The different faces of 'Disgust' and how to regulate this emotion

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There is more to Disgust than meets the eye!

I have recently explored the emotion 'disgust' in a much deeper way as I have realised this was an under regulated emotion for me in my childhood. We all have a pretty good idea of the general understanding of this emotion and will often use the phrase 'I feel disgusted' in many different contexts.

How many of us actually spare a thought for this emotion and what it means to us though? I know I have seldom spent much time reflecting on my own experiences of disgust. I spend a lot more time working on my fear and shame and even anger and pain. Disgust seems like a natural reaction to sickening things. Most people are aware of the feeling of disgust when coming into things like vomit, faeces, rotting food or flesh, symptoms of illnesses (boils, rashes, mucous etc.), pungent smells, weird textures and so forth. The benefit of disgust is actually to alert us to what may make us ill or harm us should we come into contact with it and is therefore a very valuable emotion we have for our inbuilt protection. It informs us very clearly what we should stay away from and all humans are equipped with this emotion (it is one of our core emotions). In fact I have read an interesting tit bit that has identified the 'scrunched up' face commonly associated with disgust is an innate reaction and not learned. It was previously believed babies learn this face from people who pull it when changing their smelly nappies. They have since found that people who have been blind since birth and who have never 'seen' this face will still pull it instinctively when smelling or feeling something 'disgusting'.

An example of a'scrunched up' face of disgust

I am, however, learning how much more complex this emotion is and wanted to share some thoughts around this with you all, particularly if you are parenting young children and teaching them about emotions.

Disgust is linked to our morality.

This is something you'll often read if you do a Google search on this emotion. What does it mean exactly, and more importantly, how do we regulate this emotion? Think about it, we often feel disgusted when hearing about certain social injustices such as rape, murder, torture, animal abuse, child abuse etc. It can make us feel sick to our stomachs. That is the physical reaction the emotion disgust often gives us. These social injustices feel pretty common and disgust seems to be a 'natural' reaction right? What about cultural 'injustices' or practices? I put 'injustices' in inverted comma's because these will be determined by our own individual beliefs. For some people the idea of homosexuality is considered 'disgusting'. Perhaps certain races provoke a feeling of disgust. We can feel disgust with certain diets and foods people choose to eat. We can find certain body shapes disgusting. You get the idea. Perhaps you feel disgusted when people hold the beliefs I have described above. 

The truth is that these forms of disgust are very much a product of learning, beliefs, culture and experiences. This is not an innate sense of disgust that you are born with like the reaction you would have to smelling faeces. When disgust is linked to our morality and sense of being 'sickened' at the thought of something, it can associate with other powerful emotions such as anger and fear. There is research showing links to the emotion disgust and Anxiety due to this association with fear.

What is the impact of disgust if not regulated?

The bottom line is that we will all have levels of disgust that influence our tolerance levels and behaviour. This is pretty much unavoidable because we are social beings and we are always learning from our environments and the people around us. We all come from many cultures. We come from a family culture, a social culture, an age group culture and many other cultures that we choose to associate with depending on our interests. We have many roles, we have one or more ethnicities, we have a sex and choose our gender, we join teams, choose professions and jobs and we make friends and identify with different groups.

When we choose something we are saying no to something else. This is life and life is full to the brim of decisions. So where does disgust fit in? What makes us feel such a powerful reaction to something where other people may not have the same reaction? We need to question this because at the end of the day the very things we feel are right or wrong are perceptions based on our beliefs and experiences. These all stem from our cultural upbringing. If we are taught that difference is something to be feared (many of us are taught this indirectly) then we perceive that difference to be harmful. If disgust is an inbuilt protection against something that could harm us if we come into contact with it...it makes sense that these acts of immorality will cause us a reaction of disgust. If this is a bit confusing I apologise. To sum it up, in order to regulate or manage the feeling of disgust, we need to remove the fear of difference. We don't, however, want to remove our empathy. There is nothing wrong with feeling disgust when learning of someone being harmed. In fact that is appropriate for the most part. We need to ask ourselves the question honestly 'Is this situation harmful to me or other people'? If we are living with disgust at the thought of people of the same sex finding love, we need to ask ourselves 'Why do I perceive this as harmful'? This will begin the process of unravelling our own beliefs and limitations.

