Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010

ISSN: 0976-3759

Journal of
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A National School Social Work monthly dedicated to networking of parents and teachers.
Volume VII Issue 03 Contents
August 2010
Page
Editorial 02
Emotional Regulation – Dr Thirumoorthy A
Developmental Perspective Jeyaram S 03
Emotional Intelligence for Dr Shivani Mishra
Social Work Core Tasks Dr Ankur Saxena 10
Remedying Children’s Dr Emmanuel Janagan J
Emotional Distress Dr Thirunavukkarasu
Subramaniam 12
Anger Management Premalatha M
among Children Dr Paranjyothi
Ramaligam J 15
Dangerous Emotion Dr Saraswati Raju Iyer 21
Emotional Competence in Mahespriya L
Young Children Ranjit L 26
Emotional Mastery Inthira K R 30
Focus: Essentials of Emotional Control
Hony. Special Editor: Dr Bigi Thomas,
i/c Director, MSW Department, Sardar Patel University,
V V Nagar, Gujarat
Journal of School Social W ork,
8 (New 14), Sridevi Colony, Seventh Avenue,
Ashok Nagar, Chennai 600 083
Mobile: 98406 02325 E-mail: jssw.india@gmail.com
Note: Views expressed by the contributors are not necessarily the official view of the Journal.
Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010 01
Editorial Lest Emotions Get the Better of Us!
The health of mind and body are skill and who may end up with less
unquestionably interrelated as both self-respect and poor self-
positive and negative emotions have awareness. Cognitive ability is not
a tremendous ability to affect the the sole critical determinant of our
quality of our life. Emotions are life. One also needs good
powerful forces influencing our communication and interpersonal
everyday affairs. From the time we skills which one can acquire only
join the nursery class, our through emotional management.
educational system focuses on We, parents and teachers, can play
making us intellectuals and shaping a vital role in helping children handle
us good products for the job markets. their emotions and develop
In fact, no emphasis is laid in our emotional security with fair and
curriculum on teaching children to consistent limits and responsibilities.
manage their anxiety, anger, inner There are several ways through
conflicts and emotions. Learning to which we can effectively help
manage emotions can ensure children to understand their
achievement of mental and physical emotions; recognize the feelings of
serenity. others; differentiate between feelings
A child under stress may refuse to and actions; act in more acceptable
go to school, to eat, to play and to ways and most importantly be good
talk. He may complain of different role models for our little ones. Each
aches and pains, may fight with one teach one is a good policy.
others, may be unable to sleep and The challenge is to treat each child
becomes a dull child or problem with utmost care as their emotional
child. If not managed properly these needs are not identical. But
children may become slaves to together we can achieve this goal.
anger, crying and aggression. On It is important to teach our children
the other hand, children who know to manage their emotions or
how to manage their emotions will emotions will get the better of them.
be successful. High intelligence will That will be a threat to our dignity
be of no use to those who lack this and even existence.
02 Journal of SCHOOL SOCIAL W O R K August 2010
Focus Emotional Regulation –
Developmental Perspective
Thirumoorthy A*
Jeyaram S**
*Dr Thirumoorthy A, Associate Professor, Department of Psychiatric Social
Work, NIMHANS, Bangalore.
**Jeyaram S, Ph D Scholar, Department of Psychiatric Social Work, NIMHANS,
Bangalore.
Introduction Emotions refer to feelings- attendant
Emotional regulation is the ability to thoughts, psychological and
perform cognitive tasks adeptly. It biological states and range of
offers a new psychological framework impulses to act. The Oxford English
for primary prevention in psychiatry Dictionary defines emotion as ‘any
that integrates recent discoveries in agitation or disturbance of mind,
cognitive science, neurological feeling, passion; any vehement or
science, and child development. The excited mental state.’
competencies of emotional regulation Families of emotions
is crucial for the self-management of Studies suggest that there are
emotion and for the skillful handling universally recognized facial
of relationships. These abilities are expressions for four core emotions:
learned throughout life, with primary fear, anger, sadness, and joy, as was
learning occurring during childhood. probably first noted by Darwin.
As Aristotle put it, it is the rare ability According to some theorists the
“to be angry with the right person, to following families of emotions are
the right degree, at the right time, for universal:
the right purpose, and in the right Anger: Fury, outrage, resentment,
way.” wrath, exasperation, indignation,
Emotion defined vexation, acrimony, animosity,
The root of the word emotion is annoyance, irritability, hostility, and
motere, the Latin verb ‘o move,’ plus perhaps at the extreme,
the prefix ‘e’ to connote ’move away,’ pathological hatred and violence.
suggesting that a tendency to act Sadness: Grief, sorrow, gloom,
differently is implicit in every emotion. cheerlessness, melancholy, self-
Journal of SCHOOL SOCIAL W O R K August 2010 03
 pity, loneliness, dejection, despair,
and when pathological, severe
depression.
Fear: Anxiety, apprehension,
nervousness, qualm, concern,
consternation, misgiving, edginess,
dread, fright, terror and as a
psychopathology, phobia and panic
attacks.
Joy: Happiness,relief, contentment,
bliss, delight, amusement, pride,
sensual pleasure, thrill, rapture,
gratification, satisfaction, euphoria,
whimsy, ecstasy, and at the far end
of the spectrum mania.
Love: Acceptance, friendliness,
trust, affinity, devotion, adoration,
infatuation and self-love/ narcissism.
Surprise: Shock, astonishment,
amazement and wonder.
Disgust: Contempt, disdain, scorn,
abhorrence, aversion, distaste and
revulsion.
Shame: Guilt, embarrassment,
chagrin, remorse, humiliation,
regret, mortification, contrition and
at the pathological end self-hatred.
Each of these categories has a basic
emotional nucleus at its core.
(Goleman, 1995.)
Emotion regulation
Emotion regulation refers to the
04 Journal of SCHOOL SOCIAL W O R K August 2010
internal and transactional processes
through which individuals consciously
or unconsciously modulate one or
more components of emotion, by
modifying either their own
experience/ behaviour/ expression or
the emotion-eliciting situation
(Eisenberg, 2000).
Effective regulation of emotions has
been viewed as a developmental
achievement that serves as a
prerequisite for numerous other
developmental tasks as powerful
emotions have the potential to
disorganize and/ or disrupt multiple
psychological processes.
Emotions evolve as situation-
response tendencies that involve
1.Subjective feeling states.
2.Cognition and information
processing.
3.Expressive displays and
behaviour.
4.Motivation.
5.Physiological responses.
Information
In the evolutionary context the first
function of emotion is it is a source of
information about the cost
effectiveness of short-term goal
achievement as seen below:
à Depression informs one that
costs have exceeded benefits in
past attempts to achieve goals.
àAnxiety informs one that future
goals are unlikely to be achieved or
that achievement will result in a
negative cost-benefit balance.
à Frustration informs one that
negative cost-benefit balances exist
with respect to ongoing goals.
