Loneliness or difficult relationships in the family have a negative impact on the emotional state and health of a person. Neurosis, depression and psychosomatic diseases develop, suicide attempts are possible.
Children are especially dependent on family relationships. Normal mental and physical health depends on how much children are loved and cared for, whether they are provided with everything necessary.
The well-being of a child largely depends on the love and mutual respect between parents. Quarrels of older members, domestic violence form a chronic psycho-traumatic situation in a child, which is manifested by neurological diseases and developmental disabilities (enuresis, stuttering, nervous tics, hyperactivity, decreased academic performance), as well as a significant decrease in immunity, frequent viral and bacterial diseases.
How effective are meditation and psychotraining in overcoming stress?
Psychotraining or psychotherapeutic training- a short course of study, the exercises of which are aimed at changes in consciousness. Psychotraining gives a person skills that allow him to get to know each other, build relationships, communicate, resolve conflicts constructively, develop as a person, manage emotions, and think positively. Helps to get rid of alcohol, sexual, nicotine addiction. Depending on the number of people in the group, psychotraining can be individual and group.
The essence of the method: a training psychologist selects exercises that simulate a situation that worries a person. These may not be direct analogies, but situations that cause associations with the problem, presenting it in a comic form. Next, the person is invited to beat the situation - how, in his opinion, it is worth behaving in this case. Then the psychologist analyzes the behavior of the client, points out victories and mistakes. Ideally, psychotraining should be complemented by psychological counseling and psychotherapy.
In practice, a small percentage of people turn to a psychologist and psychotherapist. Therefore, it is necessary to master various self-help techniques and use them as needed.
1. Autotraining(autogenic training) - increases the possibility of self-regulation of emotions. It includes consecutive exercises:
- Breathing exercises- deep slow breathing with pauses after inhalation and exhalation.
- Muscle relaxation- you need to feel the tension of the muscles on the inhale and sharply relax them on the exhale;
- Creating positive mental images- imagine yourself in a safe place - on the seashore, on the edge of the forest. Imagine the image of the "Ideal Self", which has all the qualities that you would like to have;
- Self-hypnosis in the form of self-orders- “Calm down!”, “Relax!”, “Do not succumb to provocation!”;
- Self programming- “Today I will be happy!”, “I am healthy!”, “I am confident in myself!”, “I am beautiful and successful!”, “I am relaxed and calm!”.
- self promotion- “I'm doing great!”, “I'm the best!”, “I'm doing a great job!”.
The result of auto-training is the activation of the parasympathetic division of the autonomic nervous system and the weakening of excitation in the limbic system of the brain. Negative emotions are weakened or blocked, a positive attitude appears, self-esteem increases.
Contraindications to the use of psychotraining: acute psychosis, impaired consciousness, hysteria.
- Meditation- an effective technique that allows you to develop concentration by focusing on one subject: breathing, mental images, heartbeat, muscle sensations. During meditation, a person is completely disconnected from the outside world, immersed in himself so much that the surrounding reality with its problems, as it were, ceases to exist. Its components are breathing exercises and muscle relaxation.
By practicing meditative techniques, it is possible to reduce the level of excitation in the limbic system and the cerebral cortex. This is manifested by the absence of emotions and unwanted, intrusive thoughts. Meditation changes the attitude to the problem that caused stress, makes it less significant, helps to intuitively find a way out of the current situation or accept it.
Meditation technique:
- Comfortable posture- the back is straight, you can sit in the lotus position or on a chair in the coachman position. helps to relax muscle blocks and relieve tension in the body.
- Slow diaphragmatic breathing. On inhalation, the abdomen inflates, on exhalation it retracts. Inhalation is shorter than exhalation. After inhalation and exhalation, hold your breath for 2-4 seconds.
- Focusing on one object. It can be a candle flame, a heartbeat, sensations in the body, a luminous point, etc.
- Feeling warm and relaxed that extends to the entire body. With it comes peace and self-confidence.
Attention! Excessive and uncontrolled passion for meditation can be dangerous for a person with an unstable psyche. He is transferred to the realm of fantasy, becomes withdrawn, intolerant of his own and other people's shortcomings. Meditation is contraindicated for people with delirium, hysteria, impaired consciousness.
What are psychosomatic illnesses?
Psychosomatic diseases are disorders in the functioning of organs caused by mental and emotional factors. These are diseases associated with negative emotions (anxiety, fear, anger, sadness) and stress.Most often, the victims of stress are the cardiovascular, digestive and endocrine systems.
The mechanism of development of psychosomatic diseases:
- Strong experiences activate the endocrine system, disrupting the hormonal balance;
- The work of the vegetative part of the nervous system, which is responsible for the work of internal organs, is disrupted;
- The work of blood vessels is disrupted and the blood circulation of these organs worsens;
- Deterioration of nervous regulation, lack of oxygen and nutrients leads to disruption of the organ;
- The repetition of such situations causes disease.
There is a theory that every illness is based on a separate negative emotion. For example, bronchial asthma occurs on the basis of resentment, diabetes mellitus from anxiety and anxiety, etc. And the more persistently a person suppresses an emotion, the higher the likelihood of developing a disease. This hypothesis is based on the property of various emotions to provoke muscle blocks and vascular spasms in various parts of the body.
The main method of treatment of psychosomatic diseases is psychotherapy, hypnosis, the appointment of tranquilizers and sedatives. In parallel, the symptoms of the disease are treated.
How to eat right when stressed?
You can reduce the risk of developing diseases under stress with the help of proper nutrition. Be sure to consume:- Protein products - to strengthen the immune system;
- Sources of vitamin B - to protect the nervous system;
- Carbohydrates - to improve the functioning of the brain;
- Products containing magnesium and serotonin - to combat stress.
B vitamins found in green vegetables, various types of cabbage and lettuce, beans and spinach, nuts, dairy and seafood. They improve mood, increase resistance to stress.
Carbohydrates necessary to cover the increased energy expenditure caused by stress. The brain especially needs carbohydrates. In this regard, with nervous stress, cravings for sweets increase. A little dark chocolate, honey, marshmallows or gozinaki will urgently replenish glucose reserves, but it is advisable to cover the need for carbohydrates due to complex carbohydrates - cereals and cereals.
Magnesium provides protection against stress, improves the transmission of nerve signals and increases the efficiency of the nervous system. Sources of magnesium are cocoa, wheat bran, buckwheat, soybeans, almonds and cashew nuts, chicken eggs, spinach.
