There are a variety of effective emotion control processes available. One particular article I was reading just the other day (I will copy the link below) discussed the control of content, formation, and schemas often associated with emotions. And, indeed, there is an emotional control theory similarly discussed in the article. When reading this article, consider both why and how the theory is utilized because that way you will be able to associate it to the specific experience you are looking at. If I were to answer this question without empirical support, I would suggest that the best way to ease frustration in front of my peers would be to assess the situation outside of the classroom in order to better understand the cause of the frustration. Taking into account that control is an illusion, I would then prepare myself for future frustrations with a more positive approach, like removing myself from the situation, deep breathing, etc. Good luck to you!

Link to article: Article Emotional Control Theory and the Concept of Defense: A Teach...

Sometimes, expressing your feelings is a good stategy that may by itself resolve a situation. I occasionally let rip and by doing so cause desired changes in people's attitudes.

I`m fairly temperamented, but also prone to withdrawal, contemplation and depression.

So I follow this method: argue hard, watch reactions in speech and body language, withdraw to contemplate motivations, both personal and ideological, feel depressed, contemplate the hard evidence in the face of the opposition being right (theyre not...good), watch a movie to feel more depressed, because someone is doing something out there, read more on the subject, modify my point of view and consider new possibilities, consider the fact that I`m an idiot who should be collecting trash for a living, lifting my spirit to find the basic problems behind surface phenomena, consider possible explanations for basic reality, consider synthesizing my possible outcomes with the dissenting opinions I have heard, not sleeping because my head hurts, taking a walk in the forest at night to contemplate birth, love and death, finding the road again by the light of my cell phone, contemplating social repercussions and moral necessities....

OUTCOME: one piece of written ditty a year.

I frustrate people easily, but no one knows frustration like I do. Because I have to know the truth, and once I do, I have to find solutions to act upon it. I do like walking in the forest or the city when my head is too tired. One brings me closer to deeper issues, the other to observing people randomly on my way. I used to travel the subway aimlessly to observe the "human zoo" when I was 17 years old. Sometimes I talk to people I meet.

when we feel frustrated, accept the truth and lie low , wait for the right time to show your skills. think about think about how to improve myself start doing self talk instead of comparing others.

To CONTROL emotion is not always to suppress it.

If we are under threat and in danger, the proper emotion to have is fear and we may need to scream for help.

If we sit idly by in this circumstance and hum a happy tune we are not expressing the proper emotion for the circumstance.

Emotional control is not always emotional suppression. It is expressing the correct emotions in their proper places.

The Theory of Dual Morality suggests that there are two moral outlooks ever-present within us. One encourages emotional expression and the other encourages emotional suppression.

We encourage emotional expression in times of joy or elation, when happy or when dancing. Usually when times are easy and there is plenty.

And we encourage a stoic emotional control when we want to demonstrate that we are not easily moved to emotional instability by threats or unpredictable occurrences. Or when times are tough and resources scarce.

Classically speaking, we are emotionally expressive in family situations and emotionally "controlled" or "repressed" in social and public situations.

Having the ability to both "express" and "repress" emotions ensures we give the proper emotional signals to others in our groups at the right times.

It shows that we are in control of our emotions

And that our emotions ARE NOT in control of us.

Dear Amelia Yee

Thanks for starting this question.

My answer is simple that is we learn the emotions, so we can also learn to control the emotions. My this simple answer is based on some more arguments as given below:

The bases of the answer to this question are rooted in three broader domains.

First, we need to understand the moods and emotions:

Most or even all of the really important events in our lives are associated with high levels of emotion and emotions play a central role in our lives.

It is also important to distinguish between emotion and mood:

(1) Moods typically last much longer than emotions.

(2) Moods are less intense than emotions: we attend our emotional states, whereas moods simply provide a background to our everyday activities.

(3) The reasons for being in a given mood are often unclear, whereas emotions are generally produced by a specific event.

In addition, moods can give rise to emotions, and the distinction between these two) moods and emotions) is somewhat blurred or not very clear.

Second, we need to know “How many emotions are there?”

This question sounds easy but there is a little agreement on the answer because is somewhat ambiguous. When answering it, we can focus on the number and nature of basic emotions (mostly shared with other species) or we can also include complex emotions (e.g. shame; guilt) derived from the basic ones. Indeed, we sometimes find it hard to decide which emotion we are experiencing. In what follows we consider mostly the basic emotions. In doing so, we focus on three main kinds of evidence:

(1) facial expression;

(2) self-reports; and

(3) brain systems.

