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\title{Emotional Competence of Adolescents from Underprivileged Socio-Economic Background}
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             \author[1]{Ms. Sanjoni  Sethi}

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\date{\small \em Received: 9 December 2019 Accepted: 2 January 2020 Published: 15 January 2020}

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\begin{abstract}
        


Although underprivileged groups are considered at disadvantage for capital, facilities, and utilities; very few Indian studies have made an attempt to study emotional competence as an outcome of residing in poor geographic location. The purpose of study is to understand emotional competence in adolescents of lower socio economic background. This is achieved by exploring emotional aspects of personality, emotional triggers, skills to regulate emotions and coping mechanisms. Semi-structured interviews as part of body map, a qualitative tool was carried out with six adolescents from underprivileged background. Interpretative Phenomenological Analysis (IPA) was used to analyze transcripts along with body maps of participants. Overall, research findings reveal that location does effect emotional competence in adolescents. Further, emotional competence is not age appropriate suggesting clinical implications for adolescents from underprivileged background.

\end{abstract}


\keywords{emotional intelligence, body maps, underprivileged, adolescents, sociological conditions.}

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\let\tabcellsep& 	 	 		 \par
emotions vary amongst individuals. Personality holds a trait component predominantly is involved in emotional experiencing \hyperref[b13]{(Hume, 2008)}.\par
In addition to experience, individuals can also be predisposed to experience emotion in varying intensity such as experience emotions more intensely than others do. For example, the way individuals respond differently in a cinema set up. An individual continues to cry after a movie while others remain calm on feeling the sad emotion few hours ago.\par
Professionals and scholars in Psychology begin to understand emotion from an evolutionary approach, Darwinian perspective (1872) \hyperref[b7]{(Cornelius, 2000)}. The evolutionary perspective emphasizes on the survival value attached with emotions. Contemporary theories of emotion explain the universal existence of facial expressions. In particular, six of such emotions are identified, happiness, sadness, fear, disgust, anger and surprise known as the "Big Six" \hyperref[b7]{(Cornelius, 2000)}. These primary emotions have high functional value because of the adaptive role in survival and in emergence of other emotions.\par
Further to Darwinian perspective, physiological theories of emotion include \hyperref[b22]{Lange (1967)}, proposed three aspects or components to emotions, cognitive; actions; and feelings, respectively. Lange's theory suggests that actions of the body contribute to one's emotional feeling. Other theorists have proposed other physiological and cognitive explanations for the same.\par
Similarly, developmental theorists argue various aspects of personality for survival purposes should be strengthened from early childhood. Saarni (2011) 
\section[{Introduction}]{Introduction}\par
motion is dynamic and it constitutes multiple aspects. It is characterized as a physiological as well as social phenomenon  {\ref (Silva, 2006)}. It is a state of physiological arousal which evoke emotional experience in response to one's biological drives. On the other hand, emotions allocate a significant value to an individual in relation to belief system; cultural connotations and social considerations. \hyperref[b14]{Izard (2007)} defines emotion to be a "system of social communication"  {\ref (Izard, 2007, p.264}). Displayed emotions (example, aggression; crying; and smiling) communicate subjective experiences felt by individuals in order to evoke response from others present in their social environment.\par
Human survival is based on three properties of emotion, organization; motivation; and regulation. It is suggested, emotion influences personality. It is often observed certain individuals are capable of experiencing some emotions more frequently than the rest of us. For example, anger experienced often by individuals following expression of such emotion into practice makes it a part of their personality by others. Thus, many educationists time and again put forth that personality acts as a significant predisposition in experiencing emotions \hyperref[b13]{(Hume, 2008)}. For instance, individual readily experiencing guilt and fear while their peers stay calm in the same situation depicts the frequency of experiencing explained emotional development milestones in relation to social interaction in children. According to Saarni, middle childhood  {\ref (7-10 years)} shows advancement in problem solving strategies; start appreciating norms and become aware of multiple emotions. While development of knowledge of emotion scripts (social sensitivity) occurs in preadolescence  {\ref (10-13years)}. Therefore, achievement of emotional skills is a developmental process which does not occur in isolation. It is cultivated and reinforced by social context.\par
Certain emotional skills mature and strengthen in particular age range  {\ref (Saarni, 2011)}. Typically, adolescents recognize various emotional strategies to perform in daily life. Further, researchers have found emotional intelligence to be shaped by family and society in the Indian context (Sibia,  {\ref Misra \& Srivastava, 2004)}. Recent study by Bilc, Cioara and Miu (2015) concluded emotional regulation was highly affected in children from poor social community. The contemporary understanding of rural community (poor economic status) is not restricted and limited to the lower income family. Rural community as individuals residing in living conditions where, there is lack of schooling; limited access to transportation; partial or minimal medical services and other civic utilities; and physical isolation. Thus, a child's development is considered to be affected by situations that make them suffer through emotional distress  {\ref (Schreuder, 2010)}. This could result in an emotional handicapped adult later in life. Thus, there is not sufficient research which compares emotional competence strategies in adolescents. In order to achieve this, the present research will use embodiment of emotional aspects. The goal is to explore how social conditions influence emotional development in children. The research purports to understand emotional competence in adolescents of lower socio economic background. i. To understand the emotional aspects of personality shaped by sociological conditions. ii. To identify emotion triggers and strategies for emotional regulation/expression. iii. To explore the coping strategies of underprivileged children. 