Serotonin or the hormone of happiness elevates mood. For its synthesis in the body, an amino acid is needed - tryptophan, which is abundant in fatty fish, nuts, oatmeal, bananas and cheese.
Phytotherapy for stress
To improve the functioning of the nervous system during periods of high stress, infusions of medicinal herbs are recommended. Some of them have a calming effect and are recommended for nervous excitement. Others increase the tone of the nervous system and are prescribed for depression, apathy and asthenia.Conclusion: Repetitive stress and negative emotions impair health. Displacing negative emotions and ignoring them, a person exacerbates the situation, creates the basis for the development of diseases. Therefore, it is necessary to express your emotions, constructively solve the problems that caused stress and take measures to reduce emotional stress.
Feeling, or emotion, is the experience by a person of his attitude to what he knows and does; to things and phenomena of the surrounding world, to other people and their actions, to their work, to themselves and to their actions. Pleasure and displeasure, joy and sadness, love and hate, excitement and fear, excitement and calmness are all examples of different feelings or emotions.
The richness of feelings is a necessary condition for the high and versatile development of inner life. Scarcity and poverty of feelings impose the stamp of grayness and boredom on life, make a person inactive and insignificant. A person who is indifferent and dry cannot be a real fighter: in order to fight, one must love what one is fighting for and hate what one is fighting against. Such a person cannot be a creator either. Without a fiery love for your work, there is never a creative attitude towards it. Without enthusiasm and inspiration there are no great successes and achievements.
Feelings are different:
The emotional attitude of a person to the knowledge of natural phenomena and social life is intellectual feelings.
The emotional attitude of a person to beauty in nature, life, society, art is aesthetic feelings.
The manifestation of an emotional attitude to the behavior of other people and one's own is moral feelings.
Those feelings that arise in a person in the course of his work are called practical feelings.
Feelings are distinguished by a huge variety of qualities and shades. The main qualities or signs that characterize feelings form pairs of opposite qualities: pleasure - displeasure, joy - sadness, fun - sadness, love - hatred, excitement - calmness, etc. This feature is called the polarity of feelings. Opposite emotional qualities form, as it were, poles, between which there are all sorts of intermediate shades of feelings. These opposite qualities themselves are called polar qualities.
Another important opposition or polarity of emotional qualities is the opposition between the active and passive character of feeling. Feelings of excitement, tension, uplift, cheerfulness are active. Feelings of peace, carelessness, depression, depression, despondency are passive in nature. Thus, feelings are distinguished sthenic increasing vitality, increasing strength and energy, and feelings asthenic lowering vitality and reducing strength and energy. The same feeling, in different situations, can affect a person in different ways. There is a stormy, excited joy, causing a surge of strength and a thirst for activity - this is a sthenic feeling, but there is a quiet joy, associated with liberation from worries and labors and causing a thirst for peace; such joy can be called an asthenic feeling.
The strongest source of feelings is in human activity.
Any process of activity can either annoy or give pleasure. It is very important for a person to make the right choice of his profession. If you like the profession, a person works with pleasure - inspired and easy, without stress. The positive emotions that appear in him only help in the work. After all, doing what you love is always a source of joy. When negative emotions are manifested in a person, fatigue develops much faster, working capacity decreases, and the need for rest increases.
Emotional states are experiences that take possession of a person: mood, affect, passion, a state of emotional stress, frustration. All of them affect a person in different ways in the course of his professional activity.
Mood is a weakly expressed emotional state of a person that affects his work activity. The mood, depending on any reasons, is expressed in the form of a positive or negative experience. Positive experiences stimulate activity, negative ones, on the contrary, reduce activity.
Affect is a rapidly flowing short-term emotional outburst (strong anger, despair, horror). As a rule, affects proceed with the disconnection of consciousness. The amount of attention narrows, there are difficulties in its distribution and switching.
Stress is an emotional state caused by unusual situations (with great mental or physical overload, etc.). Both affect and stress are an extremely undesirable state for workers, since it negatively affects their quality of work. Severe stress leads to behavioral breakdowns. At the same time, perception, memory, attention, thinking, and coordination of movements deteriorate. But at the same time, a weak, barely expressed stress can activate a person's activity. In a strong-willed person, under stress, concentration and organization increase.
Frustration is an emotional state of a person that occurs when there are real or imagined obstacles on the way to the goal, which he perceives as very difficult or insurmountable. Frustration is an insult to oneself. A person loses faith in his abilities, "everything falls out of his hands."
Difficulties and failures are also a source of various and very strong feelings, without which not a single activity can do. The attitude towards them can be very different. They can cause a feeling of insecurity, confusion, helplessness, annoyance, but they can also be a source of directly opposite feelings: self-confidence, consciousness of one's strength, peculiar experiences of cheerfulness and excitement. A person "angry" after a failure can sometimes achieve a result that was stubbornly not given to him while he was in a calm state.
No less vivid feelings are caused by success, the consciousness of the achieved goal. Feelings of joyful satisfaction, exultation, legitimate pride, relief after strenuous efforts usually accompany the end of a great and difficult work.
2. CHARACTERISTICS OF THE EMOTIONAL PROCESS
The emotional process has three main components.
The first of them, common to all changes in the state of equilibrium, is the component of emotional excitation, which determines mobilization shifts in the body.
The second component of emotion is related to the meaning of the emotional event for the subject - positive or negative. It determines the sign of emotion: positive emotion occurs when an event is evaluated as positive, negative - when it is evaluated as negative. The function of a positive emotional process is to induce actions that maintain contact with a positive event, a negative one - to induce actions aimed at eliminating contact with a negative event.
The third component of emotion is associated with the specific qualitative features of an event that is significant for the subject, and, accordingly, can be characterized as the content (or quality) of emotion. Depending on this component, emotional reactions or special forms of behavior caused by emotions acquire a specific character.
2.1 SIGN OF EMOTION
The emotional process has a positive and a negative sign.
The regulation of behavior is carried out due to the formation of brain structures that function in a certain order. The disorganization of this order means negative emotion, and the maintenance and development of activity in accordance with existing structures is the essence of the feeling of pleasure.
The question arises whether negative emotion is a consequence of the disorganization of regulatory processes or its cause. It can be answered that it is both: the factor that disorganizes the process causes a negative emotional state, and this state, in turn, stops and disorganizes the actions that led to the collision with this fact. Negative emotion not only leads to disorganization, but can also contribute to the organization of certain actions: under the influence of negative emotions, acts of running away, attacking or eliminating a negative factor are formed.