à Pleasure indicates that goals
have been achieved or that they are
likely to be achieved with a positive
cost-benefit balance.
Change of behaviour
The second function of emotions is
to initiate strategy and behaviour
change. Pain, anxiety, and anger
generally initiate behavioural
responses more rapidly than
cognitive assessments (for example,
acute fear of a situation triggers rapid
flight-or-fight responses whereas
cognitive assessments may delay
responses). That excessive emotions
often exceed the intensity of stimuli
is thought to reflect the fact that
mankind has evolved to believe that
it is better to be safe than sorry.
Social regulation
Emotions are signals: smiles signal
pleasure and usually initiate others’
social participation; anger signals that
Journal of SCHOOL SOCIAL W O R K August 2010
one is displeased and that
interpersonal aggression may be
forthcoming; depression in response
to interpersonal competition signals
that one has lost the competition.
Recognition of these signals and
responding appropriately regulates
one’s interpersonal relationship.
Culture and emotions
Cultures differ dramatically in their
willingness to accept a public display
of emotion; therefore, the examiner
should have some knowledge of the
cultural background of the patient
being assessed. Often the child and
family are the best informants; they
may be able to describe changes
from the pre-morbid emotional state
before they become obvious to even
an experienced clinician.
Healthy development
Emotional development can be seen
as the literal acquisition of emotions.
Children must develop the ability to
recognize and use their emotions
appropriately. They must also
become successful in a complex
maturation process that entails
learning to become emotionally
responsive rather than emotionally
reactive to internal experiences of
emotion. Emotional maturation can
05
be understood as the acquisition of
coping defenses in infancy and
childhood. In infants and children,
emotional maturation is best
understood by theories that
incorporate all of these elements.
Theories
àBehaviourists and social learning
theorists explain emotions as
developing secondary to either
stimulation or classical conditioning.
John Watson postulates a theory of
three innate emotions that states
that emotions are available and are
easily stimulated from birth:
a.Fear is evoked by loud noises or
loss of support,
b.Rage is stimulated by body
restrictions, and
c.Love is aroused by touching.
Others postulate that operant
conditioning stimulates emotions.
àCognitive developmentalists such
as Donald Hebb, postulate that
emotions are simply the byproduct
of the cognitive process. In the
discrepancy theory of emotional
development, Hebb postulates that
emotional learning results when
children attempt to rectify the
discrepancy between a previously
learned experience and a new one.
06 Journal of SCHOOL SOCIAL W O R K August 2010
à The functionalist theories of
emotional development—including
Anna Freud’s defense model and
the adaptation of emotional
acquisition—transactionally
combine previous theories of
emotional development with a new,
more pragmatic formulation. The
functionalist’s premise is that
emotions are acquired inherently to
help children adapt to their world.
They are applied through a learned
practice that derives from cognitive
and social maturation, called social
referencing (infant’s use of parents
for cues as to how to react).
àRecently, researchers used the
most advanced biotechnical
equipment to document a series of
complex interactions for explaining
emotional maturation. Their work
appears to integrate the previous
theories into a transactional,
biological, sociological, interactive
formulation. They suggest that
emotional maturation—predicated
upon
a.Genetic predispositions,
b.Environmental exposure, and
c.Behavioural repetition—occurs
through the development of
complex interactive pathways
within a child’s brain.
The persistent and pervasive
anxiety of children who are
neglected or abused as infants
stems from the enormous
stimulation and subsequent high
degree of development of those
particular brain synapses.
Plight of children
The plight of today’s children can be
seen in day-to-day problems that
have not yet blossomed into outright
crises. Perhaps the most telling data
of all—a direct barometer of dropping
levels of emotional competence—are
from a national sample of American
children, aged 7 to 16 years,
comparing their emotional condition
in the mid-1970s and at the end of
the 1980s. Based on parents’ and
teachers’ assessments, there was a
steady worsening.
1.Withdrawal or social problems like
preferring to be alone, being
secretive, mute anger, lacking
energy, feeling unhappy and being
overtly dependent.
2.Anxiety and depression with
many fears and worries due to
emphasis on perfection and feeling
unloved,nervous and depressed.
3.Attention or thinking problems,
Journal of SCHOOL SOCIAL W O R K August 2010
daydreaming, impulsive action,
inability to concentrate, irregular
schoolwork and obsessive thoughts.
4.Delinquency or aggression like
joining bad company, lying and
cheating, arguing, selfishness,
demanding attention; vandalism,
disobeying at home and at school,
talking too much and teasing.
Primary prevention
1. Emotional literacy targets the
specific deficits in emotional and
social skills that underlie problems
such as aggression or depression.
It is much talked about but rarely
been implemented in schools.
Emotional intelligence skill-building
should be used as a primary
prevention strategy; the lessons
learned from such programmes
should be generalized and used as
a preventive measure for the entire
school population and taught by
regular teachers.
Curriculum content
The topics taught can include self-
awareness , distinguishing between
thoughts or feelings when making a
decision; seeing the consequences
of alternative choices; and applying
these insights to decisions about
such issues as drugs, smoking, and
07
 sex. Self-awareness also takes the
form of recognizing one’s strengths
and weaknesses, and seeing
oneself in a positive but realistic
light.
Practical learning
Another emphasis is on managing
one’s emotions and learning ways
to handle anxieties, anger, and
sadness. Taking responsibility for
decisions and actions, and following
through on commitments, is also
emphasized. A key social ability is
empathy and respecting differences
in how people feel about things. The
curriculum has to be designed
progressively from the most basic,
such as happiness and anger and
later on more complicated feelings
such as jealousy, pride, and guilt.
2. Parent trainings empower parents
to be emotional mentors to their
infants and toddlers, as some home-
visit programmes do. Children’s
readiness to learn depends to a
large extent on acquiring some of
these basic emotional skills. Such
interventions work best when they
track the emotional timetable of
development. The newborn’s
repertoire of feeling is primitive
compared to the emotional range of
08 Journal of SCHOOL SOCIAL W O R K August 2010
a 5-years-old, which, in turn, is
limited compared to the fullness of
a teenager’s feelings.
3. Emotional education programme.
School is a crucible and a defining
experience that will heavily influence
children’s adolescence and beyond.
A child’s sense of self-worth
depends substantially on his or her
ability to achieve in school. A child
who fails in school sets in motion
the self-defeating attitudes that can
dim prospects for an entire lifespan.
Among the essentials for profiting
from school, Hamburg notes, are an
ability ‘to postpone gratification, to
be socially responsible in
appropriate ways, to maintain
control over their emotions, and to
have an optimistic outlook’—in other
words, emotional intelligence.