\section[{II.}]{II.} 
\section[{Literature Review}]{Literature Review}\par
Literature includes recent works of contemporary authors along with works of evolutionary theorists on emotions. The ability to manage one's emotions in sociocultural locale is a significant requirement in an intercultural setting. \hyperref[b23]{Lanteigne (2011)} found socio emotional problems in adolescents (male and female). He categorized it as 'Suppressive' (high experience, high arousal, low expression), the adolescent participants display social anxiety; avoidance and nonacceptance of their emotions. This makes them competent for job interviews, however, inhibits their social interactions to make friends. The 'Experience -Expressive' (high experience, low arousal, high expression) have limited awareness about emotions hindering regulatory behavior \hyperref[b23]{(Lanteigne, 2011)}.\par
Further, it was found that adolescents who have the inability to identify, describe and express emotions in families with lower levels of cohesion are clinically labelled as alexithymic(Telzer et al, 2014). Selfconscious emotions such as shame and guilt are considered to be socio-culturally consistent when it comes to expression and interpretation (Scheve \& Luede, 2005).\par
According to Frank (1988), when individuals suppress emotions, it could negatively affect formation of coalitions, negotiations, collective teams and actions within a social group. Irrespective of location, school going adolescent girls of Karnataka were found to have problematic behavioral conduct. Researchers screened 120 urban and 120 rural adolescent girls (school going and non-school going) using SDQ (strengths and difficulties questionnaires) assessing five behavioral scale constructs (conduct problems; hyperactivity; emotional symptoms; peer problems and pro-social behavior). These scales were positively correlated with fear; aggression; and sadness. Further, they found rural girls do not readily share their difficulties  {\ref (Dhoundiyal \& Venkatesh, 2009)}.\par
Until now, SES was characterized by financial domain. However, contemporary theorists define SES as difference which exists in availability and use of resources between higher and lower SES. It is perceived as services, facilities, parental opportunities and goods which are provided to children from a high SES family in order to better their living conditions (Brooks-Gun \& Duncan, 1997). For a holistic understanding of SES, it is important to consider other co-occurring factors including mental illness and hazardous environmental conditions. These co-factors mediate the effect of SES further  {\ref (Garbarino, 1999)}.\par
Biopsychological perspective confirms literature on association between childhood poverty and emotion dysregulation. \hyperref[b16]{Kim et al. (2013)} found negative physical and psychological associates of emotion with adult neuronal processes. Children who were born in poverty conditions, showed emotional dysregulation in adult life because of the reduced prefrontal cortex activity in brain and poor suppression ability of amygdala \hyperref[b16]{(Kim et al., 2013)}. On the other hand, National Centre for Children in Poverty (NCCP) reported lower income family characteristics can negatively affect socio-emotional development in children. This negative affect often results in behavioral problems; emotional dysregulation and poor comprehension \hyperref[b6]{(Cooper, Masi \& Vick, 2009)}. Maladaptive functioning, vulnerability of depression and acts of delinquency are often observed in low SES adolescents  {\ref (McLoyd, 1997)}. Child abuse, aggression among peers and violence in community settings are often witnessed by low SES children  {\ref (Garbarino, 1999)}. Social order is reduced in lower SES due to existing cofactors explained by social disorganization theory  {\ref (Sampson, 1992)}.\par
A survey investigation by Jamadar and Sindhu (2015) on tribal adolescents of Karnataka found emotional intelligence and creativity being impacted by socio-economic status. Higher SES showed better emotional intelligence and creativity as compared to lower SES. Further, adolescents aged16-19 years were better than 12 -15 years.\par
Body mapping allows embodying emotions of traumatic experiences \hyperref[b8]{(Crawford, 2010)}. The activities designed allows emotional expression in children creatively  {\ref (Hemmings, 1995)}. It is partially considered to be a child centered methodology  {\ref (Mitchell, 2006;} {\ref Gamlin, 2011)}. Children working in labor fields and residing in poverty embodied their illness to their bod and social context. Thus, body maps seem to be an explorative instrument for this research, especially to be used with children. The selective advantage of the tool is detailed account of experience obtained. 
\section[{III.}]{III.} 
\section[{Methods a) Research Method}]{Methods a) Research Method}\par
A qualitative research design has been used. The key feature of a qualitative paradigm is phenomenology. The research followed an exploratory qualitative research design which allows understanding of context; flexibility; personal experience and subjective interpretation. 
\section[{b) Participants}]{b) Participants}\par
The researcher used general health questionnaire (GHQ) to screen the access population. Participants consisted of a mixed sample of six adolescents aged 10 -15 years. Participants were recruited after theoretical saturation was reached. These adolescents were residents of low SES. Rapport was established prior to the commencement of research and during body mapping interview. Participant criteria included, adolescents residing in low SES since birth; attending school and at least one of the parent employed. Further, age and communication in basic English/Hindi are essential. In order to avoid dropouts, a dance-movement training session for underprivileged adolescents. Additionally, data collection took place at the venue of the participants reducing traveling and other cost influences. 