              *Disgust and Fear both protect us from potential harm.

 * If we are taught that something is harmful based on a ‘fear’ we can feel ‘disgusted when we  come into contact with it.

 * If we are taught to fear differences instead of accepting them, they 'become' potentially harmful  to us and we react to this.

How do we teach our children about disgust?

When we hold a belief tightly out of fear to the point where an alternate belief causes us to feel disgust, we set ourselves up for a shame bomb (as I call them). What happens if you try something that you previously found disgusting and realise you like it? When this emotion is not regulated it can set you up to feel shame for liking that previously disgusting thing. Take the example of 'French kissing'. As a young child you may have found the idea of sticking your tongue in someone's mouth disgusting. Lo and Behold, try it and you realise it's pretty nice. If you are not used to this emotion and don't understand difference, changing opinions and trying out new things with an open mind you may think 'If I like this disgusting thing, I must be disgusting' (shame makes people feel as if there is something fundamentally wrong with them). This is how shame works and children are very prone to this way of thinking.

To regulate or manage the emotion disgust the lessons to be taught involve 2 areas. The first area is around the innate disgust where you will attend to this emotion, name the emotion and validate your child when they correctly identify a substance, sight, texture or smell that is something to be avoided. Praise them for this and encourage them to trust their gut. This will keep them safe. It is important to remember that this emotion only starts to really form after about 2 years old so you will need to monitor them and stop them putting things in their mouths (many kids like to eat pooh etc,).

In regards to moral disgust which is centred around social justice and the sense of right and wrong, the lesson is around empathy and being able to see things from other people's perspectives. As I've said, we all come from a number of cultures and share different beliefs. It is impossible to avoid socialising your child into certain cultures or influencing their beliefs. You will also need to teach them about safety and what is lawful and what behaviours are harmful. It is very tricky to navigate. The best way is to work on teaching children about compassion for other people, teaching children about tolerance and helping children to understand that 'people are all different and just because they are different does not mean they are wrong'.

Children learn from you, watch what you are saying:

To end off I wanted to highlight that children model their beliefs on yours for the most part. You have the most influence over how your child views the world. This is why it is so important to keep conversations with children at an age appropriate level. If you talk about things that are beyond their comprehension, they will have limited understanding and make assumptions. You may make a small comment about someone's race and the child may form a prejudice against the entire race group as they trust you and your view points. You may rant about 'women drivers' and will be directly passing that same belief onto your child. Children are like sponges, be mindful of what you say around them. Teach children how to care about others and nurture their openness to question and learn. Teach them about difference so that they do not fear it. This is how you regulate this form of disgust.

I hope that's been helpful
Take care
XX Paula

Teach your kids to tolerate and accept differences :)

 

What are the 6 Core Emotions and why are they important?

Please check out my video's on my Youtube channel or like my Facebook Page for parenting support and information XX 

What do CORE emotions mean?

Many of us have a bad relationship with certain emotions and will often experience them as negative or difficult. The truth is though, we all have them and each one of them is beneficial to us. Different theorists may argue on the exact labels and number of core emotions we humans have. What is seldom contested however, is the fact that there are certain emotions that ALL humans experience and have been experiencing throughout the ages and within all social, cultural and ethnic groups. I agree with the identification of there being 6 core emotions: Sadness, Joy, Anger, Disgust, Fear and Shame. Each of these emotions branch out into other associated emotions or feelings. We have many different ways of identifying with each emotion and the causes for each emotional reaction will differ between individuals and societies depending on beliefs and varying cultures. I know this all sounds a bit confusing. The bottom line is really quite straightforward, we are not so different underneath it all. We all FEEL. Our reactions are based on our emotions. Our thoughts and behaviours are very linked to our emotions. Behaviour is always a product of our thoughts and emotions.