Competencies
Beyond teacher training, emotional
literacy expands our vision of the task
of schools themselves, making them
more explicitly society’s agent for
seeing that children learn these
essential lessons for life—a return to
a classic role for education. Apart
from any specifics of curriculum, this
enhanced role requires using
opportunities in and out of class to
help students turn moments of emotions appropriately.
personal crisis into lessons in àAssertive but sympathetic and
emotional competence. It also works caring in relationships; blessed with
best when the lessons at school are a rich emotional life.
coordinated with what goes on in à Comfortable with themselves,
children’s homes. Many emotional others, and the social universe they
literacy programmes include special live in.
classes to teach parents about what à Able to manage stress without
their children are learning, not just to undue worry or rumination.
complement what is imparted at à Gregarious, spontaneous,
school, but to help parents who want playful, and open to sensual
to deal more effectively with their experience.
children’s emotional growth. On the other hand, a more careful
Conclusion look at the mechanics of specific
Emotionally intelligent individuals problems suggests how given deficits
have superior self-control and ability in emotional or social competencies
to motivate themselves. Life is lay the foundation for social or
meaningful for them. They are: psychiatric problems and how well-
àPrincipled and responsible. aimed correctives or preventives
à Able to manage and express could keep more children on track.
References:
Cooper M L, Shaver P R and Collins, N L (1998): Attachment Styles, Emotion
Regulation and Adjustment in Adolescence. Journal of Personality and Social
Psychology 74 1380–1397.
Eisenberg N, Fabes R A, Guthrie, I K, and Reiser, M(2000): Dispositional
Emotionality and Regulation: Their Role in Predicting Quality of Social
Functioning, Journal of Personality and Social Psychology 78 136–157.
Goleman D (1995): Emotional Intelligence, Bantam Books, New York.
Correction Slip for JSSW July 2010
Page For Read
05 Livlihood Livelihood
15 socioeconomic status share socioeconomic status they share
24 prerogative a prerequisite ~PKV
Journal of SCHOOL SOCIAL W O R K August 2010 09
Focus Emotional Intelligence for àAwareness of cultural diversity Emotions are more than feelings
Social Work Core Tasks issues. (Siegal, 1999). They are deep level
Shivani Mishra* Assessment and observation signals about information that
Ankur Saxena** Assessment requires both accurate demands attention, as to whether a
*Dr Shivani Mishra, Lecturer, Department of Social work, Sardar Patel observation and recall. Assessment situation is to be approached or
University, Vallabh Vidyanagar- , Gujarat practice should serve to reinforce, avoided. The rapid appraisal of such
** Dr Ankur Saxena, Reader, Faculty of Social Work, M.S. University, Vadodara, rather than reduce the importance of signals conveys the meaning of the
Gujarat both intra and inter-personal skills. situation and is often a trigger for
Introduction incapacitate to feelings that Researches prove that information action. Emotion, meaning,
Emotional intelligence has been empower (Antidote, 2003, p. v). An about emotionally or morally laden perception and action cannot be
defined as being able to motivate attempt is made to highlight handling material such as trauma, loss or neatly segregated. Needs cannot be
oneself and persist in the face of one’s own and others’ emotions at problem drinking, is influenced by the elicited or addressed without an
frustrations; to control impulse and every stage of the social work task degree to which the assessor is appreciation of their emotional and
delay gratification; to regulate one’s of engagement, assessment, empathic and non-judgmental. cultural content. The result is that
moods and keep distress from observation, decision making, Insensitive assessment practices social workers may see the need, but
swamping the ability to think; to planning and intervention. can result in a failure to elicit crucial not the feeling behind the need. In
empathize and to hope (Goleman, Engagement aspects of the details, feelings, failing to elicit the meaning, well
1996). Goleman’s definition of Engagement is multi-facet skill context and meaning of the user’s intentioned plans may fail or go awry.
emotional intelligence is the widest involving many layers of practice. story, leading to inadequate plans, Conclusion
ranging, and most performance- During the engagement phase the reduced user commitment and Emotions were considered as
orientated, encompassing abilities clients will assess whether they feel ineffective services. The limited disruptive forces in rational thought
beyond the specific processing of safe and comfortable with social attention paid to the role of emotion and adaptive actions (Bernstone et.
emotions including: self-awareness, worker and will share their personal in assessment frameworks also al,1993). Emotions are not irrational.
emotional resilience, motivation/ stories and struggles. Following stems from an inadequate To be rational, social workers need
drives, empathy/ sensitivity, competencies and attitudes are understanding about ‘feelings’. understand emotions appropriately.
influence/ rapport, intuitive, decisions needed on the part of social worker:
and conscientiousness. Hence References:
àAcceptance/non-blaming/non- Anderson D(2000): Coping Strategies and Burnout amongst Veteran Child
emotional intelligence is the practice judgmental approach/attitude. Protection Workers, Child Abuse and Neglect, 24(6), Pp. 839–48.
of thinking about how emotions àSelf-awareness, especially Antidote (2003): The Emotional Literacy Handbook: Promoting Whole-School
shape our actions and of using about own emotions/ discomfort Strategies, David Fulton, London.
emotional understanding to enrich and how these may impact patient.
Bar-On R (2000): Emotional and Social Intelligence: Insights from the Emotional
our thinking to transform feelings that Quotient Inventory’, In Bar-On, R. And Parker, J. (Eds), Handbook of Emotional
àEmotional controlled. Intelligence, Jossey-Bass, San Francisco, CA.
10 Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010 11
Focus Remedying Children’s Emotional Distress Childhood emotional traumas not frustration or defiance. Sometimes
only have a negative effect on attentive teachers and parents do
Emmanuel Janagan J *
children’s emotional wellbeing, but pick up the symptoms. ‘And
Thirunavukkarasu Subramaniam**
*Dr Emmanuel Janagan J, Senior Lecturer, Department of Social Administration
they also may lead to developmental sometimes, you have to be a friend.
and Justice, Faculty of Arts and Social Sciences, University of Malaya, Kuala problems. Emotional distress predict If all you do is demand homework and
Lumpur, Malaysia. negative beliefs about the self and the push too hard, they might just give
**Dr Thirunavukarasu Subramaniam, Senior Lecturer, Department of South world over time, these beliefs in turn up. ‘And when that happens, it’s hard
East Asian Studies, Faculty of Arts and Social Sciences, University of Malaya, predict decrements in competence to get them back.’ It takes a lot of
Kuala Lumpur, Malaysia.
estimation over time. Depression and ‘patience’.
Introduction 1999). Issues of interpreting physical anxiety lead children into emotional Healing of emotional distress
Emotional distress is an increasingly and behavioural signs of abuse lead
distress. (Rudolph 2003). There are effective ways of coping
popular basis for claiming damages to distress. (Besharov 1994),
A stressed-out child may manifest his through emotional distress and letting
in lawsuits for injury due to the Symptoms of emotional distress
distress in a variety of ways. A quiet go of the traumas of the past. Dealing
negligence or intentional acts of Children who experience emotional
child may be seen as ‘good’, a directly with your emotions and
violence on others. Originally distress from depression and anxiety
quarrelsome one as ‘naughty’ and acknowledging emotional trauma is
damages for emotional distress were are prone to viewing themselves and
one who cannot concentrate as the first step to healing. Treatments
only awardable in conjunction with their world in a negative light – and
‘stupid’. Yet, all three could be that aim to help you claim your life
damages for actual physical harm. this thinking leads them to
showing symptoms of childhood back and put things into perspective
Physical and mental signs of underestimate their abilities. distress. Research has demonstrated include:
emotional distress. Consequently they shy away from that the presence of hostility or àCounselling.
