Rafael Bisquera defines emotional handling as the ability to handle emotions appropriately. It implies becoming aware of the relationship between emotion -you feel-, cognition- you think- and behavior- you do-; to have good facing strategies; capacity to self-generate positive emotions, etc.
Gross (1999, p 275) defines regulation as the ability to express the right amount of anger in a context-appropriate way.
INTRODUCTION. EMOTIONAL HANDLING
MANAGE YOUR EMOTIONS
1. Body Perception. Breathing
2. Stress Control…
3. Anger Control
4. Infographies …
20 keys to living without anxiety
50 relaxing methods
This document discusses non-verbal communication and emotional perception. It covers four main areas of non-verbal communication: kinesics (body language), proxemics (personal space), paralinguistics (vocal tones), and other complementary aspects like clothing. Within kinesics, it examines facial expressions, body posture, gestures, and the meanings they can convey during interactions like job interviews. Regarding proxemics, it outlines the four zones of interpersonal distance (intimate, personal, social, public) based on distance from another person. The document emphasizes that non-verbal signals actively communicate our feelings and attitudes even when we may not be aware of them.
Emotional facilitation is the process by which we improve our style of response to a stimulus, increasing the chances of success against the demands of the same, thanks to the dominant emotional state at that time.
INTRODUCTIÓN. EMOTIONAL FACILITACIÓN
1.Laws of learning in an adult person
2. Adults learning styles…
ACCEPT YOUR EMOTIONS .
1. Knowledge of yourself…
2. Self-esteem
3. Motivation
4. From the CV to the C.Vital.
Emotions contain information; in order to understand other people’s feelings, we have to start by learning to understand ourselves, our needs and desires, what things, people and situations make us feel particular emotions, what thoughts generate those emotions, how they affect us and what consequences and reactions they trigger. This ability makes it possible to answer questions such as: Why do I feel happy? How will my friend feel if I tell them that? What will happen if I say that to a certain person?
If we understand and identify our own feelings, it will be easier for us to connect with our fellow people’s feelings.
¿How is this ability used? Empathising, which means, putting ourselves in another person’s place and being aware of their feelings, their reasons and personal implications, that is, we have to “put ourselves in someone else’s shoes”.
INTRODUCTION. EMOTIONAL UNDERSTANDING
VERBAL COMMUNICATION…
1.P.A.C
2. Active listening
3. Empathy
4. Elevator pitch
5. Large group presentations. Rubrics.
Many at times, we struggle to understand why we sometimes have feelings such as joy, sadness, fear and anger. And this doesn’t apply just to ourselves: do you ever find yourself looking at someone and trying to second-guess their behaviour, or wondering what is going on inside their head?
The document discusses emotional intelligence and its importance. It defines emotional intelligence as consisting of five main abilities: knowing one's emotions, managing emotions, motivating oneself, recognizing emotions in others, and handling relationships. It states that emotional intelligence is as important as IQ for success in life and work. It also provides strategies for improving emotional intelligence, such as increasing self-awareness, self-regulation, and developing social skills.
The document discusses the importance of emotional intelligence (EQ) for career success. It explains that while IQ is important for job performance, EQ helps with social competencies like empathy, managing emotions, and motivation. Developing high EQ involves self-awareness of one's feelings, managing stress, and understanding others. Those with strong EQ make better managers and leaders since they can build cohesive teams, resolve conflicts, and cope with change. The document recommends assessing one's EQ using various tools and working to improve it throughout one's career.
The document discusses emotional intelligence and its importance for leadership. It defines emotional intelligence as the ability to recognize one's own emotions and those of others to motivate oneself and manage emotions well. Research shows IQ is only a weak predictor of success while abilities like handling frustration and managing one's own emotions are more important. Developing emotional intelligence can increase performance, decision-making skills, and relationship management.
This document discusses non-verbal communication and emotional perception. It covers four main areas of non-verbal communication: kinesics (body language), proxemics (personal space), paralinguistics (vocal tones), and other complementary aspects like clothing. Within kinesics, it examines facial expressions, body posture, gestures, and the meanings they can convey during interactions like job interviews. Regarding proxemics, it outlines the four zones of interpersonal distance (intimate, personal, social, public) based on distance from another person. The document emphasizes that non-verbal signals actively communicate our feelings and attitudes even when we may not be aware of them.
Emotional facilitation is the process by which we improve our style of response to a stimulus, increasing the chances of success against the demands of the same, thanks to the dominant emotional state at that time.
INTRODUCTIÓN. EMOTIONAL FACILITACIÓN
1.Laws of learning in an adult person
2. Adults learning styles…
ACCEPT YOUR EMOTIONS .
1. Knowledge of yourself…
2. Self-esteem
3. Motivation
4. From the CV to the C.Vital.
Emotions contain information; in order to understand other people’s feelings, we have to start by learning to understand ourselves, our needs and desires, what things, people and situations make us feel particular emotions, what thoughts generate those emotions, how they affect us and what consequences and reactions they trigger. This ability makes it possible to answer questions such as: Why do I feel happy? How will my friend feel if I tell them that? What will happen if I say that to a certain person?
If we understand and identify our own feelings, it will be easier for us to connect with our fellow people’s feelings.
¿How is this ability used? Empathising, which means, putting ourselves in another person’s place and being aware of their feelings, their reasons and personal implications, that is, we have to “put ourselves in someone else’s shoes”.
INTRODUCTION. EMOTIONAL UNDERSTANDING
VERBAL COMMUNICATION…
1.P.A.C
2. Active listening
3. Empathy
4. Elevator pitch
5. Large group presentations. Rubrics.
Many at times, we struggle to understand why we sometimes have feelings such as joy, sadness, fear and anger. And this doesn’t apply just to ourselves: do you ever find yourself looking at someone and trying to second-guess their behaviour, or wondering what is going on inside their head?
The document discusses emotional intelligence and its importance. It defines emotional intelligence as consisting of five main abilities: knowing one's emotions, managing emotions, motivating oneself, recognizing emotions in others, and handling relationships. It states that emotional intelligence is as important as IQ for success in life and work. It also provides strategies for improving emotional intelligence, such as increasing self-awareness, self-regulation, and developing social skills.
The document discusses the importance of emotional intelligence (EQ) for career success. It explains that while IQ is important for job performance, EQ helps with social competencies like empathy, managing emotions, and motivation. Developing high EQ involves self-awareness of one's feelings, managing stress, and understanding others. Those with strong EQ make better managers and leaders since they can build cohesive teams, resolve conflicts, and cope with change. The document recommends assessing one's EQ using various tools and working to improve it throughout one's career.
The document discusses emotional intelligence and its importance for leadership. It defines emotional intelligence as the ability to recognize one's own emotions and those of others to motivate oneself and manage emotions well. Research shows IQ is only a weak predictor of success while abilities like handling frustration and managing one's own emotions are more important. Developing emotional intelligence can increase performance, decision-making skills, and relationship management.
The document discusses different theories of emotion and how authentic joy is defined from a Transactional Analysis perspective. It provides an overview of the four authentic feelings according to TA - sadness, anger, happiness, and fear. Authentic joy is described as a positive feeling indicating that all is going well and no changes need to be made. The presentation aims to help participants strengthen their ability to experience authentic joy in their own lives.
Akshat Goyal's T&D Program on KNOW YOUR SELF - THROUGH SELF AWARENESS & REGUL...Akshat Goyal
This two-day training program aims to help employees improve self-awareness and self-regulation through emotional intelligence. Day one includes introductory exercises, discussions about the importance of emotional intelligence, and group activities to experience different emotions. Day two focuses on increasing self-awareness through developing emotional vocabulary, saying no to temptations, and taking self-awareness tests. The goal is to help employees understand themselves better and foster self-regulation in the workplace.
Disgust is third of five Emotions mentioned in Emotional Atlas which contains a number of related states, which differ in intensity. The states shown here are representative, not exhaustive. Further action .mood associated has also been discussed.
1.Loathing-Intense disgust focussed on a person
2.Abhorrence-Extreme repulsion
3.Revulsion-Very intense disgust
4.Repugnance –Repulsion to something literally or figuratively toxic
5.Distaste- Response to bad taste or smell . Can also be metamorphical
6.Aversion- Desire to avoid something disgusting
7.Dislike –Mildest form of disgust
Fear is second of five Emotions mentioned Emotional Atlas which contains a number of related states, which differ in intensity. The states shown here are representative, not exhaustive. Further action .mood associated has also been discussed.
1.TERROR-Maximum Fear
2.HORROR-Mixture of Fear and Disgust
3.PANIC-A consequence of Desperation
4.DESPERATION –A response to the inability to reduce danger
5.DREAD- Anticipation of severe danger
6.ANXIETY- Inability to cope with an anticipated or actual threat
7. NERVOUSNESS –Uncertainty as to whether there is a danger
8.TREPIDATION-Anticipation of the possibility of danger
The document is a summary of a presentation on emotional intelligence given at the 2008 annual conference of the Wisconsin Association of Equal Opportunity. The presentation discusses the importance of emotional intelligence competencies for building healthy relationships at work. It covers the four dimensions of emotional intelligence: self-awareness, self-management, social awareness, and relationship management. Specific competencies within each dimension like empathy, self-control, and conflict management are examined. Research is presented showing the impact of emotional intelligence on leadership effectiveness and organizational performance. Ways to develop emotional intelligence skills are suggested.
