Note what are the components of emotional intelligence. Components of emotional intelligence, self-testing

American psychologist and science journalist Daniel Goleman believes that our emotions play a much larger role in achieving success than is commonly believed. In his book “Emotional Intelligence,” Goleman reveals all the secrets of our emotions and teaches us how to manage them.

Below we will talk about the five main components of emotional intelligence that every intelligent person needs to work on.

Know your emotions

It often seems like our feelings are obvious and we can figure them out right away. However, as a rule, upon mature reflection, we realize how often we did not notice our attitude to this or that event. Or they understood the depths of their own emotions only after a long time.

The ability to monitor your own feelings is of great importance for psychological insight and self-understanding. The inability to notice our true feelings leaves us at their mercy.

What does it give: People who are more confident in their feelings and who manage to sort them out in time show impressive results. It is easier for them to make decisions and they have less doubt about their correctness.

Manage your emotions

Sometimes each of us came out, that is, gave vent to our emotions. Remember the last time this happened? How did that make you feel? Surely you regretted what you did.

The ability to cope with feelings and not let them go beyond appropriate boundaries is a skill of a person with developed emotional intelligence.

What does it give: People who lack this ability constantly struggle with crippling anxiety. And people who have it know how to bounce back much faster after life’s failures and disappointments.

Motivate yourself

Research conducted with Olympic champions, world-class musicians and chess grandmasters has shown that they all have one thing in common - the ability to find incentive to consistently follow a certain training regime.

The ability to bring oneself into a state of “inspiration” ensures the achievement of outstanding quality in any action.

What does it give: People who master this art tend to be more productive and successful in whatever they undertake.

Recognize other people's emotions

We all live in society and communicate with different people every day. And one of the components of productive communication is empathy - the ability to recognize and feel the emotions of others.

Empathy is based on self-awareness. The more we give in to our own emotions, the more knowledgeably we will read the feelings of other people.

What does it give: Empathetic people are more attuned to subtle social cues that indicate what others want or need. This makes them more suitable for professions or occupations that involve caring for others, such as teaching, trading and management.

Maintain relationships

As we have already noted, much of the art of maintaining relationships lies in skillfully handling other people's emotions. The ability to empathize, find a common language, be interested and be interesting are the keys to productive and constant communication.

What does it give: Possessing the ability to communicate, a person will be able to give the desired character to a chance meeting, mobilize and inspire, succeed in intimate relationships, convince and gain influence, calm and encourage others.

- from the Erickson International Coaching University newsletter, August 8, 2016

In his works “Emotional Intelligence: Why Can It Mean More Than IQ?” and Emotional Intelligence at Work, Daniel Goleman described five different categories or components of emotional intelligence:

1 Self-awareness
An emotionally mature person understands both his strengths and areas for development, and how to act accordingly. This quality reveals confidence, which is different from overconfidence or low self-esteem, which is at the other end of the spectrum. People with high levels of emotional intelligence tend to cope better with criticism and can also use it to better understand and improve their lives.

2 Self-regulation
Living without feelings is the same as dying. To be absorbed in feelings is to fall into childhood. An emotionally mature person can contain and control his feelings and emotions appropriately in the appropriate situation. But this is not the same as hiding your feelings or extinguishing your emotions inside. A person with a high level of emotional intelligence can express their emotions sensibly, controlling and restraining them.

3 Motivation
Motivation has the most significant impact on both your career and life in general. Healthy self-motivation can help you respond better to life's setbacks and disappointments and help you face them with optimism and resilience.

4 Empathy
A healthy dose of empathy can greatly improve your quality of life and connection with people on an emotional level. The most recent business research also suggests that people who are naturally more empathic demonstrate more resilient leadership.

5 Social skills
A person with well-developed social skills enjoys being around people. Other people also enjoy being with him. Building relationships and communicating with people is the key to happiness.

How then can these five qualities improve our lives, and how can emotional intelligence make our lives more enjoyable? Developing the five components of emotional intelligence can significantly improve:

Family and interpersonal relationships
Increasing your self-awareness helps you develop better thoughts, behaviors, and feelings toward others. This leads to increased levels of social acceptance, improved quality of family life, friendships and romantic relationships. By better understanding ourselves, we can better understand other people. By restraining ourselves, we better control our emotions, which, in turn, helps improve personal and interpersonal relationships. It has been proven to not only increase happiness levels, but also increase the likelihood of success. Relationship problems are a major source of stress. Better relationships lead to a better quality of life.

