UNIT 1 INTRODUCTION TO EMOTION,

BASIC EMOTIONS AND CONCEPT

OF EMOTIONS
Structure
1.0 Introduction
1.1 Objectives
1.2 Feelings
1.2.1 Dimensions of Feelings
1.2.2 Distinction between Feelings and Emotions

1.3 Emotions
1.3.1 Basic Emotions
1.3.2 Concept of Emotions
1.3.3 General Characteristics of Emotions
1.3.4 Changes in Emotions
1.3.5 The Physiological Changes in Emotions
1.3.6 Development of Emotions
1.3.7 Components of Emotions

1.4 Comparison of Emotions of Children and Adults

1.5 Let Us Sum Up
1.6 Unit End Questions
1.7 Suggested Rreadings and References

1.0 INTRODUCTION
All of us at some point of time or the other in our everyday life feel happy, sad, angry,
love, pity, jealousy, hatred, fear, agony etc. What are these feelings which we experience
in our lives? What makes us feel these? Imagine our lives without these feelings or
experiences? These are actually emotions. Our life would have been absolutely boring
and meaningless without emotions. Our emotions and how we feel about certain things
most often influences our thinking. Even our perception is not always determined by the
outside stimulus but by our internal feelings, emotions, desires, and aversions. Thus
feelings and emotions are dynamics of our behaviour, and thus are very important. In
our practical life, feelings and outside behaviour are closely related. It is therefore very
essential to know the difference between emotions and feelings which are highly inter
related and both together and individually affect our behaviours. Emotions and feelings
often appear just as different stages of one phenomenon.

1.1 OBJECTIVES
After completing this unit, you will be able to:
 Explain about the feelings and emotions;
 Discriminate between feelings and emotions;
 Identify the characteristics of emotions; 5
Emotions  Enumerate the types of emotions; and
 Explain about the components of emotions.

1.2 FEELINGS
Feelings is a term which is always used for various kinds of experiences. This term is
generally used when we are not sure of the answer to a particular question. For instance,
when we talk about feelings of pleasure, familiarity, we say I feel fine. These feelings
can be put into various categories. Feelings like displeasure, grief, discontent, sadness
etc. can be categorised under one category characterised by a tone of unpleasantness
and avoidance. Similarly feelings like pleasure, happiness, joy, delight etc., will come
under one category characterised by desirable pleasant feeling tone. In this manner we
can enumerate many more experiences of feelings coming under various categories.
Having known a little about what feelings are, now let us look at the dimensions of
feelings.

1.2.1 Dimensions of Feelings

It has been stated by psychologists that each experience of feelings has three main
characteristics. For instance, each feeling whether anger, pleasure, desire or sadness
can be said to have a certain pleasantness-unpleasantness dimension.
Secondly, all feelings have a certain tone of excitement or numbness. For instance,
pleasure has a tone of excitement. Similarly anger also has a tone of excitement. Sadness
has a tone of numbness. Thus any feeling state has its position on excitement-numbness
dimension.
Thirdly it is also noticed that most feelings have a tone of tenseness also referred as
tone of expectancy or a tone of relaxation. All feelings connected with our waiting for
something to happen or all feelings with anticipation will be characterised by the
expectancy tone. In the same way when our feelings refer to something that has already
happened, then there is a tone of relief or release. The feelings like anxiety and longing
will have expectancy tone and feeling of sadness will have a tone of release since the
sad event has already happened. Thus it can be stated that any feeling has a position on
tension relaxation dimension.