Symptoms that emerge as emotional competitive situations. Three specific
rejection has devastating effects on àCognitive behaviour therapy.
distress are depression, anxiety, fear, negative beliefs associated with
the development of children. Parental àMeditation.
addiction, stress, panic, physical pain, emotional distress lead children to
rejection, hostility and unavailability àSpiritual therapy.
worry, anger and co dependency. underestimate themselves.
during childhood are associated with A holistic approach seeks to treat the
Emotional distress could be analyzed 1. Tendency to blame themselves
subsequent child behaviour problems underlying causes and not just the
with the frame-work of the socio for failures while attributing
(Egeland 2002). symptoms of emotional distress, a
cultural, situational, interpersonal, successes to external factors.
Coping with distress greater understanding of the affliction
temporal, and personal context. 2. Uncertainty about meeting
Parents should look out for a child’s is achieved leading to wellbeing and
(Anderson,1999). Observational performance standards.
distress signals.’ He/ she may also harmony.
research on parent-child interaction 3. Low self-esteem which make
have trouble sleeping or eating or Conclusion
shows mechanisms where by children underestimate themselves
may even start wetting his bed. Older It is widely acknowledged that a
negative emotions in a parent in the social realm, but not in the
children may react with anger, child’s emotions, beliefs and self-
creates distress in children (Larson academic realm.
12 Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010 13
esteem have an impact upon the way àFocusing on the person, Focus Anger Management among Children
he/ she thinks and behaves. àBeing open-minded, Premalatha M*
Through counselling, social workers àNot being condemnatory, Paranjyothi Ramaligam J**
can help parents to acknowledge and àCreating a relationship with the * Premalatha M, Lecturer, Dept of Social Work, Karpagam University, Eachanari
share the emotional challenges client based on empathy, respect (PO), Coimbatore.
raised by the affected children. They and trust **Dr Paranjothi Ramalingam J, Professor and Head, Dept of Social Work,
AmritaVishwa Vidyapeetham University, Coimbatore.
are able to create a space in which are most important aspects when
clients may freely discuss how they working with children and their Introduction Only when repressed does it cause
feel about themselves. families with emotional distress. Emotions are intense during problems. Anger in children is often
childhood. Angry feelings are normal
triggered by frustration. They cannot
References:
emotional reactions to daily stresses
understand their situation and they do
Douglas J. Besharov (1994): Responding to Child Sexual Abuse: The Need for a
Balanced Approach ‘The Future of Children’, Vol. 4, No. 2, Sexual Abuse of in life that range from minor irritation
not know how to change it. Helpless
Children pp. 135-155 to white-hot rage. Although any
and unable to verbalize their feelings,
Eva M. Pomerantz and Karen D. Rudolph (2003): What Ensues from Emotional emotion may be heightened in the
they respond with anger. The
Distress? Implications for Competence Estimation ‘Child Development’, Vol. sense that it occurs more frequently
emotions of anger when repressed
74, No. 2 pp. 329-345
and more intensely than is normal for
transform to the following four
Nancy S. Weinfield, John R. Ogawa and Byron Egeland (2002): Predictability of
Observed Mother-Child Interaction from Preschool to Middle Childhood in a that particular individual, heightened
feelings that can be regarded as more
High-Risk sample ‘Child Development’, Vol. 73, No. 2 pp. 528-543 emotionality in early childhood is
dangerous.
Peggye Dilworth-Anderson, Sharon Wallace Williams and Theresa Cooper (1999): characterized by temper tantrums, The dangerous four
The Contexts of Experiencing Emotional Distress among Family Caregivers to intense fears and unreasonable
Contempt, jealousy, hatred and guilt
Elderly African Americans ‘Family Relations’, Vol. 48, No. 4, Interventions for outbursts of jealousy. Much of the
are very negative manifestations of
Family Caregivers), pp. 391-396
Reed W. Larson and David M. Almeida (1999): Emotional Transmission in the
heightened emotionality
anger, because they are difficult to be
Daily Lives of Families: A New Paradigm for Studying Family Process ‘Journal characteristics of this stage is
employed constructively. All four
of Marriage and Family’, Vol. 61, No. 1 pp. 5-20. psychological rather that
imply stasis, inaction or reckless
Future Focus physiological in origin. The most
destruction.
We are thankful to Dr Bigi Thomas for consenting to be the Honorary common emotions among the à Contempt implies illusory
Special Editor for this issue and for responding promptly to our request and children in early and late childhood
superiority and does nothing to help
for her timely editorial. are anger, fear, jealousy, curiosity,
a person constructively; it
Sep 2010 HSE: Dr Sekar K (NIMHANS) envy, joy and grief. perpetuates separation, oppression
Focus: STUDENT ENRICHMENT. Anger in children and exploitation.
Oct 2010 HSE: Dr Emmanuel Janagan (University of Malaya) It’s natural for children to experience
àJealousy is an emotion of lack of
Focus: REACHING THE UNREACHED. emotions of anger and anger itself is
security, and obsession to fantasize.
Contributors to Note: Please send articles before 16th Aug 2010 . not a negative emotion if transformed.
àHatred is rarely acted upon and
14 Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010 15
 is a brooding emotion, dynamic,
sending oozing negativity into
physical and enteric environment
and atrophying the soul. Hatred
leads to destabilizing destruction.
à Guilt is a futile attempt by a
person to change the past brooding
about which is another major
negative emotion.
Causes for emotional outburst
Most of the children feel that they are
capable of doing more than their
parents will permit them to do and
revolt against the restrictions placed
upon them. In addition they become
angry when they find they are
incapable of doing what they think
they can do easily and successfully.
Even more important, children whose
parents expect them to measure up
to unrealistically high standards will
experience more emotional tension
than children whose parents are more
realistic in their expectation (Vishala,
2006). High and unrealistic
expectation from parents will lead to
emotional tensions and promote the
feelings of anger among children.
It can be associated with low self-
esteem, fear of failure, or feelings of
isolation. It can be related to
situations in which a child feels
16 Journal of SCHOOL SOCIAL W O R K August 2010
anxiety because of lack of control
over the situation (divorce, transfer or
family problems). What an adult
experiences as sadness, a young
child may express as anger in
situations like loss of a loved one and
separation (Compas, Bruce.E,
1988). Family and social environment
are more significant factors in
provoking or passifying the emotions
of the child.
Stress and anger
Anger in children often comes from
stress. Stress is part of child’s life as
much as it is part of adult’s life. There
are other valid causes for anger in
children that require immediate
attention and perhaps even
professional intervention; there are
children who are angry because of
family separation and child custody
issues. Or they may be victims of
sexual abuse or their anger can be
due to rape trauma.
