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In this term paper we will discuss about:- 1. Meaning of Emotions 2. Emotion, Sentiment and Character 3. Chief Characteristics 4. Effects 5. Methods 6. Factors Disturbing Emotional Development of Children at School 7. Factors Influencing Emotional Development 8. Hints 9. Simple and Complex Emotional States.
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Term Paper Contents:
- Term Paper on the Meaning of Emotions
- Term Paper on Emotion, Sentiment and Character
- Term Paper on the Chief Characteristics of Emotions
- Term Paper on the Effects of Emotions
- Term Paper on the Methods of Modifying Emotions
- Term Paper on the Factors Disturbing Emotional Development of Children at School
- Term Paper on the Factors Influencing Emotional Development
- Term Paper on the Hints for Emotional Development of Children
- Term Paper on Simple and Complex Emotional States
Term Paper # 1. Meaning of Emotions:
The word ’emotion’ has been derived from the Latin word ‘Emovere’ which means to ‘stir up, ‘to agitate’ or ‘to excite’.
Following are some definitions of emotions:
1. Kimbal Young:
“Emotion is the all-round state of the organism marked by increased bodily activity and strong feeling directed to some subject.”
2. Crow and Crow (1973):
“An emotion is an effective experience that accompanies generalized inner adjustment and mental and psychological stirred up states in the individual and that shows itself in his own behaviour.”
3. R.S. Woodworth (1945):
“Emotion is a moved or stirred up state of feeling that is the way it appears to the individual himself. It is a disturbed muscular and glandular activity that is the way it appears to an external observer.”
4. William Mc Dougall (1949):
“An instinct is an inherited or innate psycho-physical disposition which determines its possessor to perceive and to pay attention to objects of a certain class, to experience an emotional excitement of a particular quality upon perceiving such an object, and to act in regard to it in a particular manner, or, at least, to experience an impulse to such an action,” This statement gives us the nature or emotions as well.
According to Mc Dougall, in instinctive behaviour have three aspects:
(i) Cognitive or knowing or perceptual aspect.
(ii) Affection or feeling or emotional effect.
(iii) Cognitive or doing or striving or executive, active or behaviour aspect.
In their alphabetical order, the instincts with their associated emotions are listed as under:
5. P.T. Young:
“Emotion is acute disturbance of the individual as a whole, psychological in origin, involving behaviour, conscious experience and visceral functioning. Thus, emotion is that state of the individual which deprives him of his equilibrium. In fear his teeth and clenched together, his body shudders and signs of crepitation can be seen upon his forehead. Emotions shake a man violently. Even when the object of his anger is no longer present, the person’s arms twitch uncontrollably.
Emotions stimulate the energies of the creature and assist him in dealing with emergencies. In emotional condition, he performs action which he is incapable of performing in a normal state. But sometimes, though comparatively infrequently, a person is absolutely stupefied and fails to perform even the ordinary activities.
These mutually contradictory results bear testimony to the fact that it is difficult to define emotion. Though psychologists have not differentiated between motive and emotion, everyday experience shows that there is some difference. Similarly, some psychologists do not find any difference in physical activities and emotions. But experiments reveal this difference which is by no means negligible.
The emotion of anger is the painful aspect of the pugnacious instinct. Anger in the creature is aroused by any interference in the execution of an instinct generated activity, or by the failure of such activity. Therefore, anger is directed upon the interfering object or creature, though not always because sometimes anger is directed to oneself. For example, when angry, clenching of the eye brow, vociferating, kicking, attacking, trembling these and many other physical activities, or rather disturbances are apparent. The activities in an emotional condition of anger are the opposite of the activities of person who is struck with fear. In anger, a person becomes aggressive.
A child is born possessing some innate emotions, though there is no unanimity of expert opinion concerning the number of such emotions. According to William Mc Dougall, there are 14 emotions attached with 14 instincts. The sentiment of self-regard is the basis of an individual’s character. Besides, the character is also comprised of such desirable emotions as pity, wonder, etc. Their development leads to elevation of character.
Other emotions that are part and parcel of character but, are not desirable, are fear, anger, hatred, etc. The development of such emotions only deprives the individual of his energy as it is consumed in destructive effort resulting inadequate adaptation to society. Emotions influence an individual’s adjustment with other individuals in society and determine his conduct towards them. Although man is a rational animal, much of his conduct is determined by emotions and instincts. Hence, human development is considerably influenced by the emotions.