1.2.2 Distinction between Feelings and Emotions

A feeling has also has some characteristics of its own, distinguishing it from experiences
like sensations and emotions. Feeling is an internal experience and not felt in any one
particular part. One may sometimes say that he/she experiences pain in the back of his
leg. Here the individual uses the term feeling in a different sense. It is actually directed
towards perception of part where the pain is sensed.
A pain may be unpleasant but the unpleasant feeling connected with it has no definite
location in any part of the body. In this matter, it is different from sensations.
A visual sensation is experienced at the retina of the eye. It means that the sensation is
localised but the whole organism is involved in feelings.
The feelings need not be strong always, sometimes they are very mild or as dull
background states. This acts as discrimination between feelings and emotions.
The most important difference between a feeling and an emotion is one of degree or
strength. The term invariably refers to a very strong and stirred up feelings or experiences.
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 Introduction to Emotion,
1.3 EMOTIONS Basic Emotions and
Concept of Emotions
Emotions not only give colour but also meaning to our lives and experiences. The crimes
and even inhuman acts are all because of emotions. Emotions play a very important
role in human behaviour and life. In fact, even moral behaviour is based on emotion to
some extent (Daniel Goleman 1995).
The emotion is defined as ‘a strong mental or instinctive feeling such as love or fear’
(Oxford English Dictionary, 1996) involving many bodily processes, and mental states.
An emotion combines cognition, bodily arousal and behaviour in a ready made formula
for responding in line with the way the situation has been interpreted. There is a huge
difference in the ways of feeling emotions by human beings and animals although both
of them experience anger, fear, sadness, and joy.
Emotion can be defined as the “feeling” aspect of consciousness, characterised by
certain physical arousal, a certain behaviour that reveals the feeling to the outside world,
and an inner awareness of feelings. Emotion is associated with mood, temperament,
personality and disposition and motivation. The English word ‘emotion’ is derived from
the French word émouvoir. This is based on the Latin emovere, where e- (variant of
ex-) means ‘out’ and movere means ‘move’. The related term “motivation” is also
derived from movere. No aspect of our mental life is more important to the quality and
meaning of our existence than emotions. They are what make life worth living, or
sometimes ending. So it is not surprising that most of the great classical philosophers—
Plato, Aristotle, Spinoza, Descartes, Hobbes, Hume—had recognisable theories of
emotion, conceived as responses to certain sorts of events of concern to a subject,
triggering bodily changes and typically motivating characteristic behaviour.

1.3.1 Basic Emotions

Energy in motion is an emotion and is a way of expressing oneself in life. Emotions
cannot be considered as good and bad as each emotion has a specific role to play in
colouring our life. Emotions expressed by humans can be divided into two broad
categories and are called as positive and negative emotions. In positive emotions an
attempt or an intention to include is expressed. They are fueled by an underlying desire
for enjoyment and unity. Interest, enthusiasm, boredom, laughter, empathy, action,
curiosity are the examples of positive emotions.
In negative emotions an attempt or intention to exclude is expressed. They are fueled
by an underlying fear of the unknown, a fear of the actions of others, and a need to
control them or stop them to avoid being harassed. Apathy, grief, fear, hatred, shame,
blame, regret, resentment, anger, hostility are examples of negative emotions. The negative
emotions are helpful and act as a motive in moving away from what one doesn’t want
and positive emotions are useful for moving towards what one wants.
According to McDougall’s concept of emotions instincts and emotions were both innate
patterns. This view was supported to some extent by James-Lange theory. Thus for a
long time, it was believed that emotional behaviour was inherited. John Watson who is
considered as leader of behaviourism examined this belief and concluded that there are
three basic emotional patterns which are found even in infants and therefore can be
regarded that emotions are inherited. Watson identified fear, anger and love as the three
basic emotions. Paul Ekman has dedicated his career to researching emotions, focusing
primarily on the following seven basic emotions.

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Emotions
Fear — Danger lurks
Sadness— Impending loss
Anger — Nonspecific threat, trespass, thwarted goals, plea for justice
Joy — Impending gain
Surprise— Unexpected event
Disgust — Contamination, toxic contact
Contempt — Substandard behaviour or being
There are hundreds of emotions along with their blends. The basic members and families
of emotions, though not all agree on them, which are proposed by some theorists are as
follows:
According to Daniel Goleman, the basic families of emotions are:
Fear: (Safety) anxiety, apprehension, nervousness, concern, consternation, misgiving,
wariness, qualm, edginess, dread, fright, terror and in the extreme cases phobia and
panic.
Anger: (Justice) fury, outrage, resentment, wrath, exasperation, indignation, vexation,
acrimony, animosity, annoyance, irritability, hostility, and perhaps these are manifest in
the extreme as hatred and violence.
Sadness: (Loss) grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness,
dejection, despair, and depression in the extreme case.
Enjoyment: (Gain) happiness, joy, relief, contentment, bliss, delight, amusement, pride,
sensual pleasure, thrill, rapture, gratification, satisfaction, euphoria, whimsy, ecstasy,
and at the far edge, mania.
Love: (Attraction) acceptance, friendliness, trust, kindness, affinity, devotion, adoration,
infatuation, and agape.
Disgust: (Repulsion) contempt, distain, scorn, abhorrence, aversion, distaste, and
revulsion.
Surprise: (Attention) shock, astonishment, amazement, and wonder.
Shame: (Self-control) guilt, embarrassment, chagrin, remorse, humiliation, regret,
mortification, and contrition.
Daniel Goleman and Paul Ekman (1992) do not agree with the categorisation of emotions
instead they think emotions in terms of families or dimensions, the main families’ being-
anger, sadness, fear, enjoyment, love, shame and so on.
Each of this family is considered to have a basic emotional nucleus at its core and its
relatives rippling out from there in countless mutations. These outer ripples are moods
which last longer than an emotion.
Beyond moods are temperaments, making people melancholy, timid or cheery. And
still beyond such emotional dispositions are the outright disorders of emotions such as
clinical depression or unremitting anxiety (Daniel Goleman 1995).