Coping with anger
Children who were viewed as highly
socially competent by their peers and
school personnel were found to cope
with anger in more constructive,
nonaggressive ways (Fabes and
Eisenberg, 1992). The children when
not recognized and rewarded for their
achievements feel rejected and
behave with anger. Another study
of children’s coping mechanisms for
anger examined responses toward
anger occurring between adults but
not directed toward the children
(Cummings, 1987). Children may
respond to adults’ angry interactions
by incorporating negative coping
behaviours into their own
interpersonal interactions.
There are several studies that focus
on causes of children’s anger. Covell
and Abramovitch (1987) studied 123
predominantly middle-class children
between the ages of 5 and 15. The
traits of happiness, sadness, and
anger were studied. The children
were interviewed to identify causes
of anger. This study showed that the
children believe themselves to be the
cause of their mother’s anger and
their perception of ‘the family as an
environment in which one is made
and makes others angry’.
Not only the small children, even the
grown up children desire to have their
parents closeby and to attend to their
needs. Children are not able to
comprehend why parents must have
other preoccupations than them. The
feelings of the child is likely to be that
Journal of SCHOOL SOCIAL W O R K August 2010
if parents liked them, they would want
to be with the children. If they aren’t
the resentment arises ( Vishala,
2006).
One child norm
The one child norm has caused
certain problems for the child such as
selfishness and inability to share with
other children due to lack of
experience of generous sharing.
Only child may have the problem of
attension-seeking and poor
motivation. In the family where there
are more children sibling rivalry and
healthy competition are natural. Two
greatest causes for unhappiness in
21st century children are:
psychological and physical rejection.
Many children feel that they are not
wanted and accepted by their
parents. Another important cause of
unhappiness in children are friction
in family and the breakup of the
family. In every case of seperation of
parents, children are the victims.
Indicators of anger
Tantrums among children that are
perfectly normal and short-lived can
be handled by parents and teachers.
However long-lasting and severe
tantrums may be indicators for
professional intervention.
17
The feelings expressed out of anger
if not managed properly may result
in destructive emotions like contempt,
jealousy, hatred and guilt that are very
negative that may dominate the
child’s personality and spoil the social
development.
àThe child needs help when anger
becomes severe, if the child’s
behaviour poses a danger to himself
or others.
àAttention has to be paid if the
anger in the child is sustained,
persistent, rude, verbally abusive for
more than an hour and if the child
has performed the act of violence/
physical aggression against others
(Vishala, 2006).
àThe child needs help when he
outburst himself and when anger
turned inward through starvation,
avoidance of friends and self-injury/
mutilation.
à The child should be properly
taken care of when he is found to
misbehave in school and have
performance problem.
Thus anger management in the right
time is very crucial to protect our
children in falling prey to this problem.
The secret of successful anger
management is to intervene early.
18 Journal of SCHOOL SOCIAL W O R K August 2010
Most children use anger because it
is their only coping mechanism for
daily stress (Fabes, Esenberg,
1992). By identifying problem
situations and providing them new
techniques for coping, we can keep
the anger at bay.
Handling anger
The following strategies may be
followed to handle anger among
children :
àIdentifying abnormal anger for
early intervention is the first step
towards recovery from anger.
à Rewards serve to reinforce
motivation to learn to behave in a
socially approved manner.
àA loving family that provides the
four “A”s of happiness –
affection,acceptance, approval by
others and achievements will
encourage children to like and
accept themselves. (Vishala, 2006).
à Reasonable and appropriate
expressions of affection and
recognition by parents and teachers
such as showing pride in young
children’s achievements and
spending time with them and doing
things they want to do will make
them appreciate themselves as well
as others.
wreak havoc on their fellow humans. 2. Speech stage.
Anger, annoyance, and irritation 3. Action stage.
course through the minds and bodies A man of perfection is one who will
of many perfectly normal people. nip the anger in its bud; he will not
Origin of anger even entertain angry thoughts. He
Anger may arise from doubting will neutralize them by various
others’ motives and values. Hostility thought-management techniques.
is yet another cause of health After constant practice, there may not
problems. Williams maintain that be even traces of anger left in such a
about one in five Americans suffer human being.
from levels of hostility sufficient to be Thought stage
threatening to health. Social learning This is the best stage for any anger
(environment) plays an even greater to be controlled. It is like the
part, probably in interaction with beginning of the formation of
biological (heredity) tendencies. hurricane in the nearby ocean. If one
Since anger is learned, it can be does not check the progressive
prevented, arrested and even formation of anger at the thought
unlearned/ removed. There are stage, it could develop into its final
different approaches to managing stage of wrath. Anger at the thought
anger. stage is like a thief. If one gives it a
Stages of anger stern look, it will flee, from the
There are more techniques of anger backyard of one’s mind. More
management. Logically it follows that important, one has to be aware of
if one controls his passion he can get when he is getting angry, and this
a handle on his anger. Anger starts awareness alone can remove traces
with a minor irritation and it can grow of anger.
into an obsession that affects the Speech stage
mind. Anger can be corrected with If one is unable to control anger at
behaviour modification. the thought stage, he should do so
There are three stages in the before it enters the speech stage. We
development of anger in a person: know that thoughts have already
1. Thought stage. been formed and we cannot undo
Journal of SCHOOL SOCIAL W O R K August 2010 19
whatever the teacher says or does. instructions are helpful. Children who Focus Dangerous Emotion
Therefore it is the moral responsibility consistently have temper tantrums,
Saraswati Raju Iyer*
of the teacher to set standards and require professional help from social *Saraswati Raju Iyer, Assistant Professor, Department of Sociology and Social
manage the children’s emotions. workers and counsellors. Proper Work, Acharya Nagarjuna University, Nagarjuna Nagar, Guntur – 522 510
Parents should trust their children and intervention to handle the emotional Introduction àAnger is a violent outburst of
respect them like adults. It will boost outbursts of the children include Anger has been considered as an emotion stemming from the
their morale to act in socially emotional literacy, life skill education, emotion causing havoc in an frustration of the individual.
approved manner. When anger is prevention, control, correction and individual’s life when not managed à Anger is also a response to
persistent, diagnostic and remedial enrichment programmes. effectively. Before we can control emotions such as hurt, rejection,
References : anger, and thereby reap its benefits, humiliation, self-doubt or guilt that
Ann Shields, Dante Cicchetti (1998): Reactive Aggression in Maltreated Children: we should understand the origin of remains hidden. Hence it becomes
The Contribution of Attention and Emotion Dysregulation, Journal of Clinical
anger. Anger is one letter short of essential to identify the root cause
Child and Adolescent Psychology, Vol.27, Issue 4, Pg.381-395.
Averill J R( 1982 ): Anger and Aggression : An Essay on Emotion. Springer danger and therefore needs to be of anger and learn to cope with it.
