Emotional self-organization or emotional arrangement is the ability to respond to the demands of ongoing experience with emotional ranges in a socially tolerable and flexible way to allow for spontaneous reactions as well as the ability to delay spontaneous reactions as needed. It can also be defined as an extrinsic and intrinsic process that is responsible for monitoring, evaluating, and modifying emotional reactions. The setting of emotional emotions belongs to a broader set of emotional regulatory processes, including the setting of one's feelings and the setting of another's feelings.
Emotional regulation is a complex process that involves initiating, inhibiting, or modulating a person's circumstances or behavior in a particular situation - such as subjective experience (feeling), cognitive response (mind), physiological responses related to emotions (eg heart rate or hormonal) activity) and emotion-related behavior (action or body expression). Functionally, emotional regulation can also refer to processes such as the tendency to focus one's attention on the task and the ability to suppress inappropriate behavior under instruction. Emotional regulation is a very significant function in human life.
Every day, people are constantly exposed to potentially arousing stimuli. Unreasonable, extreme or uncontrollable emotional reactions to such stimulation may impede functional compatibility in society; therefore, one must engage in some form of emotional arrangement most of the time. In general, emotional dysregulation has been defined as the difficulty in controlling the influence of emotional arousal on the organization and the quality of thought, action, and interaction. Unemulated emotional individuals show response patterns in which there is a discrepancy between their goals, responses, and/or modes of expression, and the demands of the social environment. For example, there is a significant relationship between emotional dysregulation and symptoms of depression, anxiety, eating pathology, and substance abuse. Higher levels of emotional regulation tend to be related to high levels of social competence and socially appropriate emotional expression.
Video Emotional self-regulation
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Model Proses
The model of the emotional regulatory process is based on the emotional capital model. The emotional capital model shows that the process of emotional formation takes place in a certain sequence over time. This sequence occurs as follows:
- Situation: the sequence begins with an emotionally relevant (real or imaginary) situation.
- Caution: attention is directed to emotional situations.
- Assessment: Emotional situations are evaluated and interpreted.
- Response: Emotional responses are generated, thus causing loosely coordinated changes in experience, behavioral, and physiological response systems.
Because the emotional response (4.) can cause a change in a situation (1.), this model involves feedback from (4.) Response to (1.) Situation. This feedback loop indicates that the process of emotional formation can occur recursively, continuously, and dynamically.
Process models argue that each of these four points in the process of emotional formation may be subject to regulation. From this conceptualization, this process model presupposes five different families of emotional regulation that match the setting of a particular point in the process of emotion formation. They occur in the following order:
- Selection of situation
- Modify the situation
- Spread of attention
- Cognitive changes
- Modulation of responses.
The process model also shares this emotional regulatory strategy into two categories: focusing on antecedents and focusing on responses. Strategies that focus on the antecedents (ie situation selection, situation modification, attention spreading, and cognitive change) occur before a fully emotional response is generated. A response-focused strategy (ie, response modulation) occurs after a fully emotional response is generated.
Maps Emotional self-regulation
Strategy
Selection of situation
The choice of situation involves choosing to avoid or approach an emotionally relevant situation. If a person chooses to avoid or break away from an emotionally relevant situation, he will reduce the chances of experiencing an emotion. Or, if a person chooses to approach or engage with an emotionally relevant situation, he increases the chances of experiencing an emotion.
Typical examples of situational selection can be viewed interpersonally, such as when parents move their child from an emotionally uncomfortable situation. The use of situation selection can also be seen in psychopathology. For example, the avoidance of social situations to regulate emotions is felt for those who have social anxiety disorders and dodge personality disorders.
Selection of effective situations is not always an easy task. For example, humans display the difficulty of predicting their emotional response to future events. Therefore, they may have difficulty making accurate and precise decisions about emotionally relevant situations to be approached or avoided.
Modify the situation
Situational modification involves an attempt to change the situation so that it can change its emotional impact. Situation modification refers specifically to changing one's external physical environment. Changing one's "internal" environment to regulate emotions is called cognitive change.
Examples of situational modifications may include incorporating humor into speech to provoke laughter or extend the physical distance between self and others.
Attentional deployment
Attention attention involves directing one's attention toward or away from an emotional situation.
