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Managing Emotions Learning Lab

E37807353c2df74f78a25a267f17dccc?s=47 Keen
March 17, 2017

Managing Emotions Learning Lab

This Emotional Intelligence Learning Lab is for anyone who is interested in self-development, emotional intelligence, mindfulness, and similar personal reflections. It may be especially relevant if you are a team leader, work in a high-stress or rapidly changing environment, or are new to managing others.

E37807353c2df74f78a25a267f17dccc?s=128

Keen

March 17, 2017
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Transcript

  1. Managing Emotions A Learning Lab by Keen IO

  2. Collect & store data from users, websites, apps & smart

    devices. Query instantly to share results with teams & customers, anywhere.
  3. Continuous Learning Introspection Honesty Personal agency Empathy

  4. Hello! Jennifer Akullian, PhD People Developer and Coach at Keen

    IO @JennyAkullian Lisa Nielsen VP, People at Keen IO @redesignod
  5. Emotional Awareness 5 What are you feeling right now?

  6. Agenda •  Welcome  &  expecta.on  alignment  (5  min)   • 

    Emo.onal  intelligence  models  (10  min)   •  Emo.onal  Regula.on  (15  min)   •  Table  discussions:  How  do  you  regulate  emo.ons?  (10  min)   •  The  four  root  emo.ons  (45  min)   •  Break  (5  min)   •  Cogni.ve  Behavioral  Techniques  (15  min)   •  Exercise  (10  min)   •  Cogni.ve  distor.ons  (10  min)   •  Prac.ce  (10  min)   •  Closing  exercise  (15  min)   3:00  –  3:05   3:05  –  3:15   3:15  –  3:30   3:30  –  3:40   3:40  –  4:25   4:25  –  4:30   4:30  –  4:45   4:45  –  4:55   4:55  –  5:05   5:05  –  5:15   5:15  –  5:30   Time Activity
  7. What are you hoping to get out of today?

  8. Emotional Intelligence (Daniel Goleman, 1995) 8 Recognition Regulation Self Social

    Self Awareness: Recognizing one’s emotions, strengths, weaknesses, drives, values and goals   Relationship Management: Handling conflict effectively, ability to influence   Self Management: Controlling or redirecting disruptive emotions and impulses; adaptability   Social Awareness: listening & communication skills, appropriate use of empathy
  9. Our Effective Communication Lab covers the “social” aspects of emotional

    intelligence; today we will be exploring the “self” 9 Pinch / Crunch conflict model Stages of team formation Feedback formula
  10. Agenda •  Welcome  &  expecta.on  alignment  (5  min)   • 

    Emo.onal  intelligence  models  (10  min)   •  Emo.onal  Regula.on  (15  min)   •  Table  discussions:  How  do  you  regulate  emo.ons?  (10  min)   •  The  four  root  emo.ons  (45  min)   •  Break  (5  min)   •  Cogni.ve  Behavioral  Techniques  (15  min)   •  Exercise  (10  min)   •  Cogni.ve  distor.ons  (10  min)   •  Prac.ce  (10  min)   •  Closing  exercise  (15  min)   3:00  –  3:05   3:05  –  3:15   3:15  –  3:30   3:30  –  3:40   3:40  –  4:25   4:25  –  4:30   4:30  –  4:45   4:45  –  4:55   4:55  –  5:05   5:05  –  5:15   5:15  –  5:30   Time Activity
  11. Why is emotional regulation important?

  12. How do you regulate your emotions? (discuss at tables)

  13.    Dimensions  of  Emo.onal  Regula.on  (Gross  &  Thompson,  2007)  

    Situation Selection Situation Modification Attentional Deployment Cognitive Change Response Modulation ANTECEDENT-FOCUSED Emotional Regulation RESPONSE-FOCUSED Emotional Regulation T R I G G E R E V E N T
  14. The Reptilian Brain Brain  Stem:  (Rep.le):  parasympathe.c/sympathe.c  nervous   system;

     regulates  unconscious  ac.ons   AVOID  HARM  :  Safety,  Survival     Limbic  system:  (Mouse):     APPROACH  REWARDS:  emo.onal  center   Prefrontal  cortex:  (Monkey):       ATTACHMENT:  Reasoning,  planning,  cri.cal   thinking,  decision  making  
  15. Social threats & rewards (David Rock, 2008) Towards Reward Away