Thus, the negative process contains elements of both disorganization and organization.
But emotions are not always aimed at protecting the main interests of the organism, especially when some situational or accidental interest is in conflict with other interests of the subject. Indeed, in order to satisfy one need, it is not uncommon to have to give up the satisfaction of others. The emotional process usually does not take into account all the interests of the subject - stable and temporary, general and private, present and past. Most often, its features are determined by the actual hierarchy of relations in the system of regulation, that is, the needs that are dominant at the moment. If the personality is well integrated, then taking into account the interests of the currently dominant structure is equivalent to taking into account the interests of the entire integrity; in the absence of integration (as happens in infantile persons, drug addicts or mental illness), emotional reactions, responding to only one, disproportionately expressed need, may be in sharp conflict with the main interests of the subject.
Quite often, in a particular situation, none of the needs acquires a stable predominance; in this case, ambivalent feelings and emotional conflict arise.
2.2 QUALITY OF EMOTION
The same signal evokes different emotional reactions depending on whether the person has the opportunity to respond to it accordingly or is deprived of this opportunity. In the latter case, there is tension or depression and refusal to act. As a result of repeatedly repeated, but unfulfilled anticipation, indifference, boredom and even hostility develop.
Another source of emotions is the flow of processes of regulation and performance of activities. Successfully, unhindered processes of perception, problem solving, skills serve as a source of positive emotions of pleasure, satisfaction, while pauses, breakdowns, interference, which exclude the possibility of achieving the goal (frustration), cause displeasure and aggressive emotions (anger, irritation, anger).
The emotional reaction also depends on the time when this or that significant event for the subject occurred. So, according to Hunt, frustration related to the past causes fear, to the present - anger, to the future - sadness.
Emotional processes associated with ensuring biological balance between the body and the environment, common to humans and animals. But human beings also have higher emotions called “feelings”. At the heart of feelings are, first of all, the needs associated with relationships between people. The quality of higher emotions, or feelings, depends on what psychological formations the current emotional signal corresponds to. On this basis, one can single out feelings associated with the need for social contact (sympathy, goodwill, feelings of camaraderie, sympathy), with parental need (tenderness, care), with the need for power, dominance (sense of superiority, authority, arrogance, strength), etc. P.
3. HOW EMOTIONS AFFECT A PERSON
Emotions affect people in many different ways. The same emotion affects different people differently, moreover, it has a different effect on the same person who finds himself in different situations. Emotions can affect all systems of the individual, the subject as a whole.
3.1 EMOTIONS AND THE BODY
Electrophysiological changes occur in facial muscles during emotions. Changes occur in the electrical activity of the brain, in the circulatory and respiratory systems. With strong anger or fear, the heart rate can increase by 40-60 beats per minute. Such abrupt changes in somatic functions during a strong emotion indicate that during emotional states, all neurophysiological systems and subsystems of the body are turned on to a greater or lesser extent. Such changes inevitably affect the perception, thoughts and actions of the subject. These bodily changes can also be used to address a range of issues, both purely medical and mental health problems. Emotion activates the autonomic nervous system, which changes the course of the endocrine and neurohumoral systems. Mind and body are in harmony for action. If the knowledge and actions corresponding to emotions are blocked, then psychosomatic symptoms may appear as a result.
3.2 EMOTION AND PERCEPTION
It has long been known that emotions, like other motivational states, affect perception. A delighted subject tends to perceive the world through rose-colored glasses. A distressed or saddened person tends to interpret the comments of others as critical. A frightened subject tends to see only a frightening object (the effect of “narrowed vision”).
3.3 EMOTIONS AND COGNITIVE PROCESSES
Emotions affect both somatic processes and the sphere of perception, as well as memory, thinking and imagination of a person. The effect of "narrowed vision" in perception has its counterpart in the cognitive sphere. A frightened person is hardly able to test various alternatives. An angry person has only "angry thoughts." In a state of heightened interest or arousal, the subject is so overwhelmed with curiosity that he is unable to learn and explore.
3.4 EMOTIONS AND ACTIONS
Emotions and complexes of emotions that a person experiences at a given time affect virtually everything that he does in the field of work, study, and play. When he is really interested in a subject, he is full of a passionate desire to study it deeply. Feeling disgust for any object, he seeks to avoid it.
3.5 EMOTION AND PERSONAL DEVELOPMENT
Two kinds of factors are important when considering the relationship between emotion and personality development. The first is the subject's genetic inclinations in the sphere of emotions. An individual's genetic make-up seems to play an important role in acquiring emotional traits (or thresholds) for various emotions. The second factor is the individual's personal experience and learning related to the emotional sphere and, in particular, socialized ways of expressing emotions and behavior driven by emotions. Observations of children aged 6 months to 2 years who grew up in the same social environment (brought up in a preschool institution) showed significant individual differences in emotional thresholds and emotionally charged activities.
However, when a child has a low threshold for any particular emotion, when he often experiences and expresses it, this inevitably causes a special kind of reaction from other children and adults around him. Such forced interaction inevitably leads to the formation of special personal characteristics. Individual emotional traits are also significantly influenced by the inclusion of social experience, especially in childhood and infancy. A child who is characterized by a short temper, a child who is shy, naturally encounters various reactions from his peers and adults. The social consequence, and therefore the process of socialization, will vary greatly depending on the emotions most commonly experienced and expressed by the child. Emotional responses affect not only the personality characteristics and social development of the child, but also intellectual development. A child with difficult experiences is significantly less likely to explore the environment than a child with a low threshold for interest and joy. Tomkins believes that the emotion of interest is as important for the intellectual development of any person as exercise is for physical development.
3.6 EMOTIONS AND CONSCIOUSNESS
The view that emotion can be viewed as a separate or distinct state of consciousness is not a new view in science. The great nineteenth-century biologist Herbert Spencer described “centrally initiated emotions” as follows: “...their beginning and end in time are comparatively indeterminate, and they do not have a clear localization in space. In other words, they are not limited to previous and subsequent states of consciousness with any certainty, and there are no boundaries between them and the states of consciousness coexisting with them.
Emotional states in everyday life are often considered as altered states, or, more precisely, as specific or special states of consciousness. An individual, having committed some kind of absurdity, often explains his behavior by saying: "I was beside myself", or "I did not remember myself." Anyone who has experienced a strong emotion imagines that an emotional experience is a non-ordinary state of consciousness.