Disorder
Distraction, an example of spreading attention, is an early selection strategy, which involves diverting one's attention from emotional stimuli and to other content. Disorders have been shown to reduce the intensity of painful and emotional experience, to reduce facial response and nerve activation in the emotion-related amygdala, as well as to reduce emotional distress. In contrast to reassessment, the individual shows a relative preference for engaging in disorder when faced with the stimulation of a high intensity of negative emotion. This is because the diversion easily filters out high-intensity emotional content, which is usually relatively difficult to assess and process.
Rumination
Rumination, an example of spreading attention, is defined as a passive focus and recurring one's attention to the symptoms of a depressed person and the causes and consequences of these symptoms. Rumination is generally regarded as a maladaptive emotional regulatory strategy, as it tends to exacerbate emotional stress. It has also been implicated in a number of disorders including severe depression.
Worry
Worrying, the example of spreading attention, involves directing attention to thoughts and images relating to potential negative events in the future. By focusing on these events, anxiety serves to assist in decreasing the regulation of intense negative emotions and physiological activities. While concerns sometimes involve problem solving, uninterrupted worries are generally considered maladaptive, becoming a common feature of anxiety disorders, especially generalized anxiety disorders.
Mind Emphasis
The emphasis of the mind, the example of attention mobilization, involves an attempt to divert one's attention from certain mental thoughts and mental images to other content so as to change one's emotional state. Although suppression of thought can provide temporary relief from unwanted thoughts, it may ironically end up spurring the production of more unwanted thoughts. This strategy is generally considered maladaptive, which is most associated with obsessive-compulsive disorder.
Cognitive changes
Cognitive change involves changing how one judges a situation so that it can change its emotional meaning.
Reappraisal
Reappraisal, an example of cognitive change, is a late strategy of selection, which involves reinterpreting the meaning of an event so as to alter its emotional impact. For example, this may involve reinterpreting an event by extending one's perspective to see a "bigger picture." Reappraisal has been shown to effectively reduce the physiological, subjective, and neurological emotional responses. As opposed to interference, individuals exhibit a relative preference to engage in reassessment when faced with stimuli from low negative emotional intensity because these stimuli are relatively easy to assess and process.
Reappraisal is generally regarded as an adaptive emotional regulatory strategy. Compared to emphasis, which is negatively correlated with many psychological disorders, reassessment may be associated with better interpersonal outcomes, and may be positively associated with well-being. However, some researchers argue that context is important when evaluating the adaptiveness of a strategy, which suggests that in some contexts, reassessment may be maladaptive.
Distancing
Distance, an example of cognitive change, involves taking an independent third person perspective when evaluating an emotional event. Distance has proven to be an adaptive form of self-reflection, facilitating the emotional processing of negative affiliated stimuli, reducing emotional reactivity and cardiovascular to negative stimuli, and improving problem-solving behavior.
Humor
Humor, an example of cognitive change, has proven to be an effective emotional regulatory strategy. In particular, positive and benevolent humor has been shown to effectively promote positive emotions and lower negative emotional regulation. On the other hand, negative and cruel humor is less effective in this regard.
Modulation response
Response modulation involves attempts to directly influence the response, experience, behavior, and physiological systems.
Expressive suppression
Expressive emphasis, an example of response modulation, involves the inhibition of emotional expression. It has been shown to effectively reduce facial expressions, subjective feelings of positive emotions, heart rate, and sympathetic activation. However, this study varies as to whether this strategy is effective for lowering negative emotions. Research also shows that expressive emphasis may have negative social consequences, which are associated with less personal connections and greater difficulty in shaping relationships.
Expressive emphasis is generally regarded as an adaptive-emotional regulatory strategy. Compared with reassessment, it is positively correlated with many psychological disorders, associated with worse interpersonal outcomes, negatively related to well-being, and requires the mobilization of a large number of cognitive resources. However, some researchers argue that context is important when evaluating strategy adaptation, which suggests that in some contexts the emphasis may be adaptive.
Drug use
Drug use, an example of response modulation, can be a way of altering physiologic responses related to emotions. For example, alcohol can produce a sedative effect and anxiolytic and beta blockers may affect sympathetic activation.
Exercise
Exercise, an example of response modulation, can be used to decrease the physiological effects and experience of negative emotions. Regular physical activity has also been shown to reduce emotional stress and improve emotional control.
