I see emotion also as stemming from our interactions and yes, from personal to interpersonal: our values in relation to other persons, groups, society, and yes, also the media. I see emotion also as too often creating some mental friction when it does occur.

When you mentioned layers, I was thinking at first, someone has seen my idea, but no, you were just showing how the different spheres occur in our lives. In my learning theory I show how those layers of emotion usually entail some differences of values that in many cases create mental friction. The goal of my learning theory is to show how our ability to think, learn, reflect (plan long-term), and have good mental/emotional health is greatly affected by our individual environments.

My layers of mental frictions are drawn up inside an upright rectangle. Try to visualize or simply draw an upright rectangle on a sheet of paper. This represents our full mental energy to think with and learn new things. I mostly all of us are really very normal and have all of that mental energy. Three or four year olds are able to learn more easily because they have all of that mental energy to use. As we get older we accumulate layers of mental work in our lives. You can draw this in as so many layers of horizontal lines from the bottom of that upright rectangle going up, stopping halfway.
I feel these layers of mental work take up “real mental energy” and cause us to work harder to think and learn. I feel many students, who are just as intelligent and have the same work ethic, may have to work two or three times as hard to think and learn new things due to their different environments and not genetics. This may create “very large differences in academic skills” acquired over time.
By redefining our average stress as real layers of mental work our minds are dealing with, we are now able to begin not just appreciating our abilities in terms of environment and not genetics, we can also slowly begin to approach our environments more delicately to more permanently reduce layers of mental work in our lives. We can slowly begin understanding the elements in our environments along with the weights and values we are applying to elements in our lives. Then we can begin to resolve mental frictions and also begin making changes in the weights and values that caused one or more layers of mental frictions in our lives. This provides us a way to more permanently reduce layers of mental frictions and prevent other “such layers from occurring in the future”.
With every layer we more permanently remove, we improve that much our thinking, learning, and motivation to learn or mental reward received for mental work expended. This offers us a way to have much more respect and esteem for ourselves and others. It also provides us with a way to continually improve our lives and remove also the terrible present teachings of fixed abilities from our schools. This will mean much greater hope for students instead of the hopelessness, many students are experiencing today. By providing this hope, we will remove much psychological suffering and reduce many thousands of teen-age deaths in the nation each year from drug/alcohol abuse and teen suicide. This will mean much to our society and for a much better, more safe education for our students. The rest of this material can be read from my site with many applications for society. I hope you can use information to add to this and create something even more deeply effective for society. I hope to help many students and adults have hope to change and create newer better persons each day.