\section[{c) Sampling Technique}]{c) Sampling Technique}\par
A mixed sampling method was adopted. Researcher identified adolescents from lower geographic SES to comprise target population. Prior familiarity and convenience sampling allowed to draw out accessible population. Further, stratification was used to differentiate family compositions including, single parent; and working parents. Finally, purposive sampling was used to select the sample. 
\section[{d) Instruments}]{d) Instruments}\par
Body mapping is a multipurpose qualitative instrument adapted by Solomon (2002) as a narrative process to understand the story of HIV women living in Cape Town, South Africa. It is considered to be an artbased therapeutic tool. Participants communicate their overall story via creation of different symbols and meanings attached to their experience (Gastaldo, Magalhaes, Carrasco \& Davy, 2012). A body map is a life -size representation of one's self using different symbolic slogans in order to put across one's experiential story. Davy et al. (2014) states body mapping allows data collection in a creative manner without causing any harmful conditions in a confrontable approach (Davy, Magalhaes, Mandich, Galhiego, 2014). Based on research design, this semi-structured interview used three key elements, a testimonial (first person narrative experience); a life size body map; and defining characteristics of visual representations. Researcher established an interview guide based on the three objectives of the study. Each participant took part in three individual sessions of one hour each. Homework was also assigned to participants. This research used body manual procedure and guide adapted by Gastaldo, Magalhaes, Carrasco \& Davy (2012) which provides more flexibility; detailed manual and ease access to guide. It permits use of manual for research purposes. 
\section[{e) Procedure}]{e) Procedure}\par
Intrigued by western traditions on emotions, researcher reviewed past literature. Foremost, researcher took written/verbal permission from University, head of SES area, parents and adolescents. Then rapport was established with community members. Later, data collection inclusive of informed consent; obtaining demographic details; instructing on interview process and creating body maps. In the end participants were debriefed to ensure no harm or damage. The collected data consisted of transcripts and video recordings. The transcripts included interviews, body map, observation memos and homework/session scripts. Transcripts were validated by participants. 
\section[{f) Analysis of Result}]{f) Analysis of Result}\par
Foremost, interviews were transcribed and Interpretative Phenomenological Analysis (IPA) performed. IPA, developed by Smith (1995) to discover social cognitions in individual experience. It focuses on ascribed meaning put forth by participants in relation to environment. Interviews were transcribed tracing symbols, language, body postures and colors used by participants. Notes and homework scripts were supporting evidences. Objectives and responses were important to create preliminary themes. Researcher created codes manually by re-reading transcripts. Themes were grouped and sub-ordinate themes were identified. Divergent themes were listed to explore further. Finally, themes were tabularized and interpreted. 
\section[{g) Ethical Approval and Informed Consent}]{g) Ethical Approval and Informed Consent}\par
A written proposal was submitted and a pilot was conducted. Data audit was conducted at Christ University by Professors to give the ethical consent. Informed consent was taken in writing and verbally. Participants were shown an exemplar body map to avoid use of names of individuals, and location. Standardization was maintained as same interview guide was used for participants. No monetary incentives were offered. Instead, a dance movement workshop was given. Incentive of this nature is considered to be a reimbursement to the research participants for completing the process and is accepted by the government and industry sponsored research trials (Zweben, Fucito, O'Malley, 2009). At last, participants were debriefed. Anonymity and confidentiality were maintained. Triangulation technique was employed to analyze data to avoid liner understanding. Researcher followed code of ethics enlisted by American Psychological Association and Body Mapping Manual.\par
IV. 