As we grow up, our thoughts influence our emotions. We don't start out that way though. Our thinking or cognitions only start to develop after the first couple of years in childhood. Before we are able to think, we are driven by our emotions and sensory experiences of the world. This is why children are so genuine, innocent and straightforward. They are completely in touch with how they feel and react accordingly. Babies and toddlers all need similar things, regardless of their race, gender or environment. In fact, underneath it all, when it comes to emotions, adults also have similar needs. The problems lie within what experiences people have had in their childhood when attempting to get their emotional needs met.

Emotional Regulation:

This can be viewed as managing emotions. This is an extremely important part of parenting as it involves teaching children to identify and understand their own emotions. As mentioned above, children do not have the brain development to think about what they are feeling. They are unable to give it a name such as 'afraid' or 'angry'. They feel it in their body and react to these feelings instinctively. The role of the parent or primary caregiver is to help them understand what they are feeling and show them how to manage or cope with whatever they are experiencing. This is the same for all of the emotions, you are never expected to change how someone feels, especially not children.

It can be very difficult to accept that your child feels angry or sad or afraid. It can also be tempting to correct the child when YOU feel there are no justified reasons for the emotion. Emotional regulation is about validation. Teaching the child that it is ok to feel the way they feel and you will accept and love them through it. This displays unconditional love and teaches the child that they can trust themselves and how they feel. This will build up their self-esteem and confidence in the world. It will also enable them to value and love themselves. Having a healthy relationship with emotions will be the best gift you can give your children.

Every emotion is important and should be regulated and appreciated!

Anger:

Anger is a powerful emotion and is often felt when there is a sense of injustice towards yourself or someone else. Anger allows us to learn what our boundaries are and helps to keep us in check with how we expect to be treated. Anger helps us to defend ourselves and will alert us to our needs regarding fairness and respect. We often feel anger in our bodies in the form of tension and increased heart-rate. It is always good to pay attention to how you experience anger so that you may identify it early on, before it becomes overwhelming or harmful.

Some associated emotions and feelings for anger include:

Irritability

Frustration

Rage

Hatred

Tension 

Upset

Exasperated

Annoyed

Fear:

Fear is an incredibly important emotion as this alerts us to danger or threats to our safety. Safety does not always have to be physical, it can be emotional/mental too. We feel fear when we perceive something that has the potential to cause us harm. We feel fear in many different physical ways such as increased heart-rate, sweating, shaking, temperature fluctuations, tension, feeling sick or fluttery in our stomachs, tight chest or throat etc. People react to fear in many different ways.

Some associated emotions and feelings for fear include:

Worry

Stress

Insecurity

Instability

Nervousness

Jealousy

Cautious

Tentative

Anxious

Sadness:

Sadness is often a way of coping with loss of some kind. Loss can come in many forms and does not only involve a person or pet. When you lose something of value to you, this can bring about sadness. Sadness helps us to process this loss and grieve the change and pain this has caused so that it may be integrated into our world view or sense of selves. Sadness often involves withdrawal and internalising when experienced. Sadness can be felt in the body in many different ways such as a sense of feeling heavy, fatigued, tearful and emotional. 

Some associated emotions and feelings for sadness include:

Pain

Grief

Fragility

Upset

Lonely

Longing

Depressed

Anguish

Sorrow  

Disgust:

Disgust is an interesting emotion and lets us know what we don't like or can't bare to be around. Disgust can also occur when there is a sense of violation.  This emotion develops after the first 2 years. We often experience it in the forms of smells, certain tastes, textures and sights. Disgust repels us away from things that will often make us sick. We feel disgust predominantly in our gut in the form of sickness. People also pull a 'scrunched up' face that is very distinguishable for this emotion. Interestingly people who are blind also pull the same face despite never having seen it being pulled before (a natural reaction...). Some people literally are sick and may vomit if the disgust is intense. 