This document discusses emotional intelligence and strategies for developing it. It defines emotional intelligence as the ability to understand, use, and manage emotions. It notes that EQ is as important as IQ for success in life. The document outlines several skills that make up EQ, including being aware of one's own emotions, understanding others' feelings, managing emotional reactions, and choosing one's mood. It states that EQ continues developing into adulthood. The document provides activities and challenges to improve EQ skills like smiling when sad, deep breathing when upset, and buzzing out angry feelings. It discusses different types of responses to situations and keeping an anger diary.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Managing Perceptions".
Anger is one of five Emotions mentioned Emotional Atlas which contains a number of related states, which differ in intensity. The states shown here are representative, not exhaustive. Further action .mood associated has also been discussed.
Most INTENSE to Least INTENSE
1.FURY-Intense Anger
2.VENGEFULNESS-Desire for retaliation
3.BITTERNESS-Disappointment that no one wanted to settle a problem
4.ARGUMENTATIVENESS- inclination to prolong disagreements
5.EXASPERATION- Loss of patience at repeated failure to settle a problem disagreements
6.FRUSTRATION-A response to failure to overcome an obstacle despite repeated attempts
7. ANNOYANCE – Very Mild anger
This document outlines an agenda for a leadership development session for CBF fellows. The session will focus on receiving 360-degree feedback on leadership practices, understanding emotional intelligence and its impact on leadership, conflict management styles, and having difficult conversations. Participants will also discuss their progress on a talking chair assignment and explore models of leadership, the five practices of exemplary leadership, and how to interpret and use feedback from a leadership practices inventory assessment. The session will include exercises on emotional intelligence, such as identifying emotions in others, managing emotions, and developing emotional understanding.
This document provides an overview of the components of "The Winning Way." It discusses three main components: 1) Self-Awareness - gaining awareness of one's beliefs, attitudes, feelings, and behaviors in order to make empowered choices rather than automatic reactions. 2) Action - taking action by committing to goals and not waiting for perfect conditions. 3) Support - having a community of support through mutual understanding and accountability. The Winning Way aims to help people achieve success by overcoming automatic reactions through self-awareness and empowered decision making supported by a community.
Emotional intelligence involves five key skills: self-awareness, self-management, social awareness, relationship management, and stress management. People with high emotional intelligence are adept at recognizing and managing their own emotions, reading others' emotions, and building strong relationships. They are often successful because they can regulate their stress levels, communicate effectively, and resolve conflicts constructively.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Putting Things into Perspective".
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Emotion Regulation using ACT, DBT and Exposure techniques
Continuing education credits can be earned on this topic at https://www.allceus.com/member/cart/index/search?q=efficacy
This document provides guidance on regulating emotions through a mindfulness-based therapy approach. It explains that emotions have messages to elicit motion or action, and each emotion fits or does not fit the facts in a given moment. The document outlines a step-by-step process for regulating emotions that involves naming the emotion, discerning if it fits the facts, acting in line with the message, and ensuring the emotion is at the required level through acting opposite if it is too big or practicing components if it is too small. It also describes the components of different emotions like anger, shame, and sadness and how to regulate each one incrementally. While emotion regulation requires painstaking work, the document emphasizes that following this process works.
Emotional intelligence involves understanding and managing one's own emotions and the emotions of others. It is important for leadership and success in both personal and professional relationships. Developing emotional skills like self-awareness, empathy, and impulse control can help reduce stress and prevent emotional volatility. Meditation, social connections, and expressing one's feelings in a healthy way are some strategies for developing emotional intelligence.
Empower and Enhance your Emotional Intelligence.pdfAles Z. Serra
What is emotional intelligence? How to improve your emotional intelligence?
Emotional intelligence is a person's ability to manage and control his or her own emotions and to have the ability to control the emotions of others as well.
Some researchers indicate that emotional intelligence can be learned and strengthened, while others claim that it is a hereditary trait.
Emotional intelligence is a very relevant capacity in leadership. It is said to have five main components: self-awareness, self-regulation, motivation, empathy and social skills.
Emotional intelligence is the basis for a successful relationship with oneself and others. Several studies have linked emotional intelligence to key success factors in life, such as increased effectiveness, relationships, well-being and quality of life. EQ has been found to be twice as important a determinant of performance ability as IQ, although the two are often wrongly regarded as incompatible.
In this book we will explain and illustrate how you can use your Emotional Intelligence to improve your personal life or in the professional world.
The document discusses the differences between emotional quotient (EQ) and intelligence quotient (IQ). EQ measures a person's ability to recognize emotions in themselves and others and manage those emotions, while IQ measures a person's ability to learn and apply information through logical reasoning, comprehension, and math skills. The document then provides more details on the concepts of EQ and IQ, including their history and definitions. It describes Peter Salovey and John Mayer's coining of the term "emotional intelligence" and Daniel Goleman's work popularizing the concept of EQ. Goleman identified four main characteristics of emotional intelligence: self-awareness, self-management, social awareness, and social skills.
This document provides an overview of affective science and theories of emotion. It discusses what affective science is, definitions of emotion, the etymology and various classifications of emotions throughout history. Prominent theories of emotion are explained such as the James-Lange theory, Cannon-Bard theory, Schachter-Singer two-factor theory, and Lazarus's cognitive-mediational theory. The document also covers facial coding systems, basic and expanded lists of emotions, models of emotions like Plutchik's wheel and Parrott's tree-structured theory. Emotionally focused therapy and its stages are outlined in the final sections.
This document outlines the PEACE curriculum for teaching social-emotional skills from K-12. The curriculum focuses on parent empowerment, empathy training, anger management, character education, and essential social skills. The empathy training component uses the HEARS acronym to teach students how to assess and respond to others' feelings appropriately. Lessons use tools like emotion flashcards, stories, and role plays. The curriculum aims to help students understand and manage their own emotions, develop empathy, and resolve conflicts peacefully.
Sigmund Freud developed the theory of psychoanalysis which views the mind as consisting of the id, ego, and superego. The id operates on the pleasure principle, the ego mediates between the id and superego, and the superego operates based on morality. When conflicts arise between these structures, defense mechanisms are used unconsciously to avoid anxiety, such as rationalization, repression, and projection. Psychoanalysis aims to bring unconscious thoughts and motivations into awareness to understand behavior.
This document provides an overview of psychodynamic theory and Sigmund Freud's psychoanalytic theory. It discusses that psychoanalytic theory views behavior as being motivated by unconscious desires, drives, and conflicts. It explains Freud's structural model of the psyche consisting of the id, ego, and superego. It also outlines various defense mechanisms that the ego uses to reduce anxiety arising from conflicts between the id and superego, such as rationalization, repression, and projection.
The document discusses different theories of emotion and how authentic joy is defined from a Transactional Analysis perspective. It provides an overview of the four authentic feelings according to TA - sadness, anger, happiness, and fear. Authentic joy is described as a positive feeling indicating that all is going well and no changes need to be made. The presentation aims to help participants strengthen their ability to experience authentic joy in their own lives.
Akshat Goyal's T&D Program on KNOW YOUR SELF - THROUGH SELF AWARENESS & REGUL...Akshat Goyal
This two-day training program aims to help employees improve self-awareness and self-regulation through emotional intelligence. Day one includes introductory exercises, discussions about the importance of emotional intelligence, and group activities to experience different emotions. Day two focuses on increasing self-awareness through developing emotional vocabulary, saying no to temptations, and taking self-awareness tests. The goal is to help employees understand themselves better and foster self-regulation in the workplace.
Disgust is third of five Emotions mentioned in Emotional Atlas which contains a number of related states, which differ in intensity. The states shown here are representative, not exhaustive. Further action .mood associated has also been discussed.
1.Loathing-Intense disgust focussed on a person
2.Abhorrence-Extreme repulsion
3.Revulsion-Very intense disgust
4.Repugnance –Repulsion to something literally or figuratively toxic
5.Distaste- Response to bad taste or smell . Can also be metamorphical
6.Aversion- Desire to avoid something disgusting
7.Dislike –Mildest form of disgust
Fear is second of five Emotions mentioned Emotional Atlas which contains a number of related states, which differ in intensity. The states shown here are representative, not exhaustive. Further action .mood associated has also been discussed.
1.TERROR-Maximum Fear
2.HORROR-Mixture of Fear and Disgust
3.PANIC-A consequence of Desperation
4.DESPERATION –A response to the inability to reduce danger
5.DREAD- Anticipation of severe danger
6.ANXIETY- Inability to cope with an anticipated or actual threat
7. NERVOUSNESS –Uncertainty as to whether there is a danger
8.TREPIDATION-Anticipation of the possibility of danger
The document is a summary of a presentation on emotional intelligence given at the 2008 annual conference of the Wisconsin Association of Equal Opportunity. The presentation discusses the importance of emotional intelligence competencies for building healthy relationships at work. It covers the four dimensions of emotional intelligence: self-awareness, self-management, social awareness, and relationship management. Specific competencies within each dimension like empathy, self-control, and conflict management are examined. Research is presented showing the impact of emotional intelligence on leadership effectiveness and organizational performance. Ways to develop emotional intelligence skills are suggested.
This document discusses emotional intelligence and strategies for developing it. It defines emotional intelligence as the ability to understand, use, and manage emotions. It notes that EQ is as important as IQ for success in life. The document outlines several skills that make up EQ, including being aware of one's own emotions, understanding others' feelings, managing emotional reactions, and choosing one's mood. It states that EQ continues developing into adulthood. The document provides activities and challenges to improve EQ skills like smiling when sad, deep breathing when upset, and buzzing out angry feelings. It discusses different types of responses to situations and keeping an anger diary.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Managing Perceptions".