Physical and emotional health
Various studies show that most physical illnesses are related to stress. Depression is a phenomenon that is becoming more dangerous every year and is a cause of divorce, has a detrimental effect on children and can even lead to suicide. As mentioned, developing our emotional intelligence helps reduce the likelihood of stress and depression, leading to a healthier physical and emotional life.

The best definition of life purpose
Doubts about your life's purpose are the main, if not the only, cause of depression or stress. People are scared by the unknown. For some people, striking a healthy balance between ambition and realistic expectations is a surprisingly difficult task. Increasing your level of self-awareness leads to a clearer understanding of your strengths and can help you realistically define your life purpose.

Success
Although this article is dedicated to discussing the benefits of emotional intelligence, we cannot deny the fact that success is the key to happiness and quality of life. Emotional intelligence has been shown to increase the chances of success in both academic, professional and personal areas and is perhaps a more important factor in success than intelligence.
Maintaining a successful and healthy lifestyle with a clear life purpose certainly makes emotional intelligence worth pursuing.

We believe it is necessary in our course of differential psychology to establish the now well-known concept emotional intellect, for its role is noticeable not only in understanding our differences from each other, but also in the general awareness of our own emotions.

Emotional intelligence Emotionalintelligence) - a psychological concept that arose in 1990 and was introduced into scientific use by American scientists P. Salouway and J. Mayer. At the moment, there are several concepts of emotional intelligence and there is no single point of view on the content of this concept.

- as defined by Mayer and Salovey - a group of mental abilities that stimulate awareness and understanding of one’s own emotions and the emotions of others. This approach, considered the most orthodox, is called the capabilities model.

Within the framework of the ability model, the following hierarchically organized abilities are distinguished: components of emotional intelligence:

• perception and expression of emotions;
• increasing the efficiency of thinking using emotions;
• understanding one's own and others' emotions;
• managing emotions.

This hierarchy is based on the following principles.

The ability to recognize and express emotions is the basis for generating emotions of the day in solving specific problems of a procedural nature. These two classes of abilities (recognizing and expressing emotions and using them in solving problems) are the basis for the externally manifested ability to understand the events that precede and follow emotions. All of the abilities described above are necessary for the internal regulation of one’s own emotional states and successful influences on the external environment, leading to the regulation of not only one’s own, but also those of others.

It should be noted that emotional intelligence in this concept is considered a subsystem of social intelligence.

Proponents of the ability model examine emotional intelligence using a variety of problem-solving test techniques. The most developed and complex technique is MSCEIT. In each task, the solution of which reflects the development of one of the four above-mentioned components of emotional intelligence, there are several answer options, and the subject must choose one of them. Scoring can be done in several ways - based on consensus (the score for a particular answer option is correlated with the percentage of a representative sample who chose the same option) or based on expert judgment (the score is correlated with the proportion of a relatively small sample of experts who chose the same answer).

Now about the mixed model of emotional intelligence.

According to the American psychologist D. Goleman, emotional intellect- this is a person’s ability to interpret his own emotions and the emotions of others in order to use the information received to achieve his own goals. There are four main components of emotional intelligence (EQ):

• self-awareness;
• self-control;
• empathy;
• relationship skills.

In fact, one of the most significant advances in the study of emotional culture occurred in 1980, when psychologists Raven and Bar-On began their work in this area.

The concept of emotional intelligence is often found in the literature devoted to the problem of effective leadership. The aforementioned D. Goleman identifies a fifth component: motivation.

All emotional intelligence experts, speaking about our differences in this aspect, highlight and biological its prerequisites:

• parents' EQ level;
• right-hemisphere type of thinking:
• properties of temperament.

AND social development prerequisites:

• syntony (emotional reaction of the environment to the child’s actions);
• degree of development of self-awareness;
• confidence in emotional competence;
• parental education level and family income;
• emotionally healthy relationship between parents;
• androgyny (self-control and restraint in girls, empathy and tender feelings in boys);
• external locus of control;
• religiosity.

Thus, the structure of emotional intelligence looks like this:

• conscious regulation of emotions;
• understanding (comprehension) of emotions;
• recognizing and expressing emotions;
• the use of emotions in mental activity.

Ecology of life: He copied from me all the time, I did coursework for him, and now I’m just an ordinary employee of the bank he manages...

“He copied from me all the time, I did coursework for him, and now I’m just an ordinary employee of the bank that he manages. How so?"

