Emotional Self RTU

Unfolding
the
Emotional
Self
Your understanding of your inner self holds the meaning of your Click Here to Start
life
Module 7Unfolding the Unit 2. Emotional Regulation
Emotiona Self This unit continues discussion on
the emotional aspect of the Self,
This module focuses on the emotional from emotional intelligence to
dimension of self. This broadly tackles the healthy emotional expression and
different aspects of human emotions and regulation. It will highlight
reactions that we put to different emotional practical applications of
experiences. This also thoroughly covers emotional intelligence to one’s
discussions on emotional intelligence and daily activities.
emotional regulation.
Unit 1. Human Emotions and

Emotional Intelligence
This unit will delve into understanding of
one’s emotional self through the lens of
emotional intelligence theories, particularly
in the aspects of emotional awareness and
emotional management.
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UNIT 1. Human Emotions and Emotional
Intelligence
This unit will delve into understanding of one’s
emotional self through the lens of emotional
intelligence theories, particularly in the aspects of
emotional awareness and emotional
management.
Intended learning outcomes
At the end of this Unit, students are expected to

demonstrate the following:
1. Ability to describe and explain the emotional side of themselves through the lens of emotional
intelligence models.
2. Identify and explain factors that influence one’s emotionality.
3. Apply emotional intelligence to their daily lives.
Diagnostics
 Learning Checkpoint
Do you AGREE or
DISAGREE?
 Emotions are as important as logic and reasoning.
 Emotions cannot be managed.
 Emotions do not influence our interpersonal relationships.
Every individual has the same level and expression of emotionality.
 There are universal ways of expressing emotions.

Productive Behavior/Destructive Behavior
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Emotional The Human
Intelligence Emotions
An important aspect of our Self is
acknowledging that we have emotions.
Emotions serve as a driving force in many of our
behaviors; we use it as one of the basis in
making a decision, embracing certain lifestyles,
and relating to others. However, while we can
immediately recognize our emotions, there is
difficulty in defining it and for some people,
difficulty in controlling it.
Emotional The Human
Intelligence Emotions
However, it is not to say that our emotions
rule us and become the basis of our
decisions; an important point to remember is
every individual has the capacity to manage
them.
Unit 1. Human Emotions
The Human
and
Emotions
Emotions is defined as the “lower
level responses occurring in the
brain, creating biochemical reactions
in the body, which results in changes
of one’s physical state” (Hampton,
2015).
Unit 1. Human Emotions
and The Human
Emotions
Thus, emotions serve a critical
survival function in making us aware
of threats coming from the
environment that affect our inner
consciousness.
Emotions
Emotions & Feelings
“ the mental portrayal of what is

going on in your body when you
have an emotion and is the
byproduct of your brain perceiving
and assigning meaning to the
emotion” (Hampton, 2015).
Feelings
Emotions & Feelings
Thus, feelings are subjective experiences

that frame our interpretation of emotion.
Feelings are subjective since there are
based on our beliefs and past experiences.
When we make a particular decision, aside
from using logic and reason in deliberating
about our choice, we ask ourselves “how
do I feel about making this decision? Does
it feel good? Does it feel right?”
For Bar-On (1997), “it is an array

of
non-cognitive abilities,
competencies, and skills that
influence one’s ability to succeed in
coping with environmental demands
and pressures.”
According to Mayer, Salovey, and

Caruso
(2004), it is “the capacity to reason about
emotion, and of emotions to enhance
thinking. It includes the abilities to
accurately perceive emotions, to access
and generate emotions so as to assist
thought, to understand emotions and
emotional knowledge, and to reflectively
regulate emotions so as to promote
emotional and intellectual growth”.
Goleman (2005), it is the “capacity for

recognizing our own feelings and those
of other, for motivating ourselves, and
for managing emotions effectively in
ourselves and others.”
- proposed theory of Emotional

Intelligence
- Emotional intelligence has five
components
-Knowing one’s own emotions
-Managing one’s own emotions
-Using emotions to motivate oneself
-Recognition of other people’s emotion
-Managing relationships
UNIT 2. Emotional Regulation
This unit continues discussion on the emotional
aspect of the Self, from emotional intelligence to
healthy emotional expression and regulation. It
will highlight practical applications of emotional
intelligence to one’s daily activities.
Intended learning outcomes
At the end of this Unit, students are expected to

demonstrate the following:
1. Describe and explain their emotional development as adolescents.