The idea of different states of consciousness has existed since ancient philosophy. And since the mid-nineteenth century, biologists have suggested the possibility and found some evidence that each separate hemisphere of the brain controls a completely separate consciousness. The modern neurologist Gazaniga concludes: “The data indicate that the separation of the hemispheres creates two independent spheres of consciousness within the same skull, in other words, within the same organism.”
Related to the view that there can be more than one type or state of consciousness is the longstanding idea that there are multiple ways of knowing. In the thirteenth century, Roger Bacon spoke of two ways of acquiring knowledge, through proof and through experience. Some modern scientists and philosophers also talk about these different ways of knowing. One of these ways, which dominates modern thinking, is described as logical and rational. The other is as intuitive knowledge, not verbalized, or “receptive”. Special states of consciousness, arising from a specific interest or joy, or some combination of both, direct the stages of intuitive, non-verbal receptive cognition. Certain emotional states organize the stages of analytical, critical, logical, rational processes. Thus, emotion, as a process, constantly interacts with processes that characterize other states of consciousness, which causes numerous relationships between emotions and mind.
4. FUNCTIONS OF EMOTIONS AND THEIR INFLUENCE ON HUMAN ACTIVITIES
The question of functions is key and permeates the entire psychology of emotions.
4.1 EVALUATION FUNCTION
It should be noted that the ability of emotions to make an assessment is in good agreement with their characteristics: their occurrence in significant situations, objectivity, dependence on needs, etc. The main conclusion that follows from the combined analysis of all these characteristics is that emotions are not a mediated product of motivational the significance of reflected objects (which are, for example, the tentative research processes developing in relation to them), they directly evaluate and express this significance, they signal it to the subject. In other words, that system of signals, through which the subject learns about the need significance of what is happening.
4.2 FUNCTION OF MOTIVATION (the motivating role of emotions)
The subject clearly experiences the emotional urges that have arisen in him, and it is by them that he is actually guided in life, unless other motives prevent this (for example, the desire not to harm others, to be faithful to a sense of duty, etc.). This simple fact underlies the concepts that say that emotions (including desires) motivate behavior. Other, more specific functions speak of the ability of emotions to induce actions. So, in critical conditions, with the inability of the subject to find an adequate way out of dangerous, traumatic, most often unexpected situations, a special type of emotional processes develops - the so-called affects. One of the functional manifestations of affect is that it imposes stereotyped actions on the subject, which are a way of “emergency” resolution of the situation that has been fixed in evolution: flight, stupor, aggression, etc.
It is known that other situational emotions, such as indignation, pride, resentment, jealousy, are also able to “impose” certain actions on a person, even when they are undesirable for him.
4.3 DISORGANIZING FUNCTION (the ability of emotions to disrupt purposeful activity)
Emotions organize some activity, diverting strength and attention to it, which, of course, can interfere with the normal flow of other activities being carried out at the same moment. By itself, emotion does not carry a disorganizing function, it all depends on the conditions in which it manifests itself.
Even such a crude biological reaction as affect, which usually disorganizes a person's activity, can be useful under certain conditions, for example, when he has to escape from a serious danger, relying solely on physical strength and endurance. This means that disruption of activity is not a direct, but a side manifestation of emotions. On this basis, the opposition between the usefulness and harmfulness of emotions cannot be justified.
4.4 CONTROL FUNCTION
These are two complementary functions performed by emotions in relation to certain mental processes, i.e. which are special cases of the general influence regulating them. We are talking about the influence of emotions on the accumulation and actualization of individual experience.
1).This feature is discussed under different names:
fixing - braking (P.K. Anokhin);
trace formation (A.N. Leontiev);
reinforcements (P.V. Simonov).
It points to the ability of emotions to leave traces in the experience of the individual, fixing in him those influences and successful - unsuccessful actions that aroused them. The trace-forming function appears especially brightly in cases of extreme emotional states. (works by Ya.M. Kalashnik and A.R. Luria).
2). Heuristic function.
Emotions play a significant role in the actualization of fixed experience, i.e. use the trace left by emotions. Since the actualization of traces usually outstrips the development of events and the emotions that arise in this case signal a possible pleasant or unpleasant outcome, they distinguish the anticipatory function of emotions (Zaporozhets, Neverovich, 1974). Since the anticipation of events significantly reduces the search for the right way out of the situation, a heuristic function is singled out (Tikhomirov, Vinogradov, 1969).
With regard to these two functions of emotions, it is important to emphasize that, while stating a certain manifestation of emotions, they acutely pose the problem of finding out exactly how emotions do this, clarifying the psychological mechanism underlying these manifestations.
4.5 Vinfluence of emotions on human activity.
For a long time, cases have been known when, under the influence of emotions, humanity created something, invented something. Creativity is one way to express your emotions. And it reflects the inner world of a person. Using my example, I would like to reveal the essence of my work, its character.
From early childhood, my life was full of colors, emotions, both positive and negative: the care and love of parents, disappointment in friends, resentment. Keeping up with the times, my father and his brother were fond of playing the guitar, listened to one of the most popular at that time group "Kino". The work of the outstanding group Kino relied entirely on the wonderful bard poet Viktor Tsoi. In their songs, through rock, the group expressed protest against the state system, and speaking at concerts, they addressed society with their thoughts. A sea of enthusiastic emotions arose in my soul, and even now, when Viktor Tsoi has died, his work remains alive, gaining new listeners and arousing interest among young people in playing the guitar.
The work of the bard also interested me, I began to study music, but everything was not as easy as I wanted, because my hands, fingers, unaccustomed to clamping the strings, were constantly out of tune, and the guitar did not give out the sound correctly. All this slowly disappeared with itself, because I trained very often. After a while I became more tolerable in playing, listening to music and learning new songs.
At that moment, a girl appeared in my life with whom I was very happy, and my feelings for her became so huge and strong that I wanted to constantly be with her, admire her pure soul and bright image. These feelings and exciting emotions inspired me to new knowledge of music.
Everything went according to the principle from simple to complex, and at some point I wanted to perform something inexplicable, lyrical and very beautiful.
Having brought my desire to life and under the pressure of emotions bursting with happiness, I wrote the first song, but I was not going to stop there and transferred my knowledge in music to the initial professional stage, created a group that can bring my ideas and music to society, as and Viktor Tsoi. My difference from a bard is that my songs are based and will be based only on a romantic lyrical hero. He will advise people to live and love like me, strong, pure and carefree, showing only positive emotions; it will be in the future, I'm sure. And now the group and I train hard and live according to the principle from simple to complex. And I also love my girlfriend, which means I still have a lot ahead of me.
