Emotions. Emotions are different psychological and physiological states that arise as response to diverse stimuli or events. Emotions affect peoples' life every day. They influence our thoughts, behaviour and relationship. This is why it is so important to get to know them. Feelings and emotions originate in the brain. They can affect every part of the body - from head to toes. Our emotions let other people understand us and also they help us to understand ourselves better, be true and make relations with other people. Without emotions people would be like robots. Importance of Emotions We can discriminate conditionally between good and bad emotions. Like, joy, love, surprise versus sadness, disgust, anger, jealousy. Each of emotions can vary in its intensity. All emotions are important, including anger, fear and sadness. Emotions are natural and help to make you who you are. They help us to survive. Fear tells you that you must run away. Anger helps to pull yourself together and defend yourself. Sadness shows to other people that we need help. Xxx makes us more energetic and sociable. Xxxx helps us to form a close bond and relationship with one another. Expressions of Emotions Emotions are complex phenomenon. They are accompanied by psysiological responses in body, like: changes in heart rate; changes in blood pressure; respiration; hormonal levels; brain activity. Learn to love yourself and your emotions Emotions are influenced by our cognitive processes, perceptions, thoughts and interpretations of events. They can reveal in our changes in facial expression, body language, vocal tone, xx.xx.
Emotions definitions and theories Emotions are recognized as complex, multifaceted, and difficult to define or comprehend by means of a single, unifying theory (Xxxxx & Xxxxxxx, 1990). Nevertheless, their central role in normal human functioning, and in the development and maintenance of psychopathology, makes them a prominent focus of clinical research and a key target for interventions designed to promote wellbeing and reduce distress. Current consensus, as delineated by x.x. Xxxxxxxxxx, Xxxxxx-Xxxxxx, and Xxx (2006) and Xxxxxxx (1984) is that emotion is best conceptualized as a biological, cultural, social and relational phenomenon (Xxxxxxxx, 2001; Xxxxxxxxx, 1996), comprising several components: a) subjective feelings or emotional experiences; b) expressive motor behaviour such as facial displays; c) cognitive appraisals and styles which intervene in processing affective information (Xxxxxxx, 1991; Xxxxxxxx and Xxxxxx, 1960); d) physiological arousal (Xxxxx-Xxxxx, 1922; Xxxxxx, 1927); and e) readiness to take particular action. There is also shared recognition of the variance in intensity and duration of emotions leading to the identification of three different types of emotional state (Xxxxxx, 2004): moods, emotions and sentiments. According to Xxxxxx (2004), a ‘mood’ is “generally treated as a low intensity, short duration state for the actor and has limited organizing effect on social interaction” (p.149). In contrast, emotions: “are intense and transitory states signified by intense behaviour of actors. They often occur in response to experienced situations or acts of others and are thus instantiated in ongoing interaction” (p.148). Finally, sentiments are “generally conceptualized as of lesser intensity than emotions, but of longer duration”. The definitional complexities concerning emotion are not the focus of this thesis and therefore, for the purpose of this study, the terms ‘emotion’ and ‘affect’ will be used interchangeably and incorporate states of varying intensity, without discriminating according to conceptual framework. This is consistent with the majority of research into psychopathology, where affective disturbance is measured according to intensity, frequency, duration and impact (x.x. Xxxxxx, Xxxxx, & Xxxxxxxx, 1988; Xxxxxxxxxxx, Xxxxxx, Xxxxxxx, & Xxxxx, 1983). However, positive and negative affect will be discriminated, as they have been considered to play different roles in the development and persistence of psychological problems, and, al...
Emotions. Being able to have attachments to things and persons outside ourselves; being able to love those who love and care for us; being able to grieve at their absence, to experience longing, gratitude, and justified anger; not having one's emotional developing blighted by fear or anxiety.
Emotions. After reading each scenario, respondents were asked what their emotional reactions would be if they were the main character in this situation. For example, respondents were asked if they were the main character, how angry they would be in this situation. In addition, respondents were also asked how frustrated and how depressed they would be if they were the main character in the situation (Xxxxxx 2006). All emotions were coded so that 1 = not at all angry, frustrated, or depressed and 9 = very angry, frustrated, or depressed. Intentions to Offend After each scenario respondents were asked how likely they would be to engage in the same behavior as the main character. In the fighting scenarios, male respondents were asked, “If you were Xxxx, how likely would you be to hit Xxxxxxx?” In the shoplifting scenario, male respondents were asked, “If you were Xxxxx, how likely would you be to take the calculator without paying for it?” In the drug and alcohol use scenario, males were asked, “If you were Xxxx, how likely would you be to get drunk with your friends if you experienced this situation?” A similar question was asked for drug use. Finally, in the cheating scenario male respondents were asked, “If you were Xxxx, how likely would you be to copy another student’s answers during an exam.” The same questions were asked of males and females with changes in the characters’ names only. Answer choices range from 1 (not at all likely) to 10 (very likely). Perceptions of Strain After respondents read the fighting scenario, they were asked how personally they would take the antagonist’s behavior (1=not at all personally to 9=very personally). In addition, respondents were asked how unjustified they viewed the antagonist’s behavior (Xxxxxxx in the male vignette and Xxxxx in the female vignette). This variable was coded so that higher numbers indicate that the behavior is viewed as more unjustified (range 1-9). In the shoplifting scenario, respondents were asked how unfair they view the professor’s policy of not loaning out calculators with 1 rated as not at all unfair and 9 rated as very unfair. In the drinking and drug use scenario, perceptions of strain were measured by asking how unfair the respondent views the professor’s policy that material not covered in class can appear on the exam (1=not at all unfair, 9=very unfair). Finally, in the cheating scenario, respondents were asked how unfair they view it that the professor is unable to answer questions that will be ...