Various emotions arise due to different stimuli conditions. Besides, the presence of stimuli, another factor that sometimes hampers the adjustment of an individual is the excess of some-one emotion. This is evident in both mental as well as physical adjustment. Emotions change in form as the child grows into the adult individual.
Many detailed studies have revealed that emotions constantly develop and undergo considerable transformation. Emotional development, too, is studied in relation to the individual’s situations and conditions. The normal states of the development of a human being are infancy, childhood, adolescence and adulthood. The present study proposes to adopt this division and study emotional development in this context.
Term Paper # 2. Emotion, Sentiment and Character:
Emotion is the intense disturbance of an individual. It is a mental activity which comprehends feeling and motor set, an experience and activity that is directed by the individual’s internal structure. It is temporary, though it disturbs the individual while it lasts. On the other hand, sentiment is a permanent structure. It is a mental creation that exists even when the occasion for its manifestation has passed.
This difference lies in the mental facts and mental activities, of that structure of nervous combinations of the extension of mental combinations on the one hand, and the experiences and activities of the extension of mental combinations on the one hand, and the experiences and activities organized by that structure on the other. In the words of William Mc Dougall, “The emotion is a mode of experience a way of functioning and a way of activity. The sentiment is a fact of structure, an organized system of disposition which endures, in a more or less quiescent condition, between occasions upon which it is brought into activity.
Sentiment determines the form of emotions. In this manner sentiment is the cause emotions, and emotions are the result of sentiment. But on the other hand, emotions are also the causes of sentiments, and sentiments result, as sentiments are formed out of emotions. The kind or nature of emotions that we have regarding a person or an object will determine the sentiment will be formed regarding it.
Development of Sentiment:
Some emotions are present innately in the human being. These are called simple emotions, examples of which are fear, surprise, anger, sorrow, etc. Besides, these, some other emotions are also developed such as jealousy, love, hate, etc. As the social circumstances of an individual undergo change, these emotions are inspired by various objects. For example, one person may give him cause to fear while another may encourage him to love and affection.
When many emotions concerning the same object or individual combine to form a permanent structure, then a sentiment regarding that individual or object is formed that conforms to the original emotions which it had aroused. A child loves the mother, and her presence gives him pleasure, as she satisfies his emotions of possession, sexuality, pleasure, love, etc. Hence, the child develops a sentiment regarding the mother that is a composite of these emotions.
Sentiment and Character:
Character is the system or organization of sentiments. And in this system, one master sentiment rules over all the other sentiments. As long as the individual’s sentiments are scattered and lack system, he has no character.
Term Paper # 3. Chief Characteristics of Emotions:
1. One emotion may give rise to a number of likewise emotions.
2. The emotional experiences are associated with some instincts or biological drives.
3. One emotions are the product of perception.
4. The core of an emotion is feeling essentially linked with some sort of urge or impulsive act to do. There is only a difference of degree between feeling and emotion.
5. Every emotional experience involves several physical and psychological changes in the organism. Some of these changes are easily observable like the bulge of the eyes, the flush of the face, the flow of tears, the pulse rate, etc. There are also internal physiological changes like circulation of blood, the impact on the digestive system and the changes in the functioning of some glands, etc.
6. Emotions are frequent.
7. Emotions are expressed in relation to the concrete objects or situations.
8. Emotions are temporary.
9. Emotional expression in early childhood is intense irrespective of the intensity of the stimulus.
10. Small children fail to hide their emotions and express them indirectly through different activities like crying, nail-biting, thumb-sucking and speech difficulties.
Term Paper # 4. Effects of Emotions:
A. Positive Effects:
1. Emotions provide energy to an individual to face a particular situation.
2. Emotions work as motivators of our behaviour.
3. Emotions influence our adjustment in the society.
B. Negative Effects of Highly Emotional Conditions:
1. These disturb the mental equilibrium of an individual.
2. These disturb the reasoning and thinking of an individual.
Term Paper # 5. Methods of Modifying Emotions:
1. Re-Direction:
Dynamic in nature emotion cannot be suppressed or destroyed. It is like a tumultuous stream which cannot be obstructed permanently without giving some outlet. But as one can harness a wild stream by building a dam against it and giving new channels to the powerful waters, in the same way, emotional waves can also be re-channeled for the advantage of the organism and the whole society. For example ‘anger’ is a furious emotion which exists in its wild form in every organism but one has simply to tame and redirect it to broad and beneficial channels for the benefit of the personal society.