\section[{Results and Discussion}]{Results and Discussion}\par
The studyaims to explore how social conditions influence emotional development in children. The first participant is a 13 year old boy who explores meanings, identifies colors and interprets situations in light of health care. He constructs his desires influenced by financial concerns. He bears responsibility of challenges affecting his personality. 'Black Color' is selected to trace body outline which makes participant feel "dull" and is also a representation of his "skin color" as informed. Although participant began sharing positive aspects about black color, he connotes black with dullness. He further defines dullness to be equivalent to sadness. Non-western countries like Japan find color black associated with lower social status. It is deciphered as a sign for societal disruption, dirt, unpleasantness and crime (Russell, Wilson, Hall, 1992). Participant represented this on his body map with red color as indicator of anger. Darker colors are closely associated with negative emotions like sadness and anger \hyperref[b4]{(Boyatzis \& Varghese, 1994)}. Red color is considered to be stimulating in nature \hyperref[b3]{(Ballast, 2002)}.\par
Participant projects anger onto other people even in context of smoking in slum. He chooses to rationalize his anger as he observes others to do the same in slum. 'Defenses' and "health' are important themes. He finds breathing concerns for all school goers due to smoke in their area. Color-emotion preference like for participant is associated with contextual setting(Pope, Butler, Qualter, 2012). Dialysis treatment of his father and smoking has instilled fear and pain in participant. He finds sadness to emerge when there is pain. Red color is associated with anger, while black is strongly associated with fear, sadness and disgust  {\ref (Mohammad, 2011)}.  {\ref Romano (1976)} found that children in cases of parental illness suppress their emotions as they begin to take on the role of care takers for their parents  {\ref (Romano, 1976)}. Participant states, "I do not think about pain" and represented this on his legs in the body map. He has represented them outside of his body. He clearly conveys am opinion and visually ranks it the lowest. He prioritized his father's health on the chest and wrote a moral message for shopkeepers selling cigarettes on the legs. In this situation of stress, participant finds his strength and support from God, parents and friends.\par
Participant created a cross near his heart on the map to symbolize God. He drew a sofa to symbolize two essential figures, his father and house. He describes this symbol to be "soft" so he can easily sleep on it. Participant might indicate his father's sensitive condition or mirror the needs he desires from his ill parent. Research reveals that children with parental illness could be anxious, depressed, fearful, risk of getting the condition, and show changes in socio-behavioral patterns (Aldrigea \& Becker, 1999). There is also a need for achievement in participant to earn money for his father's treatment.  {\ref Romano (1976)}  responsibility of the house and acts as 'man of the house'  {\ref (Romano, 1976)}.\par
Coping is one of the themes for participant. He resorts to playing cricket to settle himself. He marked "tension" in brain on his map as "covert marks". To cope with his he focuses his energy on his game. He states, "whenever anyone is sad, they should do what they like". At last, participant struggles between real versus ideal. He expects clean roads, smoke free area, and no fights in his slum. However, the opposite is true. Similarly, his personal life mirrors external environment. He expects honesty, bravery, good health and unchanged relationships with friends, In summary, participant inclines to emotions such as anger, fear and sadness with regard to sociological conditions of residence. His father's health condition and local habit of residents seem to be emotional triggers which he expresses as signs of tension. He has strong defense mechanisms that might appear to provide immediate gratification, however, could become maladaptive coping patterns. Other coping strategies include faith in God, friends and hobbies (eg: cricket). Researcher understands participant views place of residence, socio-economic status and family condition (eg: primary male figure's ailment) as significant contributing factors to the presentation of negative emotions.\par
The second participant is a 15 year old boy with a similar family condition. His father suffers from a kidney failure. Participant also traced his body with black color narrating how he finds "home to be black, outside to be black and his body". Particularly, undesired emotions are closely related with the color black \hyperref[b4]{(Boyatzis \& Varghese, 1994)}. Participant associates with black color at home, in his area and within his body. It might indicate darkness in these three domains. His feelings reflect three emotional states. There is anger associated with his area, loneliness within himself, and sadness with regard to his father's dialysis condition. This could suggest that these three are influential aspects.\par
Participant experiences "all night disturbance" in his area which causes distresses. He states, "people are not nice here" and wants to change. He represented this on his chest in the map. He also drew tress on the chest for healthy living. There is a dichotomous relation between life and death. He pasted, "keep surrounding clean, don't drink and don't smoke" outside of his body trace. He tries to block the outliers in his life which harm him or his loved ones. 'Health' is an important theme for participant. Emotional distress in children affects their development  {\ref (Schreuder, 2010)}. Possibly participant finds himself to be responsible for his father and family's health. He disclosed to avoid sharing about 'marks' on his body with family members. It was his way to not "scare" them. Although suppression can have negative effects, it is also a mature defense mechanism  {\ref (Bowins, 2004)}. Suppressing emotional experiences result in negative coalitions, negotiations and actions in a social unit  {\ref (Frank, 1988)}. Family for participant is a critical social unit. His family resembles an enmeshed family system. Participant's attachment is represented by a ring on body which has his parent's initials on it. He also states he "does not want to lose them". His faith in God has helped his family reduce their problems. People from lower SES report more psychological benefits from religiosity  {\ref (Ellison, 1991;} {\ref Krause, 1995)}.\par
In summary, participant inclines to emotions such as anger, loneliness and sadness with regard to the sociological conditions of area and home environment. His father's health condition, separation from loved ones, and lacking a sense of belongingness seem to be emotional triggers regulated by emotional suppression. His coping strategies include faith in God, friends and constant parental support. Researcher understands participant displays bipolar emotions.\par