Sleep
Sleep plays a role in emotional regulation, although stress and worry can also interfere with sleep. Studies have shown that sleep, especially REM sleep, dampens the reactivity of the amygdala, a brain structure known to be involved in emotional processing, in response to previous emotional experiences. On the other hand, lack of sleep is associated with greater emotional reactivity or overreaction to negative stimuli and stress. This is the result of increased amygdala activity and disconnection between the amygdala and the prefrontal cortex, which regulates the amygdala through inhibition, together producing an overactive emotional brain. Due to lack of emotional control, sleep deprivation can be associated with depression, impulsivity, and mood swings. In addition, there is some evidence that lack of sleep can reduce emotional reactivity to positive stimuli and events and undermine the introduction of emotions in others.
Strategy to set emotional vulnerability
Due to the complex nature of emotions, unique (from person to person), it will be difficult to achieve self-regulation during flare vulnerabilities. It is important to identify these emotions, the cognitive/situational stimuli, and the constraints it creates in the clinical setting. This is a trial-and-error study for individuals and practitioners who help the person. Anxiety, exhaustion, negative self-talk, dysfunctional cognition and demoralization (loss of hope) are identified through research as traps that can cause these people to become vulnerable. It is important for mental health practitioners to guide people in reducing the F repquency, I ntensity and D flare-ups. In a vulnerable situation it is natural for an individual to go to Fight-Flight-Freeze countries, it is important that the client should be educated with the insight that this response is merely behavioral in situations of confrontation with the problem. If this experience that evokes vulnerability is not properly validated or intervened, it can cause mental health problems such as stress, anxiety, somatoform disorders, eating disorders... etc.
The skills needed to master vulnerable situations are positive expectations and actions. Understanding the psychological model of emotion also helps. The method formulated in DBT is "ABC PLEASE".
- A accumulates positive emotions.
- B full mastery is active in activities that make a person feel competent and effective in fighting helplessness and despair and in creating positive events.
- C continue skillfully with emotional situations (Prepare action plans with skilled professionals, practice plans (non-judgmental) including relaxation techniques and re-enforcement)
- P physical health, through examination.
- L because of immunity and susceptibility to disease, manage with health care professionals (Environment, Lifestyle, Diet... etc.).
- E is in good health.
- A clear the mind-altering substance
- S healthy leep. (7-9 hours) eg. Avoid contemplation.
- E regular exercise regularly. Psycho-motor activities such as exercising, listening to music and walking, reading, exercising, etc. This helps the induced fatigue to be reprocessed for dopamine release through positive activity rather than through negative behavior.
Behavioral therapy suggests to act against the negative feelings. Because emotions go away when they are no longer reinforced by positive consequences in action. Linehan, recommends practicing mini-relaxation techniques because the individual's expressive response is triggered faster by emotion than by thought.
Development process
Baby Age
Efforts to regulate intrinsic emotions during infancy are believed to be guided primarily by the innate physiological response system. This system usually manifests as an approach to and avoidance of exciting or unpleasant stimuli. At three months, the baby may engage in self-soothing behaviors such as sucking and can reflexively respond and signify distress. For example, babies have been observed trying to suppress anger or sadness by knitting their eyebrows or compressing their lips. Between three and six months, basic motor functions and attention mechanisms begin to play a role in emotional regulation, allowing babies to more effectively approach or avoid emotionally relevant situations. Babies may also engage in self-defect and behavior seeking help for regulatory purposes. At one year, babies can navigate their environments more actively and respond to emotional stimuli with greater flexibility due to increased motor skills. They also began to appreciate their nanny's ability to give them regulatory support. For example, babies generally have difficulty managing fear. As a result, they often find a way to express fear in a way that attracts the comfort and carer's attention.
Efforts to regulate extrinsic emotions by caregivers, including situation selection, modification, and disorder, are essential for infants. Emotional regulatory strategies used by caregivers to reduce pressure or to improve the regulation of positive effects on infants can influence the baby's emotional and behavioral development, teaching them specific strategies and regulatory methods. The type of attachment style between caregiver and baby can play a meaningful role in the strategy of setting that can be learned by the baby.
