* The revised subject description form is subject to approval. The Hong Kong Polytechnic University Subject Description Form Subject Offering Department Subject Code Subject Title Department of Rehabilitation Sciences RS2A01 Emotional Health Credit Value 3 Level 2 Cluster Area Medium of Instruction Human Nature, Relations and Development English Pre-requisite / Co-requisite/ Exclusion Objectives Intended Learning Outcomes Nil 1. Acquire knowledge and understanding about the nature, scope, functions of emotions. 2. Acquire knowledge on emotional development, and emotion literacy (awareness, expression, and regulation of emotions). 3. Examine and expand one s knowledge and skills in emotional regulation. 4. Acknowledge the links between emotions management and character development. 5. Acknowledge the importance of emotions management in productivity, health, and well-being. 6. Apply knowledge and skill of emotion management in improving interpersonal communication and relationships. Upon completion of the subject, students will be able to: Develop a more healthy lifestyle: a) Review one s own emotional development, and identify one s own strength and weakness in emotions management. b) Examine how emotional competence is closely linked to a person s motivation, needs, health, and character development. c) Expand one s knowledge and skills in emotional regulation. Expand intellectual capacity: d) Understand and analyze how biological, social (age, gender), and cultural factors contribute to differences in emotional expression, competence and experience. Improve their communication skills: e) Understand and discern emotions of self and others, through observation of facial expression and body language, and interpersonal communication. f) Apply principles and strategies of emotional regulation in
communicating and relating with other in a more effective manner. The subject aims to achieve several learning outcomes in alignment with general education. First, the subject aims to help students to develop a more healthy lifestyle through increasing emotional literacy (promotion of emotional awareness and regulation skills), and examine how emotional competence is linked to their social, moral and character development. Second, students are guided to research on examining the links between emotional competence and various social, cultural factors, and discussing the scope and effectiveness of various emotion regulation strategies, as well discussing emotional expression in interpersonal communication. Third, though leaning how to understand others' emotions and how to express emotions in a mature manner, the subject help student to develop more effective interpersonal skills in relating with family, friends, and colleagues. Subject Synopsis/ Indicative Syllabus 1) Theoretical and empirical understanding of emotions: a) Understanding emotions: definition, nature, types, and functions b) Current models: neurophysiological, appraisal, evolutionary, emotional intelligence, and emotion-focused therapy. 2) Development of emotions and emotional competence. 3) Emotional competence: a) Awareness of emotions b) Expression of emotions: facial expressions, body language, verbal expression, and through creative means. c) Emotions regulation and management: goals, principles, and strategies. 4) Emotions and character development a) Empathy, moral development, and prosocial behavior (e.g. helping, cooperation) b) Emotions, self-acceptance, and self-esteem c) Family, parenting, and emotional development. 5) Emotional health: a) Emotions and our body b) Emotions and well-being c) Emotion, cognition, and behavior d) Emotions in everyday life: what emotions tell us about our motivation, needs, and who we are. e) Common emotional issues and disorders. 6) Emotions and social behavior: a) Social emotions (e.g. shame, jealousy) and social behavior b) Understanding people s emotions in interpersonal communication. c) Emotions, attachment, and love relationships d) Gender differences and stereotypes e) Cultural differences in emotion
Teaching/Learning Methodology Lectures, with the aid of handouts, videos, and multimedia, will facilitate students to acquire current knowledge about emotions and emotions management. Workshops: students are required to join emotions management workshops. During the workshop, the instructors run experiential activities in small groups (of 20 to 25 students) to facilitate students awareness and sensitivity toward emotions of self and others, understand social and cultural differences in emotions, to try out emotion regulation strategies, and experiment with different ways of emotional expression in relating and working with others. This aims to assist students to integrate the various theories and strategies learnt to promote emotional well-being. Seminars: students are required to form small groups and lead discussions on specific topics related to emotion and social behaviour or emotions and character development or 'social and cultural differences in emotional experience'. Students will need to conduct literature search on specific topics and present their findings to the class. Course Website: provide a platform for students to access to teachinglearning resources, to do self-understanding and self-reflection exercises, to conduct self-learning tasks, to ask and discuss questions on forums. Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % weighting Intended subject learning outcomes to be assessed (Please tick as appropriate) a b c d e f 1. Essay 30 2. Seminar Presentation 30 3. Test 40 Total 100 % The essay will focus on a review of one's own emotional and social development. Students will need to reflect on and analyze one's strength and limitation in emotional competence, and suggest a plan for selfimprovement and character development. The self-understanding exercises and experiential activities in the workshops would provide opportunities for students to explore their emotional competence and experience, and form the basis for their self-assessment. Student Study Effort Expected Class contact: Lecture 26 Hrs. Workshops (Tutorial) 8 Hrs. Seminar 5 Hrs.
Other student study effort: Self-study 50 Hrs. Preparation for workshops and seminar 30 Hrs. Reading List and References Total student study effort 119 Hrs. Ekman, P. (2003). Emotions revealed: Recognizing faces and feelings to improve communication and emotional life (pp.1-37). New York: Henry Holt & Co. Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice (pp.1-112). New York, USA: Cambridge University Press. Lau, P. S. Y. (2007). Emotional Competence as a positive youth development construct: Conceptual bases and implications for curriculum development. In D.T.L. Shek, H.K. Ma, & J. Merrick. Positive youth development: Development of a pioneering program in a Chinese context (pp.155-164). London & Tel Aviv: Freund Publishing House Ltd. Niedenthal, P. M., Krauth-Gruber, S., & Ric, F. (2006). Psychology of emotion: Interpersonal, experiential, and cognitive approaches (pp.1-154). New York: Psychology Press. Parrot, W. G. (Ed.). (2001). Emotions in social psychology: Essential readings (pp.139-156, 227-250, 281-320). Philadelphia, USA: Psychology Press.. Pease, A., & Pease, B. (2004). The definitive book of body language (7-30, 107-124, 229-249). London, Great Britain: Pease International Pty Ltd.. Plutchik, R. (2002), Emotions and Life: Perspectives from Psychology, Biology, and Evolution (pp.1-44). Washington. DC: American Psychological Association. Saarni, C. (1999). The development of emotional competence (pp.1-78). New York: Guildford Press. Salovey, P., & Sluyter, D. J. (Eds). (1997). Emotional development and emotional intelligence (pp.3-66). New York: Basic Books.. Weiten, W. (2006). Psychology: Themes and variations (7th Ed.) (374-415). Belmont, CA: Wadsworth/Thomson Learning. Other References Burns, D. D. (1999). Feeling good: The new mood therapy (revised & updated version). New York: Avon Books. Elliott, R., Watson, J., Goldman, R. N., & Greenberg, L. S. (2004). Learning emotion-focused therapy: the process-experiential approach to change. Washington, D. C., USA: American Psychological Association.
Goleman, D. (1996). Emotional intelligence: why it can matter more than IQ. London: Bloombury Publishing. Layard, R. (2005). Happiness: Lessons from a new science. London: Penguin Books. Chapter 2. 蔡秀玲 楊智馨 情緒管理 台北 : 揚智文化,1999 年 饒見維 情緒涵養 台北 : 五南圖書,2003 年