Some associated emotions and feelings for disgust include:

Repelled

Revolted

Violated

Repulsed

Nauseated

Horrified

'Grossed out'

Shame:

Shame is often confused with guilt. Shame occurs when a person feels there is something fundamentally wrong with them and who they are. Unlike the other emotions, shame does not have a positive purpose and itis important to teach your children the difference between 'doing' something wrong (guilt) and 'being' wrong (shame). Guilt can be beneficial as it alerts you to an action or reaction that has harmed or damaged someone or something. To feel shame is the opposite of self love and is the route of low self-esteem. Shame is created in childhood and is of caused by a lack of emotional regulation. Shame is often at the heart of mental illnesses. People often create many defences against this emotion on an unconscious level. The number one way it is experienced is when people hide who they really are for fear of 'exposure'. This can take many forms. Some people withdraw and hide, others lash out and become seemingly egocentric or angry. All people experience a great deal of internal strife with this emotion but it is not easy to recognise physically. 

Some associated emotions and feelings for shame include:

Humiliation

Embarrassment

Shyness

Guilt

Self-hatred

Loneliness

Emptiness

Powerlessness

Lacking

Joy:

Most people will understand this emotion to be 'happiness'. This is considered the most positive emotion and this is because it feels good. Happiness can come in many forms but it is identified by it's lack of internal strife and misery. This emotion denotes a sense of peace and calm, even if there is energy and excitement. The peace described is internal. Happiness is felt in the body in the form of energy, smiles, head held high, glowing/sparkling eyes, bouncing or having relaxed muscles. We feel the happiest when we are being our true selves and doing what we feel is right for us fundamentally. We can also find joy and happiness in relation to other people's joy. The catch: to feel happy is to have a healthy relationship with all the emotions so that you are not in resistance to them. Resistance to emotions prevents inner peace.

Some associated emotions and feelings for joy include:

Happiness

Excitement

Glee

Calmness

Peaceful

Tranquil

Euphoric

Blissful

Content

Uplifted

In a nutshell:

Many of us will have been under regulated in certain areas in terms of getting our own emotional needs met in childhood. This is not intended to create blame. This was not known in our parent's day and it is not common knowledge now. I am hoping to be a part of the solution to that and to inform you all about how important our emotions are and how vital it is to teach children how to manage them. Resistance to emotions is what causes the most suffering, not the emotions themselves. Somewhere along the way we have been taught that certain emotions are negative and that feeling pain or fear is wrong. So many motivational quotes will tell you not to feel your fear or anger. They will tell you to focus on the positive and ignore the past. The truth is, the past doesn't go anywhere and neither do these needs. We just develop ways of coping which often cause us more harm in the long run.

I will attach a video from my Youtube channel which gives you a great activity to teach emotions to your kids. Please feel free to ask questions or comment below. You can also email me personally at tacklethefeelings@gmail.com.

I hope this has been helpful!
XX
Paula

A easier way to understand 'Childhood Development', 'Emotional Regulation' and 'Attachment' in Parenting

Please check out my video's on my Youtube channel or like my Facebook Page for parenting support and information XX

No child is born 'evil' or 'bad'. Despite many people out their believing otherwise, the very tough home truth is that children are a product of learning or circumstance. This is something I believe with my whole heart and if no other message goes through, let it be this one! If you were told something awful like that as a child...it is not true. Simple. What isn't simple, however, is understanding why children develop behavioural problems, or behave in ways that are associated with our idea's of 'bad'. I thought the best way to go about this would be to explain some of those fancy phrases or terms such as 'attachment', 'emotional regulation' and 'development' in a way that is easy to comprehend and apply to your own lives.

DEVELOPMENT

I will start with development as most people know about this to some degree - if for no other reason but because we have all progressed through early development ourselves and continue to develop throughout our lives. When development is mentioned in relation to children, it is about how a child is growing, learning and reaching milestones specific to a rough age group. Theorists such as Freud and Erikson (the 2 that spring to mind the most for me) and many others have attempted to create comprehensive 'stages of development'. I wont go into what their theories are in this forum but I will discuss this concept of developmental stages a bit as it can become a great source of stress for parents, particularly if your child is said to be 'delayed' or 'immature' for their age.