Verlag, New York. under control so as to maintain good à Sometimes anger is a
Beck, Aaron T (1976):Cognitive Therapy and the Emotional Disorders, The physical and social health. Being manifestation of a selfish, unfulfilled
New American Freedom, Inc., New York. socially connected is healthy; being desire. Almost all the time, its
Beck, Aaron T and Gary Emery (1985): Anxiety Disorders and Phobias: A
Cognitive Perspective, Basic Books Pvt Ltd, New York. (or feeling) isolated is unhealthy. presence is felt only by the havoc it
Childe, Doc Lew (1994): Freeze-Frame, Planetary Publications, California. Anger has its harmful effects on causes, like a hurricane that
Compas, Bruce.E ( 1988): Coping with Stressful Events in Younger Children, health when it creates heightened becomes visible only when it
Journal of consulting and clinical psychology, Vol.56(3), Pg 405-411. stress and worse health habits. destroys everything in its path.
Covell, Abramovitch,R ( 1987): Understanding Emotions in Family : Children’s àAnger is rooted in fear – a state
Types of anger
and Parent’s Attributions of Happiness, Sadness and Anger, Child Development,
58, 985-991. Anger can be classified as negative of helplessness, real or imagined.
Cummings E M( 1987):Coping with Background Anger in Early Childhood, anger and positive anger. Negative Since it is a manifestation of
Childhood Development, 58, 976-984. anger is a feeling, expressed or unappeased passion, or a strong
Fabes, Esenberg (1992):Young Children’s Coping with Interpersonal Anger, Child unexpressed, of hostility, aggression, desire ungratified, we must go back
Development, 63, 116-128.
Fabes, Esenberg (1994):The Relations of Emotionality and Regulation to
or a desire to hurt and wanting to to the very beginning of the
Children’s Anger Related Reactions, Child Development, 65, 109-128. punish the source of frustration. formation of a desire.
Fritz, Robert (1984): The Path of Least Resistance, Fawcett Books, Westminster. Positive anger is the motivation to Anatomy of anger
Goleman, Daniel (1995): Emotional Intelligence , Bantam Books, New York. change or correct the source of A study of the anatomy of thought is
Vishala Mary (2006): Guidance and Counseling (for teachers, parents and students
frustration. Both are based on required if we are to understand the
), S.Chand & Company Ltd., New Delhi.
• Wetherill, Richard W (1962): Dictionary of Typical Command Phrases, The wanting something, not getting it and logical evolution of anger. Deep and
Alpha Publishing House, Royersford. being frustrated. intense desire is the very
20 Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010 21
beginning of any activity. When a
person constantly dwells on a
thought, without his or her
knowledge an attachment is
developed. Attachment always
causes a person to possess and
enjoy the object of attachment.
When that desire cannot be fulfilled
anger arises. An angry person loses
his memory in which is stored all the
past experiences and knowledge
necessary for logical thinking and
proper human behaviour. Thus,
when the power of discrimination
(which is the ability to differentiate
right from wrong) is lost, that
individual becomes confused. Very
often we see individuals who are
consumed by extreme anger
behaving in an illogical way, and
even resorting to violence in their
interaction with others.
Harmful consequences
Anger mongers suffer at one time or
the other. Indeed, management of
anger will ensure peace of mind and
harmony not only for the angry
person, but for others around him.
Anger gives rise to some evil
consequences.
They are:
àJealousy.
22 Journal of SCHOOL SOCIAL W O R K August 2010
àVerbal abuse.
àCruelty.
àPhysical abuse/ hurt.
àRash behaviour.
àUnjust action.
àPersecution.
Remedies for anger
There are some techniques that an
individual can practise to reduce the
stress level and maintain a fair health
status—mental and physical.
Interventions such as:
àCognitive approach.
àBehavioural approach.
àPsychological counselling.
àStress management techniques.
àRelaxation techniques.
àBreathing exercises.
àMeditation and yoga.
àVisualization techniques.
àSelf-hypnosis and affirmations.
àBiofeedback.
àMusic.
àHumour.
àMassage.
àHydrotherapy.
It is clear that anger is harmful to self
and others. A US study shows one
out of every five suffers from levels
of hostility sufficient to be threatening
to normal health. Anger that drives
people to shoot, stab or otherwise
wreak havoc on their fellow humans.
Anger, annoyance, and irritation
course through the minds and bodies
of many perfectly normal people.
Origin of anger
Anger may arise from doubting
others’ motives and values. Hostility
is yet another cause of health
problems. Williams maintain that
about one in five Americans suffer
from levels of hostility sufficient to be
threatening to health. Social learning
(environment) plays an even greater
part, probably in interaction with
biological (heredity) tendencies.
Since anger is learned, it can be
prevented, arrested and even
unlearned/ removed. There are
different approaches to managing
anger.
Stages of anger
There are more techniques of anger
management. Logically it follows that
if one controls his passion he can get
a handle on his anger. Anger starts
with a minor irritation and it can grow
into an obsession that affects the
mind. Anger can be corrected with
behaviour modification.
There are three stages in the
development of anger in a person:
1. Thought stage.
Journal of SCHOOL SOCIAL W O R K August 2010
2. Speech stage.
3. Action stage.
A man of perfection is one who will
nip the anger in its bud; he will not
even entertain angry thoughts. He
will neutralize them by various
thought-management techniques.
After constant practice, there may not
be even traces of anger left in such a
human being.
Thought stage
This is the best stage for any anger
to be controlled. It is like the
beginning of the formation of
hurricane in the nearby ocean. If one
does not check the progressive
formation of anger at the thought
stage, it could develop into its final
stage of wrath. Anger at the thought
stage is like a thief. If one gives it a
stern look, it will flee, from the
backyard of one’s mind. More
important, one has to be aware of
when he is getting angry, and this
awareness alone can remove traces
of anger.
Speech stage
If one is unable to control anger at
the thought stage, he should do so
before it enters the speech stage. We
know that thoughts have already
been formed and we cannot undo
23
them. Anger then threatens to enter could be used for that purpose: diseases such as essential 1.Reason with yourself.
the speech stage. A conscious effort 1.Bedroom – Enter the room and hypertension and coronary artery 2.Stop hostile thoughts, feelings
to clean up one’s vocabulary is more lie down even if you cannot sleep. disease, the individuals whose anger and urges.
important . Silence is the best remedy No violence will erupt from a person levels are high could benefit from 3.Distract yourself.
to control anger before it reaches the lying down. psychological interventions such as 4.Meditate.
speech stage. One should not utter 2.Prayer room – Wash your face applied relaxation, cognitive 5.Avoid over stimulation.
a word if thoughts of anger dominate with cold water before entering. restructuring, combined cognitive- 6.Assert yourself.
the mind. One must be constantly Close your eyes and try to enter into relaxation, coping skills training, 7.Care for a pet.
watching the conditions of his mind a meditative state. Even if you social and communication skills 8.Listen.
like a meteorologist watching the cannot meditate, the silence in the training and anger-focussed process- 9.Practise trusting others.
atmosphere for early detection of prayer room will help you to get out oriented group therapy. These 10.Take on community service.
dangerous formations in the air. of the agitated mood. interventions have proved to be 11.Increase empathy.