    Threat response
  16. Social threats & rewards (David Rock, 2008) S t a

    t u s C e r t a I n t y A u t o n o m y R e l a t e d n e s s F a I r n e s s Status •  Less than or better than others Certainty •  Ability to predict outcomes Autonomy •  Sense of control Relatedness •  In group or out group Fairness •  Perception of equal treatment
  17. Social threats & rewards (David Rock, 2008) Status • Less than

    or better than others Certainty • Ability to predict outcomes Autonomy • Sense of control Relatedness • In group or out group Fairness • Perception of equal treatment At tables: Discuss which of these is your strongest stimulus?
  18. Agenda •  Welcome  &  expecta.on  alignment  (5  min)   • 

    Emo.onal  intelligence  models  (10  min)   •  Emo.onal  Regula.on  (15  min)   •  Table  discussions:  How  do  you  regulate  emo.ons?  (10  min)   •  The  four  root  emo.ons  (45  min)   •  Break  (5  min)   •  Cogni.ve  Behavioral  Techniques  (15  min)   •  Exercise  (10  min)   •  Cogni.ve  distor.ons  (10  min)   •  Prac.ce  (10  min)   •  Closing  exercise  (15  min)   3:00  –  3:05   3:05  –  3:15   3:15  –  3:30   3:30  –  3:40   3:40  –  4:25   4:25  –  4:30   4:30  –  4:45   4:45  –  4:55   4:55  –  5:05   5:05  –  5:15   5:15  –  5:30   Time Activity
  19. ANGER

  20. Sadness

  21. JOY

  22. FEAR

  23. Story Time

  24. Story  'me?   There is a Taoist story of an

    old farmer who had worked his crops for many years. One day his horse ran away. Upon hearing the news, his neighbors came to visit. "Such bad luck," they said sympathetically. "Maybe," the farmer replied. The next morning the horse returned, bringing with it three other wild horses. "How wonderful," the neighbors exclaimed. "Maybe," replied the old man. The following day, his son tried to ride one of the untamed horses, was thrown, and broke his leg. The neighbors again came to offer their sympathy on his misfortune. "Maybe," answered the farmer. The day after, military officials came to the village to draft young men into the army. Seeing that the son's leg was broken, they passed him by. The neighbors congratulated the farmer on how well things had turned out. "Maybe," said the farmer. Lisa  
  25. Agenda •  Welcome  &  expecta.on  alignment  (5  min)   • 

    Emo.onal  intelligence  models  (10  min)   •  Emo.onal  Regula.on  (15  min)   •  Table  discussions:  How  do  you  regulate  emo.ons?  (10  min)   •  The  four  root  emo.ons  (45  min)   •  Break  (5  min)   •  Cogni.ve  Behavioral  Techniques  (15  min)   •  Exercise  (10  min)   •  Cogni.ve  distor.ons  (10  min)   •  Prac.ce  (10  min)   •  Closing  exercise  (15  min)   3:00  –  3:05   3:05  –  3:15   3:15  –  3:30   3:30  –  3:40   3:40  –  4:25   4:25  –  4:30   4:30  –  4:45   4:45  –  4:55   4:55  –  5:05   5:05  –  5:15   5:15  –  5:30   Time Activity
  26.    Dimensions  of  Emo.onal  Regula.on  (Gross  &  Thompson,  2007)  

    Situation Selection Situation Modification Attentional Deployment Cognitive Change Response Modulation ANTECEDENT-FOCUSED Emotional Regulation RESPONSE-FOCUSED Emotional Regulation T R I G G E R E V E N T
  27. Cognitive Behavioral Techniques Thought Behavior Emotion What we feel affects

    what we think and do What we think affects how we act and feel What we do affects how we think and feel CBT
  28. Cognitive Reframing

