Emotional responses are what a person does

when in an emotional state.



The threefold distinction also applies to emotions

as creative products:

First, corresponding to ready-made art, emotional creativity

may involve the particularly effective application of a

preexisting emotion, or combinations of emotions.

Second, emotional creativity may involve the modification(³sculpting´) of a standard emotion to better meet the needs

the individual or group.

Third, emotional creativity may involve the development of

new forms of expression, with fundamental changes in the beliefs and rules by which emotional syndromes are

constituted.



Individual Differences in Emotional Creativity

Creativity Inventory (ECI) has been constructed (Averill,

1999b). The facets comprise the preparedness items;, the novelty

items; and , a combination of the effectiveness andauthenticity items.

Inversely correlated trait with EQ/I & EC

The Toronto Alexithymia Scale (TAS-20) is commonlyused to measure the condition (Bagby, et. al.(1994)

Factor 1 assesses a person¶s difficulty identifying feelingsas distinct, say, from bodily sensations;

Factor 2 reflects difficulty describing feelings or communicating feelings to others; and

Factor 3 indicates a preference for externally orientedthinking, that is, a focus on situational details as opposed to

one¶s own thoughts and feelings.



Intervention

(Nickerson, 1999) might be fruitful incorporated intopsychotherapy.

These techniques fall into four broad categories:

(a) preparedness² gaining knowledge and expertise

within a domain; (b) motivation² cultivating a desire to innovate on

what is known, and a willingness to take risks;

(c) imagination² learning to envision new approaches

and realities; and (d) self-monitoring² guiding and assessing

one¶s own efforts for effectiveness.

Environment: Family, School etc.

2010+emotion+focused+approaches+ch+5 13 hul

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