The third participant is a 13year old girl who used meaningful symbolism to describe herself. Her financial situation influences her life. She created a wall on her chest describing as weak. This causes "fear" and "tension" experienced physiologically as well. Body maps allow communication of emotions by embodying visually  {\ref (Hemmings, 1995;}\hyperref[b8]{Crawford, 2010)}. She narrates, "we don't have our own house" suggesting physical and mental insecurity. The need for protection and safety is the basic necessity after physiological needs in one's life \hyperref[b24]{(Maslow, 1943)}.\par
Participant lacks a significant figure in her unsafe house. As she shares, "my mother has fever and we have spent on it? she wants to make me doctor but we don't have money". Health, money and education remain dominant themes. A house can provide shelter and a guardian can offer personal protection \hyperref[b24]{(Maslow, 1943)}. Family condition makes participant helpless. Her elder sister seems to replace primary role models. Participant idealizes physical appearance such as "long hair and big eyes" of her sister to the extent she incorporates her color preferences for tracing. Family members influence emotional competence is adolescence  {\ref (Telzer et. al., 2014)}.\par
Participant chose an anklet as her symbol to describe the variations in her mood. She stated, "One time my mood will be angry, at that time anybody will talk to me, I'll hit them." Rural school going girls displayed behavioral concerns like short tempered and fights (Dhoundiyal \& Venkatesh, 2009). Lack of secure attachment could cause participant to react. Insecure attachment, inadequate parenting and stressful conditionstrigger aggression in impoverished families. It is a consequence of maternal hostility (Renken, Egeland, Marvinney, Mangelsdorf \& Sroufe, 1989).\par
Participant also shows her disapproval to the marks on her body. She drew some near her eye and legs in the map. She wanted to free herself from the bandages, "I was thinking I should open it and I should be free." Physical appearance in early adolescence is an important aspect forming global self -esteem  {\ref (Harter, 1990)}. She mirrors her struggle to be free from the stressors at home as well. At formal operational stage of Piaget's theory, participant fantasizes a bigger house, trees and makes herself the center of attention. Behaviors such as daydreaming, self-consciousness, and exhibitionism are examples of adolescence ego centricism  {\ref (Galanki, 2001)}.She imprinted her hands with black color as "skin color". She also worried about socially being judged by research as informed in first interview. Remarks by family and peers effect in cognitive appraisal of children about themselves and identity  {\ref (Robinson, 1995)}.\par
Participant shows increase likelihood to be around friends and seek reassurance. Intimate peer relations and peer acceptance to be of increased concern to adolescents \hyperref[b9]{(Crockett et al., 1984;} Furman \& Buhrmester, 1992; Veronneau \& Dishion, 2010). She often cries in isolation when hurt and expects peers to show concern. Participant also writes about her thoughts and feelings. There is a need of belonging and a space to vent. At the end of the interview she also stated, "what in my heart I said you all and my heart is free". Body maps allow communication of emotions especially as a child centric tool (Gamlin, 2011).\par
Thus, various emotions emerge in participant's personality with regard to her sociological conditions governing at home. Emotional triggers include unstable relationships; and change in routine.\par
Participant engages in various emotional expressions such as fighting and crying considered immature ways of coping. Overall, researcher finds lacking ability to reintegrate emotions along a spectrum.\par
The fourth participant has been brought up in a conservative family since 15 years. She seeks parental approval for her choices and demonstrates family idealization. The participant narrates her journey growing and learning in the four walls of her house. 'Family' is an important theme for participant. It is both her symbol for home and life visually represented in the heart. She finds herself extremely happy when around family such that she "prefers to stay with her family only". There is a secure attachment base in the family and the participant feels protected. Excessive security could also lead to dependence. Dependency in children is acquired when gratification is achieved by attention, approval, help and facial gestures of the significant other \hyperref[b0]{(Ainsworth, 1969)}. There are unsaid family rules, "when elders of the family talk, we are not allowed to speak."\par
Parents extend idea of protection in wearing black threads on body. Participant drew on her ankle, wrist and neck in map. It is observed as a common practice in slums to use different mediums to protect neonates and children from evil eye such as using plastic bangles, anklets, and kohl (Dubey \& Desetty, 2015). Participant believes in house ownership and territorial protection. House ownership is considered to be a status symbol which increases family pride, security and expression (Linneman and Megbolugbe, 1993). 'Attachment' is an important theme amongst friends and family for participant. She hurts herself when friends or family members disappoint her and are in pain themselves. Although participant forms secure attachment, she suppresses herself to share feelings. Adolescence suppressing emotions indulge into avoidance as they are not able to regulate internal experiences. They are self-conscious \hyperref[b23]{(Lanteigne, 2011)}. Guilt was observed during interviews in participant to lack ability to do something for her family. Guilt and shame are two self-conscious emotional expressions (Scheve \& Luede, 2005).\par
Participant identifies abusive language, fights and alcoholism to be the issues her parents want to protect her from. Social order is also found to be reduced in such areas  {\ref (Sampson, 1992)}. She does not find the right way of addressing these concerns. She appears to have low confidence because she finds herself "with no courage". This could be a result of overprotection by parents. She wants to change society but finds people do not to listen to her which is symbolic to her situation at home due to an enmeshed family system. Participant's emotional competence has only been nurtured around her attachment figures. There is emotional redundancy due to limited exposure witnessed. Emotional expression takes place in the form of crying spells and self-harm while maladaptive coping strategies are being used such as suppression. Researcher observed vulnerable personality traits including dependency as her family culture.\par