Once he is able to control his mental 3.Take a walk – You can even leave effective in reducing anger and its 12.Be tolerant.
atmosphere, he will be keenly aware the house but don’t drive. (Those outward negative expression and in 13.Forgive.
of every change taking place in the with suicidal thought may be enhancing a calmer, controlled 14.Have a confidant.
realm of the mind. When thoughts of restrained from leaving one’s expression. There is a feasibility of 15.Laugh at yourself.
anger arise in a person, he is there home.) adapting anger management 16.Be more religious, if you prefer.
to flush them out before they can 4.Breathing some fresh air can interventions as part of cardiac 17.Pretend today is your last.
develop into threatening emotions. In change the mental state and help rehabilitation which can help in Conclusion
the beginning until one becomes one out of rage. preventing re-infarction and in When anger is managed effectively
familiar with anger management, he 5.Take a shower – Another effective promoting physical and psychological it promotes wellness for self and for
must have a ready plan to tackle method is to take a shower in cold wellbeing. others. Anger management is
anger. or semi-cold water. Tips for reducing hostility especially useful for the school
Action stage 6.Change of scene– Under any In their excellent book, Anger Kills; students who are stressed due to
When anger has crossed the speech circumstances, one must get away Williams and Williams present 17 many factors over which they have
stage, it is in a dangerous zone. It is from the person/ situation that strategies for ‘controlling the hostility no control. So catch them young and
probably going to take violent caused anger in the first place. This that can harm your health’. teach them to manage.
eruptions unless checked. It is a will avoid any untoward or violent References:
good idea even in modern times to actions toward that person. The Week July 5, 1998.
have a designated room to enter Some more interventions Williams and Williams (1993): The Mind Management Guide. Pp.21-22, , Part
when anger has crossed over to the Since anger is correlated with health III) Publisher, Place
Vishala Mary (2006): Guidance and counseling (for teachers, parents and stu-
speech stage. The following rooms problems, particularly cardiovascular
dents ), S Chand and Company Ltd., New Delhi.
24 Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010 25
Focus Emotional Competence in focus on teaching specific cognitive provide emotional support, they can
Young Children skills that improve the children’s help to solve problems, and they can
Mahespriya L* emotional competence. Some of the even teach each other new skills to
Ranjit L** programmes described below have strengthen children’s social and
* Mahespriya L, Research Scholar, Department of Social Work, Karpagam been evaluated with young children. emotional competence and directly
University, Coimbatore. Emotional awareness training train them in social, cognitive, and
** Ranjit L , Head, Department of Social Work, Karpagam University, Children need training that will help emotional management skills such as
Coimbatore. them know their own feelings and friendly communication, problem
Introduction awareness of others’ feelings, needs
others’ better. It’s the building block solving, and anger management
Emotional competence is a skill to and concerns. Social skills include
of a healthy emotional life. Emotional (Beauchaine, 2001; McBurnett et al.,
recognize, interpret, and respond adeptness at inducing desirable
awareness is the ability to identify and 1993). Children’s emotional
constructively to emotions in one and responses in others.
express what they are feeling and to regulation problems have been
others. It is a learned capability Three basic foundations
have empathy for what others are associated with distinct patterns of
based on emotional intelligence that Emotional awareness, self-
feeling which is an important key to responding on a greater variety of
results in outstanding performance at assessment and self-confidence are
help children become well adjusted, psycho physiological measures
work. At the heart of emotional the three basic foundations on which
resilient adults. The care giver must compared to typically developing
competence there are two abilities: the emotional competence of
take some time to work with child on children.
They are empathy which involves children rests. Emotional awareness
developing a few simple coping skills Enhancing academic skill
reading the feelings of others and is the recognition of how our
and must create a more harmonious Help strengthen prewriting, writing,
social skills which allow handling emotions affect our performance and
family atmosphere. Danielle M. prereading, reading, sequencing,
those feelings artfully. the ability to use our values to guide
Hessler and Lynn Fainsilber Katz vocabulary and discrimination skills.
The framework decision making. Accurate self
(2010) stated in a brief report: ‘The This skill provides an opportunity for
Personal competence determines assessment is a candid sense of
children with poor emotional a discussion of sequencing as
how we mange ourselves. Self- finding our personal strengths and
awareness and regulation had a children learn the steps to solving
awareness is knowing one’s internal limits, a clear vision of where we need
higher likelihood of using hard drugs.’ their problems. It also gives
states, preferences, resources and to improve and the ability to learn
Social skills training opportunities to promote effective
intuitions. Self-regulation is from experience. Self-confidence is
During their child hood stage, young learning behaviours, such as verbal
managing one’s internal states, the courage that comes from
children will become members of and nonverbal communication skills,
impulses and resources. Motivation certainty about our capabilities,
many groups: family, neighbourhood, that include collaborating,
is emotional tendency that guides or values and goals. Emotional
school, and in society. Each of these cooperating, listening, attending,
facilitates to reach goals. Social competence is the key to strong
groups will require the child to interact speaking up, and asking questions.
competence determines how we preschool social skills (Denham
in an appropriate manner. They can These are key foundational skills in
handle relationships. Empathy is 1997). Effective programmes often
26 Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010 27
order for a child to learn academic
skills and be successful in the
classroom environment
Anger management
Childhood is an age of development.
Children learn and discover new
things every moment. Children are
not very good at communicating; their
feelings and emotions are not tuned.
All these collectively lead to anger in
children. Anxiety is one of the most
prevalent issues among young
children. At that moment the children
have to be given unconditional love
when their mercury levels begin to
rise. The care giver must offer support
to comfort the child. Involve the child
in creative activities such as dance,
music, or art. By making use of any
of these creative mediums, the child
can express his feelings in a better
way. When handling angry children,
the parents should first ascertain the
reason for their anger and then find
a solution accordingly. As reasons
differ from child to child, solutions
should also be tailor-made.
Behaviour management
Behaviour management is a skill to
control one’s own behaviour in any
circumstance. Understanding
children’s development and providing
28 Journal of SCHOOL SOCIAL W O R K August 2010
careful guidance of their behaviour
can lead them toward developing
self-management, self-confidence,
and problem solving skills. Guidance
has to be provided for the young
children to make them aware and to
know the direction they have to take.
Kolo (1992) quoting Shertzer and
Stone (1980) said guidance is to
direct, pilot or to guide. In the light of
the present discussion guidance is
essentially a directing assistance,
more specifically, in the context of
early childhood development.
Communication skills
Low interaction of a child with other
children may occur when they feel
insecure or unsure of themselves.
Communication skill helps to equip a
child with just the right amount of
social skills so that the child would
be able to communicate well.
Speaking skills build confidence
among the children.