Recent evidence supports the idea that mother singing has a positive effect on the regulation of influence on the baby. Singing drama songs, such as The Wheels on the Bus or She'll Be Comin 'Round the Mountain, have consequences of the apparent regulatory effect of prolonged positive effects and even alleviation of misery. In addition to the proven facilitation of social ties, when combined with rhythmic movements and/or touches, the mother's singing to influence regulation has the possibility of application for infants at NICU and for adult caregivers with serious personalities or adjustment difficulties.
Toddlers
At the end of the first year, toddlers begin to adopt a new strategy to reduce negative arousal. These strategies can include self-swaying, chewing things, or away from things that upset them. At two years, toddlers become more able to actively use emotional regulatory strategies. They can apply certain emotional regulation tactics to influence a variety of emotional states. In addition, maturation of brain function and language and motor skills allows toddlers to manage their emotional responses and levels of passion more effectively.
The regulation of extrinsic emotion remains important for emotional development in infancy. Toddlers can learn ways from their caregivers to control their emotions and behaviors. For example, caregivers help teach self-regulatory methods by diverting children's attention from unpleasant events (such as vaccinations injections) or helping them understand a frightening event.
Childhood
Knowledge of emotional arrangement becomes more important during childhood. For example, children ages six to ten begin to understand display rules. They come to appreciate the context in which certain emotional expressions are socially most appropriate and therefore must be regulated. For example, children may understand that after receiving a gift they should show a smile, regardless of their true feelings about the gift. During childhood, there is a tendency to use more cognitive emotional regulatory strategies, which take on more basic disruptions, approaches, and avoidance tactics.
Regarding the development of emotional disregulation in children, a strong finding suggests that children who are often exposed to negative emotions at home will be more likely to be shown, and have difficulty regulating, high levels of negative emotions.
Teen
Adolescents show a marked improvement in their capacity to manage their emotions, and decision-making on emotional regulation becomes more complex, depending on several factors. In particular, the significance of interpersonal outcomes increases for adolescents. When regulating their emotions, adolescents therefore tend to consider their social context. For example, adolescents show a tendency to show more emotion if they expect sympathetic responses from their peers.
In addition, the spontaneous use of cognitive emotional regulation strategies increases during adolescence, as evidenced by self-reporting data and neural markers.
Overview from perspective
Neuropsychological Perspective
Affective
With age, their influence - the way they react to emotions - changes, both positively and negatively. Studies show that positive influence increases as a person grows from adolescence to the mid-70s. Negative influence, on the other hand, declined until the mid-70s. Studies also show that emotions differ in adulthood, especially affecting (positive or negative). Although some studies have found that the effect decreases with age, some conclude that adults in middle age experience more positive and less negative effects than young adults. The positive effect is also higher for men than women while the negative influence is higher for women than for men and also for single people. A reason that middle-aged adults may have fewer negative influences because they have overcome, "trials and changes in youth, they may progressively enjoy a more pleasant balance, at least until the mid-70s." Positive influence may increase during middle age but ahead of the later life years - 70s - it begins to decline while negative influences also do the same. This may be due to failing health, reaching the end of their lives and the deaths of friends and relatives.
In addition to the basic levels of positive and negative influences, research has found individual differences in the period of emotional response to stimuli. The temporal dynamic of emotional regulation, also known as affective kronometry, includes two key variables in the emotional response process: rising time to the peak of an emotional response, and a recovery time to the initial emotional level. The study of affective chronology usually separates positive and negative influences into different categories, as previous research has shown (although there is correlation) of human ability to experience changes in this category independently of one another. Affective kronometric research has been conducted in clinical populations with anxiety, mood, and personality disorders, but is also used as a measure to test the effectiveness of different therapeutic techniques (including awareness training) on ​​emotional dysregulation.
Neurological
The development of functional magnetic resonance imaging has made it possible to study emotional regulation at the biological level. In particular, research over the last decade strongly suggests that there is a neural base. Sufficient evidence has correlated emotional regulation with a particular pattern of prefrontal activation. These areas include the orbital prefrontal cortex, the ventromedial prefrontal cortex, and the dorsolateral prefrontal cortex. Two additional brain structures that have been found to contribute are the amygdala and the anterior cingulate cortex. Each of these structures is involved in various aspects of the regulation of emotions and irregularities in one or more areas and/or interconnections among them affiliated with the failure of emotional regulation. The implication for these findings is that individual differences in prefrontal activation predict the ability to perform various tasks in the aspect of emotional regulation.
