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UNDERSTANDING THE SELF
MODULE 5: Unfolding
the Emotional Self
This module 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.
Section 1: Human Emotions and Emotional Intelligence
This section delves into the understanding of one’s emotional self through the lens of
emotional intelligence theories, particularly in the aspects of emotional awareness and
emotional management.
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. It
plays a part in making decisions, embracing certain lifestyles, and relating to others.
Emotions are the lower level responses occuring in the brain, which create
biochemical reactions in the body, and consequently cause changes in one’s
physical state (Hampton, 2015).
While emotion is a biological expereience 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 other words, feelings are subjective experiences
that frame the interpretation of emotion.
In managing emotions, one is actually managing his/her feelings because he
or she is the one “assigning” what emotion means to him/her. Despite this
distinction, researchers have used the term emotional intelligence to denote the
interpretation and managemebt of emotional experiences.
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Emotional Intelligence
Emotional intelligence has been defined by a number of theories.
For Bar-on (1997), 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’s one’s ability to
understand emotion and for them to contribute in how one perceives the
environment he or she is in.
For Goleman (1998), it is the” capacity for recognizing our own feelings and
those others, for motivating ourselves, and for managing emotions effectively in
ourselves and others.”
Emotional intelligence with its specific components has been outlined by 3
models to explain its importance.
The first model (Mayer, Salovey, & Caruso, 2004) as outlined 4 branches:
Emotional Perception and Expression
Emotional Facilitation as aids to make sound judgment
Emotional Understanding and Analysis
Reflective Emotional Regulation
Goleman (2005) came up with his own clusters of emotional intelligence,
namely:
Self-awareness
Self-management
Social awareness
Relationship management
Bar-On’s model (1997) is made up of 5 composites:
Self-perception
Self-expression
Interpersonal
Decision-making
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Stress management
These 3 models seem to underlie 2 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.
In the workplace, emotional intelligence, EQ, is said to be more important than
IQ. Employees with high EQ achieve corporate success and exhibit flexibility skills
in dealing with superiors, colleagues, and subordinates.
The results of various research have higlighted the importance of emotional
intelligence for all individuals. The application of emotional intelligence can be seen
in different aspects of daily life. Emotional intelligence research has also produced a
number of self-reports and assessment tools to measure EQ levels in specific
individuals.
Section 2: Emotional Regulation
This section continues the discussion on the emotionak aspect of the self, from
emotional intelligence to healthy emotional expression and regulation. It highlights
practical applications of emotional intelligence to one’s daily life.
Managing and Regulating Emotions in Adolescence
Adolescence is considered a turbulent time of development due to to the
biological, psychological, and social changes that adolescents experience and
encounter. It is important that at this stage, adolescents begin to curb their
impulsivity, develop emotional efficacy, and ultimately, acquire emotional maturity.
This will enable them to make viable future plans and long-term goals.
In order to establish emotional efficacy and emotional maturity, emotional
regulation must be learned. Emotional regulation is defined as an attempt to
influence emotion. This can be applied in interacting with the self and with others.
According to Gross (1987), emotional regulation may take two forms:
1. Cognitive reappraisal. It involves the evaluation of the situation prior to
making personal, subjective valuations about it. This approach can be helpful
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because it allows for tbe logical evaluation of the situation instead of letting
emotions rule over rationality.
2. Suppression. It involves denial and masking of facial expressions to hide
one’s current emotional state. In certain situations where expressing feelings will
not always have positive outcomes, suppression may be the practical option.
Another approach in explaining emotional regulation is through the use
of cognitive/covert strategies and behavioral/overt strategies.
1. Cognitive/covert strategies include experiential avoidance (avoidance of
thoughts and feelings judged to be painful), rumination (repeated contemplation),
acceptance, and distraction. The advantage of using these strategies is that they
provide the ability to alter negative impacts of unpleasant emotions.
2. Behavioral/overt strategies entail engagement in observable activities,
such as behavioral avoidance (choice od not doing behaviors resulting in negative
emotions), substance abuse, exercise, eating, and getting involved in social
activities. An advantage of behavioral regulation is that its observable nature
allows them to be monitored directly.
Meta-analytic research has outlined ten (10) common strategies employed in
emotional regulation, namely:
1. Rumination
2. Distraction
3. Acceptance
4. Problem solving
5. Behavioral avoidance
6. Experiential avoidance
7. Expressive suppression
8. Reappraisal
9. Mindfulness
10. Worry
However, there are common characteristics shared by individuals who have
achieved emotional maturity and efficacy.
1. Self-control. Managing disruptive impulses.
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2. Trustwothiness. Maintaining standards of honesty and integrity.
3. Conscientiousness. Taking responsibility for one’s performance.
4. Adaptability. Handling change with flexibility.
5. Innovation. Being open to new ideas.
6. Empathy. Understanding other people and putting yourself in their shoes.
How are emotional regulation abilities developed? Regulating emotions can be
primarily learned through observational and social referencing, particularly on the
basis of the family. The emotional climate of homes, parenting styles of parents,
family communication and socialization practices, and mental health conditions of
family members converge toward the emotional development of adolescents.
Thus, it is important that students engage in learning opportunities, not only for
the acquisition of knowledge and information, but more so on the acquisition of
emotional regulation strategies that will empower them to become productive social
citizens and emphatic leaders in the future.