Parents’ training
Training given to parents must focus
on establishing friendly relationship
with their children. To teach emotional
competence to the child, the parents
must make them comfortable and
must know about child feelings. When
parents explain emotions and their
causes, children learn to regulate individual development in children.
their own feelings. “When you don’t Teachers must be well trained in
pay attention to me, it makes me feel effective class room management
frustrated and sad” is a common strategies and be able to manage
complaint applicable to all. Paying misbehaviour successfully (Webster-
attention and understanding the stratton et al 2001).
feelings of a child aids the child’s Conclusion
emotional competence. Denham et No child is born with skills. Positive
al (1992) In one of their study stated early relationships provide the
that “parents who use ‘more frequent, foundation for developing positive
more sophisticated’ language about peer interactions in their adult hood.
emotions had kids who could better In this paper we discussed few
cope with anger and disappointment”. programmes for the children for their
Teachers’ training use in promoting emotional
Teacher training focuses to develop competence and reducing
behavioural plans for handling the behavioural problems. The ability of
children. It also helps the class room young children to manage their
management strategies that will emotions and behaviours and to
reduce all kind of misbehaviour of a make meaningful friendships is an
child in class room setting. Teachers important prerequisite for school
are encouraged to be sensitive to readiness and successful in life.
References:
Carolyn Webster-Stratton and M. Jamila Reid, (2004): Strengthening Social and
Emotional Competence in Young Children—The Foundation for Early School
Readiness and Success. Infants and Young Children, Apri l- June 2004
Danielle M Hessler and Lynn Fainsilber Katz (2010): Associations between
Emotional Competence and Adolescent Risky Behaviour”. Journal of Adolescence
Volume 33, Issue 1, February 2010, Pages 241-246
David Goleman (1998):Working with Emotional Intelligence. Bantam Book, New
York and Toronto.
Gewen Dewar (2010): Preschool Social Skills: A Guide for the Science-minded
Parent, Parenting Science, pp 142-143.
http://www.buzzle.com/articles/anger-management
http://www.incredibleyears.com
Journal of SCHOOL SOCIAL W O R K August 2010 29
Focus Emotional Mastery already. Mental patterns flow like that focus is what creates an
Inthira K R* rivers. The water in the river has no emotion. One can reframe the
* Inthira K R, Research Scholar, School of Social Work, Karpagam University, control over where that river flows. situation as a more proactive means
Eachanari, Coimbatore However indirectly it is possible to to change one’s focus.
Introduction emotions. It is as if they stopped change that flow and regain control Visualize
Emotions are the major driving force growing at about the age of eleven over our emotional life. Visualization is another method to
behind our behaviour. The burning or twelve years. Scott H. Young, Steps to control emotions change one’s thinking patterns. By
question today is, can we control states that emotions are nothing but The first step is to recognize it as visualizing a new alternative or
them? Can we lead a better life and a category of thinking and such. This is the first barrier to imagining something positive, one
thereby create a better world around experiencing. Although from a emotional mastery/ control and the can shift one’s state. By deciding to
us? While complete emotional biological perspective there are most difficult to overcome. By he visualize a positive outcome you help
mastery is utopian, small steps interacting neurotransmitters and time one is actually angry, depressed install positive emotions more
towards greater skills in managing hormones creating emotions, he or enthusiastic, one is already deep strongly than negative ones.
and shaping our moods, feelings describes emotions from a purely within that pattern. To achieve Change orientation
and experiences can lead to better experiential viewpoint which emotional mastery, one must start Fritz in his book The Path of the
the quality of our life, and thereby simplifies anger, love or enthusiasm by being conscious of one’s Least Resistance, states that most
help us to live in harmony with our as classification of an incredibly emotional state at all times. By people believe circumstances are
fellow human beings. diverse and varied set of behaviours, recognizing that one is in a bad the driving forces of their lives. In
Understanding emotion experiences and thought patterns. mental pattern will help to replace other words, in such an orientation
In The Fifth Discipline, Peter M. Mental patterns them with better ones. you are forced either to respond to
Senge, quotes an article by These thought patterns form the Break the pattern or react against the circumstances,
B.O’Brien titled, ‘Advanced Maturity’: foundation of our emotional Interrupting the pattern means, doing you tend not to believe that you can
“Whatever the reasons, we do not experience. Everey factor — something your brain doesn’t expect. make choices independent of the
pursue emotional development environmental, biological or A spontaneous new action or circumstances. The reactive-
with the same intensity with which physiological — is influencing our stimulus will immediately cause a responsive orientation is based on
we pursue physical and feelings and appear in our self-talk. massive status change and help to the premise that you are powerless.
intellectual development. This is all Emotions always express regain control of the bad emotional The problem of emotional control
the more unfortunate because full themselves in our self-talk. Changing state. reflects the problem of human beings
emotional development offers the the path of our mental patterns will Change focus in general. We tend to live as if our
greatest degree of leverage in change our emotional state. But if it Another way to alter the flow of a lives are determined by
attaining our full potential” were so easy we would have all mental pattern is to change one’s circumstances, by factors beyond
Most adult humans are quite reached perfect emotional control focus. It is important to remember our control. This essentially passive
immature when it comes to their
30 Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010 31
Journal of School Social Work English Monthly. ISSN: 0976-3759
Registered with Registrar of Newspapers for India underNo.TNENG/2004/14389.
Postal Registration TN/CC(S) Dn/ 47 / 09-11.
Licensed to post under WPP No. TN/CC(S) Dn/ 34/09-11.
orientation towards life leads to the “We habitually exaggerate the
feeling that we are victims of importance of present difficulties.
circumstances or fate. In order to We seldom feel relaxed and
regain your power you need to switch healthy enough to a clear,
to what Fritz calls the ‘orientation of objective view of own lives. The
the creative’ and the individual who consequence is that we are
lives out his life in such orientation always working below our
believes that he can make choices maximum level of efficiency.”
independent of the circumstances. By taking control of our emotions and
We tend to get used to things minimizing the degree to which we
happening to us that we forget that indulge in negative emotions (all
we can control our own lives. This is negative emotions are basically a
especially relevant to our emotions: form of self indulgence), we become
we don’t need to be at the mercy of vastly more effective and efficient
our moods and feelings. human beings. Positive affirmations,
Conclusion if taught to our children, will enable
The trouble with us is that we waste them to break away from the clutches
so much of our time getting bogged of passive inactivity, by making them
down by our emotions. To quote own their emotions and not feel for
Colin Wilson: them.
References:
Mark Lindsay - How to achieve Emotional Control
Scott H Young Mental Patterns - Emotional Mastery ( series)
Beck, Aaron T - Cognitive Therapy and the Emotional Disorders
Fritz, Robert - The Path of Least Resistance

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8, Sridevi Colony, 7th Avenue, Ashok Nagar, Chennai 600083 and
printed by T. Rajaguru at TRK Press, 39, Saidapet Road, Vadapalani,
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32 Journal of SCHOOL SOCIAL W O R K August 2010 Journal of SCHOOL SOCIAL W O R K August 2010