Anger is one of five Emotions mentioned Emotional Atlas which contains a number of related states, which differ in intensity. The states shown here are representative, not exhaustive. Further action .mood associated has also been discussed.
Most INTENSE to Least INTENSE
1.FURY-Intense Anger
2.VENGEFULNESS-Desire for retaliation
3.BITTERNESS-Disappointment that no one wanted to settle a problem
4.ARGUMENTATIVENESS- inclination to prolong disagreements
5.EXASPERATION- Loss of patience at repeated failure to settle a problem disagreements
6.FRUSTRATION-A response to failure to overcome an obstacle despite repeated attempts
7. ANNOYANCE – Very Mild anger
This document outlines an agenda for a leadership development session for CBF fellows. The session will focus on receiving 360-degree feedback on leadership practices, understanding emotional intelligence and its impact on leadership, conflict management styles, and having difficult conversations. Participants will also discuss their progress on a talking chair assignment and explore models of leadership, the five practices of exemplary leadership, and how to interpret and use feedback from a leadership practices inventory assessment. The session will include exercises on emotional intelligence, such as identifying emotions in others, managing emotions, and developing emotional understanding.
This document provides an overview of the components of "The Winning Way." It discusses three main components: 1) Self-Awareness - gaining awareness of one's beliefs, attitudes, feelings, and behaviors in order to make empowered choices rather than automatic reactions. 2) Action - taking action by committing to goals and not waiting for perfect conditions. 3) Support - having a community of support through mutual understanding and accountability. The Winning Way aims to help people achieve success by overcoming automatic reactions through self-awareness and empowered decision making supported by a community.
Emotional intelligence involves five key skills: self-awareness, self-management, social awareness, relationship management, and stress management. People with high emotional intelligence are adept at recognizing and managing their own emotions, reading others' emotions, and building strong relationships. They are often successful because they can regulate their stress levels, communicate effectively, and resolve conflicts constructively.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Putting Things into Perspective".
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Emotion Regulation using ACT, DBT and Exposure techniques
Continuing education credits can be earned on this topic at https://www.allceus.com/member/cart/index/search?q=efficacy
This document provides guidance on regulating emotions through a mindfulness-based therapy approach. It explains that emotions have messages to elicit motion or action, and each emotion fits or does not fit the facts in a given moment. The document outlines a step-by-step process for regulating emotions that involves naming the emotion, discerning if it fits the facts, acting in line with the message, and ensuring the emotion is at the required level through acting opposite if it is too big or practicing components if it is too small. It also describes the components of different emotions like anger, shame, and sadness and how to regulate each one incrementally. While emotion regulation requires painstaking work, the document emphasizes that following this process works.
Emotional intelligence involves understanding and managing one's own emotions and the emotions of others. It is important for leadership and success in both personal and professional relationships. Developing emotional skills like self-awareness, empathy, and impulse control can help reduce stress and prevent emotional volatility. Meditation, social connections, and expressing one's feelings in a healthy way are some strategies for developing emotional intelligence.
Empower and Enhance your Emotional Intelligence.pdfAles Z. Serra
What is emotional intelligence? How to improve your emotional intelligence?
Emotional intelligence is a person's ability to manage and control his or her own emotions and to have the ability to control the emotions of others as well.
Some researchers indicate that emotional intelligence can be learned and strengthened, while others claim that it is a hereditary trait.
Emotional intelligence is a very relevant capacity in leadership. It is said to have five main components: self-awareness, self-regulation, motivation, empathy and social skills.
Emotional intelligence is the basis for a successful relationship with oneself and others. Several studies have linked emotional intelligence to key success factors in life, such as increased effectiveness, relationships, well-being and quality of life. EQ has been found to be twice as important a determinant of performance ability as IQ, although the two are often wrongly regarded as incompatible.
In this book we will explain and illustrate how you can use your Emotional Intelligence to improve your personal life or in the professional world.
The document discusses the differences between emotional quotient (EQ) and intelligence quotient (IQ). EQ measures a person's ability to recognize emotions in themselves and others and manage those emotions, while IQ measures a person's ability to learn and apply information through logical reasoning, comprehension, and math skills. The document then provides more details on the concepts of EQ and IQ, including their history and definitions. It describes Peter Salovey and John Mayer's coining of the term "emotional intelligence" and Daniel Goleman's work popularizing the concept of EQ. Goleman identified four main characteristics of emotional intelligence: self-awareness, self-management, social awareness, and social skills.
This document provides an overview of affective science and theories of emotion. It discusses what affective science is, definitions of emotion, the etymology and various classifications of emotions throughout history. Prominent theories of emotion are explained such as the James-Lange theory, Cannon-Bard theory, Schachter-Singer two-factor theory, and Lazarus's cognitive-mediational theory. The document also covers facial coding systems, basic and expanded lists of emotions, models of emotions like Plutchik's wheel and Parrott's tree-structured theory. Emotionally focused therapy and its stages are outlined in the final sections.
This document outlines the PEACE curriculum for teaching social-emotional skills from K-12. The curriculum focuses on parent empowerment, empathy training, anger management, character education, and essential social skills. The empathy training component uses the HEARS acronym to teach students how to assess and respond to others' feelings appropriately. Lessons use tools like emotion flashcards, stories, and role plays. The curriculum aims to help students understand and manage their own emotions, develop empathy, and resolve conflicts peacefully.
Sigmund Freud developed the theory of psychoanalysis which views the mind as consisting of the id, ego, and superego. The id operates on the pleasure principle, the ego mediates between the id and superego, and the superego operates based on morality. When conflicts arise between these structures, defense mechanisms are used unconsciously to avoid anxiety, such as rationalization, repression, and projection. Psychoanalysis aims to bring unconscious thoughts and motivations into awareness to understand behavior.
This document provides an overview of psychodynamic theory and Sigmund Freud's psychoanalytic theory. It discusses that psychoanalytic theory views behavior as being motivated by unconscious desires, drives, and conflicts. It explains Freud's structural model of the psyche consisting of the id, ego, and superego. It also outlines various defense mechanisms that the ego uses to reduce anxiety arising from conflicts between the id and superego, such as rationalization, repression, and projection.
The video for this presentation is available on our Youtube channel:
https://youtube.com/docsnipes A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Using the compassionate mind to help clients who struggle with guild and self-criticism overcome
With the Dalai Lama’s vision in mind, Dr. Paul Ekman, a pre-eminent psychologist and co-discoverer of micro expressions published the Atlas of Emotions, a comprehensive illustrations of the states of emotions and how they relate to each other.
This educational and groundbreaking tool will not only give us a chance to see features of our emotions that may not be apparent to us, but also will give us a better understanding of our emotions.
The document discusses stress, its causes and effects from various perspectives including stimulus-based definitions, response-based definitions, and a dynamic process view of stress. It also outlines Hans Selye's general adaptation syndrome model of the body's response to stress and provides strategies for managing stress such as relaxation techniques, planning, reframing, and using one's strengths. The document is intended to help understand and cope with stress from various sources like academic, personal, family, and health issues.
This document discusses anger awareness and emotional intelligence. It covers topics such as different levels of awareness, self-awareness of anger, awareness of body signals during anger, identifying anger triggers, and the five elements of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills. The document emphasizes that increasing awareness of anger through understanding body signals and triggers is important for effective anger management, and that emotional intelligence can be developed through self-evaluation and examining how one's actions affect others.
Mindfulness is paying attention to one's present experiences without judgment. It involves focusing on the present moment, such as the breath, without getting caught up in thoughts or emotions. Mindfulness meditation is designed to strengthen mindfulness by focusing on bodily sensations like breathing. Research shows meditation reduces stress and improves focus and emotional regulation. Emotional intelligence involves perceiving, understanding, and managing emotions. Mindfulness enhances emotional intelligence by improving awareness of feelings, understanding how schemas amplify emotions, and regulating reactions through openness and wisdom. Neuroscience suggests meditation balances brain hemispheres and increases communication between rational and emotional centers for optimal emotional functioning. Increasing mindfulness through meditation can thus increase emotional intelligence.
The document discusses various intra-personal and interpersonal skills including self-concept, self-awareness, self-esteem, self-confidence, self-control, anger management, emotional intelligence, stress management, resilience, critical thinking, problem solving and decision making. It defines these concepts and discusses how they relate to understanding oneself and managing relationships with others.
This document provides information on developing a personal plan and understanding emotions. It discusses using mind mapping to develop a personal plan to enhance brain functions. It explains that emotions have cognitive, physical, and behavioral components. There are positive and negative emotions that can impact motivation. The document also discusses critical thinking, creative thinking, and metacognition. Learners complete activities to identify feelings, emotional expressions, life challenges, and create a mind map on emotions.
This document discusses various topics related to human emotional states and perception. It begins with quotes about anger, knowledge, and wisdom. It then discusses the human body and its systems, as well as the five senses and additional sensory capacities. Several sections explore emotions, emotional intelligence, and how to cultivate awareness and control of one's emotional states. It emphasizes improving skills like self-awareness, self-regulation, empathy and social skills. Overall, the document provides information on human physiology, perception, emotions, and developing emotional intelligence.
- Sigmund Freud first coined the term "defence mechanism" and proposed that the ego uses unconscious tactics to protect itself from anxiety. Anna Freud later expanded on her father's work and identified additional defence mechanisms.