1.3.2 Concept of Emotions

Emotions expressed by humans can be divided into two broad categories and are
called as positive and negative emotions. Examples of positive emotions include the
8
following: Interest, enthusiasm, boredom, laughter, empathy, action, curiosity.
An attempt or intention to exclude is expressed by Negative emotions. Apathy, grief, Introduction to Emotion,
Basic Emotions and
fear, hatred, shame, blame, regret, resentment, anger, hostility are examples of negative Concept of Emotions
emotions.
Emotions are accompanied by activation or an aroused state in the organism. They are
normally accompanied by both physiological and psychological changes. The
physiological changes normally include changes in gestures, muscular movements, facial
expression, changes in physiological reactions like blood-pressure, pulse rate, heartbeat,
respiration, etc. and psychological changes include blurring or clouding of consciousness,
blocking of memory, confusion in perception etc.

1.3.3 General Characteristics of Emotions

All emotions have certain definite characteristics. Different emotions also have their
own characteristics and behavioural patterns. Some of the general characteristics of
emotions are as follows:
i) Emotions and biological drives: Emotions mostly occur when any basic need is
thwarted or challenged or when such a need is satisfied. Emotion is said to occur
as a reaction when some basic drive is frustrated or properly satisfied. For example,
fear is a response associated with expected danger. Anger is a response when
some activity is blocked. Similarly joy is felt when the need is satisfied.
The other way in which emotions are related to biological needs is that they not
only occur as a reaction to the thwarting of a need, but also, as experiences that
help and direct the organism towards the satisfaction of the needs. To cite an
example, in anger we are able to use more energy in fighting the obstructing situation.
Thus emotions serve the organism in a helpful manner in the satisfaction of basic
needs.
ii) Emotions and reasoning: Emotion does not surge up in the most challenging or
disturbing situation in facing the problem by reasoning and thinking. An emotional
response is always weakened by the application of our reasoning process. Logical
reasoning locks emotions and strong emotions block logical thinking. These two
phenomena seem to be opposed to each other. It is known that emotion is a
primitive form of reaction than reasoning. Emotions have their own biological value
in helping the organism to meet an emergency situation. In critical situations
immediate and vigorous action is called for and there may not be much time for
thinking and reasoning.
iii) Emotion and overt behaviour: Each emotion has certain definite muscular and
overt behaviour. Generally, each emotion is said to have its own expressive
behaviour. But many emotions have common expressive signs. Certain strong
emotions have their own characteristic behaviour patterns. For instance in anger,
there is typical behaviour of attacking and all activities connected with it. In fear,
there is the activity of fight or escape. Several other forms of overt behaviours
such as smiling, laughing and crying are also expressions of emotions.
iv) Emotions and internal response: When we experience emotions there are certain
internal activities and disturbances in the autonomic nervous system, ductless glands
and visceral organs.
v) Emotions and mood: Unlike feelings emotions are very strong in intensity. So
any emotional experience even after it ceases, leaves behind a kind of ‘after feeling’
called as mood. We all might have had experienced these moods at some point of
time or the other in our lives. For example, after we had an outburst of anger, for
9
a much longer time we would be in an angry mood. When we are in this mood we
Emotions are liable to become angry even with a slight provocation. After an experience of
intense fear, we would be in a frightened mood for much longer time and unexpected
sound or event will make us afraid again.