The fifth participant is a 13 year old girl who narrates her experiences on being molested by family and strangers. She finds no symbolic meaning in objects that could be associated with her. She felt disgust during body tracing. However, she gradually changed her opinion.\par
Participant was molested by her maternal uncle. She recalls he "touches everywhere". It instilled fear in participant. She worries, "people in my area will beat me, I am full scared". Children who are sexually bullied have greater psychological issues and the risk is greater when it is a relative \hyperref[b20]{(Kumar et al., 2012)}. Participant traced her body with a dark color and chose the heart to write about her experience. Darker colors are associated with negative emotional relations \hyperref[b12]{(Hemphill, 1996)}. Participant shows anger towards people in her slum, "feels bad when they touch me and want to slap them". She identifies molestation and fights to be core concerns. She depicted these acts with a negative symbol with a color she dislikes. Contextual factors play a role in color selection. Emotions and color share a reciprocal relationship combined with cognition, it brings in feelings and memories of a particular situation (Wiesel Participant has no contact to vent. She found this interview helpful as stated, "today I will be sharing it, I can't tell this to anyone, I'll feel bad. She uses suppression, self-talk and crying to release her pain. Rural community girls are also found to not share their difficulties (Dhoundiyal \& Venkatesh, 2009). She finds difficult to relate with objects in her environment. This might indicate her helplessness as she narrates, "I can't do anything". This extends to primary family members who fail to make her feel secure and special. Participant might be unable to cope with cognitive discrepancies and uses neurotic defenses. These are used when individuals are experiencing internal or external created stress  {\ref (Bowins, 2004)}. Family conditions create pressure for participant to use self blame. She blames herself to be a burden on her family. She dislikes to perform household chores such as "wash clothes and wash utensils" as a girl child. Unfortunately, participant finds her support from God and herself.\par
Participant expresses fear and anger as part of sociological conditions at home and community. She practices self-harm and crying. These are triggered by molestation and household expectations. Self -criticism and self -blame might be consequences of her trauma. Current arguments at home and belief systems reinforce such acts as participant focuses on death measures as escape.\par
The sixth participant is a 14 year old girl. She struggles with financial difficulties and marital discord between parents. While there are these concerns, participant finds parents to be supportive. She has a secure attachment with family and friends. She traced her outline with color preference of a deceased childhood friend. She cherishes her dad's wallet as a symbol. Her father is the bread earner and she clearly understands constrains.\par
Participant bears responsibility of resolving conflicts between parents at home. Participant shows higher self-conscious emotions like guilt (Scheve \& Luede, 2005). She feels guilty, "I am the daughter that is why guilty". Participant reflects monetary gain a son can add to the value compared to a girl in family. Along with family concerns, participant finds she relies on parents to safeguard her from eve-teasers in slum. She drew a red color face depicting anger. She adds, "wants to slap them".\par
Protection is an essential theme. Participant wears a black thread on her neck to protect herself. She created a prayer book as a symbol to safeguard family. She wrote her prayer, "please protect me" as a core belief. Participant uses burkha to provide her courage and makes her feel safe as she is covered. Participant resorts "crying to god" for any stressful condition. Lower SES shows higher religious coping  {\ref (Krause, 2003)}, connect  {\ref (Krause, 2002)}, and interaction (Pollner, 1989).\par
Participant shows fear, helplessness, and guilt as part of her emotional personality. The sociological conditions triggers include eve teasing and fights. She uses multiple mediums to feel protected. Researcher suggests participant does not have mature developed ways to express emotions except crying. She requires scope for emotional ventilation, self-awareness and ways to express.\par
While each story has an idiographic representation of participant emotions, feelings, and struggles; there are some common elements which have been revealed. All six participants have experienced three primary emotions, anger, sadness, and fear. These three emotions are considered undesired or pessimistic emotions. This indicates participants from lower SES are vulnerable poor emotional affect. NCCP finds negative affect between lower income groups and socio-emotional functioning \hyperref[b6]{(Cooper, Masi \& Vick, 2009)}. In fact, two participants also exhibited self-conscious emotions which are found to be socially consistent.\par
Participants used darker colors known to elicit undesired emotions and act as activating stimulants. Likewise, three categories of emotional triggers include, stressful life events; issues in area; and challenged needs. The first trigger is a combination of financial difficulties and health concerns in families. Participants expressed financial challenges faced to educate themselves. Deprivation affects self-concept and selfesteem due to lack of education as a result of personal and social relations \hyperref[b21]{(Kundu, 1984)}. The second trigger is a combination as eve-teasing, fights and garbage. The third trigger focuses on safety needs such as attachment and safe neighborhood.\par
To regulate emotions, participants use strong defense mechanisms. Suppression and isolation have been commonly used by participants. Two common emotional expressions include crying and aggression. Aggression was visible in fights, communication and self-harm. Participants do show emotional awareness about existence of multiple emotions. However, it lacks insight in relevance to social roles. Therefore, participants present emotional skills usually mastered by children in their middle childhood  {\ref (7 -10 years)} V.
\begin{quote}
.\end{quote}
 
\section[{Summary and Conclusion}]{Summary and Conclusion}\par
Research purports to understand emotional competence of adolescents and social condition affects emotional development. Findings reveal that location may affect emotional competence in adolescents. Primary emotions identified are fear, anger, and sadness which arise due to stressful life events, issues in sociological environment, and challenged needs of participants. Participants show limited awareness of these emotions and do not regulate them age appropriately.\par
Emotional expression includes aggression, crying and self-harm. Overall, coping mechanisms include support systems, religiosity, and personality characteristics not being used to potential. 