- Defence mechanisms are unconscious coping strategies that the mind uses to reduce anxiety from unacceptable urges or impulses. Common mechanisms include rationalization, regression, sublimation, denial, projection, and repression.
- Freud classified defence mechanisms on a scale from primitive to mature based on their psychological complexity and ability to resolve conflicts adaptively. More primitive mechanisms are less adaptive while mature mechanisms tend to resolve issues in a healthier way.
This document outlines objectives and questions about managing emotions. The objectives are to identify the effects of decisions based on handling emotions right or wrong, reason how virtues like fortitude and prudence can help deal with emotions like hatred and anger, and take appropriate actions to manage emotions. The essential questions ask how proper emotion handling can help growth and relationships, and the importance of virtues in emotion management.
The document discusses emotions, hormones, and defense mechanisms. It defines emotions as signals that tell the mind and body how to react, and hormones as chemicals produced by glands that regulate cell activity. It then lists and describes 7 common defense mechanisms: repression, regression, denial, projection, suppression, rationalization, and compensation. The document concludes by providing tips for dealing with unpleasant feelings and asking for help when overwhelmed.
This project aims to increase awareness of the social and emotional issues faced by students with disabilities. It will explore how trauma and disabilities can impact brain development and function, potentially causing issues with emotional regulation, memory, language, and other areas. The project also discusses providing teacher training to help them better understand and support students with disabilities. It will involve workshops to discuss topics like the brain, trauma, and building social emotional skills. The goal is to develop a more inclusive school environment.
This presentation contains examples of psychosocial activities and/or interventions.
**Note: I do not claim ownership of the content. This is merely for sharing purposes. Please do not publish to the other websites. tnx.
The document discusses the three parts of the coping brain - the thinking brain, reptilian brain, and emotional brain - and how each contributes to coping mechanisms. It then examines common coping challenges like loss, rejection, betrayal, and humiliation and provides strategies for managing stress and anger, including using the thinking brain, developing healthy coping skills, asking for help, and taking responsibility for one's own feelings. The document advocates educating oneself on coping skills and learning from others' examples of effective coping.
The document discusses self-management skills, including stress management techniques and demonstrating the ability to work independently. It defines self-management and sources of stress such as mental, physical, social, and financial stress. It provides strategies for coping with stress and managing stress through avoiding unnecessary stress, saying no, avoiding stressful people/situations, and compromising. Skills needed for independent work are discussed like organizational skills, multitasking, discipline, communication, and adaptability. Self-awareness, motivation, self-efficacy, and self-regulation are also defined.
This document provides an overview of frustration, conflict, and defense mechanisms from a psychology lecture for nursing students. It defines frustration as a negative feeling when one is prevented from reaching a goal and identifies three sources of frustration. It defines conflict as a type of frustration and describes four types of conflicts: approach-approach, avoidance-avoidance, approach-avoidance, and multiple approach-avoidance. It then outlines simple, violent, and task-oriented reactions to frustration and methods for nurses to cope with frustration and conflict, including identifying sources and changing or accepting situations. Finally, it defines and provides examples of both successful and unsuccessful defense mechanisms.
Here are the answers to the multiple choice questions:
1. a
2. b
3. a
4. c
5. c
6. a
7. a
8-10. Emotional indicators in resistance stage: tearfulness, fear, anxiety, panic, guilt
11-15. Common causes of stress: role conflicts, imbalance, life changes, self-talk, expectations, poor quality relationships, time pressures
Actividad formativa para el profesorado sobre inteligencia emocional
El apoyo de la Comisión Europea para la elaboración de esta publicación no implica la aceptación de sus contenidos, que es responsabilidad exclusiva de los autores. Por tanto, la Comisión no es responsable del uso que pueda hacerse de la información aquí difundida.
Teoria general-emotional-intelligence-Teachersmasalmagro
Teoria general-emotional-intelligence-profesores-english
El apoyo de la Comisión Europea para la elaboración de esta publicación no implica la aceptación de sus contenidos, que es responsabilidad exclusiva de los autores. Por tanto, la Comisión no es responsable del uso que pueda hacerse de la información aquí difundida.
Teoria generale-intelligenza emozionale-professorimasalmagro
Teoria generale-intelligenza emozionale-professori
El apoyo de la Comisión Europea para la elaboración de esta publicación no implica la aceptación de sus contenidos, que es responsabilidad exclusiva de los autores. Por tanto, la Comisión no es responsable del uso que pueda hacerse de la información aquí difundida.
Rafael Bisquera definisce il trattamento emozionale come l’abilità di trattare le emozioni in modo appropriato. Ciò implica essere consapevoli della relazione tra emozioni – che provi -, cognizione – che pensi -, e comportamento – ciò che fai-; di avere una buona soluzione per affrontare strategie; capacità di generare emozioni positive, ecc.
Gross (1999, p 275) definisce la regulazione come l’ abilità la giusta quantità di rabbia in un contesto e in modo appropriato.
INTRODUZIONE. TRATTAMENTO EMOZIONALE
GESTIRE LE TUE EMOZIONI
1. Percezione del corpo. Respirazione....
2. Controllo dello stress
3. Controllo della rabbia
4. Infographies
20 modi per vivere senza ansia
50 metodi per rilassarsi
Rafael Bisquera en su blog define la regulación emocional como la capacidad para manejar las emociones de forma apropiada. Supone tomar conciencia de la relación entre emoción –sientes-, cognición –piensas- y comportamiento –haces-; tener buenas estrategias de afrontamiento; capacidad para autogenerarse emociones positivas, etc.
Gross (1999, p 275) define la regulación como la habilidad de expresar la cantidad justa de ira de la manera apropiada al contexto.
INTRODUCCIÓN. REGULACIÓN EMOCIONAL
REGULAR TUS EMOCIONES ..
1. Percepción corporal. Respiración.…
2. Control del estrés…
3. Control de la irritación.
4. Infografías…
20 claves para vivir sin ansiedad,
50 formas para relajarse…………
Este documento presenta información sobre el proyecto MuseTeam, un proyecto ERASMUS+ que busca incluir la inteligencia emocional en el aprendizaje por proyectos para mejorar la inclusión social. Incluye secciones sobre comunicación verbal efectiva, los estados del yo en el análisis transaccional, y cuestionarios para evaluar las habilidades de comunicación. El objetivo general es desarrollar habilidades socioemocionales como la empatía, la escucha activa y la expresión de sentimientos a través del diálogo y trabajo
Cos'è la comprensione emotiva? Le emozioni contengono informazioni; per capire i sentimenti degli altri, dobbiamo iniziare imparando a capire noi stessi, i nostri bisogni e desideri, quali cose, persone e situazioni ci fanno sentire emozioni particolari, quali pensieri generano quelle emozioni, come ci influenzano e quali conseguenze e reazioni scatenano. Questa capacità rende possibile rispondere a domande come: Perché mi sento felice? Come si sentirà il mio amico se glielo dico? Cosa succederebbe se lo dicessi a una certa persona?
Se capiamo e identifichiamo i nostri sentimenti, sarà più facile per noi connetterci con i sentimenti dei nostri simili. Come si usa questa abilità? Empatia, che significa, mettendo noi stessi al posto di un'altra persona ed essendo consapevoli dei loro sentimenti, delle loro ragioni e delle implicazioni personali, cioè, dobbiamo “mettere noi stessi nei panni di qualcun altro”.
INTRODUZIONE. COMPRENSIONE EMOTIVA…
COMUNICAZIONE VERBALE…
1.P.A.N
2. ascolto attivo
3. Empatia
4. Elevator pitch
5. Presentazioni di gruppi ampi. Rubriche.
Facilitazione o assimilazione emozionalemasalmagro
La facilitazione emozionale è il processo con il quale miglioriamo il nostro modo di rispondere ad uno stimolo, aumentando le possibilità di successo, grazie allo stato emozionale dominante in quel momento.
INTRODUZIONE.FACILITAZIONE EMOZIONALE
1. Leggi riguardanti l'apprendimento di una persona adulta……
2. Stili di apprendimento degli adulti
ACCETTA LE TUE EMOZIONI
1. Conoscenza di te stesso
2. Autostima…
3. Motivazione
4. Dal CV al C. Vitale..
Este documento trata sobre la inteligencia emocional y su inclusión en el aprendizaje mediante proyectos para mejorar la inclusión social. Explica conceptos como la facilitación emocional, el uso de las emociones, los estilos de aprendizaje de adultos y la importancia del autoconocimiento. Incluye varias actividades para que los lectores se conozcan mejor a sí mismos, identifiquen sus fortalezas y debilidades, y reconozcan las influencias en su vida.
La percezione emozionale ha a che fare con i sentimenti e come li utilizziamo come filtro per le diverse esperienze che viviamo. Attraverso i sentimenti, dunque, ognuno interpreta diversamente il linguaggio verbale e non, l’arte, la musica ecc.
INTRODUZIONE. PERCEZIONE EMOZIONALE
COMUNICAZIONE NON VERBALE
1. Kinesia
2. Prossemica
3. Paralinguistica..
4. Altri aspetti di interelazione
La percepción emocional tiene que ver con los sentimientos y con cómo pasamos por ese filtro las experiencias que vamos viviendo, de forma que adquieren un significado u otro para nosotros, aunque se refiere a uno mismo, pero lo interpretamos en los otros, a través del lenguaje, no verbal, en obras de arte, música, etc.