There is a lot of evidence for this. For example, future billionaire Paul Orfala in elementary school he could not even learn the alphabet and was expelled from four schools. His report card was full of twos and ones. The young man graduated from school somehow - eighth from the bottom in the list of academic achievements (from the book "Copy This").

Known to everyone Steve Jobs He was temporarily expelled from school several times for bad behavior and failure to complete homework - he flatly refused to do what he considered a waste of time. Steve himself said about this: “I was very bored at school, and I became a real daredevil” (from the book “iKona. Steve Jobs” by Jeffrey S. Young, William L. Simon).

Emotional Leadership

So why do many of those who were excellent students at school achieve less success in life than those who were considered problem or even hopeless students?

The famous psychologist Marina Melia believes that the reason is emotional intelligence. Successful people have highly developed intelligence. It turns out that for achieving success it is more important than IQ. Scientists at Harvard University even claim that the significance of IQ in this case is only 20%. And if a leader has the highest IQ, but his EQ is minimal, he is unlikely to be able to realize his potential.

The concept of “emotional intelligence” is multi-valued and complex. Marina Melia in her book “Business is Psychology” writes that it consists of a mass of different qualities, often difficult to define, which manifest themselves:

• at a high level of self-understanding,
• in the ability to hear and understand other people, predict their behavior,
• control your own and others' emotions,
• in the ability to make the right decisions,
• ability to influence, form and motivate a team to achieve a goal, etc.

One of the important manifestations of emotional intelligence- the ability to adequately assess one’s own capabilities and limitations, make the most of one’s strengths and try to mitigate weaknesses.

This phenomenon was first discussed in the West after the publication of Daniel Goleman’s book “Emotional Leadership.”

Goleman revealed four components of emotional intelligence. High results in these categories guarantee leaders the achievement of the most comfortable and harmonious relationships with others, respect and trust of their employees, and therefore continued success in management and leadership.

1. Self-perception

This is the ability to listen to your inner feelings, realize your strengths and weaknesses, and the limits of your capabilities. People with strong self-awareness treat themselves with humor, are willing to learn skills they are not good at, and welcome constructive criticism and feedback on their work. Accurate knowledge of their abilities allows them to fully use their sides and gives them self-confidence.

2. Self-management

An objective view of your strengths and weaknesses and the ability to listen to your emotions allow you to increase your level of self-control. People who have this skill find ways to control their negative emotions, remain calm and reasonable even during crises and severe stress. They adapt flexibly to difficulties; in difficult circumstances they always see an opportunity rather than a threat.

3. Social sensitivity

Understanding and controlling your emotions helps you develop the skill of compassion and empathy for the people around you. Social sensitivity allows you to understand the unexpressed feelings of other people. Thanks to such empathy, it is easy to find a common language with people from different social classes and even different cultures.

4. Relationship management

This is the ability to use your ability to perceive emotions (both your own and others) to effectively build relationships. This is the ability to influence people: from the ability to choose the right tone when addressing a specific listener to the ability to attract stakeholders to your side and achieve mass support for your initiative. People with this skill are invariably persuasive and charming.

Marina Melia also adds 5th component of emotional intelligence:

5. Ability to make decisions

Emotional intelligence is most evident in how people make decisions.

Melina Melia stands for five keywords that distinguish effective people, that is, those who know how to make decisions, from those who are ineffective.

These words - awareness, reality, criterion, responsibility and no alternative.

An effective person is able to clearly understand that he is in a situation of choice and that if he is faced with a problem, then it must be solved.

An effective person is able to see the most objective picture, to “face the truth.”

An effective person is always aware on the basis of what (based on what criteria) he makes a decision in a particular situation.

An effective person never shifts responsibility onto someone else's shoulders.

Finally, an effective person does not return halfway to other options. Having made a decision, he firmly acts in the chosen direction.

And one more important point. If IQ decreases with age, then emotional intelligence continues to improve throughout life. And a leader who works to develop his emotional intelligence achieves the highest results. published . If you have any questions about this topic, ask them to the experts and readers of our project .

Based on materials from the books “Emotional Leadership” by Daniel Goleman and “Business is Psychology” by Marina Melia

Emotional intelligence includes 5 main characteristics:

1. Emotional awareness or knowing your emotions. Recognizing a feeling when it arises is the cornerstone of emotional intelligence. The inability to notice our true feelings leaves us at their mercy. People who are more confident in their feelings turn out to be better pilots of their lives, less doubtful about the correctness of personal decisions, from who to marry to what business to take on.