CONCLUSION
As a result of a person's collision with any object or phenomenon, he has a certain reaction.
Evaluation of the formation of the strength and nature of emotions depends on the following:
what is the meaning of this event - positive or negative, resulting in a positive or negative emotion;
whether a person can respond appropriately to this event or is he deprived of this opportunity;
the time the event happened.
From the conditions under which an emotion is born, its functions will be different. Emotion can bring disorganization into the activity of the individual, will motivate his behavior or regulate his actions depending on the situation.
It is impossible to say unequivocally about the positive or negative meaning of emotions in a person's life. They can have both influences.
In difficult situations, human emotions can occur in the form of so-called affects, i.e. very violently, and even get out of the control of consciousness, if it does not have self-regulation techniques. These techniques can be developed if a person knows and understands the nature of the occurrence of his condition.
There is a close effective connection between a person's emotions and his own activity. The activities of people are characterized by infinitely diverse emotions, feelings of a person. The diversity of these feelings depends on the diversity of a person's real life relationships, which are expressed in them, and the types of activities through which they are actually carried out.
And at the end of my report I will give an example of one of the songs from my repertoire:
To meet the sunset with your beloved is a holiday,
But I can't live in peace here.
Thunder rang out between the stars - this is bad weather.
The cry of the cuckoo has ceased for a long time
The sound of strings, broken threads
They will not give out a lingering hellish rain.
And the groan of the soldiers and the pleas "Help!"
And the death of friends in my eyes you will not understand.
Falling asleep quietly dream you a holiday,
That at home you and I have been with you for a long time.
Believe me, my dear, bad weather will end
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Role emotions in life human (1)
Abstract >> Psychology... on the his activity. Thus, the aim of the work is to consider the role emotions in life human. The concept of emotions Emotions... the process of social history and under influence culture. The actions described above ... dizzy, and under influence good luck they stop like...
The impact of emotions on a person K. Izard
Emotions affect the body and mind of a person, they affect almost all aspects of his existence. In subsequent chapters, we will examine in detail how specific emotions affect various aspects of human biological, physiological, and social functioning. Here we will only sketch in the most general terms the tremendous influence that emotions have on our lives.
Emotions and body
In a person experiencing an emotion, a change in the electrical activity of the muscles of the face can be recorded (Rusalova, Izard, Simonov, 1975; Schwartz, Fair, Greenberg, Freedman, Klerman, 1974). Some changes are also observed in the electrical activity of the brain, in the functioning of the circulatory and respiratory systems (Simonov, 1975). The pulse of an angry or frightened person can be 40-60 beats per minute higher than normal (Rusalova et al., 1975). Such drastic changes in somatic indicators when a person experiences a strong emotion indicate that almost all neurophysiological and somatic systems of the body are involved in this process. These changes inevitably affect the perception, thinking and behavior of the individual, and in extreme cases can lead to physical and mental disorders. Emotion activates the autonomic nervous system, which in turn affects the endocrine and neurohumoral systems. Mind and body require action. If, for one reason or another, behavior adequate to emotion is impossible for an individual, he is threatened with psychosomatic disorders (Dunbar, 1954). But it is not at all necessary to experience a psychosomatic crisis in order to feel how powerful the influence of emotions is on almost all somatic and physiological functions of the body. The influence of emotions on human physiology is discussed in detail in the recent work of Thompson (Thompson, 1988).
If you delve into your memory, you will surely remember the moments when you had to experience fear - and your heart was beating wildly, your breath was interrupted, your hands were trembling, and your legs became cottony. You may be able to remember how you were overcome by anger. At such moments, you felt every beat of a booming heart, blood rushed to your face, and all the muscles were tense and ready for action. You wanted to rush at the offender with your fists in order to release this tension. Remember the moments of grief or sadness - for sure then you felt an incomprehensible, inexplicable heaviness in all members, and your muscles were sluggish and lifeless. You felt a dull, aching pain in your chest, tears streamed down your face, or you tried to hold them back, trembling with soundless sobs.
Or imagine that you are as if charged with electricity, that your whole body is vibrating from the energy rushing out and that the blood is pulsing in your temples, in your fingertips, in every cell of your body. You want to dance, jump, scream - to throw out the joy that overwhelms you. Or remember how something shocked you or someone delighted you so much that you forgot about yourself and, spellbound, with all your thoughts and body, rushed to the object of lust and curiosity. An outside observer, if he is attentive, can determine by one posture, by several characteristic movements of a person, what emotion he is experiencing at the moment (Sogon, Matsutani, 1989).
Whatever the emotion experienced by a person - powerful or barely expressed - it always causes physiological changes in his body, and these changes are sometimes so serious that they cannot be ignored. Of course, with smoothed, indistinct emotions, somatic changes are not so pronounced - before reaching the threshold of awareness, they often go unnoticed. But one should not underestimate the importance of such unconscious, subthreshold processes for the body. Somatic responses to a mild emotion are not as intense as a violent response to a strong emotional experience, but the duration of exposure to a subliminal emotion can be very long. What we call "mood" is usually formed under the influence of just such emotions. Prolonged negative emotion, even of moderate intensity, can be extremely dangerous and in the end is fraught even with physical or mental disorders. The results of recent neurophysiology research suggest that emotions and mood even affect the immune system, reduce resistance to disease (Marx, 1985). If you experience anger, anxiety or depression for a long time - even if these emotions are mild - then you are more likely to get a cold, flu or an intestinal infection. Everyone knows that these are viral diseases, but the causative agents of these diseases are always present in the body in one quantity or another. And if chronic stress, prolonged experience of negative emotions weaken the immune system, the body provides them with fertile ground for reproduction and pathogenic influence.
Interaction of emotions, processes of personality development and social relations
Emotions experienced by a person have a direct impact on the quality of the activities performed by him - his work, study, games. For example, one student is passionate about a subject and is full of a passionate desire to study it thoroughly, to comprehend to the subtleties. The other is disgusted with the subject being studied and, naturally, looks for an excuse not to study it. It is easy to imagine what emotions the learning process will evoke in each of these two students: for the first one it will bring the joy and happiness of learning, for the second - the eternal fear of failing the exam.