INTRODUCCIÓN. PERCEPCIÓN EMOCIONAL
COMUNICACIÓN NO VERBAL
1. Kinesia
2. Proxémica. Territorio y Personal
3. Paralingüística
4. Otros aspectos de interrelación
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
1. Proyecto MuseTeam 1
1
ERASMUS + 2018-1-ESO1-KA204-050530 “MUSETEAM” Emotional intelligence included in learning by projects to improve social inclusion
Name and Surname…………………………
Brochure
Emotional Regulation or Handling
2. 2
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
Contents
INTRODUCTION. EMOTIONAL HANDLING ................ 3
MANAGE YOUR EMOTIONS ....................................... 5
1. Body Perception. Breathing................. 7
2. Stress Control….................................. 9
3. Anger Control.................................... 21
4. Infographies … ...................................34
20 keys to living without anxiety
50 relaxing methods
5. Bibliography..................................... 35
INTRODUCTION. EMOTIONAL HANDLING
The World Health Organization has predicted that by 2020, anxiety and depression will
be among the leading causes of disability in the world, surpassed only by
cardiovascular disease.
What is Emotional Management or Regulation? It consists of the ability to moderate or
manage our own emotional reaction to intense situations, whether positive or negative.
It regulates the ability to tolerate frustration and feel calm and relaxed about goals that
are set as too far away or unattainable. (Figure 1)
How is this aptitude used? Choosing well the
thoughts to which they are going to lend
themselves attention in order not to be carried
away by the his first impulse and, even,
learns to generate, in an alternative way,
adaptive thoughts in order to control possible
emotional alterations ,
i.e., "count to 10 before acting."
In his blog, Rafael Bisquera defines emotional handling as the ability to handle
emotions appropriately. It implies becoming aware of the relationship between
emotion -you feel-, cognition- you think- and behavior- you do-; to have good
facing strategies; capacity to self-generate positive emotions, etc.
Gross (1999, p 275) defines regulation as the ability to express the right amount of
anger in a context-appropriate way.
If we look at a continuous line, the regulation processes are activated almost
automatically along with our emotional processes. We usually regulate negative
emotions (anger, stress...) but sometimes also positive emotional states that
could not be adequate.
Fig. 1: Emotional handling
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ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
Fig. 2 Emotional Regulation Process
Excessive self-control Anxiety,
Stress, anger
It doesn't affect me, Affective deregulation
I put up with it
SELF-REGULATION
An always positive attitude can be dangerous and cause people to ignore, for
example, their health problems or engage in risky behaviour.
In the same way, not all anxiety is bad. A low level of anxiety can help maintain
the kind of attention we need to get things done. In fact, suppressing emotions
can also sometimes be a good strategy in a short-term situation.
According to Rafael Biquera, the micro-competences that make it up are:
Appropriate emotional expression - The ability to express emotions appropriately.
It implies the ability to understand that the internal emotional state does not need
to correspond with the external expression. This refers to oneself as well as to
others. If this is mastered, it implies that you know how to anticipate the
consequences of your emotional expression and behaviour that are triggered
when you relate to other people.
Regulation of emotions and feelings. - It is the emotional regulation itself. This
means accepting that feelings and emotions must often be regulated. This
includes: frustration tolerance to prevent negative emotional states (anger,
stress, anxiety, depression); impulsivity regulation (anger, violence, risky
behaviour); perseverance in achieving goals despite difficulties; ability to defers
immediate rewards in favour of others longer term but higher order ...
Coping Skills: Ability to face challenges and conflict situations, and the emotions
they are generated with. It is necessary to manage the intensity and duration of
emotional states.
Competence to self-generate positive emotions - The ability to voluntarily and
consciously experience positive emotions (joy, love, humour) and the enjoyment
of life.
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ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
Activity 1.
Each group should give an example of events or thoughts that provoke opposing
feelings1 (positive versus negative) and debate about them:
Joy: it is as if the heart became lighter
because our desires have been fulfilled.
Sadness: a loss (of a person, valuable thing,
freedom...) or a disgrace desire for isolation
and passivity.
Happiness: Plenitude feeling, not lacking
anything.
Depression: deep and continuous sadness,
with appetite lost, no desire to laugh...
Sense of humor: has social projection, we
laugh at ourselves and others.
Nostalgia: it's a soft but deep sadness when
you remember a person, landscape, animal
or thing that you loved very much.
Hope: to see as possible something
pleasant that we very much want.
Despair: intense distress and dismay at the
total loss of hope
Optimism: Interpreting failures and
difficulties as a sign that more effort is
needed (Seligman). "See all colour pink" or
"see the bottle half full"
Pessimism: throwing in the towel in the face
of overcomeable difficulties (Seligman) "see
everything in colour black" or
"see the bottle half empty"
Surprise: Something strange and
unexpected provokes a feeling (positive or
negative) on which our attention is focused.
Courage: act decisively, rejecting fear,
although the difficulties are known
(otherwise it would be imprudence).
Fear: an unpleasant desire to escape is felt
in the face of a threat or danger.
Shame: it's an unpleasant desire to hide,
when others discover some fault of ours that
we wanted to keep hidden.
Audacity: bravery that edges the limit,
exposing itself to probable dangers or
failures. The extreme is temerity. Phobia: intense and irrational aversion to
animals, height or enclosed spaces.
Chart 1: Definitions of feelings collected by Segura Morales (2011)
1 Definitions of feelings belong to Manuel Segura Morales (2011). Young people and adults with behavioural problems. Narcea
S.A. of Ediciones. Madrid. Sociocultural Collection- pp 95-108.
5. 5
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
Motivation: positive disposition to carry out
any activity, either hard and work, or play
and sport.
De-motivation: passivity in front of stimuli
(stimulus can be an activity, a movie, a song)
because we think it's not worth it.
Interest: feeling attracted and captured by a
person, a book, a film... There is a desire to
know more.
Boredom: inner tiredness when faced with
something repetitive or without interest, which
makes time extend "that roll will never end".
Healthy envy: wanting something equal to what others have, but not wanting them to
lose it.
Envy: sadness or anger at the good of others, with the desire to lose it
Jealousy: fear that someone else will take away the love of the person we love.
Anger: indignation for an offense someone makes us or for finding an obstacle
that impedes us from doing or getting what we want. It can lead to pulling away or
destroying the one who offends us.
Resentment: prolonged hatred with desire for revenge
Humility: seeing
what is good in
others and not
feeling superior to
anyone. We are all
equal and each has
his or her own
qualities.
Healthy Pride: joy and respect for oneself when one realizes one's
worth or a well-done action.
Malignant pride: awareness of one's own worth, but accompanied by
haughtiness and contempt for others. The bad thing about this pride is
contempt for others.
Pride: evil pride taken to the extreme. It is a feeling
with total contempt for others. It is to think oneself smarter, prettier
or stronger.
Chart 1: Definitions of feelings collected by Segura Morales (2011) cont.
6. 6
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
HANDLING YOUR EMOTIONS
1.- BODY PERCEPCION. BREATHING2
It may seem obvious, but sometimes we forget that breathing is very physical and
closely related to the emotional world. Breathing is more limited when the body is
rigid, and breathing expands when the body is in a elastic state.
You don't have to be an athlete to breathe well even though sport activates
breathing. We can mobilize and stretch our body, if we do we will notice that our
inhalations and exhalations become wider and more pleasant ("breathing well
produces pleasure"). Figure 3.
Our way of breathing changes according to our mood or what we are experiencing: we
breathe quickly if we are nervous or scared, or slowly if we are relaxed.
You could answer this question before you keep reading:
2 Spanish link http://tecnicasderespiracion.com/
Fig. 3. Breathing exercises
The following sentence is true ( ) or false ( )
The lungs are responsible for collecting and expelling the air in the breath.
7. 7
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
The statement is false, because the muscle responsible for breathing is the
respiratory diaphragm. It is located under the lungs and separates the thorax from
the abdominal area, occupying a large surface.
Activity 2.
We are going to perform a breathing exercise so that you are aware of the sensations of
your abdomen when entering and exiting the air.
Find a comfortable sitting posture. Place your hand on your belly, close your eyes and
make contact with your breath. Breathe deeply, hold the air for a few moments in your
lungs and breathe out, expelling as much air as you can. Repeat twice.
Now allow the air to enter without forcing your lungs, feel how your chest fills, from the
clavicles to your abdomen, until it fills completely with air. At the same time, feel the
tensions in your body and let them go when you breathe out.
Visualize how the air that penetrates when you breathe in cleanses your body.
Fig. 4. Diaphragm
Inhalation Exhalation
8. 8
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
2. STRESS CONTROL
The Real Académica Española (RAE) defines stress as "that situation of an individual, or
of any of their organs or apparatuses, which, by demanding from them a higher than normal
performance, puts them at close risk of becoming ill".
Two ideas stand out from this definition:
a. "... demand for higher than normal performance...".
b. "... the near risk of becoming ill", because of this exigence.
Stressors or stressful situations are those that represent a threat, danger, challenge or
insecurity to the beliefs, values, feelings, ways of thinking and acting of the individual who
lives them. Some examples of stressors: (time of exams, falling ill, getting along badly with
colleagues, separation, divorce or conflicts with family or partner, being unemployed,
experiencing financial hardship, suffering an accident, speaking in public, flying in an
airplane, entering an elevator ...).
Not all stressful situations produce a stress response.
Activity 3.
We propose you to choose three stressful daily events that discomfort you and
three other situations, more or less pleasant that bring joy to your life.3
You have to answer rating from 1 to 3: low (1), medium (2), high (3).
