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Chapter XI EMOTIONS Emotions are the life force of the soul, the source of most of our values… the basics of most other passions. - Robert Solomon – THE NATURE OF EMOTIONS Psychologists consider emotion as a response of the entire organism to a stimulus. It is viewed not as a single entity but as a combined reaction of a person, involving physiological changes, observable changes in behavior, and subjective experiences. Thus, emotion has been generally defined as a complex or stirred-up state of the human being, reflected both in external and internal bodily changes. The word “emotion” comes from the Latin word “emovere” meaning “to move out” which conveys the idea of an outward expression of something inside, which is one aspect of emotion. The physiological changes associated with emotions are very complex. These changes are concerned with the maintenance of the internal environment of the body, which includes such factors as heart and pulse rate, temperature regulation, and blood pressure. Among the observable changes in behavior are facial expressions, and bodily movements including gestures. The subjective experiences include such feelings as pleasantness or unpleasantness and tension or relaxation. At birth, the only distinguishable emotion is general excitement, but with the maturation and learning, a diversity of emotions appear. In showing the relations or making distinctions among these diverse emotions, some psychologists have pointed out 3 ways in which these emotions vary: intensity, similarity, and polarity (Cofer and Fitzgerald, 1975:19). Differences in intensity are shown by the distinction we make between grief and sadness, between fear and panic, or between annoyance and fury. The degree of similarity emotions have to one another is reflected in our acceptance of the fact that joy and love are more emotions are opposite or polar to others, such as joy is sadness, and love is to hate. ASPECTS OF EMOTIONS To measure and identify emotional reactions, studies in psychology have subjected its 3 important aspects to analysis and investigation; namely: 1. Physiological changes in emotion These changes are a significant part of any emotional reaction. An emotionally upset individual is aroused all over and various reactions occur throughout his body. Changes in the conditions of the internal organs, blood chemistry, and brain waves result from the interaction of the receptors, muscles, and nervous mechanisms. 2. Observable changes in behavior Most of us manifest our emotional arousal through overt behavior such as facial expressions, vocal expressions, and bodily movements. When we observe emotions in other people, we usually pay more attention to the facial and vocal expressions. 3. Subjective experiences in emotions When a person gets emotionally aroused, the most obvious aspect of his emotion is the feeling that he experiences. He may say he feels happy, elated, afraid, sad or excited. Such an experience is a subjective event which only the person who is experiencing the emotion can report on. In psychology, these emtional feelings are referred to as the affective states or the pleasant-unpleasant dimension of emotions. CLASSIFICATIONS OF EMOTIONS There are four broad classes of emotional reactions: fear, anger, grief and love. However, this does not mean that there are only four emotions and thus deny the existence of other emotional states. 1. FEAR One of the most troublesome of all emotional reactions. Associated with bodily sensations dues to the activation of the autonomic nervous system. Common and prominent physical manifestations : pounding of the hear, sinking feeling in the stomach, trembling and shaking, weakness, faintness and tensions Basic characteristic: the individual is not ready to react adequately which may be attributed to the lack of technique for dealing successfully with a feared situation. Fear of a specific object or situation may have been acquired through conditioning. 2. ANGER A primary occasion is when a goal-seeking activity is hindered. Attacking is a possible reaction. It begins as an emotional accompaniment of something else It can be misdirected. If the aggression aroused by frustration cannot be directed against the situation itself, it mat be displaced and vented upon a substitute. 3. DEPRESSIVE REACTIONS or GRIEF Situations are similar to those that produce anger. The major difference is that there is more of the element of finality is depressive states rather than in an anger situation. 4. LOVE Mainly involves a focusing of strong positive feelings on a person. It can have a sexual desire as an important component, although people can feel love without the sexual element. It can be displaced from its original object and transferred to substitute or symbolic objects. * Young men may fall in love with women who resemble their mothers or vice versa. With infants, love grows from their relationship with their parents. Love between individuals of the opposite sex has, through the ages, been often characterized by a disruption in the behavior. In the Law courts and newspapers, we see ample evidence that the emotion of love is disorganizing. But not all aspects of love can be harmful. Sometimes, it is the cause of failure in an exam, a missed important meeting, lost friendship, or quarrel with parents. THEORETICAL APPROACHES TO THE STUDY OF EMOTIONS Emotions, as we have seen, involve complex and intricate relationships between body, mind, and behavior. A number of viewpoints about the nature of emotions have emerged over the years, yet there is no single, integrating, comprehensive theory which has relevance to all its aspects. 