Module 6.

Unfolding the
Emotional Self

Your understanding of your inner self holds the meaning of your life Click Here to Start
 Module 6.
Unfolding the
Emotional
Self

Your understanding of your inner self holds the meaning of your life Click Here to Start
Module 5. Unfolding the
Emotional Self

Module Objectives
To understand human emotions and recognize
healthy ways in controlling and regulating one’s
emotion.
Module 6. Unfolding the Unit 2. Emotional Regulation
Emotional 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.

Click Here to Begin

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.

Unit 1. Human Emotions and Emotional
Intelligence
An important aspect of our Self is acknowledging that we
have emotions. Emotions serve as a driving force in many
The Human Emotions
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. 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.

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). Thus, emotions serve a critical
survival function in making us aware of threats coming
from the environment that affect our inner
consciousness.
 Emotions
“ the mental portrayal of what is going on in your body
Emotions & Feelings
when you have an emotion and is the byproduct of your
brain perceiving and assigning meaning to the emotion”
(Hampton, 2015).

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?”
Emotional Intelligence
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.”
 Module 6. Unfolding the Emotional Self
Unit 1. Human Emotions and Emotional Intelligence
Module Assessment
Check your workbook:
• Exercise No. 1 .0Inside-Out (pg. 100-101)
• Exercise No. 2.0 EMO – Emotions, Myself, and Others (pg. 102-103)
Assignment No. 11
Metacognitive Reading Report (pg. 104)
Readings:
• Ackley, D. (2016). Emotional intelligence: A practical review of models, measures,
and applications. Consulting Psychology Journal: Practice and Research, 68(4),
269–286. https://doi.org/10.1037/cpb0000070
• Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence:
Implications for personal, social, academic, and workplace success. Social and
Personality Psychology Compass, 5(1), 88–103. https://doi.org/10.1111/j.1751-
9004.2010.00334.x
• Hampton, D. (2015). What’s the difference between feelings and emotions?
Retrieved from https://www.thebestbrainpossible.com/whats-the-difference-
between-feelings-and-emotions/
Module 6. Unfolding the Unit 2. Emotional Regulation
Emotional 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.

Click Here to Begin

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. 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. 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.

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. 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.