\section[{a) Implications}]{a) Implications}\par
The findings can be used to increase awareness in parents and teachers of underprivileged areas about maladaptive patterns. It also allows to study emotional reactions as a result of location triggers. Further, clinical implications include use of body maps as a therapeutic tool. Participants reported body maps allowed them to express their emotions. It provided a space for ventilation and acted as a process of catharsis.\par
At last, body maps can be used for educational purposes. 
\section[{b) Limitations}]{b) Limitations}\par
Body map is a new tool, neither exhaustive literature is available nor do many professionals know of its use. The interview is divided into three segments for each participant. This makes participant availability difficulty and increases chances of drop-outs. At last, tool incurs costs for the material.\par
IPA includes subjective bias of researcher which is a weakness. Double hermeneutics as a criticism of IPA is valid in analysis of results as well as during data collection. Although sample size is small, data collection and analysis has been in-depth for each participant. 
\section[{c) Future Recommendations}]{c) Future Recommendations}\par
Future research studies can assess therapeutic value of using body maps. A comparative study between economic groups could help to understand use of coping skills and emotional competence in children. At last, gender specific emotional expression based on locality studies are also recommended.   \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}Emotional}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-3.png}
\caption{\label{fig_1}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-4.png}
\caption{\label{figure4}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-5.png}
\caption{\label{figure5}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-6.png}
\caption{\label{figure6}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-7.png}
\caption{\label{figure7}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.85\textwidth}}
4\\
Volume XX Issue II Version I\\
( C )\end{longtable} \par
 
\caption{\label{tab_1}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.019293820933165198\textwidth}P{0.19561790668348045\textwidth}P{0.05091424968474149\textwidth}P{0.462515762925599\textwidth}P{0.11790668348045397\textwidth}P{0.0037515762925598994\textwidth}}
\tabcellsep Themes\tabcellsep Sub-themes\tabcellsep Quotes/Remarks/ Comments\tabcellsep Body Map Rep.\\
\tabcellsep Skin Color\tabcellsep Black\tabcellsep "black color mein, mere ghar ka color\tabcellsep Close to heart -\\
\tabcellsep \tabcellsep \tabcellsep bhi black hai, bahaar bhi poora black\tabcellsep written\\
\tabcellsep \tabcellsep \tabcellsep hai. Body bhi"\\
\tabcellsep Self as hero\tabcellsep \tabcellsep "uske uppar baithne mein ek feel rehta\\
\tabcellsep \tabcellsep \tabcellsep hai"\\
\tabcellsep Close Relationships\tabcellsep Parents\tabcellsep "uss ring mein ma'am, meri daddy aur\tabcellsep Ring -near to the\\
\tabcellsep : Attachment\tabcellsep \tabcellsep mummy ka initial hai ma'am. ( A and\tabcellsep heart -refer to\\
\tabcellsep \tabcellsep \tabcellsep G)"\tabcellsep coding\tabcellsep single\\
\tabcellsep \tabcellsep \tabcellsep "main unko khoona nahi chahta\tabcellsep sheet\\
\tabcellsep \tabcellsep \tabcellsep hoon."\tabcellsep Family photo\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Personal\tabcellsep +\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep Home symbol\\
\tabcellsep \tabcellsep Area of living\tabcellsep "Abhi main iss gali mein rehke, inn\\
\tabcellsep \tabcellsep \tabcellsep human beings se baat karke, ek\\
\tabcellsep \tabcellsep \tabcellsep relationship rehta. Dusra jagah jaata,\\
16\tabcellsep \tabcellsep \tabcellsep udhar kaun rehta toh maloom nahi\\
Volume XX Issue II Version I ( C )\tabcellsep \multicolumn{3}{l}{hota, toh baat karne mein bhi idhar udhar nahi hota" "Yahaan acha sirf relationship lagta hai" "one day I was angry with my friend, so I did not speak to him and I was very sad then" "Area Friends Extended family Change "I will become very well, I will change from the slum area"}\tabcellsep Outside trace Chest -written body\\
\tabcellsep \tabcellsep \tabcellsep "yahaan log ache nahi hai"\\
\tabcellsep \tabcellsep Fights\tabcellsep "ghar mein reh toh neeche sound karti\\
\tabcellsep \tabcellsep \tabcellsep hai, wahaan roz ladaai hoti hai gali\\
\tabcellsep \tabcellsep \tabcellsep mein"\\
\tabcellsep \tabcellsep \tabcellsep "All night disturbance."\\
\tabcellsep \tabcellsep Trees\tabcellsep "trees important hai lungs ke liye\tabcellsep Environmental\\