  29. Cognitive Reframing Trigger   Thoughts   Emo.on   Response  

    What  is  the  event  or  situa.on?   What  thoughts  are  surfacing?   What  feelings  are  you   experiencing?   How  do  you  respond?   1.  Iden'fy  automa'c  thoughts   2.  Address  cogni've  distor'ons   3.  Employ  Socra'c  ques'ons   4.  Accept  ra'onal  conclusion   Opportunity  to  produce  a   different  response   Reframing
  30. Further Deconstructing of Thoughts During Reframing 30 Trigger Meaning Making

    Prediction Emotion Reframing opportunities
  31. Exercise Directions: Think of a recent time when you felt

    a semi-strong emotion. Break the experience down in your journal into the four phases shown below. Trigger Meaning Making Prediction Emotion
  32. Agenda •  Welcome  &  expecta.on  alignment  (5  min)   • 

    Emo.onal  intelligence  models  (10  min)   •  Emo.onal  Regula.on  (15  min)   •  Table  discussions:  How  do  you  regulate  emo.ons?  (10  min)   •  The  four  root  emo.ons  (45  min)   •  Break  (5  min)   •  Cogni.ve  Behavioral  Techniques  (15  min)   •  Exercise  (10  min)   •  Cogni.ve  distor.ons  (10  min)   •  Prac.ce  (10  min)   •  Closing  exercise  (15  min)   3:00  –  3:05   3:05  –  3:15   3:15  –  3:30   3:30  –  3:40   3:40  –  4:25   4:25  –  4:30   4:30  –  4:45   4:45  –  4:55   4:55  –  5:05   5:05  –  5:15   5:15  –  5:30   Time Activity
  33. Cognitive Distortions (Beck & Burns)

  34. Common Cognitive Distortions ▪  Personalizing. ▪  Mindreading. ▪  Negative predictions.

    ▪  Underestimating coping ability. ▪  Catastrophizing. ▪  Negatively biased recall of social encounters. ▪  Unrelenting standards. ▪  Blaming others. ▪  Belief that worry and over-thinking will lead to problem-solving insights. ▪  Belief that you can multi-task. ▪  Belief that self-criticism is an effective way to motivate yourself toward better future behavior. ▪  All or nothing thinking. ▪  “Shoulds,” “musts,” and “have tos.” ▪  Using feelings as the basis of a judgment, when the objective evidence does not support your feelings. ▪  Delusions. ▪  Assuming your current feelings will stay the same in the future. ▪  Over-generalizing. ▪  Belief that you cannot change your thinking style.
  35. PRACTICE!

  36. Exercise Directions: 1.  You’ve received a cue card with a

    common cognitive distortion. 2.  Work with a partner to think of an example that you can act out for the class to demonstrate it. 3.  Class, guess which cognitive distortion is being demonstrated.
  37. PRACTICE!

  38. Exercise Directions: 1.  Choose a cognitive distortion you have experienced

    and share it with your partner. 2.  Partner, help identify how these thoughts can be reframed. 3.  Switch!
  39. Agenda •  Welcome  &  expecta.on  alignment  (5  min)   • 

    Emo.onal  intelligence  models  (10  min)   •  Emo.onal  Regula.on  (15  min)   •  Table  discussions:  How  do  you  regulate  emo.ons?  (10  min)   •  The  four  root  emo.ons  (45  min)   •  Break  (5  min)   •  Cogni.ve  Behavioral  Techniques  (15  min)   •  Exercise  (10  min)   •  Cogni.ve  distor.ons  (10  min)   •  Prac.ce  (10  min)   •  Closing  exercise  (15  min)   3:00  –  3:05   3:05  –  3:15   3:15  –  3:30   3:30  –  3:40   3:40  –  4:25   4:25  –  4:30   4:30  –  4:45   4:45  –  4:55   4:55  –  5:05   5:05  –  5:15   5:15  –  5:30   Time Activity
  40. Mindfulness practice

  41. Deconstructing of Thoughts 41 Trigger Meaning Making Prediction Emotion

  42. Why  medita.on?  

  43. None
  44. “The biggest challenge to self-control is emotional regulation. Successful people

    know how to make their emotions their servants rather than masters.” - Paul Wong
  45. Thank you! Jennifer Akullian, PhD People Developer and Coach at

    Keen IO @JennyAkullian jennifer@keen.io Lisa Nielsen VP, People at Keen IO @redesignod lisa@keen.io