UNDSELF (REVIEWER) - SABILE, KEANNA C.

FUNDAMENTALS OF EMOTION

Based on Plutchik’s (1980) configuration of emotions, there are eight fundamental emotions; namely, joy, trust,
fear, surprise, sadness, disgust, anger, and anticipation.

EMOTIONS – Specific reactions to certain event. Include cognitive and physiological changes

3 COMPONENTS - Subjective experience, Physiological response, Behavioral response (feelings)

FEELINGS - A conscious, specific and subjective response or expression.

What are the best strategies for managing emotions? (Langley, 2012)

1. Smile to make yourself feel good. (30

seconds) 6. Breathe 60 sec deep breathing cannot sustain
2. Smile to make others feel good. (Empathy) anger
3. Get up and move! (Happy hormones: 7. Talk to someone.
endorphin, dopamine, serotonin) 8. Disengage and re-engage emotions.
4. Check in with your body. (Feeling the 9. Label your emotions.
tension) 10. Label emotions for others.
5. Physically remove the tension.

THE SOCIAL SELF (Relating Properly and Harmoniously with Everyone)

SOCIAL PSYCHOLOGY - Understanding SOCIAL NORMS - Spoken and unspoken rules on

individual behavior in a social context, particularly in how to behave in a particular social group or culture.
terms of interactions and relationships.
NORMS - Provide order in society.
INTERACTION - Mutual & reciprocal exchange of
communication or action between two or more SOCIAL FACILITATION - Occurs when the
persons or groups. performance of each individual member of the group
is enhanced in value or quality; made better.
RELATIONSHIP - Two or more individuals,
groups, or even countries, talk to, behave toward, or SOCIAL LOAFING - Phenomenon where
deal with each other. individuals tend to become less motivated and
expend less effort when working collectively
PERSON PERCEPTION - Forming impressions compared to when working alone.
and making judgments about another person’s
likability after your first meeting.

CONFORMITY - Yielding to group pressure to act FACTORS THAT AFFECT CONFORMITY -

as everyone does, even when no direct request has Size of the group, Unanimous groups, Culture and
been made. Gender

MORAL DEVELOPMENT - Process by which people develop the distinction between right and wrong
(morality) and engage in reasoning between the two (moral reasoning).

Moral Reasoning - GOOD – Respect, CLAYGO, BAD - Violating rules, Crimes

What Influences our Morality? - Childhood Experiences, Parental Styles, Religious Beliefs, Bloodline

Lawrence Kohlberg (1927-1987) Inspired by Jean Piaget’s (1932) moral development theory,
  Kohlberg proposed three levels of moral reasoning progression. He believed that our judgment behind
the decisions we make reflect our moral growth.

Moral Development Theory - Generally represent an individual’s progression from being self-centered towards
becoming more other-centered.

THEORY OF MORAL DEVELOPMENT

Level 1: Pre-conventional Morality

 Morality is externally controlled. Rules imposed by authority figures are conformed to in order to avoid
punishment or receive rewards. This perspective involves the idea that what is right is what one can get
away with or what is personally satisfying...

1. Obedience & Punishment Orientation 2. Instrumental Orientation

 The individual will obey in order to avoid  The individual now focuses on receiving
punishment. rewards or satisfying personal needs.
”What’s in it for me?”

Level 2: Conventional Morality

 Conformity to social rules shifts from self-interest to relationships with other people and social systems.
The individual strives to support rules that are set forth by others in order to win their approval or to
maintain social order...

3. Good Boy, Nice Girl Orientation 4. Law & Order Orientation

 Behavior is determined by social approval.  Social rules and laws determine behavior.
The individual wants to maintain or gain the The individual now recognizes the
approbation of others by being seen as a importance of rules and laws in
“good person.” maintaining social order.

Level 3: Post-conventional Morality

 The individual moves beyond the perspective of his or her own society. Morality is defined in terms of
abstract principles and values that apply to all situations and societies. The individual attempts to take the
perspective of all individuals....

5. Social-Contract Orientation 6. Universal Ethical Principles

Orientation
 Individual rights determine behavior. The
individual views laws and rules as flexible  According to Kohlberg, this is the highest
tools for improving human condition, form of functioning and most individuals
recognizing the possibility of having will never reach this stage.
exceptions to rules.

PARENTING STYLES Baumrind (1966), Maccoby & Martin (1983)

Parenting styles are categorized based on two dimensions:

Responsiveness - The degree parents are Demandingness - The extent parents control
accepting and sensitive to their children’s emotional their children’s behavior or demand their maturity.
and developmental needs.
Attachment - Deep and enduring “psychological connectedness” between two people in which each seeks closeness
and feels more secure when in the presence of the attachment figure.

4 PARENTING STYLES

1. AUTHORITATIVE (DEMOCRATIC) - HIGH DEMANDINGNESS; HIGH RESPONSIVENESS

•Parents’ attributes: warm and responsive, with clear •Child outcome: higher academic success, good self-
rules, high expectations, supportive, value esteem, competent social skills, better mental health
independence less violent tendencies, securely attached

2. AUTHORITARIAN (DISCIPLINARIAN) - HIGH DEMANDINGNESS; LOW RESPONSIVENESS

•Parents’ attributes: unresponsive, with strict rules, •Child outcome: low academic success, low self-
expect blind obedience, high expectations, esteem, poor social skills, prone to mental illness,
punishment is common drugs/alcohol abuse, delinquent

3. PERMISSIVE (INDULGENT) - LOW DEMANDINGNESS; HIGH RESPONSIVENESS

•Parents’ attributes: warm and responsive, limited or •Child outcome: impulsive, egocentric, poor social
no rules, minimal or no expectations, lenient skills, problematic relationships, inclined to not follow
rules

4. UNINVOLVED (NEGLECTFUL) - LOW DEMANDINGNESS; LOW RESPONSIVENESS

•Parents’ attributes: cold and unresponsive, no rules. •Child outcome: more impulsive, more delinquent,
Neglectful, indifferent more drugs/alcohol abuse, more mental issues,
prone to suicidal tendencies

SOCIAL ROLES AND RELATIONSHIP

SOCIAL ROLES - The parts each of us play as members Nature & Depth of Relationships - Relationships are
of a particular social group, constantly adopting to among the most important aspects of our [social]
various changes in order to expectations... lives. Whether positive or conflicted, the lack of
relationship could lead to loneliness.