\tabcellsep \tabcellsep \tabcellsep breathing ke liye( starts drawing) near\tabcellsep symbol -chest\\
\tabcellsep \tabcellsep \tabcellsep the chest."\\
\tabcellsep \tabcellsep Message\tabcellsep "keep surrounding clean, don't drink\tabcellsep Outside body -\\
\tabcellsep \tabcellsep \tabcellsep and don't smoke"\tabcellsep written + pasted\\
\tabcellsep Reflection of\tabcellsep Anger\tabcellsep "gussa aata hai"\\
\tabcellsep feelings\tabcellsep \tabcellsep "paani kaun dale gussa aaya tha"\\
\tabcellsep \tabcellsep Loneliness\tabcellsep Agreed to feel lonely -mentioned in\\
\tabcellsep \tabcellsep \tabcellsep body map\\
\tabcellsep \tabcellsep Sadness\tabcellsep Related to father's health\\
\tabcellsep Health\tabcellsep Water Problem\tabcellsep "paani baaraa bar nahi aata hai, aaye\tabcellsep Water tap drawn\\
\tabcellsep \tabcellsep \tabcellsep toh not clean"\tabcellsep -heart\\
\tabcellsep \tabcellsep Father\tabcellsep "my father is a dialysis patient"\end{longtable} \par
 
\caption{\label{tab_3}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.07757373400111296\textwidth}P{0.0548692264885921\textwidth}P{0.5765998887033945\textwidth}P{0.0889259877573734\textwidth}P{0.011825264329437951\textwidth}P{0.04020589872008904\textwidth}}
\multicolumn{5}{l}{Emotional Competence of Adolescents from Underprivileged Socio-Economic Background}\\
Themes\tabcellsep Sub Themes\tabcellsep Quotes/Remarks/Comments\tabcellsep \multicolumn{2}{l}{Body Map Rep}\\
Personality Traits\tabcellsep Shy\tabcellsep "main toh silent hi rehti hoon"\tabcellsep \tabcellsep \\
\tabcellsep Quiet\tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep Easily angered\tabcellsep "gussa bahut jaldi aata hai"\tabcellsep \tabcellsep \\
\tabcellsep Lacks Confidence\tabcellsep "humko toh himmat nahi,"\tabcellsep \tabcellsep \\
Family\tabcellsep \tabcellsep "Main family ke saath rehna hi pasand\tabcellsep \multicolumn{2}{l}{Family symbol}\\
\tabcellsep \tabcellsep karti hoon"\tabcellsep \multicolumn{2}{l}{+ Life symbol -}\\
\tabcellsep \tabcellsep \tabcellsep drawn\tabcellsep and\\
Status Parenting\tabcellsep Permission\tabcellsep "yeh toh humaara own house hai" "humko toh himmat nahi, humaare mummy papa hi solve karte\tabcellsep written\tabcellsep \tabcellsep Year 2020\\
\tabcellsep \tabcellsep hai..humaare mummy papa jis time par\tabcellsep \tabcellsep \tabcellsep 19\\
\tabcellsep Protection Beliefs + Safety\tabcellsep baat karte hai uss time hum baat nahi karte.." "mere ma baap hi toh mera sahara hai, inke permission ke bina main kahaan bhi t h hi j kti" "Humaare mummy papa toh relative ke ghar tak nahi bhejte humein" "jab bahaar nikalti toh log nazar lagaate hai toh black color bahut pinaate hai mummy papa" "koi bhi dekar mujhe nazar na lage isiliye pasand hai. Mere mummy papa ko bhi isiliye pasand hai."\tabcellsep \multicolumn{2}{l}{Black Thread -neck, wrist, ankle}\tabcellsep Volume XX Issue II Version I ( C )\\
Strong Attachment Expressed Emotions\tabcellsep Parents Friends Self-Harm\tabcellsep "jab bhi mummy aunty kaam kar rhi hai, mere mummy papa bolte haij ao tum so jao, isiliye takleef hoti hai" "main bhi dekh kar unko roti hoon.." "Meri family toh humesha mere support karte hai, koi takleef nahi dete hai. Meri family sab kuch mere hai. Aur friends jab bhi main udaas hoti hoon toh wohi mujhe hasate hai, aur wohi mera problem solve karte hai.. " "yeh nishaan dekhti hoon woh hi yaad aate hai samreen" "jab mere friends mere se baat nahi kar rahe the, gussa ho gaye "the, toh unki\tabcellsep \multicolumn{2}{l}{Heart -Written "Don" Right hand -Pencil sign of a}\tabcellsep Global Journal of Human Social Science -\\
\tabcellsep \tabcellsep tension mein maine kaat li thi"\tabcellsep \multicolumn{2}{l}{line made on}\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{the wrist of right}\\
\tabcellsep \tabcellsep \tabcellsep hand\tabcellsep \\
\tabcellsep Crying\tabcellsep "jab main rotti hoon"\tabcellsep \multicolumn{2}{l}{Right hand next}\\
\tabcellsep \tabcellsep \tabcellsep to cut\tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep © 2020 Global Journals\end{longtable} \par
 
\caption{\label{tab_4}Table 4 :}\end{figure}
 			\footnote{© 2020 Global Journals} 			\footnote{Year 2020 © 2020 Global Journals} 			\footnote{( C )} 		 		\backmatter   			 
\subsection[{Acknowledgements}]{Acknowledgements} 			  			 			 			  				\begin{bibitemlist}{1}
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\bibitem[Maslow ()]{b24}\label{b24} 	 		‘A theory of human motivation’.  		 			A H Maslow 		.  	 	 		\textit{Psychological Review}  		1943. 50 p. .  	 
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\end{bibitemlist}
 			 		 	 
\end{document}