– The ability to distinguish and interpret one’s own moods, emotions, impulses, currently experienced feelings, their differentiation, as well as their impact on other people

It seems so simple and happens by itself. But a common phenomenon in psychotherapy that surprises all new psychotherapists is that a client can non-verbally demonstrate feelings very vividly and be completely unaware of these emotions. There is an old joke about a choleric person who, all red, clenching his fists, angrily shouts: “Who cares? I? No, damn me!

If something that is clearly expressed by the client, but has not yet been verbalized by him, is spoken in a neutral form to the client at the appropriate moment, then this can become a very powerful psychotherapeutic tool.

Diagnostic indicators are the ability to identify emotions by physical condition, speech, sounds, appearance and behavior,

differentiate correct (true, corresponding to reality) and inaccurate (false) expressions of feelings.

Emotion understanding is the ability to categorize emotions and recognize connections between words and emotions; interpret meanings of emotions related to relationships; understand complex (ambivalent) feelings; be aware of the transitions from one emotion to another.

THAT. timely recognition and understanding of one’s own emotions is a basic competence for situational management of feelings. This ability is the basic prerequisite for the remaining elements of emotional intelligence.

In the course of research (P. Salovey) found that people with greater emotional clarity cope with stressful situations easier than others, they show better results and quickly gain emotional balance. Thus, to improve EC, the perception and understanding of one’s own feelings is essential. This helps to overcome difficult situations and has a positive effect on social success and health.

2. Managing your emotions (self-regulation)– the ability to cope with feelings so that they do not go beyond the appropriate limits is the ability to calm oneself, get rid of uncontrollable anxiety, restlessness, despondency or irritability. The ability to bounce back faster after life’s failures and disappointments.

The ability to control and direct one’s own impulses and impulses, managing feelings so that they correspond to the present situation, for an adequate response.

This is reflexive emotion regulation that helps include emotions or distance themselves from them depending on their benefits; manage your emotions by restraining negative feelings and increasing positive ones, without distorting the information they contain.

The plane story is taken from a psychological test developed by Suzanne Miller to find out what people are more inclined to do: vigilantly monitor the smallest details of what is happening in an emergency situation or, on the contrary, cope with anxious periods by trying to distract themselves. These two distress attitudes have very different consequences for how people experience their own emotional reactions. Those who succumb to the pressure of circumstances and tune in to them, may, by paying too close attention to them, involuntarily increase your reactions, especially if their “attunement” lacks the composure inherent in self-awareness. As a result, their emotions run wild. Those who are not tuned in to what is happening are distracted from it, pay less attention to their own reactions and thereby minimize the experience of their emotional response, and even the scale of this response.

3. Self-motivation– composure of feelings, striving for a goal, despite doubts, inertia and impulsiveness, a powerful passion for work coming from within, drive

Regulating your emotions to achieve a goal is essential to focus, self-control, and creativity. This is exactly what applies delaying gratification and suppressing impulsivity- lies at the basis of all achievements. The ability to bring oneself into a state of “inspiration” ensures the achievement of outstanding quality in any action. People who master this art tend to be more productive and successful in whatever they undertake.

The choice made by a child will be a very indicative criterion that will quickly reveal not only his character, but will also say a lot about the path of life that he has to go through.

There is probably no skill more psychologically important than the ability to resist urges. This is the essence of complete emotional self-control, since all emotions, by their very nature, result in one or another impulse to action.

One way or another, an unusual experiment with marshmallows, which were treated to four-year-old children, showed how important the ability to curb emotions and restrain impulses is. In the 1960s, psychologist Walter Michel conducted a study at a preschool on the campus of Stanford University with the participation of children of faculty, graduate students and other university employees, and, according to the research program, the children's behavior was observed from the moment they were born. from when they were 4 years old until they graduated from high school.

So, as for the experience with marshmallows. Some children were able to wait those fifteen to twenty minutes before the experimenter returned. These brave preschoolers received a reward of two marshmallows. Others, more impulsive, grabbed one marshmallow, almost always a few seconds after the experimenter left the room, supposedly to carry out the “assignment” given to him.

The opportunity to understand what this momentary impulse would result in presented itself only 12-14 years later, when these children reached adolescence. It's hard to believe how stark the emotional and social differences were between former preschoolers who grabbed one marshmallow and their peers who delayed gratification. Children who resisted temptation at age four grew up to become more socially competent, that is, more personally successful, self-confident, and better able to cope with life's challenges.

