Emotions as social relationships

Rivera, Joseph de; Grinkis, Carmen

doi:10.1007/bf00992109

Cited by 108 publications

(54 citation statements)

References 9 publications

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“…These prototypic scripts emphasise the biosocial nature of emotions (Campos et al, 1983;de Rivera, 1986;Emde, 1980a), although they do not deal exhaustively with all social aspects of emotions. The scripts explicitly include other people in the prototypes because in our research most subjects included people in their stories about emotions, even though a person can obviously experience anger or joy in the absence of other people.…”

Section: Self-control Procedures: Not a Salient Issuementioning

confidence: 98%

“…There are simple principles underlying them, we believe, but emotions and emotional experiences can be remarkably complex, especially in adults. Much of the literature on emotions concentrates on the complexities of adult emotions (de Rivera, 1986;Harrt, 1986;Roseman, 1984;Scherer, 1988). It is hoped that the explanation of emotion scripts at the highest developmental levels has provided some sense of how that complexity and subtlety develop.…”

Section: Conclusion: the Complexities Of Adult Emotion Scriptsmentioning

confidence: 98%

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How Emotions Develop and How they Organise Development

Fischer

Shaver

Carnochan

1990

Cognition & Emotion

287

192

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Concepts from functional theories of emotions are integrated with princi-, ples of skill development to produce a theory of emotional development. The theory provides tools for predicting both the sequences of emotional development and the ways emotions shape development. Emotions are characterised in terms of three component models: (a) the process of emotion generation from event appraisal, (b) a hierarchy of emotion categories organised around a handful of basic-emotion families, and (c) a characterisation of emotions in terms of prototypic event scripts. The basic emotions and the positive vs. negative hedonic components of emotions function as constraints or organisers that shape behaviour whenever an emotion is activated. Through these patterning effects, emotions shape both short-term behavioural organisation and long-term development. The skilldevelopment component of the theory explains how, as children grow, they construct and control increasingly complex skills-which affect many aspects of emotion, from appraisal to emotional self-control. These skills can be characterised in terms of a series of developmental tiers and levels; they are not fixed traits of the child but instead are affected by assessment conditions and emotional action tendencies. The developmental process gradually moves from basic, species-specific emotions to culture-specific, subordinate-category emotions and the complexities of adult emotional experiences. The theory provides a set of conceptual and methodological tools to predict and assess emotional development. It also indicates how emotional development fits with other aspects of systematic change in the organisation of behaviour. I NTRODUCTIO NEmotions develop, and as they do, they help structure and direct other aspects of development. A theory of emotional development needs to explicate both of these distinct sets of phenomena-the development of emotions and the ways that emotions shape development (Barrett & Campos, 1987;Izard & Malatesta, 1987).During the first year or SO of life, infants exhibit facial expressions and action patterns that most parents and psychologists readily categorise as instances of joy, affection, anger, sadness, and fear. Over many years, as infants develop into adults, more complex emotions develop, such as compassion, nostalgia, humiliation, resentment, and alienation. This is the first set of phenomena that needs explication-the development from a few relatively simple basic emotions to a broad array of complex and often subtle ones.At the same time, emotions shape development. When an emotion is activated, it tends to shift a person's goals from their prior state to a new organisation determined by the emotion. For example, when a one-yearold girl becomes angry at her father's interference with her play, she stops playing, complains, and pushes him away to stop the interference. This organising effect of emotions on behaviour begins in early infancy and continues throughout life. When children have disproportionate experience with one or more s...

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Section: Self-control Procedures: Not a Salient Issuementioning

confidence: 98%

Section: Conclusion: the Complexities Of Adult Emotion Scriptsmentioning

confidence: 98%

How Emotions Develop and How they Organise Development

Fischer

Shaver

Carnochan

1990

Cognition & Emotion

287

192

View full text Add to dashboard Cite

show abstract

“…Managers who avoid people or who leave damaged relationships in their path tend to be ineffective, at best, and destructive or toxic at worst. At the heart of all working relationships are emotions (Burkitt, 1997(Burkitt, , 2002De Rivera and Grinkis, 1995); thus, emotions are the substance of managerial work. Furthemore, as suggested by Weymes (2003, p. 319), if relationships drive organizational success, managers' central role is: [.…”

Section: Introductionmentioning

confidence: 99%

The emotions of managing: an introduction to the special issue

Brotheridge

Lee

2008

Journal of Managerial Psychology

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PurposeThis introduction aims to highlight the special contributions made by the articles in this issue in understanding how emotions are implicated in the process of managing.Design/methodology/approachPresents a model as a means of framing the discussion of the articles included in this issue.FindingsArgues that emotions and emotional skills are essential for everyday managerial work and that the traditional stereotype of the exclusively rational manager has been replaced by one in which managers are expected to create and nourish positive relationships by effectively managing their own emotions and those of their employees.Practical implicationsManagers need to be aware of the impact that their expressed emotions have on their work units' emotional climate, their employees' emotions, their effectiveness as well as that of their employees, and the organization's overall success.Originality/valueThe paper offers insight into the emotions of managing.

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“…Sometimes, however, a negatively valenced object or FC may stir approaching tendencies to remove or attack the obstacle, then more appropriately labeled moving against (De Rivera & Grinkis, 1986;Fischer, 1991). Certain features of the harmful object are negatively charged, but the outcome valence of the moving against will be positive, namely, the reaching of a desired goal state.…”

Section: Affective Selection: Relevance and Valencementioning

confidence: 99%