2. Sublimation:
Re-direction is so much elevated that is changes its form. In sublimation the emotion does act lose its original form? It assumes nobler and higher form. Lust is transformed into love for fine arts or social services or devotion to some deity. Anger turns to be zeal and enthusiasm. Fear takes the form of anxiety for the betterment mankind.
3. Catharsis:
Catharsis of pent-up emotions is necessary for the well-being of the organism. Play and extra-curricular activities is very useful device for catharsis.
4. Inhibition:
In the present civilization, one has to control emotions at every step. Direction, sublimation and catharsis are not always possible. One has to suppress emotions for a shorter longtime with the help of strong will. But inhibition should not be permanent; one should give some outlet to the pent-up emotions in some form as soon as possible.
Term Paper # 6. Factors Disturbing Emotional Development of Children at School:
1. Lack of security.
2. Economic disparities.
3. Faulty methods of teaching.
4. Fearful atmosphere in school.
5. Emotionally unbalanced teacher.
6. Traditional concept of discipline.
7. Poor physical conditions in schools.
8. Disregard of individual differences.
9. Lack of co-curricular activities.
10. Lack of sex education.
11. Faulty examination system.
12. Faulty curriculum.
Term Paper # 7. Factors Influencing Emotional Development:
1. Family Environment:
A cordial environment, i.e., healthy relationships between the parents is very conducive to the emotional development of the child. The treatment meted out to the child by the parents and other members of the family influences his emotional development. The order of birth (whether the first or the younger child), sex (son or daughter), size of the family, socio-economic status of the family, discipline in the family, the parental attitude towards the child (pampered, over protected or neglected—all are important factors in the emotional development of the child.
2. School Environment:
The attitude of the teachers, school discipline, academic facilities available, physical facilities, methods of teaching, co-curricular activities, etc., all influence emotional development of children.
3. Peer Group Relations:
The influence of the classmates and other members of the group effects emotional development.
4. Environment of Neighbourhood, Community and Society:
A child lives in the society and he picks up so many traits of his emotional behaviour from his surroundings.
Role of the School and the Teacher:
School and teacher may provide a purified, constructive and creative environment to children. A teacher should not merely preach the significance of emotional control, but he should also teach by personal example. He should be patient and sympathetic towards the expression emotions. If he is harsh, repression and inhibition would emerge and consequently conflicts would arise leading to neurotic and psychotic disorders the children. Hence, the teacher should rather sublimate the emotions of children by presenting suitable opportunities and situations for their healthy expression.
Scientific methods of teaching and organization of co-curricular activities promote the emotional development of the child in the right direction:
“Example is better than precept” is a famous saying. Undue reliance on codes of ethics, standards and ideals of society, etc. leads to emotional disturbances in children in the long run, particularly when they find their superior themselves transgressing them.
Term Paper # 8. Hints for the Emotional Development of Children:
1. Provide Emotional Security:
In the domain of his home, a child is like a prince. He likes and dislikes have great significance. He finds himself physically as well as emotionally secure. He has a sense of belongingness and his feeling of self-assertion is satisfied adequately. But everything is changed in the school. He has little voice in the matters over there while the children are well knit and well-adjusted in their own groups. Sometimes, he stands aloof; sometimes he is ridiculed by the fellow students.
All these things make him emotionally uneasy. If the teacher is indifferent or a bit harsh to him, he loses his emotional balance. The teacher should try to make the shift from home to school very agreeable for the newcomer so that the newcomer may not feel the change adversely. To help the newcomers in desirable adjustment, there may be a welcome committee comprising some pupils under the guidance of a teacher.
2. Provide Equal Treatment Irrespective in Income:
Sometimes poverty may be the cause of emotional disturbance for some pupil’s situations. At home the poor children are quite contended and happy in their limited world. But, when they come in the school, they find colossal differences between themselves and their rich classmate as regards clothes, modes of life, meals and pocket allowances. If they cannot make proper adjustment with hard realities, they may develop jealousy, worry and inferiority complex. The teachers may aggravate the situation if they are partial and do not treat the poor children at par with the rich ones. Heavy financial demands may also disturb the poor children emotionally.
Resources of poor students should be studied individually and effort should be made to meet their monetary needs in connection with their education. Simple living should be guiding principle in all the educational institutions.