There are many theories but none of them are absolute and rigid. These milestones are meant to act as a guide. Children should start to teethe, walk, talk, make associations etc around certain ages. Some children advance in some areas and take longer to develop in others. This is normal. Your child is unique and special and should be assessed as an individual, the same as adults. Some areas require more effort and support than others on the part of parents and educators. Children are often put through assessments at school in their early years in order to assess for readiness to move up to the next grade or level. Ideally this is done in order to support the child, not to criticise and pass judgement. That said, many people do feel judged and finding out your child is behind can be quite confronting for parents. For the most part,delays in development are not an indicator of disability, slowness, lack of intelligence or underlying issues. Often it is about being flexible and understanding that your little nipper is constantly learning and their brains are still developing. Children are each exposed to different stimuli, experiences and learning opportunities and the rate at which this learning takes place is going to differ slightly for each child.

When to be concerned:

With everything, it is always good to consult with a professional if you notice areas of struggle or delay that are worrying or substantially different from other children their age. Keep talking to your Doctor and keep yourself informed about what milestones to expect from what ages so that you are able to align your expectations with your child's capability. When professionals assess a child for abuse, often these developmental stages act as a guide for abnormal behaviour. An example would be a child who is being abused may regress or halt development in certain areas like speech. Teachers should hopefully pay attention when children who are, for example, 3 years old and have not started forming words or sentences yet.

EMOTIONAL REGULATION

This is something that you may actually know about on a basic level. We need to teach children about emotions and appropriate ways of expressing them. This is something most parents do naturally. Emotions are learnt through modelling (children watching you and your emotions) as well as through validation, which is when you reinforce their emotional experiencing by acknowledging their feelings. If you try and hide emotions from children it can actually be more harmful than protective because young children are more in tune with their intuition and senses than with thoughts and reasoning. They will pick up on your emotions and react to them. Being appropriately transparent is a great way to teach your children about different emotions and take away the fear surrounding the more negative emotions such as anger and sadness, I want to stress that you do not need to be transparent about your problems and the reasons you are feeling a certain way, adult problems should not burden children. What you should do, however, is explain that you have an adult problem and it is making you feel sad or angry or frustrated. If you are crying, explain to the child that you are crying because you are feeling sad etc. It is a parents job to familiarise and support children through their emotional experiencing so that they can feel comfortable in their reactions and do not feel guilty or ashamed of 'how they feel'. I find it is easier to teach children about emotions like you would shapes, colours, the alphabet and other common lessons. Associate emotions with colour and ask children to match different emotions to the colours they think represent the emotion. There are many lovely activities to help you with this but the best way is to lead by example.

What happens when a child's emotions are not regulated?