3 "Stress-free tests." Material from the Latina Municipal Board. Madrid City Council
My stressful events
(Stressors)
My pleasures.Joys
(enhancers)
Rating
Degree of stress it
causes me.
Rating
Grado de placer
que me produce
Low
1
Medium
2
High
3
Low
1
Medium
2
High
3
Ex. Wake up early Ex.Take a bonbon.
∑ Sum ∑ Sum
Total stressors Total enhancers
9. 9
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
A) Rate your answers stressors y enhancers according to the following chart:
Solutions:
1. If the sum of your enhancers exceeds stressors, congratulations! You have
managed to find your balance.
2. If the sum of your stressors exceeds the sum of enhancers, you have to do
something, because your situation is critical. You can:
a. Modify the stressful situation or your attitude towards them, to
mitigate and if possible eliminate their negative effects.
b. Select more and better uplifts, that is, look for situations, motives,
small joys or moments of daily pleasure: the time to eat, your favorite TV
show, play video games, chat with friends, read a novel.
2.1. Stress at examination time.
The percentage of high school students experiencing symptoms of anxiety, stress,
and depression associated with testing is growing. Figure 5.
•Before the test, when the day and time are known, there is usually a decrease in the
immune system, i.e., students become ill with viral or bacteriological infection.
Concern also increases and obsessive and destructive thoughts appear: "I won't
have time to study", or you feel emotionally hypersensitive (irritable and in a bad
mood), it can diminish your capacity for attention and learning.
• During the test, it may appear an irregular breathing and shortness of breath,
tachycardia, and the first thought, "How difficult! I don't know the answers, I don't
have time to finish.
•After. At the end of the exam they have a feeling of exhaustion, but the rest of the
physiological symptoms disappear automatically and our body is controlled by
calm. In some cases, new fears begin to appear when we wait for the notes and
thoughts of frustration, underestimation and sadness may occur: "no matter how
much I study...", "what will they think of me?...".
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ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
Activity 4.
What are your reactions to the tests?
In this questionnaire there are 27 questions that are the most common reactions that
appear in the exam. Each question admits only one answer of four: almost never (1),
sometimes (2), often (3), almost always (4). We have to answer in our own reactions
from the moment we are told the card of the examination until before we are examined.
Almost
never
1
Sometimes
2
Often
3
Almost
always
4
1. I experience headaches
2. I have trouble falling asleep
3. I have feelings of suffocation
4. I feel discomfort in my stomach
5. I sweat a lot in hands, armpits, feet
6. I sleep badly
7. I feel tired and fatigued
8. I feel tachycardia, my heart is beating excessively
9. I feel dizzy, vomit
10. I want to eat
11. I get a nervous tic "eye"...
12. I take medicine for my nerves
13. I stop practicing my sport or hobbies.
14. I lose interest in my appearance cleanliness, dressing...
15. I watch more time television, games, mobile
16. I drink more coffee, tea,...
17. I go to the family doctor
18. I bite my nails
19. I find it difficult to attend and concentrate
20. I'm afraid something bad will happen.
21. I have the impression that I will suspend
22. I am invaded by desires to leave everything
23. I feel sad and depressed
24. I have the impression that I am going to go blank
25. I feel slower or clumsy, I don't think
26. I have the impression that I do not study enough
27. I am obsessed about whether or not I will pass
11. 11
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
Exercise correction:
• Selects all answers marked with an "often" or "almost always.
• Classify the answers into three sections:
PHYSIOLOGICAL ANSWERS (questions 1 to 9) Example: I sleep poorly
BEHAVIOUR RESPONSES (questions from 10 to 19) Example: I get a
nervous tic in my eyes, face, neck...
COGNITIVE ANSWERS (questions from 20 to 27) Example: I have the
impression that I will go blank....
Figure 6. Stressful situations
12. 12
ERASMUS + 2018-1-ESO1-KA204-050530 “MuseTeam”
Emotional Regulation or Handling
Now that we have identified the answers or reactions to the exams, we can
know the techniques and strategies to control them (Figure 6).
2.2. Breathing rhythm control.
We have read that one of the physiological responses is breathing alteration.
We propose you the following exercise of control of the breathing rhythm (Figure
7):
1. Adopt a completely comfortable body position.
a. Sitting on a chair or sofa, with your back straight or upright enough; or
b. Lying on your back
2. The place has to be quiet, ventilated, with enough light...
3. We will take the respiratory cycle as the unit of measurement. 1 breathing
cycle consists of a full INHALATION (to take in air) + full EXHALATION (to expel
the air) of air.
Te proponemos el siguiente ejercicio de control del ritmo respiratorio (Figura 7):
1. Adopta una posición corporal completamente cómoda.
a. sentado en una silla o sofá, con la espalda lo suficientemente recta
o erguida; o
b. tumbado boca arriba
2. El lugar ha de ser tranquilo, ventilado, con suficiente luz…
3. Tomaremos como unidad de medida el ciclo respiratorio. 1 ciclo
respiratorio está compuesto por una INHALACION (tomar aire) +
EXHALACIÓN (expulsar el aire) completa de aire.
4. All exercises are always started by expelling all the air from the lungs. Just
when inhaling, the cycle begins, it ends just when all the air in the lungs is
exhaled, and then another
cycle begins, and so on.
If you want to reduce physiological
activation (tachycardia, rapid
breathing, sweating...) you have to
breathe slowly, about 10 cycles per
minute.
Inhalation Exhalation
diaphragm
tight abdominal
waist
Breathing Rhythm control
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Activity 5.
Practice controlling your breathing rhythm.
Follow the instructions of the exercise of control of the breathing rhythm, both when
inhaling and above all when exhaling, our breathing will be slow; that is, we will try
to take in the air very slowly and we will expel it in the same way, slowly. What does
it mean to breathe slowly? It is the time it takes to inhale or exhale. This time has to be
extended. For example, the inhalation of air is slower when we take 5 seconds to fill our
lungs, for example, than when we take 2 seconds. And the exhalation is slower when we
take 5 seconds to empty our lungs than when we take two.
Let us now begin activity 4 with this instruction. Essays 1, 2, 3, 4, (for one minute)
Do not do this exercise for more than 5 minutes.
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2.3. Control de ritmos cerebrales con técnicas de relajación.
Our brain is formed of neurons. Each one
of them has the capacity to retain and
carry a minimum amount of information
and each one of them establishes
connections (synapses) that allow us to
agglutinate information about what we
perceive, feel, think, do... (fig.8)
These synapses are executed through
bioelectric waves that are produced by
the exchange of sodium ions (Na+) and
potassium ions (K+) that are registered in
the neuron membranes and that
constitute the cerebral rhythms. Chart 2
There are different rates or levels of brain activation. Each rhythm has its
importance and its place. None of them is positive or negative. Each is necessary
to accomplish a task or activity.
RHYTHMS OR LEVELS OF
BIOELECTRICAL
ACTIVATION
BRAIN WAVES ACTIVITIES EXAMPLE
BETA rhythm.
They are waves that
activate to the maximum
the brain. Maximum alert
state. (20 cycles per
second)
- Drive a car.
- Having insomnia.
- Take an exam
- Euphoria, joy.
- Aggressiveness, stress, depression.
ALPHA rhythm.
They are brain waves
emitted in the state of
relaxation. They range
from 8 to 13 cycles per
second.
- Lying on the beach sunbathing.
- Listening to music or reading a
book.
- Appears in relaxing and pleasant
situations.
- Chat placidly.
- States of security, confidence.
- Improves attention and memory.
TETHA, DELTA rhythms
It's either slow waves or
very slow waves. Low level
of brain activation.
- Sleep and dream.
- Sensation of fatigue or tiredness.
- Emotional state of disinterest and
boredom.
Chart 2: Brain rhythm and activities example.
Figure 8. Chemical synapses. Cells do not touch
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There are several electronic devices (sensors) that control brain rhythms: the
"electroencephalogram", the so-called "truth machine" or polygraph (Figure 9).
The latter also detects various physiological responses such as heart rate, blood
pressure, body temperature and breathing.
WE CAN ACHIEVE THE SAME RESULTS USING RELAXATION.
Relaxation consists of repose and physical and psychic rest; it is about
diminishing to the minimum our physical activity (muscles in repose, stillness,
immobilization) and psychological (cessation or diminution of our imagination,
memory, thoughts).
Activity 6.
Practice the relaxation exercises:
- Sit in the chair, with your back upright and leaning against the backrest. Clothes should
be loose-fitting.
Deepening (1 to 3 minutes)
- We took a breath and
- We exhale... slowly... at the same time that we notice our feet (not moving our feet or
any other part of the body) for a brief time of 5 seconds.
Figure 9. Polygraph.
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- We inhale... and exhale at the same time as we pay attention to... follow the
sequence ... + calves, …+ thighs, ... + both legs, ... + back, ...+abdominal muscles, ... +
arms, ... + forearms, ... + hands and ...+ face muscles.
Fullness (1 to 3 minutes)
In this phase we are relaxed: the body is at rest. We breathe slowly. We experience
well-being, tranquillity... happiness. We inhale and exhale gently.
Return (2 to 3 minutes)
- It is advisable not to leave the state of relaxation abruptly. The return to the normal state
should be gradual and progressive.
We can follow the same sequence of the deepening phase:
- We take a breath and
- We exhale... slowly... at the same time that we pay attention to our feet (do not move
our feet or any other part of the body) for a short time of 5 seconds.