2 Major Classification 1. Classical Viewpoints The first commonly accepted viewpoint was the common sense view which holds that a subjective state of fear or anger produces behavior changes. In short, emotions are felt first and reaction follows. A. JAMES-LANGE THEORY Founded in the late nineteenth century, by 2 psychologists, WILLIAM JAMES, a famous American philosopher and psychologist and CARL G. LANGE, a Danish physiologist and psychologist. According to this theory, we perceive a situation and then give our reaction and holds that physiological responses rise to our cognitive experience of emotion. An emotional experience follows a sequence of “stimulus-bodily response-awareness. (“We are sad because we cried”) Our body responds to a perception of an event before we experience the emotion: Perception of emotion-producing stimulus Activation of visceral and skeletal responses Feedback from bodily responses to the brain, producing experience of emotion The feelings are a consequence of behavior. This theory is important because of the emphasis it placed upon bodily changes as a vital aspect of emotion. B. CANNON-BARD THEORY {hypothalamic theory} A rival theory as an objection to the James-Lange theory Presented by WALTER B. CANNON and was later elaborated by L. BARD, his student. The “hypothalamus”, which is part of the brain’s central core, has the central role in emotion. This theory proposes that the hypothalamus is the “seat of emotions” and that, in response to a stimulus from the outside, the hypothalamus sent impulses to both the cortex and viscera; the experience of emotion coincide with the arousal produced. Perception of emotion-producing stimulus Processing of stimulus by the hypothalamus which simultaneously send messages to the cortex and other parts of the body Messages to cortex produce experience of emotion Messages from hypothalamus activate visceral and skeletal responses C. COGNITIVE THEORY OF EMOTION Emphasized by Stanley Schachter and Jerome Singer They theorized that our perception of our emotional state is influenced by our interpretation of the situation as well as by physiology, which is reflected by the JamesLange Theory. In emphasizing the role of the brain in interpreting and labeling emotional experiences, they reflect the Cannon-Bard Theory. This theory is illustrated by Hilgard (1983) as information integration: COGNITIVE FACTORS Memory of past experiences and appraisal of current situations give rise to additional information inputs Inputs to brain from internal organs and skeletal muscles STIMULUS FACTORS Inputs to brain from external stimuli impinging on the sensory system Conscious experience of emotion Integration of input from 3 sources 2. Recent Theoretical Approaches A. Activation Theory of Emotion {Lindsey} Holds that emotion is associated with the activity of the reticular activating system (RAS) which is part of the brain stem A continuum is seen to exist from coma and sleep at the low end of the scale, through waking and attentive behaviors This continuum reflects the degree to which we are activated to action. B. Arousal-Cognition Theory can be interpreted by a person as joy or anger, or any other emotional state, depending on the situation. It assumes that there is only one kind of physical excitement or arousal, but the various states of arousal are labeled according to our knowledge or cognition of the emotionproducing situation. It suggests that the problem of emotion is essentially one of labeling . C. Theory of Limbic Functions First drawn by Papez in 1937 and elaborated later by Paul McLean in 1958. They view that the regions of the limbic system are intricately involved in our emotional experience and behavior. It holds that while the cerebral cortex is engaged in intellectual interpretation in terms of verbal and related symbols, the limbic system makes the interpretation in terms of emotional feeling that goes with sensation arising from the internal organs of the body; hence, it plays a vital role in emotional experience (Sartin, 1973:331). EMOTIONAL CONTROL Emotional control does not mean inhibition or repression of our emotions. Rather, it means directing and managing emotional experiences such that they will not have negative consequences. Achieving emotional control is one indication of emotional maturity. To achieve emotional control, Guilford (1964:192-194) gives the following suggestions: 1. Avoid emotion-provoking situations. Emotional responses are caused by stimuli. If a child is exposed to harrowing stories or exciting movies on TV, he will have less chances of putting his emotions under control. At best, children should be exposed to these in small doses. 2. Change the emotion-provoking situations. Attitudes may be changed, as in making friends out of enemies. Hate may turn into love. Sometimes, removal of the source of the emotion may help. 3. Increase skills for coping with the situation. Many emotions arise because of inadequacy or inability to achieve goals promptly. These can be prevented by development of the necessary skills and abilities to cope with the situation. Overprotected children develop feelings of inadequacy or inferiority. Systematic practice in the arts of conversation, social dancing and other activities will develop the individual’s social personality. Efforts should be directed toward development of self-confidence and independence. 4. Re-interpret the situation. Sometimes the oversensitive type of person needs to analyze the actions and words of others. He has to be convinced that his fears are groundless. Helping him achieve his goal will build his ego and restore his selfconfidence. 5. Keep working toward your goal. It is natural for people to meet difficulties in the solution of problems. Helping the person realize that problem-solving involves trial and error will keep him emotionally sound. Encourage the individual to keep working towards his goal. A few wrong steps should not deter him from reaching his goals. 6. Find substitute outlets. Substitute goals may give temporary relief. They may not solve the emotional problem, but they may lessen the tension. Teach the individual to sublimate desires and goals. 7. Develop a sense of humor. Laughter often solves an emotional problem to satisfaction. The person who has a good sense of humor makes light of tensions. The emotionally mature person should be able to laugh at himself and his follies. He should be able to laugh off his tensions. Reference: Bustos, et.al. (1999). Introduction to Psychology. 3rd ed. Katha Publishing Gaerlan, Josefina. et.al. General Psychology, 5th edition. Philippines: Ken, Incorporated. 2000.