Emotions and personality development. When considering the interaction of emotions and personality development, two factors must be taken into account. The first of them is the influence of heredity on the emotional make-up of a person. One gets the impression that genetic prerequisites play an important role in the formation of emotionality or, to be more precise, in establishing the thresholds for experiencing a particular emotion. The second factor of interaction is individual experience and learning in the part that relates to the emotional sphere. This refers to the skills of expressing emotions and behavior patterns associated with emotions. Observations of Russian children aged 6 months to 2 years, who were in the same social conditions (the children were brought up in a preschool institution, where they were surrounded by an atmosphere of love, attention and care, and basic life skills were instilled), revealed significant individual differences in emotional manifestations and in the level of emotional thresholds (Izard, 1977). For those who doubt the significance of the genetic prerequisites for emotionality, who are ready to dispute the role of the heredity factor in the process of formation of individual characteristics of emotional experiences, emotional expression and emotional behavior, I advise you to watch such identical, at first glance, babies for several hours.
If a child has a low threshold for experiencing some emotion, if he often experiences and often shows it, this inevitably causes a special kind of reaction and a special kind of attitude towards him from other children and adults. This kind of interaction of genetic and external factors inevitably leads to the formation of distinct personal characteristics.
It can be said that the emotional traits of the individual are largely determined by the characteristics of his social experience, especially the experience acquired in infancy and early childhood. A child who is prone to irascibility, a child who is shy, or a smiling child naturally meets with different reception in the world of peers and adults. The success of his interaction with the people around him, and hence the success of his social development and socialization, depends on the emotions that the child most often experiences and displays. Emotionality affects not only the formation of personality traits and the social development of the child, it even affects his intellectual development. If a child has got used to the state of despondency, if he is constantly upset or depressed, he will not be as prone to active curiosity as his cheerful peer, to the study of the environment. Tomkins (Tomkins, 1962) considers curiosity an emotion that plays the same role in the intellectual development of a person as exercise plays in his physical development.
Emotions and sex. Back in 1935 Beach (Beach, 1935) stated that fear and copulation are incompatible. He came to this conclusion by conducting experiments on rats, but the pattern he discovered can be applied to relationships between people, as evidenced not only by common sense, but also by clinical observations. Sexual attraction is almost always accompanied by one emotion or another. Combined with anger and contempt, it degenerates into sadism or sexual abuse. The combination of sexual desire with guilt can lead to masochism or impotence. In love and in marriage, sexual attraction causes joyful excitement in partners, an acute experience of sensual pleasure and leaves the most vivid impressions.
Emotions, marriage and parenthood. Features of a person's emotional make-up, his emotional responsiveness largely determine both the way of courtship and the choice of a partner for living together. Unfortunately, psychologists have not paid enough attention to the role that emotions play in courtship and in married life, but evidence from studies in related fields suggests the existence of two trends. On the one hand, when choosing a partner, a person strives to ensure that the emotional experiences and expression of a potential life partner do not run counter to his experiences and ways of expressing emotions. On the other hand, preference is often given to a person with a similar emotional profile - with the same thresholds of experience and with the same ways of emotional expression.
Emotions affect not only sexual attraction and relationships between spouses, they largely determine parental feelings and attitudes. The curiosity of the child, his joy, disgust or fear evoke an emotional response in the parents in accordance with their individual thresholds for these emotions.
Emotions and perceptual-cognitive processes
The most general and fundamental principle of human behavior is that emotions energize and organize thought and action. Intense emotion causes a surge of energy in a person and. But it would be a profound delusion to stop there and think that emotions simply cause a general excitement or a feeling of energization and. A specific emotion prompts a person to a specific activity - and this is the first sign that emotion organizes thinking and activity. Emotions directly affect our perception, what and how we see and hear. So, for example, experiencing joy, a person perceives everything in a pink light. Fear narrows our perception, forcing us to see only the frightening object, or perhaps only the way to escape from it. It is the only thing a person can perceive, the only thing his mind is busy with when he is afraid. In anger, a person is angry at the whole world and sees it in black colors, and spurred on by interest in an object, phenomenon or person, he longs to explore and comprehend it.
Many years ago we conducted an experiment (Izard, Nagler, Randall, Fox, 1965) in which we investigated the influence of emotions on the perceptual-cognitive sphere. The subjects were divided into two groups. With one group, the experimenter treated kindly and courteously, with respect to the other he showed hostility. All subjects were given stereoscopes through which they were asked to view photographs of people in various emotionally expressive states. (A stereoscope is a device that allows the subject to simultaneously present two images, one of which he perceives with his left eye and the other with his right; at the same time, he perceives a single three-dimensional image that corresponds to either the left or right image, or is a combination of them.) Experimenter randomly inserted pairs of photographs with images of cheerful and angry people into the apparatus, and the subjects assessed the condition of the person depicted on them. At the same time, irritated subjects from the group treated impolitely by the experimenter more often saw angry and angry faces in the stereoscope, while subjects from the control group, on the contrary, more often assessed the state of the people depicted in the photographs as joyful and satisfied. This experiment clearly demonstrated how emotions can affect the perceptual and cognitive spheres of a person. A number of other experiments are also devoted to the study of this influence.
Almost every person faced a situation when he experienced emotions in the process of activity. As a rule, emotions are observed when a person encounters difficulties in achieving goals, or there is not enough time to achieve them. A typical situation that every schoolchild or student faces is the performance of a test. Emotions appear when there are difficulties in performing certain tasks, or when there is not enough time to solve the tasks. The strength of emotional experiences is determined by the personal significance of the activity performed. The same factor determines the qualitative specificity of experiences. Thus, the development of emotions in activity occurs, first of all, due to the enrichment of emotional experience, the qualitative characteristics of experienced emotions and feelings. Let us consider the manifestation of emotions in activity in accordance with its division into gaming, educational and labor.
Emotions and play
The game, as you know, acts as a leading factor in the development of the child.
The game is characterized by a constant mutual transition between the real and the imaginary, in the game there is a transition from arbitrariness to involuntary, from determinism to freedom of behavior. The game lays the foundations of creativity. Freedom, creativity and play are inseparable. At the same time, the game has a great social sound. Whatever the goals of the game, as a rule, the achievement of these goals is highly appreciated by the social environment and, above all, by the participants in the game. The status of the child's personality is determined, first of all, by his playing success. Why are the results of gaming activities experienced as personally significant? The whole gamut of feelings accompanies the game: the joy of victory, the bitterness of defeat, the recognition of peers, pride in oneself and the team, confidence in one's abilities, disappointment and triumph. Through success in the game, the child enters the reference group and occupies a certain position in it. The game teaches interaction with other people.