FAMILIARITY - Being comfortable with another person and is a necessary condition for a relationship to develop.

ATTRACTION - Santrock (2003), attraction may lead to LOVE - A special attachment one has for
deeper relationships. One person may be drawn to himself/herself or for somebody else. An intense
another due to reasons like similarities or differences feeling of deep and constant affection in which a
in interests, personality characteristics, life goals, person always sees to the good, happiness, and
lifestyles, etc. welfare of another.

COMMON TYPES OF LOVE

ROMANTIC LOVE - passionate love, it includes an intermingling of different emotions such as fear, anger, joy,
jealousy, sexual desire, etc.

AFFECTIONATE LOVE - companionate love, it occurs when someone has deep and caring affection for a person and
desires to have that person near constantly.
CONSUMMATE LOVE - Involves passion, intimacy, and commitment. It is the strongest and fullest type of love
according to Sternberg (1985).

FATUOUS LOVE - Commitment and passion are present while intimacy or liking is absent.

ATTITUDES - Beliefs, feelings, or behavioral tendencies a person has toward attitude objects, i.e., person, place,
thing, or idea. Can either be positive or negative?

ABC Model of Attitudes (Ostrom, 1969)

A - Affective - this involves a person’s Example: “I will avoid clowns and scream if I see
feelings/emotions toward the attitude object. one.”

For example: “I am scared of clowns.” C - Cognitive - this involves a person’s

belief/knowledge about the attitude object.
B - Behavioral - this involves a person’s way of acting
or behaving around the attitude object. - Example: “I believe clowns are evil.

FUNCTIONS OF ATTITUDE - Attitudes can serve functions for the individual.

 Daniel Katz (1960) outlines four functional areas:

1. Knowledge - Attitudes provide meaning 3. Adaptive - Positive attitudes or attitudes within the
(knowledge) which help us organize and structure norms are rewarded with approval and social
our experiences in ways that help predict what is acceptance. We therefore adapt in order to fit in.
likely going to happen.
4. Ego-defensive - Motivated by self-interest and/or
2. Ego-expressive - Attitudes are part of our identity self- preservation, we also exhibit attitudes that
which help assert who we are either through verbal produce favorable results, or, whenever we feel
or non-verbal expressions. threatened, we behave in ways that protect
ourselves.

STERIOTYPES - Oversimplified generalizations in which the same traits or characteristics are assumed to be
possessed by all members of a group.

PREJUDICE - Unjustified or incorrect attitude towards an individual based solely on the individual’s membership of a
social group.

DISCRIMINATION - The acting out (intentionally or unintentionally) of an unacceptable attitude towards an individual
or group of people, on the basis of sex/race/social class, etc.

SELF CONCEPT – CARL ROGERS (1902-1987) - He develop the psychotherapy method called client-centered
therapy and for being one of the founders of humanistic psychology. “The curious paradox is that when I accept
myself just as I am, then I can change.”

An overarching idea we have about who we are — physically, emotionally, socially, spiritually, and in terms of any
other aspects that make up who we are (Neill, 2005).

SELF-ESTEEM - The value we place upon ourselves, influenced by how we compare ourselves to others and how
others respond to us.

SELF-IMAGE - The way we see ourselves, i.e., what we know about ourselves physically and intellectually, our social
roles, and our personality traits.
IDEAL-SELF - The person we would like to become. It includes our goals and ambitions in life, and is forever
changing, i.e., our ideal self while young may not be the same once we get older;

THE FULLY-FUNCTIONING PERSON - Someone with a healthy personality, who experiences freedom of choice and
action, is creative, and exhibits the qualities of existential living.

QUALITIES

OPENNESS TO EXPERIENCE - being more congruent and less defensive;

EXISTENTIAL LIVING - this is living in the here-and-now and possessing genuine appreciation of different life
experiences as they happen, avoiding preconceptions;

ORGANISMIC TRUSTING - trusting yourself and doing what feels right or having a high degree of positive self-regard.

EXPERENTIAL FREEDOM - perceiving the locus of evaluation and the locus of choice as residing within oneself;

CREATIVITY - Expressed through social concerns, love of others, or it can also be as simple as doing one’s best at
one’s job.

ABRAHAM MASLOW (1908-1970) - He promoted the concept of self-actualization with his “pyramid of needs.”

HIERARCHY OF NEEDS (1943) - Needs are arranged according to potency and strength. Lower needs are stronger and
more urgent;

SELF ACTUALIZATION – you are living to your highest potential

ESTEEM – you’ve acquired the skills that lead to honor and recognition

LOVE AND BELONGING – achieving deeper, more meaningful relationships

SAFETY – home, sweet home

PHYSIOLOGICAL NEEDS – food, water, sleep

SELF-ACTUALIZED PERSONS

 Accepting of others
 Independent and resourceful
 Cultivate deep and loving relationships with others
 Exude gratitude and maintain deep appreciation even of simple things
 Easily discern the superficial from the real