- We inhale... and exhale at the same time as we pay attention to... follow the
sequence ... + calves, …+ thighs, ... + both legs, ... + back, ...+abdominal muscles, ... +
arms, ... + forearms, ... + hands and ...+ face muscles.
Activation
We take air as we open and close our fists 3 or 5 times.
Breathe in and flex your arms 3 or 5 times.
Take a breath and stretch your legs 3 or 5 times.
Take a deep breath (3 times).
We open our eyes, we breathe deeply. We return to the normal state of vigil.
Activity 7
Write down your results. Learning to relax can be achieved in just a few
sessions.
session level reached date
very
bad
bad regular good very
good
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2.4. Systematic Desensitization (S.D.)
Systematic desensitization is used to attenuate, and eventually eliminate,
physiological and cognitive reactions produced by certain stressful situations,
such as examination fear, fear of going to an interview.
When we know the date of the examination, the first symptoms of anxiety appear,
from then on, the memory of the examination martyrs our body and worry
overwhelms our heads.
How do we prepare so that this does not happen? So let's relax just when the
thoughts, images, memories, scenes... are associated with the exams.
Instructions.
1- We will learn to relax.
2- We will select the anxiolytic situations with which we want to work. We
propose you some of them from lower to higher level of intensity.
1. They announce the date of the exam.
2. I make the first preparations for the exam and I think it will be difficult to
pass.
3. I imagine my route from my home to CEPA on exam day.
4. There are 2 weeks left for the exam.
5. There is 1 week left for the exam and my preparation is not adequate.
6. My study place, my notebooks... cause me discomfort as soon as I see
them.
7. I think about the teacher, my classmates, the classroom, the topics...
8. I have 5 days left. I still can't study but I think it will give me time.
9. There are a few days left, 2 or 3 and I feel powerless.
10. Today is the day before the exam.
11. Today I've got the test today. I imagine the journey from my home to class.
12. I'm on the exam. The questions are on paper. I don't know them yet. I turn
to paper, and...
3- The exercise consists of thinking about the first stressful situation, the one
of less intensity, while we relax. The duration of each exercise is 10 - 15
seconds. It is repeated 5 and 7 times. When we achieve relaxation we rest.
4- Before moving on to another exercise we must think of a pleasant situation
(being on the beach sunbathing with a very cold drink ...)
5- . Each day we can work on a situation that we will write down on the card.
6- If we apply this technique 10 or 20 days before the exam, we will arrive
calmer to the exam.
Activity 8
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Write down the results in your Systematic Desensitization (S.D.)
Select your stressful situations and
write them down
Mark with an x the level of relaxation
achieved thinking in stressful situations.
Optimum Not optimal
They announce the date of the exam
training 1
training 2
training 3
training 4
training 5
training 6
training 7
I'm making the first preparations for the exam, and I think it's going to be hard to pass.
training 1
training 2
training 3
training 4
training 5
training 6
training 7
Create your S.D. card for all other stressful situations. You can make your own
list.
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2.5. Cognitive Restructuring (C.R.)
Cognitive restructuring is a technique that consists of substituting the negative
thoughts that "crush" our mind: "I am going to suspend", "I am a disaster", "I am
not worth anything", "I don't have time to study", "I will never pass"...) with other
more positive ("if I study a lot...", "I have skills for ...") and realistic ones that
substitute them.
Negative thoughts are "conversations with oneself" that contain self-reproaches
and undervaluations of our person and our possibilities ("I am not worth
anything"). These thoughts tend to be erroneous, false, and lead us to feel bad
(sad, depressed...), and not to act (for what) or to do it in an erroneous way
(instead of studying I go to the movies).
These negative thoughts include in our feelings and behaviors.
Instructions
The technique of Cognitive Restructuring consists of associating (substituting,
changing or counteracting) negative thoughts with more positive ones.
Steps:
1. Identify 3 or 5 negative thoughts related to the test. For example, "I'm not worth
anything".:
--
1. Analyze each thought to see why I think this way, how I feel, when it comes
to mind, and how I act or not when it appears. We write it on the card
2. Look for a positive contrary thought that is realistic and objective. We add
a feeling of well-being and optimism and finally, we observe and perform
the behaviors and actions related to those thoughts. We write it on the
card.
3. Talk to colleagues to find out their thoughts, feelings and how they react.
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Activity 9 Train yourself with the cognitive restructuring card.
NEGATIVE THOUGHTS (T-) POSITIVE THOUGHTS (T+)
“I'm not worth anything”
What rations do I have ?
……………………………………..
……………………………………..
How do I feel ?
Useless............................................
.........................................................
.....
When you came to me, did you
come to mind ?
Watching TV.................................
.....................................................
What have you done to resolve the
situation ?
I'm looking forward to studying it
though. I ask myself to
chatear..........................................
................................................
“I recognize that I have some skills”.
What reason do I give?
I'm good at science……….…………
……………………..…………………….
How do I feel?
Proud, because most of my
classmates/relatives/girlfriend/children
………………………………………
What do I do to solve it?
I'm planning the study for …..
" I'm not worth anything."
What reasons do I have?
……………………………………..
……………………………………..
How do I feel?
…………………………………
When you came to me, did you
come to mind?
………………………………….
What have you done to resolve the
situation?
I would like to study it, however. I
ask myself what I
think...............................................
......................................................
.................................
What reason do I give?
………………………………………………
………………………………………………
How do I feel?
………………………………………….
What do I do to solve it?
…..
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3. IRRITATION CONTROL
Goleman (1996) points out that very intense emotions or those that last
longer than necessary can lead to real emotional imbalances, even reaching
pathological states. Nor is it a question of living happily at all costs, but of
finding a balance.
Anger emerges when a person is subjected to situations that produce
frustration or are aversive.
Emotional imbalances are triggered by four types of situations:
Frustrations. A bad school grade, the leaving of the couple.
Irritating events. A lost key, a pen banging on the table sound.
Verbal and non-verbal provocations: an ironic comment from a partner,
an incorrect overtaking on the road.
The lack of correction and injustices: an out of place criticism, a
disproportionate distribution of taxes.
The emotional pattern goes through the following process (Figure 10):
The person is faced with a "Rational Phase" imbalance.
He " triggers " in any circumstance and in an aggressive or hostile way, gives "free
rein" to his emotions. He is not in a position to rationally address the solution of the
problem, therefore, the best thing to do is to "listen". " Trigger phase"
This activation does not always last and will end up being exhausted. "Slowing and
cooling phase".
From this moment on, you can intervene, empathizing, which is not the same as
agreeing or agreeing with you. "Confrontation Phase".
If something really empathizing has been said, the person usually calms down little
by little. "Cooling phase".
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If we want to handle it, we must know how it manifests itself. There are three
types of response to an anger situation:
1- Explosive Response.
It manifests itself by shouting,
being violent, shouting at
another, breaking things.
Anger manifests itself on
others (Figure11).
2- Implosive Response
(Figure 12).
It manifests itself
passively, does not
react, endures to the
limit, lowers its head,
play dumb, does not
speak to avoid conflict,
but may act hypocritically or explode in a moment.
Figure 11. Explosive anger response
Figure 12. Implosive
Anger Response
Figure 10. Emotional Pattern.
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Figure 13. Assertive anger
response.
3- Assertive Response
It's a behavior in which the person
does not assault or submit to the will
of others, but manifests its beliefs and
defends its rights.
Gross (1999) points out that anger can be regulated from two points of view:
A ) Focused on the antecedents of emotion.
It is regulated by following these steps:
1- Select the situation.
2- Modify the situation
3- Deploy attention
4- Cognitive change
B ) Focused on the emotional response
Respose Modulation
Adler, Rosen and Silverstein (1998) approach that anger has to be regulated
from two points of view: the regulation of one's own anger and the regulation
of the other's anger.
a) a) One's anger is regulated through self-awareness, determining what
situations induce that inappropriate anger, and deciding whether we
should express that emotion.
b) b) It analyzes the way to regulate the anger of the other by identifying the
signs of anger that emits the other, evaluates the meaning of the
expression is responded to anger strategically.
Domingo Gallego, Catalina Alonso, Ana M. Cruz and Luis Lizama4 present
4
Gallego, Domingo J.; Alonso, Catalina M.; Cruz, Ana M y Lizama, Luis Implicaciones educativas de la
Inteligencia Emocional. UNED. Curso de Formación del Profesorado. Pp 69 -103
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the following examples:
a) Focused on the antecedents of emotion.
The anger may be more lasting and difficult to control depending on the
internal arguments we use. Let's see two examples, provoked by a seemingly
insignificant situation when not finding the car keys:
EXAMPLE 1
“Oh, my God!, I'm gonna be late for work. What a problem! Who the hell took the car
keys? This is unbearable. Everything has to happen to me. I'm sure they went to the
garbage. In this house everything goes like this. If I don't worry about things nobody
does. And of course, they're going to reprimand me for being late for work without
notice and I'll have to stay until later.…”
EXAMPLE 2
“…Really!? Now I can't find the car keys... where are they? Don't get nervous and
think. If I get nervous, I'm sure I won't find them. I'll try to remember but first I'll call
work and tell them I'll be late. I may have to stay to catch up, but that doesn't matter
now. I'll look in my room, if I don't find them I'll have to go to work by bus and keep
looking this afternoon. When I find them, I'll make three copies so that the same thing
doesn't happen to me again. …”
Activity 10
a) Answer these questions taking into account examples 1 and 2.
1. Is my anger justified?
2. Is my anger appropriate?
3. Is it based on my own problems and am I getting even or is it really a
relationship problem I live with?