In contrast, about a third of those who grabbed the marshmallows showed fewer of these qualities, and in addition they had a more disturbing psychological profile. In their youth, they were more likely to avoid social contacts, to be stubborn and indecisive, to be easily upset by disappointment, to consider themselves “bad” or unworthy, to become stiff from stress, to be distrustful and resentful of being “outsold” , jealous and envious, reacted too sharply to irritation with harsh antics, thus provoking disputes and fights. And to top it all off, at this age they still couldn't delay gratification.

What reveals itself as modest inclinations in childhood blossoms into all sorts of social and emotional competencies in later life. The ability to control urges is at the core of many aspirations, from dieting to obtaining a medical degree.

4. Empathy– The ability to understand the emotional state of others (tuning into verbal and non-verbal signals) and interact with them taking into account their emotional reactions.

Empathy has been called the basic “human gift.” Empathetic people are more attuned to subtle social cues that indicate what other people want or need.

5. Social skills for maintaining and regulating relationships– management of interpersonal relationships, conflict resolution, negotiations. The ability to find a common language and maintain relationships with people, regardless of their predisposition. The ability to evoke or weaken a certain emotion in other people. The ability to calm an excited or angry person or cheer up a fearful one, help people become aware of their feelings, arouse interest and lift people's spirits!

In general, the art of maintaining relationships largely lies in skillfully handling other people's emotions. Emotionally intelligent people are able to realistically assess what emotions their actions may cause and use this knowledge to come up with a reasonable solution. These are the abilities that enhance popularity, leadership, and interpersonal effectiveness.

According to Goleman, emotional intelligence can be determined by “as the ability to hear one’s own feelings, to control outbursts of emotions, as the ability to make the right decision and remain calm and optimistic about a difficult situation.”

THAT. By definition, EI includes:

· Ability to perceive one's own emotions

· The ability to deal with them, subordinate them to your goal

· Motivate yourself

· The ability to sympathize with other people (empathy) and

· Competently build relationships.

The practical definition of EI is the ability to realize one’s emotions and the emotions of another, the ability to manage one’s emotions and the emotions of another and build our interaction on this basis.

Jack Block, a psychologist at the University of California at Berkeley, compared two theoretically pure types: people with high IQ and people with pronounced emotional abilities. The differences are impressive. The personality graphs of men and women are slightly different.

D/s: make 4 psychological portraits:

a man with high general intelligence,

a man with high emotional intelligence,

a woman with high general intelligence,

woman with high emotional intelligence

everyone - based on the results, make a table:

A typical male representative with a high IQ is distinguished by a wide range of intellectual needs and abilities. He is ambitious and productive, predictable and persistent and not burdened with self-care. He is also prone to criticism, behaves patronizingly, is demanding and reserved, feels awkward from manifestations of sexuality and sensual experiences, is inexpressive, keeps to himself, and is emotionally balanced.

In contrast, people with high emotional intelligence are socially balanced, friendly and in good spirits, not prone to fear or anxious rumination. They are obligatory towards people and undertakings, willingly take responsibility and adhere to ethical principles, and in communicating with others they are friendly and caring. Their emotional life is eventful, but within proper limits. They are at peace with themselves, with others and with the society in which they live.

Women with high IQ, naturally confident in their intellect, they freely express their thoughts, are well versed in intellectual problems and are distinguished by a wide range of intellectual and aesthetic needs. It is clearly visible in them desire for introspection, they often become anxious, tormented by guilt, prone to long thoughts and usually do not dare to openly express their anger (but express irritation indirectly).

Women with emotional intelligence On the contrary, they are overly assertive, frank in expressing their feelings and always satisfied with themselves. Life is full of meaning for them. Like men, they are friendly and outgoing and express their feelings appropriately (and not in violent outbursts that they later regret), and they also cope well with stress. Their ability to behave in society allows them to easily meet new people; they are satisfied with themselves, and therefore are more spontaneous and easily amenable to sensory experiences. Unlike women with high IQs, they do not suffer from anxiety and guilt and are not prone to deep thought.

In psychological practice, emotions are like blood in surgery: neither one nor the other can be avoided in work; both serve to restore function and treat; a professional works with both, and treats both with respect, but neither is the main goal of the process.

For most people, emotional release is relatively easy to achieve. Many, if not all, adults have some reserve of pain, disappointment, loneliness, and guilt that can be reached with a little kindness and persistence. But at the same time, the question is very rarely asked: “What to do next when all these emotions have already come to the surface?”