Third, the theories of emotion:

James-Lange theory: According to this theory (put forward independently by William James in the USA and Carl Lange in Denmark in the mid- 1980s), the following stages are involved in producing emotion:

1. There is an emotional stimulus (e.g. a car coming rapidly towards you)

2. This perception produces bodily changes (e.g. arousal in the autonomic nervous system)

3. Feedback from the bodily changed to the brain leads to the experience of emotion (e.g. fear or anxiety)

Cognitive Appraisal theory: It is the evaluation or judgement we make about situations relevant to our goals, concerns, and well-being. Appraisal theorists argue that the emotion we experience depends upon how we interpret the current situation.

Emotion regulation and cognitive reappraisal: Emotion regulations “a deliberate, effortful process that seeks to override people’s spontaneous emotional responses” (Koole, 2009, p.6, for details, see: the psychology of emotion regulation: An integrative review. In Cognition & Emotion, 23, 4-41). The basic notion is that we spend much of our times using various emotion-regulation strategies to reduce negative emotional states or to turn them into positive ones.

Locationist theory (brain system or brain systems): Various locationist theories have been suggested over the years. (details see Lindquist et. al, 2012, The brain basis of emotion: A meta-analytic review in Behavioural and Brain Sciences, 35, 121-202). It is assumed that fear is especially associated with the amygdala, disgust with the insula, anger with the orbitofrontal cortex, and sadness with the anterior cingulate cortex.

Now, finally, we try out to understand some of the findings related to the above theories. Patients with spinal cord injury have dramatically reduced awareness of their own bodily arousal. According to the James-Lange theory, such patients should experience a large reduction in the intensity of emotional experience (for details read. Hohmann, 1966 ‘Some effects of spinal cord lesions on experienced emotional feelings’ in Psychophysiology, 3, 143-156). But later research found that patients with spinal cord injury experience as much emotion as healthy controls (Deady et al., 2010, ‘Examining the effect of spinal cord injury on emotional awareness, expressivity and memory for emotional material’ in Psychology, Health & Medicine, 15, 406-415). However, there was also considerable overlap in the pattern of the autonomic responding across emotions. Thus, the existence of several different emotions can’t be explained with reference to different patterns of autonomic responding from one emotion to another.

The appraisal is often of great importance in influencing emotional experience. Appraisal processes not only determine whether we experience emotion but also influence which emotion is experienced. The links between the appraisal and specific emotions are flexible and not especially strong. While it is assumed that appraisal causes emotional experience, it is likely the causality is sometimes in the opposite direction. (Pegna et al. 2005 ‘Discriminating emotional faces without primary visual cortices involves the right amygdala’ in Nature Neuroscience, 8, 24-25, Chartrand et al. 2006 ‘Linking automatic evaluation to mood and information-processing style: Consequences for experienced affect, impression formation, and stereotyping’ in Journal of Experimental Psychology: General, 135, 67-77, Berndsen & Manstead, 2007 ‘On the relationship between responsibility and guilt: Antecedent appraisal or elaborated appraisal?’ in Europian Journal of Social Psychology, 37, 774-792).

Research on emotion has probably focused more on the role of the amygdala than on any other part of the brain. The amygdala is a small part of the brain located within the temporal lobe. The findings (Lindquist et. al, 2012) are, first, the amygdala and orbitofrontal cortex were fairly consistently activated in response to emotional experience, but activation was less often found in the insula or anterior cingulate cortex. Second, of most theoretical importance, there was very little evidence of any selective association between specific emotions and specific brain areas. In other words, any given brain area was about as likely to be activated in the presence of any of the five emotions studied. These findings suggest that rather similar processes underlie all the major emotions.

Thus, the areas of the brain concerned with cognitive processes relating to attention, language, and memory are activated during the experience of several different emotional states. Such findings suggest that cognitive processes are important in determining which specific emotion we experience in a given situation.

In the purview of the above discussion, we can say that emotions are powerful as well mood determines how one interact with people, how much money one spends, how one deal with challenges, and how one spends their time, and gaining control over own emotions will help us become mentally stronger. Fortunately, anyone can become better at regulating their emotions and need to manage it in a better way rather than controlling.

Managing emotions is tough at times. And there will likely be a specific emotion--like anger--that sometimes gets the best of us. But the more time and attention we spend on regulating our emotions, the mentally stronger we'll become. We'll gain confidence in our ability to handle discomfort while also knowing that we can make healthy choices that shift your mood. So, ‘Keep Practicing the Emotional Regulation Skills’ is the key to the effective way of controlling the emotions.