1.3.4 Changes in Emotions

We all have been experiencing various emotions in our day to day life. Have you ever
noticed what changes happen in you when you experience an emotion? Let us
understand more about the changes which happen in us due to emotions. As mentioned
earlier emotions are characterised by definite overt behaviour patterns. Emotions when
experienced cause certain overt changes and also disturbances of visceral patterns.
Here we enumerate some of the important changes. These changes are produced
because of the activities of ductless glands and the autonomic nervous system.

1.3.5 The Physiological Changes in Emotions

i) Facial expressions: Various muscles of the face including the eye, the lips, the
nose and the forehead undergo changes by way of twisting and taking different
poses. Most of the emotions have their facial expressions but it may not always be
easy to judge the emotion from these expressions. Some facial expressions are
universal.
ii) Muscular adjustment: Sometimes the entire muscular system of the body
undergoes contraction and adjustments. For example, the bodily changes that
take place in “startle reaction” when there is quick, unexpected and strong stimulus.
The startle response consists of sudden movement of the head, blinking of the
eyes, a characteristic facial expression, raising and drawing forward of the
shoulders, turning inward of the upper arms, bending of the elbows, turning
downward of the forearms, flexion of the fingers, forward movement of the trunk,
contraction of the abdomen and bending of the knees.
Some have questioned considering ‘startle reaction’ as an emotion as they consider
startle reaction as one of the basic reflexes. There is some truth in this claim as the
same type of bodily changes also appears in cases of fear response.
iii) Gestures and movement of the hands: Gestures may sometimes involve the
movements of the whole body.
iv) Change in voice: The voice gets affected in an emotion. When excited the voice
becomes loud and high pitched. Under fear the voice takes a sinking and low
tone.
There are other changes of a miscellaneous nature associated with emotions such as the
hair standing on end, stimulation of sweat glands, drying of the tongue etc.
Another change that takes place under emotions is the fact that we have unusual amount
of energy at our disposal. For example, when we are fighting a fire, we seem to have
strength and energy beyond our ordinary limit. When we are running away from danger,
we are able to run much faster and the energy at our disposal seems to be much more
than what is ordinarily available for us (some of us who may never win a prize at running
a race may perhaps even beat a champion if we were chased by a cobra or a tiger).
We would even notice a comparatively weaker person when under strong anger
overcoming a much stronger man in a fight. All these are due to release of abnormal
amount of energy helping us to meet the critical situation and thus preserve our well
being.
10
The changes that occur internally are: Introduction to Emotion,
Basic Emotions and
 There is greater intensity of heart action. Concept of Emotions

 The pulse rate increases. This is commonly seen in fear and anger.
 Blood pressure increases in emotional excitement.
 There are many changes in gastro-intestinal tract. For example, Churning movement,
slow down or stop in the stomach, the flow of saliva and other gastric juices
necessary for digestion is reduced by 85 to 90%.
 There is greater secretion of glycogen into the blood stream,
 Sweat glands become more active and there is increased muscular tone.