I have already said that emotions are an important part of the process, but not its goal. I suppose that this goal is to increase the level of awareness of life, namely: to increase a person’s level of awareness of his being, his strength, his options for choice and his boundaries. Raising this level, we must help the client understand how he builds his life and his awareness, what possibilities are hidden within himself. The process of awareness is inevitably guided and accompanied by strong feelings of fear, pain, guilt, remorse, hope, understanding and fulfillment.

A psychotherapist who pays some attention to affective aspects does a lot to influence the emotional flow - to maintain an optimal level of motivation, to help the client not get bogged down in emotions for the sake of emotions.

The psychotherapist's job is to help your partner express genuine feelings as they correspond to the vital concerns motivating psychotherapy.

Feedback example

K-A. Who's worried? (Angrily, red face, tense body?) Me? No, damn me!

P-A. You want me to believe that you're not worried.

K-B (hotly). Of course yes. Useless...

P-B (gently interrupting). And you shout this to me so that I don’t even think that you’re worried.

K-V (scared). Oof! Yes (pause), yes, probably yes. Hmm, maybe I was more upset than I realized.

P-V. Sometimes this happens to us.

Ways to regulate emotions

(Data from modern science of psychology)

Emotion regulation is a person’s awareness of his emotional experiences, biologically and socially appropriate use of them to achieve a goal and satisfy a need. Emotion regulation involves using knowledge about your emotions to solve the problem they signal. Emotion regulation involves the maximum possible external expression, the discharge of emotional states in constructive ways that do not violate the interests, rights and freedoms of other people.

Emotion regulation is the transformation of destructive emotions into constructive ones, i.e. facilitating the productive implementation of current or upcoming activities and communications.

Izard (2000) identifies three methods for eliminating an unwanted emotional state: 1) regulation through another emotion; 2) cognitive regulation; 3) motor regulation.

The first method of regulation involves conscious efforts aimed at activating another emotion opposite to the one that the person is experiencing and wants to eliminate. The second method involves using attention and thinking to suppress or gain control over an unwanted emotion. This is a switching of consciousness to events and activities that arouse a person’s interest and positive emotional experiences. The third method involves the use of physical activity as a channel for relieving emotional stress.

Emotion regulation is by no means the suppression and repression of emotions or their elimination without initiating activities aimed at resolving the problem.

Using the energy of emotional experiences to organize constructive, goal-directed behavior is called matching behavior, or coping. The ability of an individual to overcome negative emotional situations and threatening influences (stressors) contribute to maintaining emotional balance.

There are two types of coping:

1) coping aimed at changing the external world, or problem-oriented

2) coping aimed at changing the inner world or focused on emotions, thoughts, intentions. The attitude towards the problem changes, and is effective if the problem is actually unsolvable, or is not subject to control and transformation.

There is the following classification of ways to regulate emotions:

1) Emotional response. Emotion is recognized and discharged in activities aimed at solving the problem, or in indirect types of activity (communication), after which the subject moves on to solving the problem. The emotion is discharged physically or verbally. (verbalization of feelings, awareness of emotions, music therapy, crying, etc.) In any case, the problem that gave rise to the emotion is solved.

2) Emotional transformation. The inner world changes due to the constructive restructuring of emotions. It is a less optimal method compared to emotional response. An unwanted emotion changes to a desirable one, the attitude towards the problem changes - but the problem itself is not solved, the need remains unsatisfied and the release of emotional tension does not occur. ET is carried out in situations where the solution to the problem does not depend on the subject.

3) Emotional suppression. The inner world changes due to the unconstructive repression of emotions. Suboptimal way to regulate emotions. The emotion is not reacted, but is forced out of consciousness into the unconscious. There is an avoidance of solving the problem, the problem is not resolved. As a result, suppressed emotions accumulate, which threatens with destructive forms of discharge, directed either at oneself or at other people (aggressive affects).

Examples are sports, switching to another type of activity (including humor), relaxation and meditation, etc. – this distracts from the problem and its solution.

Nevertheless, these methods of emotional suppression can improve well-being and increase adaptive abilities, which are necessary for subsequent change of attitudes and problem solving.

If a person knows that he can at least partially control his feelings, this in itself can provide a sense of self-control, which increases the feeling of security and well-being. You need to start changing by observing yourself. About my body - what happens to it, when I’m tired, what kind of rest I need, where it hurts. Behind your feelings - when they appear, they are just born so small, how they transform, how they splash out or how they hide and accumulate somewhere in the corner of the soul.