Sociological
People intuitively imitate facial expressions; it is a fundamental part of healthy functioning. The cross-cultural equation in terms of nonverbal communication has led to debate that it is actually a universal language. It can be argued that the arrangement of emotions plays a key role in the ability to transmit the correct response in social situations. Humans have control over conscious and unconscious facial expressions: intrinsic emotional programs are generated as a result of transactions with the world, which promptly produce an emotional response and usually a facial reaction. It is a well-documented phenomenon that emotions have an effect on facial expressions, but recent research has provided evidence that the opposite may also be true.
This idea will elicit the belief that one is not only controlling their emotions but also influencing them. Emotional regulation focuses on providing appropriate emotions in the right situations. Some theories alluded to the notion that each emotion serves a particular purpose in coordinating the needs of an organism with environmental demands (cole 1994). These skills, though obvious across the nation, have been shown to vary in successful applications in different age groups. In experiments conducted comparing younger and older adults with the same unpleasant stimuli, older adults were able to regulate their emotional reactions in a way that seemed to avoid negative confrontation. These findings support the theory that with time people develop better abilities to manage their emotions. This ability found in adults seems to be better enabling individuals to react in what would be considered a more appropriate way in some social situations, enabling them to avoid adverse situations that can be seen as disadvantageous.
Expressive rules (in solitary conditions)
Under solitary conditions, emotional regulation may include minimization-miniaturization effects, in which a common outward expression pattern is replaced by a softened expression version. Unlike other situations, where physical expression (and its arrangement) serves social purposes (ie according to the rules of showing or expressing emotion to outsiders), solitary conditions do not require a reason for emotion to be expressed in an outward manner (though intense emotional levels can bring out real expressions anyway). The idea behind this is that as they get older, they learn that the purpose of outward expression (to attract others) is not necessary in situations where nothing is interesting. As a result, the level of emotional expression can be lower in these solitary situations.
Stress
According to Yu. V. Scherbatykh, emotional stress in situations such as school exams can be reduced by engaging in self-organizing activities before the task is performed. To study the effect of self-regulation on mental and physiological processes under stress tests, Shcerbatykh conducted tests with experimental groups of 28 students (from both sexes) and a control group of 102 students (also of both sexes).
At the time before the test, situational stress levels appear in both groups from what they do in quiet countries. In the experimental group, participants were involved in three self-regulating techniques (concentration on respiration, general body relaxation, and the creation of a mental image successfully passed the examination). During the examination, the anxiety level of the experimental group was lower than that of the control group. Also, the percentage of unsatisfactory signs in the experimental group was 1.7 times less than in the control group. From this data, Scherbatykh concluded that the implementation of self-regulating actions prior to examination helps to significantly reduce the level of emotional tension, which may help lead to better performance outcomes.
Decision making
The identification of our emotional self-regulatory process can facilitate in the decision-making process. The current literature on emotional regulation identifies that humans typically make efforts in controlling emotional experiences. Then there is the possibility that our country's current emotions can be changed by an emotional regulatory strategy that results in the possibility that different regulatory strategies can have different decision implications.
Low self-preservation effects
With failure in emotional regulation there is an increase in psychosocial and emotional dysfunction caused by traumatic experiences because of the inability to regulate emotions. This traumatic experience usually occurs in elementary school and is sometimes associated with bullying. Children who can not manage themselves properly express their emotions that are volatile in various ways, including shouting if they do not have their way, beating with their fists, or bullying other children. Such behavior often leads to negative reactions from the social environment, which, in turn, may aggravate or sustain original regulatory problems over time, a process called cumulative continuity. These children are more likely to have conflict-based relationships with teachers and their other children. This can lead to more severe problems such as impaired ability to adjust to school and predict school dropouts many years later. Children who fail to properly manage grow up as teenagers with more problems emerging. Their friends begin to notice this "immaturity", and these children are often excluded from social groups and ridiculed and harassed by their peers. This "immaturity" of course causes some teenagers to become social outcasts in their respective social groups, causing them to rage in angry and potentially violent ways. Mocked or sequestered during adolescence is extremely destructive and may lead to a dysfunctional future, which is why it is recommended to cultivate emotional self-regulation in children as early as possible.
See also
References
Source of the article : Wikipedia
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