The process of the game is full of emotional experiences. The tension of physical strength and discharge are accompanied by involuntary emotions. The creative moments of the game noted above are accompanied by the emotions of achievements. And the freedom that is characteristic of the game is saturated with positive experiences. Freedom becomes sensual. The manifestation of freedom gives satisfaction to a person. Freedom becomes desirable. Who did not play - he was not free.
In many cases, play, with its emotional and social consequences, is the only fundamental factor in the formation of constructive personality traits, compensating for school failures.
But the game is not only the property of childhood, adults also strive for the game. To a certain extent, our whole life is a game. Emotions are captured not only by those who play, but also by those who watch the game. Identifying himself with the players of his favorite team, the viewer experiences all the stages and moments of the game. Spectacular sport is built on emotions. The game is saturated with stress (without distress, according to Selye). A sports game, like a children's game, is full of creativity and improvisation. A sports game is a game of human capabilities and intellectual abilities, but at the same time it is a game of passions.
Emotions and learning activities
The child plays because he wants to play. He must still want to learn, especially when learning activities begin to require great efforts from the child. Educational activity involves systematic mental work associated with arbitrary regulation of efforts, concentration of attention. Whether a child wants to study depends largely on the teacher's pedagogical skills, on the child's readiness to study at school, on the family situation and the requirements for him. Educational activity is not directly or indirectly related to the satisfaction of primary biological needs, and therefore, there are no natural mechanisms for motivating learning. The greatest illusion of humanity is the idea that a person wants to work. A person does not want to work, but may want under certain conditions. Pedagogically, it is more rational to proceed from the fact that the student does not want to learn, but may want to. And the task of the teacher is, first of all, to make the student want to learn.
What needs to be done for this? It is necessary to ensure the success of the student in achieving the goals of educational activities. Success generates positive motivation for learning. Success changes the social status of the doctrine. Success allows you to assert yourself. Success generates a complex of positive emotions close to those described above when considering the game. Positive emotions, in turn, begin to act as a motive for learning, rebuilding the system of personal relationships with teachers and students.
In learning activities, emotions are closely intertwined with success, and success is determined by the student's abilities. Thus, abilities are interrelated with motivation and emotions.
It is necessary to pay attention to one very important factor of modern education. The school situation is characterized by the presence of tasks of two types: empirical and abstract-formal. Tasks of the second type make high demands on abstract thinking, awareness and arbitrariness, on the skills of self-reflection of one's (mental) actions. “Mastering such regulation,” M. Donaldson wrote, “means the exit of thinking from primitive unconscious exclusivity into direct life and interaction with other human beings. It means the ability to go beyond the specifics. On this is built a movement to higher intellectual skills.
Going beyond specifics is unnatural in the sense that it does not happen spontaneously. The very possibility of such a way out is a product of centuries-old culture, and this possibility is not realized in the life of an individual child if the means of culture do not reinforce efforts aimed at mastering abstract thinking. But in a certain sense, this process is not so unnatural, since it is a simple education of latent possibilities.
It is at this moment of learning that most children experience difficulties, objective difficulties, due to the unpreparedness of the child's thinking for school tasks. And V. V. Davydov was right when he emphasized the need for purposeful development of the theoretical thinking of schoolchildren. However, it must be remembered that children come to school with practical thinking. An unprepared transition to tasks of an abstract-formal type is the cause of school failure and a complex of negative emotions associated with this. We also note that tasks of an abstract type do not evoke an emotional response in the student, they are not associated with the objective world, which at this age stage is associated primarily with experiences. And without positive emotions, there is not only a scientific search for truth, but also the solution of school problems.
In the process of schooling, under the influence of school success, there is a shift in motives and on the activity itself. Of particular note is the final period of education (study in the upper grades), when the interests and abilities of the student and the nature of the future life path are determined. At this stage, a selective interest in individual subjects is formed, the personal meaning of all school education is determined, and, accordingly, educational activity is accompanied by selective experiences.
In conclusion, we note that constant school failures, if the student has not found a substitute activity (including in antisocial behavior), leads to the development of a pessimistic mood, the development of sadness and melancholy, and the formation of pathological affects.
The systematic impact of negative emotions during training can become a source of psychosomatic diseases (hypertension, gastritis, ulcers, etc.), exacerbate the course of all other diseases, and reduce immunity in general.
Emotions and work
In the formation of man as a biological species, labor activity played a special role. In a certain sense, we can say that labor created man. It can be argued that in the early stages of human development, activity (labor) and behavior coincided.
Activity ensured the survival of man, and his entire natural organization, including the mechanization of emotions, was formed and developed under the influence of the requirements of activity. Therefore, everything that we have said before about emotions and feelings: mechanisms, functions, manifestations - everything is connected with the labor activity of a person (and activity in general). Emotions pervade activity. Activity always has a pronounced meaning, both directly and indirectly (the direct results of the peasant's activity provide him with food, the worker's wages provide a source of livelihood - money, occupying a high position provides a high social status, the same - creative activity, etc. ).
If we consider the psychological mechanisms of activity from modern positions, we will see that it is implemented by a psychological system of activity, which includes mechanisms for motivating activity and forming the personal meaning of activity, mechanisms for the formation and functioning of the goal of activity, information support for activity, decision-making and programming, the ability of the subject activities.
The distinguished subsystems (blocks) do not at all mean their ontological autonomy. All blocks of the psychological system of activity are closely interconnected and can be singled out only for research purposes. When analyzing the structure of real inter-block connections of the psychological system of activity, it is found that each block is in the closest relationship with other blocks, that the blocks actually interpenetrate each other. It is probably fair to assume that the noted impossibility of dismemberment is a consequence of the systemic, non-additive nature of activity. So, for example, the processes of decision-making, information support of activity are presented in the processes of motivation and determination of the personal meaning of activity, programming and regulation of activity. Motivation, in turn, is represented in the decision-making mechanisms and the selection of information for activity, and emotions permeate all subsystems of activity. Because of this, emotions are one of the powerful factors in the formation of the most psychological functional system of activity, the factor of system integration.
