PER DEV - 4Q

• Emotions


  A complex psychophysiological experience that involves physiological arousal, expressive behaviors, and conscious understanding
• Physiological arousal

  Denoted by some physical experiences caused by emotions, like the palpitation of the heart and dilation of the pupils
• Emotions guide us in facing predicaments and tasks too important to leave to intellect alone
• Each emotion offers a distinctive readiness to act; each points us in a direction that has worked well to handle recurring challenges of human life
• Functions of emotions


  • Preparing us for action
  • Shaping our future behavior
  • Helping us to regulate social interaction
• Health


  A state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity
• Well-being


  • A subjective state that emerges from a general feeling of satisfaction with oneself
  • Condition of good health, happiness, and prosperity
  • Feeling capable of doing your work
• Sympathetic nervous system


  Sends signals to the adrenal gland in order to prepare the body to act or react following an emotion-evoking event (physiological arousal)
• Parasympathetic nervous system


  Keeps the body from expending energy
• Mental Health


  A state of well-being in which every individual realizes their own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to their community
• Characteristics of people with good mental health

  • They are at peace with themselves
  • They are able to manifest emotional control
  • They are able to cope adequately with life stressors
  • They are able to adjust to new or novel situations
  • They know their strengths and weaknesses and are aware of their limitations
  • They have adequate feelings of security
  • They have realistic life goals
  • They have smooth interpersonal relationships
  • They conform to social norms and standards
  • They are able to satisfy their needs adequately and appropriately
• Emotional hijacking


  A state when an individual's cognitions are overpowered by his/her emotions, usually referred to in the context of aggression or fearfulness
• Cannon-Bard Theory of Emotion


  • Emotional states occur at the same time in response to the event, emotions and physiological arousal occur at the same time
• Stress


  • A natural response to the demands of our environment
  • Physiological response to the demands of our environment
• James-Lange Theory of Emotion


  • Emotions are interpretations of the accompanying physiological reaction, an event causes physiological arousal first and then we interpret this arousal
• Fight or Flight Response


  • The choices we make when faced with danger in our environment
  • A reaction that occurs in the presence of a situation that is terrifying, either mentally or physically
  • Preparing your body to either stay (fight) and deal with a threat or to run away (flight) to safety
• Schachter and Singer / Two Factor Theory

  • The experience of emotion depends on two factors: physiological arousal and interpretation of that arousal, an event causes physiological arousal first, then you must identify a reason for this arousal and you are able to experience and label the emotion
• Emotional expression


  Every emotion finds a way to be expressed, people recognize how we feel through facial expressions
• Indicators of stress in an individual

  • Increased level of tension, anxiety, and restlessness/fidgeting
  • Increased level of aggression, irritability, and hostility towards others
  • Inability to carry out routine tasks and diminished ability to solve problems or make decisions
• Facial Feedback Theory


  • Changes in our facial muscles cue our brains and provide the basis for our emotions, when we smile, we then experience pleasure, or happiness. When we frown, we then experience sadness
• Sources of stress


  • Physical stressors (pollution, congested place, high noise level, transitioning to new environment, fatigue, pain, shock, trauma, physiological conditions)
  • Mental stressors (academic overload, reviewing for exams, lack of organization, participating in class, running after deadlines, sustained mental effort)
  • Social, emotional, psychological stressors (lack of support, conflicts, disappointments, feelings of frustration, tension, anxiety, anger, depression)
  • Economic stressors (limited financial resources to meet essential needs)
  • Spiritual stressors (loss of joy and peace, disturbance of tranquility)
• Basic types of emotions (Robert Plutchik)

  • Anger
  • Fear
  • Sadness
  • Disgust
  • Surprise
  • Anticipation
  • Trust
  • Joy
• Crisis


  • Change, synonym to crisis and conflict
  • A sense of disequilibrium
• Lazarus Theory/Appraisal Theory


  • An experience of emotion depends on the manner one appraises or evaluates an event, a thought must come before any emotion or physiological arousal
• Emotional intelligence is the ability to understand, use and manage our emotions well
• Conflict


  • Stressor
  • Feeling you experience when you must choose between two or more incompatible possibilities or options
• Career


  The combination and sequence of roles played by a person during the course of a lifetime
• Components of emotional intelligence

  • Self-awareness
  • Self-regulation
  • Motivation
  • Empathy
  • Social skills
• Types of conflict


  • Approach-approach conflict (choosing between two desirable goals)
  • Avoidance-avoidance conflict (choosing between two undesirable goals)
  • Approach-avoidance conflict (choosing or not choosing a goal that has both positive and negative aspects)
• Career development


  The ongoing process of managing your life, learning, and work
• How to manage emotions

  • Being aware of your emotions
  • Understanding how others feel and why
  • Managing emotional reactions
  • Choosing your mood

  
• Reactions or effects of stress

  • Physical reactions (migraine, rapid pulse, skin rashes, hair loss, hypertension, upset stomach, tensed muscles, feeling nauseated, increased heart rate, increased sweating, shortness of breath)
  • Psychological reactions (inability to concentrate, loss of self-confidence, feeling worried, depression, irritability, baseless fears, insecurity, feeling of personal inadequacy)
  • Behavioral reactions (being absent-minded, display of aggression, difficulty going to sleep, diminished appetite, hair pulling, nail biting, restlessness, frequent errors, smoking, frequent use of drugs or medication, drinking alcoholic beverages)

  
• Health psychologists

  Interested in helping people find ways to combat stress and live healthier, more productive lives
• Types of responses

  • Passive
  • Aggressive
  • Assertive
• Identity formation


  Necessary for career development
• Stressors of senior high school students

  • Breakup with boyfriend or girlfriend
  • Increased arguments with parents and between parents
  • The pressure of expectations from self and others
  • Change in parents' financial status
  • Serious illness or injury of a family member
  • Pressure at school from teachers, coaches, grades, and homework
  • Relationships with family and friends
• Life goals are related to career goals
• Eustress


  • The positive side of stress
  • Kind of stress that is helpful in promoting one's growth and development by providing sufficient challenges that allow one to become more resourceful and show initiative in problem-solving
  • Without some stress, life would be such a common zone and may lead to boredom
• Life goal


  What do you want to have/ to be/ to attain in life?
• Ways to cope with stress

  • Pomodoro Technique (time management technique)
  • Eat a balanced diet
  • Take time to exercise
  • Observe good sleeping habits
  • Avoid alcohol and drugs
  • Pursue a hobby
  • Practice deep breathing exercises
  • Bring awareness to your now
  • Develop an attitude for gratitude
  • Carefully plan your day, prioritize, and schedule leisure activities
  • Ask for help, reach out
  • Help others, do more random acts and works of kindness