1.3.6 Development of Emotions

The fine emotions of an adult, with his controlled and symbolic expressions of some of
them, are certainly far removed from the blunt, massive direct action of a baby under an
emotion. The difference almost resembles that between a ‘cold war’ and an actual front
line battle on the field. Obviously great changes are taking place during the years of
growth of the individual from infancy to adulthood. Almost everyone has his own
characteristic developmental process as the individual develops from an infant to an
adult. One of the most widely accepted schemes of the development of emotions was
proposed by Bridges(1932). Let us now understand the stages of emotions as proposed
by Bridges.
Katherine Bridges’ Theory - Emotions develop as babies age
Newborns - One emotion only: diffuse excitement
3 Months - Distress and delight
6 Months - Distress differentiates into fear, disgust, and anger
12 Months - Delight differentiates into elation and affection
2 Years - Jealousy develops from distress; joy develops from delight
According to Bridges, new born infants have no differentiated emotional responses,
but only have uncoordinated skeletal visceral responses, to all emotional stimuli. As the
organism develops and matures, various emotions begin to differentiate with general
distress and delight by about 6th month, distress developing into definite anger, distress
and fear. Like this various emotions appear as the child advances in years. By about the
age of 5 years, the responses such as envy, anxiety and shame appear.
Investigation undertaken by Bridges, several studies have been made on child
development with reference to emotional characteristics. It has been noticed that different
emotional responses are shown at different ages. Sometimes a particular stimulus which
produced emotional response at an earlier age produces a distinct emotion at a lower
age. The converse also takes place.
These differences in emotional responses at different age levels occur as a result of both
maturation and learning. One such study showing these changes was reported by Blatz
and his colleagues. Observations have been made with deaf blind human subjects and
also with chimpanzees. The role of maturation and role of learning plays a very vital role
in the process of development of emotions. These investigators claim that many of the
emotional responses and the way of behaviour are learned. Maturation also plays an 11
Emotions important part in as much as, some of the response patterns depend mainly on the
maturational process.
Emotional expressions and emotions in a child vary from those in an adult in various
ways. Apart from role of maturation, the learning process also plays a very great part in
the development of emotions. As the child grows it learns a great deal with regard to its
emotional life. It learns to experience new emotions. It learns to experience emotions
like anger and fear towards a new stimuli. It learns new ways of expressing of emotions.
Most of the changes in emotional life of a child that takes place due to the process of
learning are associated with what is ordinarily known as emotional maturity or proper
development of emotions.
Emotions were found to be developed from environmental and genetic influences. Instincts
and emotions are both innate patterns. Fear, Anger and Love are considered to be
three basic emotional patterns found in infants and regarded as being inherited.
Emotions have been acting as wise guides in the evolutionary long run. According to
Darwin (1965), emotions are developed primarily to prepare animals for action,
particularly in emergencies. The nature of emotional state may be termed as psychological
conditions, or as a psychological condition modified by cognitive process, where
psychological arousal emerges as an essential factor, usually guided and steered by
present cognitive factors and by evaluations of past experiences (Leventhal, 1980).

1.3.7 Components of Emotions

Most psychologists would agree that an emotion is a complex pattern of changes that
include physiological arousal, subjective feelings, cognitive processes and behavioural
reactions, all in response to a situation we perceive to be personally significant.
Accordingly, an emotion has four components:
i) Physiological arousal: Emotions involve the brain, nervous system and hormones,
so that when you’re emotionally aroused the hormone secretion is more to give us
instant energy. Each emotion has a specific characteristic of physiological aspects.
For example: When angry, the blood rushes to our hands in order to fight. When
afraid, the blood rushes to our skeletal system and leg to facilitate the fight or flight
responses.
ii) Subjective feelings: Emotions also include subjective awareness, or ‘feeling’
that involves elements of pleasure, liking and disliking. Thus, in studying emotion
or knowing another person’s feelings, we must rely heavily on that person’s own
self reports.
iii) Cognitive processes: Emotions also involve cognitive processes such as memorial,
perceptions, expectations and interpretations. Our appraisal of an event plays an
especially significant role in the meaning it has for us.
iv) Behavioural reactions: Emotions also involve behavioural reactions, both
expressive and instrumental. Facial expressions such as smiles and frowns, as
well as gestures and Lories of voice, all serve to communicate our feelings that
may enhance our chances for survival.
The various theories of emotion differ mostly is regard to which of these various
components is given priority. In much the same way, authorities differ about how emotions
are activated or triggered.
The various components of emotion can be illustrated with a famous illustration from
12 William James (1884) paper, ‘What is an emotion?’ James cited the example of
encountering a bear. “Imagine you are walking casually through the woods enjoying the Introduction to Emotion,
Basic Emotions and
sights and sounds of nature. Suddenly, there is a roaring sound, a crashing of undergrowth Concept of Emotions
and a bear emerges into the clearing immediately in front of you. You immediately come
to a halt, your heart is pounding, your mouth is dry, your muscles tense and you feel
intensely afraid. You remember that it is important, when confronted by bears, to stand
your ground and so you stand your ground and so you stay very still despite your fear.
Eventually, after an impressive paw waving show of aggression, the bear wanders off
and you are safe.
In this example, the emotion is one of the intense fear or terror, when you encounter the
bear in the woods. The fear goes hand in hand with marked physiological changes; for
example, the dryness in the mouth, the tension in the muscles, the racing heart and so
on. The fear is also characterised by a readiness to run or to fight the ‘Fight or Flight’
syndrome. This is the functionality of fear in this instance. However, although there is
action readiness, you do not actually follow that through to the level of behaviour;
instead, you stand your ground.
Another part of the fear is the cognitive aspect where you actually feel extremely afraid
because the bear has been understood at some level to be threatening to your current
concerns such as personal survival.