Emotions and mental processes
Any activity can be decomposed into separate mental functions and processes. In every activity it is necessary to perceive something, remember, make decisions, perform certain actions. Mental functions and processes are the most common generic forms of activity. Usually they are components of some objective activity and are part of the psychological functional system of activity, but they can also act in the form of independent activity, when the subject sets the task of perceiving something (observer), remembering something (mnemonic activity). Having shown that mental functions and processes can be regarded as generic forms of activity, we can assert with full justification that here, too, emotions play the same role as in objective activity.
The proposed approach to considering mental functions and processes as generic forms of activity turns out to be quite fruitful in general psychological terms. On the one hand, it allows you to look at mental processes from the side of activity, on the other hand, at activity from the side of mental processes.
The approach to studying the relationship between emotions and mental processes from the standpoint of the role of the reticular formation in the organization of mental activity is fruitful.
The discovery of a specific structure in the brain stem (Megun, 1965) made it possible to explain many phenomena. It has been shown that the reticular formation provides stimulation of all mental activity. Activation processes are manifested as the functioning of all brain systems, in particular, functional systems that implement certain mental functions: perception, representation, memory, imagination, thinking.
In turn, the reticular formation is under the influence of emotions.
The following systemic picture follows from what has been said. Motivation that encourages activity, stressors associated with achieving the goal of activity, give rise to certain emotions. Emotions affect the reticular formation, which, in turn, ensures the activation of brain structures, including those that implement mental processes. Thus, emotions determine the productive side of mental functions and processes.
But emotions not only influence the activation of mental processes, they also determine the emotional background, the emotional coloring of mental processes. Therefore, when characterizing mental processes, emotional perception, emotional memory, and emotional thinking are often distinguished. Unfortunately, this aspect of mental processes has not been sufficiently developed. It is most often found in works on the psychology of art. However, the emotionality of mental processes is significant both in various activities and in life. It suffices to give a description of emotional memory given by A. A. Ukhtomsky. “The emotions we have experienced and are experiencing help us to accurately remember and capture in detail the environment in which ... life proceeded. In the order of self-observation, we notice that the life we have passed is remembered by us in stages from one brighter spot to another, and these more vividly fixed spots in our memory are associated with joys, sorrows, elevated interests, successes or misfortunes of the past, physiologically this means that the most in detail, clearly and firmly imprinted and entrenched in our centers, especially what is experienced with emotions of joy, grief, interest, anger, etc.”
There are certain reasons to talk about emotional thinking. The action of the mind, especially in social behavior, is motivated and controlled by morality. Morality and conscience are interconnected with emotions. In this case, emotions in relation to mental actions act as a cause, and not as a consequence. Emotions can generate new ideas.
Special mention should be made of psychomotor actions. Under psychomotor, noted K. K. Platonov (1972), as a rule, is understood the objectification of all forms of mental reflection by the movements determined by them. And if we are talking about the emotionality of mental processes, then there is every reason to talk about the emotional richness of psychomotor actions. There are also separate statements about the connection of intense muscle movements and sexual emotions. If this is so, then it can be explained why young people love dancing and sports.
In the psychological literature, the influence of functional states, tension and emotions on productivity, quality and reliability of activity has been studied to the greatest extent. Emotional tension is determined by the abilities of the subject of activity, the level of professional readiness, information support of activities at each level of professionalization, requirements for quality, productivity and reliability, time parameters for the implementation of activities, personal significance of the results. The subject of activity must build its activity in a multifactorial space. In this case, the factor of emotional tension can act as an integration factor in relation to all other parameters, determining the subjective "price" of the activity.
Emotions and art
Traditionally, art has been seen in two senses: the first as a measure of excellence in any field of activity. A potter, and a gunsmith, and a musician, and a plowman, and a baker, and a fortifier, and an architect could be skillful. Unfortunately, in this sense, art is interpreted less and less. The second meaning of the concept of art is associated with certain types of human activity, the purpose of which is to reflect life in artistic images. The method of such reflection is determined by the characteristics of a particular type of art: in literature - through a word, in painting - through a visual image, in sculpture - through spatial and volumetric forms, combined with a practical purpose, in music - through sound intonations, in dance - through plastic movements. In both the first and second senses, art requires the highest technology (technological art, honed skills) and the tension of all spiritual forces, therefore, art is impossible without deep experiences by the performer (creator) of what he creates, displays and depicts, spiritual creator abilities. In art, the performer must understand, appreciate and portray other people, their relationship with each other. And these relations, first of all, are manifested in the experience of people. But in order to understand the experiences of others, the creator must himself experience something similar. To understand a person, one must have a similarity between one's own and his spiritual world. As O. Weininger notes, “to understand a person means to be this person and at the same time to be yourself”. The more people a person includes in his understanding, the richer his spiritual world and, conversely, the richer a person is spiritually, the more people he can understand. Through the richness, clarity and intensity of his inner world, a person gets to know others. From what has been said, it is clear that there can be no art without deep experiences of the performer (creator), in which he reflects the experiences of other people and makes them understandable and accessible to those who turn to art, encourages them to empathize.
It should be noted that through empathy, art performs a deep cognitive function. In a certain sense, it is impossible to know people's relationships without turning to art, without empathy with the events being known. (Many psychotherapeutic practices are based on this.)
Emotions and behavior
By behavior, we understand purposeful activity, in which the attitude of a person to other people acquires a leading role. If in activity the unit of psychological analysis is an action, then in behavior such a unit is an act. Through the study of actions, we penetrate most deeply into the psychology of the human personality (Rubinshtein, 1946). In activity, a person acts as a force that consciously changes and transforms the objective world; in behavior one person influences other people. It is difficult to draw a line between activity and behavior. In activity and behavior, a person proceeds from certain motives, strives to achieve a certain goal, taking into account the conditions in which this goal is achieved. But in behavior, a person deals with other people, who in turn have their own life goals. Under these conditions, the behavior of the subject will always implement either cooperating or conflicting policies. All human morality is a product of these policies. It is in human behavior that emotions and feelings in all their diversity are most clearly manifested.
Each person experiences a certain set of emotions and feelings in relation to any of his acquaintances or close people, to any colleague. These emotions and feelings largely, and sometimes decisively, determine their relationship: personal and official. Your requests will be fulfilled to the extent that you liked or disliked. Your comments will be perceived depending on the existing relationship: with emotionally positive comments they will be taken into account in behavior, with emotionally negative comments they will be perceived as nitpicking, and advice that benefits the person to whom it is addressed will be rejected and even reinforce negative relationships. It is in the system of interpersonal emotional relations that the emotional type of personality, the internal structure of a person's real life, is formed.
