Theories of Emotion.

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What raw materials combine to create human emotions? How does the brain construct emotion? Certain theories suggest that emotions hinge on the axes of the following pairs of dimensions: pleasure-misery and arousal-sleep. Does this formula capture the variability of human emotion?

Consider the interplay between cognition and emotion. Some theories posit that emotions consist of automatic responses to stimuli. Other theories suggest that cognitive processes influence the ways in which people perceive emotions.

For this Discussion, select a theory of emotions. Consider why the theory you selected is optimal for the classification of emotions.

With these thoughts in mind:

BY DAY 3
Post a brief description of the theory you selected from the articles in the Learning Resources. Then explain why this theory is optimal for the classification of emotions. Finally, describe the SPAARS model and explain how it relates to the theory you selected. Support your response using the Learning Resources and current literature.

 

Sample Solution

Theories of Emotion

Any textbook on neuroscience, psychobiology, or neuropsychology includes a chapter with a summary on emotions. Although extensively studied, an unequivocal definition of emotions is still lacking and the subject of contentions. For example, in the 1980s, Fehr and Russell (1984, p. 464) wrote that “everyone knows what an emotion is, until asked to give a definition. Then it seems no one knows.” Differences and idiosyncrasies in relation to the general concept of emotions are reflected in the construct of `basic emotions`; a view that purports the existence of a small number of so-called primary emotions, usually comprising fear, anger, joy, sadness, surprise and disgust. Different types of emotions emerge from a construction process. That is, basic psychological operations, such as perception, attention and memory, combine to generate an emotional meaning that is influenced by social and linguistic factors.

Hyperactivity Disorder (ADHD). ADHD and other disorders caused by impaired brain development can present themselves at any time. Therefore, early intervention will enable the children to have the building blocks for future success. The Early Year Foundation Stage (EYFS) implement SEL immediately. The Boxall Profile (2015) is an essential aid which can be used when capturing children who may need additional educational support and identify the level of skills children are working at; allowing the educator to better understand what that behaviour is expressing. Furthermore, gain an understanding of what social and emotional skills the individual is lacking; allowing educators to put and additional educational support in place.

Educating children as early as possible with ways to recognise, and identify and manage their own emotions will allow them to self-regulate and build resilience (Claxton, 2010b). In many settings Claxton (2002a), Building Learning Powers (BLP) are used as part of daily SEL to enhance emotional intelligence. They are designed to support and encourage children to be emotionally intelligent, teaching children how to self- regulate and to have empathy and listen to others. BLP ‘cultivate habits and attitudes that enable young people to become better learners; face difficulty and uncertainty calmly, confidently and creatively’ therefore, ‘to become better learners inside and out of school’ (Claxton, 2002). In many settings certificates are awarded to the celebrate the children who are using BLP effectively during lessons, supporting Skinners positive reinforcement (1953). It could be argued that BLP are only as effective as the educator teaching them. Hattie (2009) suggests that an effective teacher must see the learning through the children’s eyes for it to become successful and scaffold the learning as demonstrated by Vygotsky (1978). Scaffolding the learning cultivates habits and cultures which will enable children to reach the zone of proximal development (Vygotsky, 1978). Similarly, Dwek (2012) has recently pioneered Growth mindset, in settings, teaching people that you can grow your abilities through hard work and effective scaffolding. Therefore, if educators provide the necessary scaffolding through SEL, by equipping children with the skills necessary they should become successful, hardworking and valued members of society.
To conclude, it has been shown how essential social and emotional learning is, not only to the individual but to society. Early intervention is key. When implementing SEL the earlier the implementation, the earlier you are equipping children with the essential skills and knowledge to be able to partake in daily life. In the same way, early intervention is key to children essentially early intervention with families is also vital to eradicate persistent unwanted behaviours. We have focused on Maslow, Bronfenbrenner, Bowlby, Vygotsky and many other theorists; examined the influence their concepts still have on current practise. Evidence has shown that influences such as alcohol and illicit drugs have a detrimental effect on children not only at birth but continue into adulthood; evidence suggests that SEL will suppo

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