2. Ability to describe and explain specific mechanisms of emotional expression and regulation.
3. Identify appropriate situations in which emotional regulation should be practiced.
Diagnostics
 Learning Checkpoint
Do you AGREE or
DISAGREE?
 Emotional regulation is learned.
 Each person has different ways of managing his emotions.
 There is only one way of controlling emotions, across all situations.
Emotional regulation helps us in our personal development.
 Emotional expression is generally regarded as negative.

Unit 2. Emotional
Regulation
Adolescence is considered a
turbulent time of development due
to the biological, psychological, and
social changes that adolescents
experience and encounter. Part of
the reason why this is a crucial point
of development is the emotional
issues that teenagers are confronted
with.
Unit 2. Emotional
Regulation
In the midst of exploring their self
and identity, adolescents begin to
develop values, cognitions, and
engage in risk-taking behavior that
have both positive and negative
consequences, which is underlined
by fluctuating, rapidly changing
emotions.
Unit 2. Emotional
Regulation
The same can be attributed to the
millennial generation, who are
known to be inquisitive, active in
learning, egocentric, and dislike
delay of gratification. It is important
that at this stage, adolescents begin
to curb their impulsivity, develop
emotional efficacy, and ultimately,
acquire emotional maturity. This will
enable them to make viable future
plans and long-term goals.
Meta-analytic Research has outlined ten (10) common strategies
employed in emotional regulation, namely, rumination, distraction,
acceptance, problem solving, behavioral avoidance, experiential
avoidance, expressive suppression, reappraisal, mindfulness, and worry.
However, employing these strategies are dependent on a number of
factors, including person characteristics, external stimuli, specific
emotional regulation goals, nature of the emotion to be regulated, long-
term goals, and available cognitive resources. Thus, emotional regulation
varies from person to person, from context to context.
1. Rumination - a deep or considered thought about
something
2. Distraction - a thing that prevents someone from giving full
attention to something else
3. acceptance - the action or process of being received as
adequate or suitable
4. problem solving - the process of finding solutions to difficult
or complex issues
5. Behavioral avoidance - any behavior people use to escape or
distract themselves from difficult thoughts, feelings, and
situations
6. experiential avoidance - has been broadly defined as attempts to
avoid thoughts, feelings, memories, physical sensations, and other
internal experiences—even when doing so creates harm in the long-run
7. expressive suppression - expressive suppression signifies the act of
masking facial giveaways in order to hide a current emotional state
8. reappraisal - an assessment of something or someone again or in a
different way
9. mindfulness - a mental state achieved by focusing one's awareness on
the present moment, while calmly acknowledging and accepting one's
feelings, thoughts, and bodily sensations, used as a therapeutic
technique
10. Worry - a state of anxiety and uncertainty over actual or potential
problems
However, there are common characteristics shared by individual who
have achieved emotional maturity and efficacy. These individual
manifest the following qualities that enable effective emotional
regulation:
1. Self-control. Managing disruptive impulses.

2. Trustworthiness. Maintaining standards of honesty and integrity.
3. Conscientiousness. Taking responsibility for one’s performance.
4. Adaptability. Handling change with flexibility.
5. Innovation. Being open to new ideas.
6. Empathy. Understanding other people and putting yourself in their
shoes.
Unit 2. Emotional Regulation
In a cultural aspect, emotional
regulation is defined as “all the
processes that help to attain
culturally appropriate or functional
emotional experiences”. This
definition underlies the importance
of culture in our emotional behavior.
We need to contextualize how we
manage our emotions in an
appropriate manner; we need to
adopt strategies that would fit the
cultural context we live in.
Unit 2. Emotional
Regulation
In the Asian context, emotional regulation is
influenced by “culturally valued
relationship
frameworks”. This will ensure our social
competence in a variety of situations; within
our homes, our school environments, and
society at large.
How do we develop emotional regulation
abilities? We learn to regulate emotions
primarily through observational learning, and
social referencing, particularly on the basis of
family.

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Unfolding

Unit 1. Human Emotions and

Click Here to Begin

Intended learning outcomes

At the end of this Unit, students are expected to

 Emotions cannot be managed.

 Emotions do not influence our interpersonal relationships.

Every individual has the same level and expression of emotionality.

 There are universal ways of expressing emotions.

“ the mental portrayal of what is

Thus, feelings are subjective experiences

For Bar-On (1997), “it is an array

According to Mayer, Salovey, and

Goleman (2005), it is the “capacity for

- proposed theory of Emotional

Intended learning outcomes

At the end of this Unit, students are expected to

1. Describe and explain their emotional development as adolescents.

 Each person has different ways of managing his emotions.

 There is only one way of controlling emotions, across all situations.

Emotional regulation helps us in our personal development.

 Emotional expression is generally regarded as negative.

1. Self-control. Managing disruptive impulses.

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