3. Use Dynamic Methods of Teaching:
As faulty methods of teaching do not develop motivation in the children, lessons become a drudgery and children begin to hate the very process of education. There is always tension in their minds. Learning is no more a joyful activity them.
In bringing back emotional security for many children, the improvement of the methods of teaching can go a long way. If educational work is turned into play it will be interesting, joyful and at the same time more instructive.
4. Use Love in School:
There is a famous saying, “Love the child and the child will love you. Hate the child and he will hate you.” Love should be the basis of all work. In most of the traditional schools, teaching is based on fear. Children are caned if they are not successful in studies. They get heavy home task which is often impossible to complete without help and guidance which is not always available at home.
5. Exhibit Balanced Emotional Behaviour:
Emotionally unbalanced teachers are themselves become a prey to inferiority complex, persistent worries or over-excited emotions, irritable and provocative. For the balanced development of children, teacher themselves should be emotionally developed.
6. Pay due Regard to Individual Differences:
All children differ mentally, emotionally and physically. Some of them are backward in studies, while some of them are very superior. The backward lag behind. This leads to emotional disturbance.
7. Maintain Creative and Democratic Concept of Discipline:
Traditional methods of discipline were faulty. Schools were just like jails and teachers were like jailors. Such discipline is negative. Discipline should be creative and constructive. Children should be made responsible for handling their own affairs as far as is possible.
8. Make Provision for Co-curricular Activities:
All the children and especially adolescents need provision for the expression of their pent-up emotions and for redirection of their emotional behaviour. In the absence of such provision, emotional stability is not possible. Co-curricular activities organized properly can solve this problem.
9. Make Provision for Sex Education:
Adolescent pupils lack information about sex which causes emotional disturbance. Teacher should provide necessary information about the sex matters and problems.
10. Maintain Continuous Evaluation:
The present system of examination is faulty. It does not measure the all-round development of the child. Evaluation should he made continuous and objective.
11. Maintain Healthy Physical Conditions in the Schools:
Poor physical conditions in the school bring fatigue and boredom to the children who are very soon fed up with the school and it activities. Lack of recreational activities is also responsible for emotional disturbance. The school authorities should be careful in this respect also.
12. Plan Rich and Varied Curriculum:
The curriculum in schools should relate to the real life of children. Learning in schools should be related to the modern needs of children. Curriculum should be rich and varied.
Term Paper # 9. Simple and Complex Emotional States:
The importance of emotion, in practice and experience is paralleled by its difficulty of control. It is more desirable to transform emotions and direct them into productive channels than to suppress these emotions to cast them off. Proper use can thus be made of emotion in life. We have to pass through emotional states which are in practice, either simple or complex. In the simple emotional state, generally there is only one emotion.
In the complex state, more than one emotion is involved. For example, aversion is a combination of anger and interest, hatred is a mixture of anger and aversion with a dab of fear, kindness includes love and sympathy. Simple emotions are innate. Complex emotions are being constantly developed in social conditions. For example, jealousy is propagated in the child by the arrival of a new child. It is imperative to study a few examples of the simple and complex emotion in order to understand them better. Grief and Joy exemplify the simple emotions while love and hate illustrate the complex emotions.
1. Grief:
This emotion results from damage to an object of one’s desire. Grief is felt then a loved person or object is hurt or when one’s desires are frustrated. The lengthening of the face contraction of the chest, tears, catching of the throat, crying fainting-sobbing, etc., are the some of the signs of joy. This is the result of the gratification of one’s desire. Success after struggle brings joy. Love and hatred may be described as examples of complex emotions.
2. Love:
It is a complex emotion, a mixture of pity, sympathy, affection and prominently sex. Some people believe it to be lust. McDougall believes it to be an emotion aroused by the sexual instinct. It is sometimes manifested as a permanent emotional tendency as in the case of a mother’s love for her child. At this stage it is generally transformed into a sentiment. A child’s love for his parents is often a sentiment. Selfishness and selflessness may be found in love in different degrees, as both are commonly present in it.
In different states either selfishness of unselfishness may dominate the other. Pure selfish love and pure unselfish love are rather the exceptions than the rule. Being a complex emotion, the external changes in love are extensive and they depend on the nature of the person, the intensity of love and the surrounding conditions. Taking on the lap, caressing or fondling, kissing, embracing, sighing, thrilling, etc., are all signs of love.