The Role of Emotional Granularity in Critical Reflexivity: A Reflexive Diary Study

The paper aims to explore the relationship between emotions and reflexivity, with reference to the constructs of critical reflexivity and emotional granularity. These two constructs and their operationalization constitute the theoretical–methodological background of an empirical exploratory research study conducted on a sample of adult workers aged between 18 and 55, who were subjected to a diarist-style reflective writing course. The overall aim of the course was to ascertain whether, how and to what extent reflective practices of the narrative type can influence and modulate the stress response, both from the point of view of the participants’ assumption of awareness and from the point of view of the adoption of new behaviors. The central question that the present article proposes to discuss is related to the exploration of what the basic requirements/skills are on which the development of critical reflexivity is built over time, with particular attention to the role played by emotional competencies. This aspect represents one of the most relevant gaps in current research on critical reflexivity, which is severely limited by a general tendency towards the hyper-cognization of the models of analysis adopted in much of the research devoted to reflexivity, as well as by the little space given to the investigation of the emotional dynamics at play in its onset processes. The study carried out represents an initial exploration of this aspect, testing two main hypotheses: (a) the possibility of identifying and describing a preliminary threshold to the manifest development of critical reflexivity, prior to the development of process reflexivity; (b) the possibility that crossing this threshold may be facilitated by the acquisition of a good level of emotional competence, measurable through the emotional granularity construct. In the light of the quali-quantitative analyses carried out on the diaristic corpus, the hypotheses put forward have all been confirmed, consolidating the line of research aimed at investigating the role played by emotional competence in the development of critical reflexivity, in interaction and combination with the increasingly complex structuring of the cognitive processes underlying reflexivity.