4. What are my automatic thoughts?
5. How will I be interpreting the actions of the other person(s)?
6. Am I attributing to it meanings that might not exist?
b) Complete taking into account how the situation in examples 1 and
2 has been regulated.
1) Select the situation.
2) Modify the situation.
3) Display attention.
4) Cognitive change.
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3.1. Anger Management Behaviors
WHAT DOESN'T HAVE TO BE DONE IN CASES OF ANGER AND RAGE.
Refuse to listen.
Reject irritation or try to calm down, as it usually generates the "rebound effect".
Adopt a defensive (institutional/personal) attitude before hearing the reason for the
problem.
Turn up the volume and change the voice modulation.
Stand in a confrontational posture. Look for a comfortable environment sitting
sideways.
Do not look for the alliances of the environment.
WHAT NEEDS TO BE DONE TO CONTROL ANGER:
Focused on the background of emotion
If you are very angry with a person it is best to count to 10 before giving
them an answer (explosive response, implosive response, assertive
response). It is also a good idea to listen to the person to find out the
reason for their irritability (active listening) and to find out what they feel
(empathy).
Postpone the time for discussion:
o Time Out. It is very useful to get away from the person or situation
that produces anger, and do some mild physical exercise, but for
quite some time (more time the greater the anger we feel). Strong
physical exercise (boxing, soccer) is not recommended, because
by increasing adrenaline, anger can increase.
o Conflict resolution meetings. A weekly schedule is agreed upon with
a quiet place to discuss the views of the members of the
relationship.
Focused on the emotional response
Cognitive restructuring.
Assertive training.
Problem solving
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http://es.slideshare.net/112TES/curva-d
http://es.slideshare.net/GerardoViau/ma
http://es.slideshare.net/Argelia73/manu
e-la-hostilidad
nejo-de-ira-o-enojo?related=1
al-de-autocontroldelenojo?related=3
Activity 11
Gerardo Viau Mollinedo proposes the example of an angry person who uses an
assertive response, time out and implosive response.
Explains which of the answers in the "balloon" explains the couple's behavior.
Activity 12
a- What do you think as a group of the first two techniques. You use them.
Do you know others?
b- When a person is angry with us, what does each of the members of the
group usually do?
3.1.1. Time out
If the discussion can't stop. Move away and stop arguing for 10 to 15 minutes if
the people involved do not listen to each other or there is aggression, physical or
verbal violence. In this way we avoid losing control of the situation.
Steps to follow:
- Physical withdrawal from discussion.
- Dealing with something else for a few minutes.
- Go back and be assertive.
Activity 13
Watch the video on how to use the time-out technique5.
Represent a peer discussion between two people.
5 Original video that appears in the spanish versión: https://www.youtube.com/watch?v=0sdeqiawuAE
Figure 14: Sequence of response angry person.
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3.1.2.- Assertive Behavior
Assertiveness is the ability to self-affirm one's own rights, without allowing oneself
to be manipulated or to manipulate others. Assertive behaviour means knowing
how to defend one's own needs against the demands of others without resorting
to aggressive or violent behaviour.
Assertiveness is the middle
point between the inhibited
behaviors of shy or insecure
people and the violent
behaviors of aggressive and
selfish people.
Let's take as an example that
someone asks for the car from
someone else who does not
want to lend it, he can react in
different ways:
Aggressively (explosive response): "I don't feel like lending it to you!" Inhibited
(implosive response): "well... I'll lend it to you..."
Assertively (assertive response): "I'm sorry, but I'm not in the habit of lending it".
The psychology blog presents us with models of assertive responses (Fig.15)
Positive assertiveness: It consists of expressing something positive to another
person, for example, "I like the way you have done it", "I consider you very
important to me" or "I thank you for remembering me".
Spontaneous assertive response: when you see yourself " trampled upon" by
others, when you are interrupted, disqualified or devalued. For example, "let
me finish and then you talk", "I don't need you to tell me what to do", "I don't
like being criticized". These answers are given with a firm and clear but not
aggressive voice.
Staggered assertive response: when the person does not feel allude in spite
of our assertive messages, it is necessary to increase our initial response
step by step, with patience and firmness.
Figure 15. Assertive Responses.
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Empathetic assertive answer: it is a question of putting oneself in the place of
the other to make them understand that we understand their point of view and
from there make them understand ours. For example: "I understand that you
have a lot of work but I need you to fulfill your commitment to me”.
It is one of the most effective strategies for resolving conflicts in relationships.
The first step is to identify the behaviour we don't like, the second step is to
communicate what that behaviour makes us feel, the third is to show our
preference for another type of behaviour and the fourth step is to reinforce that
person if he or she changes and does what we ask. For example:
1. "When you yell at me..."
2. "You make me feel bad..."
3. "...therefore, I beg you to moderate your tone of voice."
4. "...and I'll pay more attention to what you tell me."
Assertive response to aggressiveness or submission: It's about making the
other see the consequences of his behaviour on me and suggesting a more
appropriate one. For example, an aggressive person who tries to impose his
point of view "I see that you are angry and you don't listen to me, why don't
you stop for a moment and listen to what I want to say? Another example with
a person of inhibited nature: "Since you don't express yourself, you confuse
me a little, could you tell me about your point of view?
If you observe the previous answers you can observe that the MESSAGE IS ON
THE LEVEL OF ME, and THE MESSAGE DOES NOT APPEAR TO YOU.
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Activity 14.
Convert the following "you messages" by properly formulating a "I message"
(Figure 16. I Messages)
- "I don't know why you're late." I MESSAGE.
- "I'm nervous about your mess" I MESSAGE.
- "I don't allow you to talk to me like that" I MESSAGE.
- I don't know how you can be so irresponsible in your work" I MESSAGE.
- You could have told me that we have to deliver the work tomorrow" I
MESSAGE.
L. Adams describes the assertive response following this principle: "Whenever I am
deprived of the satisfaction of my needs by any action of yours, I will tell you sincerely
and without blaming you in what way I have been affected, so that you have the
opportunity to modify your behaviour with respect to my needs...".
Fig. 16
STATEMENTS THAT MUST DISAPPEAR
I'M AN IMBECILE, AN IDIOT,
I STILL
LOVE HIM.
IT'S NORMAL FOR ME TO HURT,
IT'S ALL VERY
RECENT.
BETTER WAY
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Assertive techniques for dealing with discussions (Figure 17):
Scratched disc technique: it is a matter of repeating the same argument over and
over again, patiently and calmly without entering into discussions.
Fog bank: the other person is considered right, but avoiding further
discussions. It is said in a calm and convincing tone of voice, transmitting to
the other person that he or she is partly right in what he or she says.
Assertive postponement: the discussion is postponed until another time
when the situation is more under control.
Relativize the importance of what is being discussed: it is a question of
making people understand that sometimes it is more important not to engage
in discussion and to understand that it leads nowhere. For example,
interrupting a discussion with a comment such as "Perhaps this discussion is
not as important as we are giving it".
Ignore technique: the discussion is not followed by the other, but through the
verbal and non-verbal language is communicated to them that it is not
inconsideration to ignore the topic of discussion.
Self-revelation. Technique of differentiating a behavior from a way of being:
Figure 17: Assertive techniques.
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the other is made to see that even though one may have made a mistake, that
does not imply that he is a bad person. For example, " Although today I have
arrived late, that does not mean that I am unpunctual".
Free information. Technique of the assertive question, in it, one starts from
the idea that the criticism of the other is well-intentioned (even if it is not). A
question is asked to clarify what we have done wrong and how we can do it
well. For example, "How do you want it to change so this doesn't happen again?
Activity 15. Practice of assertive strategies.
In order to acquire habits and strategies of assertive response you will have to take
the following steps:
Describe clearly and concretely the behaviours you need to improve, for
example: "Tell X that I don't want to accompany him". Make a list of all the
situations where you need to be more assertive.
o I define my goals.
o I describe the situation and/or behavior I wish to criticize
o I express my feelings with "I MESSAGES".
o I suggest or ask for changes with “I MESSAGES”.
o I praise and appreciate the acceptance of criticism.
Discuss with your group the example shown in Figure 18.
Figure 18. Assertive language
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You've reported what you want instead of what isn't: "walk
slowly" instead of "don't run".
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Rate on an imaginary scale from 0 to 10 the degree of difficulty that you
have to face assertively those situations that you have described in your
list. From your list rank the situations from the least difficult to the most
difficult.
Choose and start with the least difficult and write down the assertive
answers you would like to practice in this situation. If you can't imagine an
assertive person in the same situation, what would she or he say, how
would she or he behave? If you still can't think of anything, consult directly
with someone who has good assertive talents.
Rehearse these assertive responses in your own voice using a tape
recorder, video recorder, or in front of a trusted person who can support
you. You can also do the essay in an imaginary way (return to the exercise
of emotional change of our experiences through breathing and relaxation).
Practice your chosen situation. The more times you can repeat them, the
more assertive training you will be achieving. When you feel safe in this
situation move on to practice the next one on your list of situations.
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BILIOGRAPHY
Gallego, Domingo J.; Alonso, Catalina M.; Cruz, Ana M y Lizama, Luis
(2010). Implicaciones educativas de la Inteligencia Emocional. UNED.
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Manuel Segura Morales (2011). Jóvenes y adultos con problemas de
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Exámenes sin estrés”. Material de la Junta Municipal de Latina.
Ayuntamiento de Madrid
Adaptado y traducido el proyecto ESPABILA-T
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