1.4 COMPARISON OF EMOTIONS OF CHILDREN

AND ADULTS
An individual is considered to be emotionally grown up and mature when he has outgrown
some of the characteristics of emotional life of a child and had developed the
characteristics of a normal adult. This process can be understood by comparing the
characteristics of a child’s emotion with those of the emotions of a normal adult.
The child’s emotions are few. The primary emotions of a child shown from birth are
three i.e., love, fear and anger. At the earliest stages, it does not have any emotional
responses to complex situations that would arouse in a grown up adult blended emotions
like jealousy, wonder, awe, admiration etc. these complex and secondary emotions are
learned by the child from the adults as they grow and as opportunities occur.
In the early years of life of the child the stimuli that provoke the basic emotions are very
few. They are limited to its immediate surroundings and certain biological needs. Fear is
aroused only by loud noises, and when there is loss of physical support and balance.
Anger is produced only when there is interference with its activities or when thwarted in
its attempt to satisfy biological needs, like hunger. Love is seen when it is fondled and as
a reaction to affectionate treatment by few individual adults like parents or close relatives.
Another important difference is that the child freely gives vent to the muscular and
motor expressions of emotions, much more than adult. The child when is angry, kicks
about, rolls on the ground, tears the clothes etc. the emotions of children are not organised
and balanced. At one moment the child may be extremely angry but at the next minute
it may the just the opposite state. As we grow up, we learn to organise emotions properly,
to behave in a steady and dependable manner.
Self Assessment Questions
1) Emotion is defined as _________________________________________.
2) ________ emotions are helpful and act as a motive in moving away from what
one doesn’t want. 13
Emotions
3) Examples for positive emotions are__________________.
4) The role of___________ and role of ____________ plays a very vital role in
the process of development of emotions.
5) The components of emotions are _______________________________.
6) The ____________ Nervous system comes into activity when the individual is
in a state of danger or emergency.

1.5 LET US SUM UP

Feelings are a term which is always used for various kinds of experiences. Feelings like
displeasure, grief, discontent, sadness etc. can be placed under one category
characterised by a tone of unpleasantness and avoidance. Similarly feelings like pleasure,
happiness, joy, delight etc., will come under one category characterised by desirable
pleasant feeling tone. The feelings need not be strong always; sometimes they are very
mild or as dull background states. This acts as discrimination between feelings and
emotions.
The most important difference between a feeling and an emotion is one of degree or
strength. Emotion can be defined as the “feeling” aspect of consciousness, characterised
by certain physical arousal, a certain physical arousal, a certain behaviour that reveals
the feeling to the outside world, and an inner awareness of feelings. Emotions when
experienced cause some overt changes and also disturbances of visceral patterns.
According to Paul Ekman there are seven basic emotions, viz., Fear, Sadness, Anger,
Joy, Surprise, Disgust and Contempt. Emotions were found to be developed from
environmental and genetic influences. An emotion has four components 1) Physiological
arousal, 2) subjective feelings, 3) Cognitive process and 4) Behavioural changes. The
sympathetic and parasympathetic nervous system plays a significant role in emotions.

1.6 UNIT END QUESTIONS

1) What are feelings?
2) Write about the development of emotions.
3) What are the basic emotions?
4) Explain about the various components of emotions.

1.7 SUGGESTED READINGS AND REFERENCES

Tonu Malim & Ann Birch (1998). Introductory Psychology. Macmillan Press, London.
Sandura K. Ciccarelli & Glenn E. Meyer (2007). Psychology. Pashupati Printers.
Norman L.Munn, L. Dodge Fernald. JR., Peter S. Fernald. (1967). Introduction to
Psychology. Oxford & IBH Publishing co.,328-355.
E.G.Parameswaran, C.Beena (2002). An Invitation to Psychology. Neelkamal
Publications.
Daniel Goleman (1995) . Emotional Intelligence. Bantom Books.

14
References Introduction to Emotion,
Basic Emotions and
Lewis, M. & Haviland-Jones. J.M (2000). Handbook of Emotions. (2nd ed). Concept of Emotions

NewYork: Guildford.
Suman (2008). Emotional competency and teaching competency of teacher and
its effects on the student’s academic achievement. Unpublished thesis.
Lorraine Bell, (2003) . Managing Intense Emotions and Overcoming Self-
Destructive Habits. Hove:New York.

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