Due to the sheer enormity of child abuse and mental illness, this is an area that is strongly backed up by research although the negative effects of insufficient emotional regulation have been known to many frameworks of psychotherapy and psychology for years. Within child abuse literature and laws, neglect has been proven to be just as harmful, if not more harmful in some cases, than physical abuse. The reason is due to this regulation of emotions and attachment (which I will chat about shortly). Neglect is not simply about not playing with your children or not giving your children constant attention. It is about failure to help them develop and learn, failure to build up their strengths, failure to validate them as human beings and failure to normalise their experiences and teach them that feeling emotions is normal and not to be ashamed of. Safety is not only about a physical environment. Children need to feel like they can make mistakes and will still be loved and accepted. They need to be able to have trust in the people caring for them and they need to be able to ask questions and learn how to manage their feelings appropriately so as not to harm themselves or others in any way.
Going back to my initial statement of children not being born bad or evil, this is a prime example. Children do not have the mental capacity and ability to process their feelings and articulate their needs like adults can. That does not mean they do not feel the same emotions, it means they often are unable to understand them. Children who behave in challenging ways are often acting out their emotions due to a lack of a better outlet or guidance. They are attempting to get their needs met. Discipline and structure are important here, not in terms of punishment, but in terms of safety and boundaries. When you punish a child for expressing their emotions inappropriately, it is important to spend some time teaching the child more appropriate and healthy ways to react without shunning the emotion itself. ALL EMOTIONS ARE IMPORTANT and serve a purpose.
If a child has never been taught how to understand their emotions they will struggle in life to various degrees. The child may go on to develop low self-esteem, mental illness such as anxiety, depression and in extreme cases, more serious mental illnesses such as Borderline Personality Disorder. They will most likely struggle to have healthy relationships and may struggle to handle stress in life. As they have not been taught that certain feelings are normal in certain situations, they will have to work all of this out for themselves along the way. This will mean that they will struggle to feel confident in their reactions and may feel out of control and easily overwhelmed. A good example of a child not having their emotions regulated is when the primary caregiver has mental illness, lets say depression, and struggle to feel their own positive emotions such as joy and excitement and thus are unable to model these to their child. The child may race home with a gold star only to be met with a half hearted smile. The child may become confused and mistake this reaction for a mistake in their own feelings 'this gold star is not something to be excited about'. That lesson will be learnt and the child will be left with confusion. Later in life the child may go on to find that they are unable to recognise joy and excitement.

ATTACHMENT

This ties into both development and emotional regulation and stems from 'Bowlby's Theory of Attachment'. It is about the relationships and emotional bonds
that are formed  between people. Children will form an attachment to their primary care giver, usually the mother figure. This is different to other relationships of friendship and romantic attraction/love. It is a deep relationship requiring trust and a sense of belonging where the person creates a bond that is extremely influential to their sense of being in the world. The earliest attachments in childhood are the most important and impact behaviour, self-esteem and self reliance and have a lasting impact throughout the child's life. To have a secure attachment, your child will learn that you love them unconditionally and will be dependable and reliable. Again, many parents do this naturally by meeting the infant's needs, accepting the child's mistakes, spending quality time with the child, creating structure and safety and routine in the child's life, teaching the child continuously, being patient, showing and expressing love and guiding the child through challenges.

When the attachment is not secure: 

This can happen for a number of reasons, namely, it happens when a primary care-giver is not consistent or does not create this bond effectively with the child. Inherently, it happens when the child's needs do not get met (physical, emotional and other). If the child continuously receives mixed messages, they will become confused and will not feel secure. This happens when a parent is abusive and the child is never sure how the parent will react. It can also happen when a child is neglected or left to fend for themselves in some way. It also happens when the child's emotions are not regulated. Not having this security can lead to a range of issues down the track for example they may be unable to form healthy relationships, either becoming too dependent or too avoidant, unable to feel secure in a range of areas within their life. Thus this impacts self-esteem and confidence. Some people may go on to suffer from various forms of mental illness, similar to a lack of emotional regulation.

Some final words:

As a parent it is your job to teach your child how to believe in their own ability and experiencing. It is important to take care of yourself so that you may take care of your child. The best way to teach a child is to lead by example. I hope this has not created fear in new parents, it is not meant to frighten and scare, rather to inform. Love your children, treat children like children and don't expect children to deal with adult issues. Children learn best through play and through modelling so remember, live by example and do not use your children to meet your needs, it should be the other way around. There are no rule books and formula's, you will mess up more than once and that's ok. It is how you handle the mistakes that count in the end. Dr Phil always says 'it takes a hundred atta boy's to make up for one criticism. Never call your child names like stupid, useless, bad, hopeless etc, they will believe you and take this on board. Always punish the behaviour not the person. Your behaviour is naughty not you are naughty. Take time to explain why you are angry or upset with them, let's get rid of the 'because I said so' and replace it with a solid response 'mummy wants to keep you safe and so the answer is no'. Encourage questioning and exploration and encourage tolerance and love!

Those are my thoughts and I encourage you all to keep learning about this and find ways that work for you and your family.

XXX
Paula