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CCAP > 1 > Flashcards

1 Flashcards

1
Q

functionalist view on emotions

A

> something is at stake
change in readiness (change or maintain relationship)
interpersonal function: communication

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2
Q

primary appraisal

A
  • defines good/not good
  • quasi automatic
  • focus on event
  • physiological arousal (prepare for action)
  • latency time
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3
Q

secondary appraissal

A
  • previous experiences
  • own abilities
  • which strategy
  • different responses possible > different emotions
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4
Q

components emotion

A
  1. physiological arousal
  2. motor expression
  3. cognitive processing
  4. subjective feeling state
  5. action tendency
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5
Q

sadness

A
  • focus on conseuquence
  • evaluation: reinstatement of desired situation is impossible
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6
Q

anger

A

focus on cause
- evaluation: reinstatement desired situ is possible

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7
Q

interpersonal function emotions

A

communication!
fear: avoid harm
anger: stop another from harming you
love: BOnding with other
jealousy: protecting “mine”
shame: failed to live up to ego ideal in context of social norms and values
pride: reinforces behaviout valued positively in social context

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8
Q

emotional intelligence (emotional competence?)

A
  • emotion recognition
  • understanding others emotions/empathy
  • emotion awareness
  • moral emotions
  • emotion vocabulary
  • emotion regulation
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9
Q

how to learn about emotions and emotion communication

A

self observation
observation of others
(verbal) passing on

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10
Q

function of smiling

A
  • signals joy/im okay
  • request for positive response
  • establish/maintain relationships
  • with caregivers:stimulates attachment
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11
Q

mother’s response

A

more warmth when:
- posi emotions
- sadness expressions

anger: ignored/nega reaction

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12
Q

Functionalistic perspective
on emotions

A

 Emotions arise with a reason
 not just a feeling, but a process
 adaptive reaction to change in situation
 reflects strategic approach to situation
 each emotion contains unique action tendency that reflects what one wants to achieve… in that particular situation…
Different emotions reflect different concerns or
expected outcomes…

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13
Q

emotional competence

A
  • expression of emotions
  • understanding causes emotions
  • awareness single and multiple emotions
  • dealing with nega emotions (coping)
  • regulating social relationships
  • empathic understanding
  • moral emotions
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14
Q

emotion regulation

A

response focused = regulation emotion expression (accordingly to display rules)

antecedent focused = regulation emotion experience (emotion awareness and coping)

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15
Q

effects ER longterm

A

response focused (supression)
- decrease behavioral response
- similar/increase emotion experience

antecedent focused
- decrease emotion experience
- decrease behavioral responses

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16
Q

antecedent focused ER

A

Route A
1. know own emotions
2. regulate arousal level

Route B
1. cognitive control
2. regulate arousal level

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17
Q

emotion awareness

A

important because:
- signals event is meaningful
- reveals one’s (unconscious) wishes/expectations
- analysis of emotion evoking elements in situation are helpful to deal with situ adaptively

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18
Q

Normal development EA/autism

A

normal:
-monitorinf through emotion socializatiom
- often based on bodily/behavioral signals (shaking): dont be afraid nothing will hapen
- labeling emotions starting point EA

Autism:
- often over-arousal in asd
- do they monitor behavior?
> less often report feeling emotion
- do they link these to external events?
> fewer examples in won experience/ social situations
> feeling bad is not same as sad, angry, jealous or guilty

> results experiment: ASD said more often no when asked if they felt certain emotion
in multiple emotions: only recognizable if different valences (eg. happy and sad), but not same valences (eg sad and angry)

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19
Q

parenting styles in development EA

A

denying: you dont need to be afraid
dismissive: boys dont cry
laisez-faire: it will pass
coaching: reequires more attention and energy consisting of different steps > emotion validation

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20
Q

emotion validation

A
  • examine feeling child in situation, contact at eye level
  • not distract attention, but focus
  • validation / acknowldgement of these feelings
  • find solution together, within limits
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21
Q

coping

A
  • attempt to regulate arousal level
  • infants nega experience: covering eats/ avert gaze
    toddlers: selfsoothe when mother is absent
  • late childhood/adolescense: coping more cognitive process (instead of behavioral strategies)
22
Q

features of social emotions

A
  1. require complex cognitive abilities
  2. emerge later in childhood
  3. no universal facial expressions
  4. serve primarily social needs (vs survival needs> motivate moral behaviour, maintain social relationships)
23
Q

complex cognitive abilities social emotions

A
  • self awareness
  • other awareness (+ ToM)
  • social-norm awareness
24
Q

pride vs shame/guilt

A

PRIDE

posi self evaluation > pride> reinforce desirable behaviour

SHAME/GUILT

nega self evaluation> shame/guilt> inhibit undesirable behaviors

25
Q

Shame vs guilt

A

SHAME
- critize self
- painful
-worthless/shrinking
-escape

GUILT
- critizice behaviour
- less painful
- remorse regret
- repair

26
Q

Shame

A

two paths:

  1. self blame
    + anxiety
    + depression

2 other blame
+ anger
+ aggression

27
Q

guilt

A

+ empathy
- externalizing
> guilt more adaptive, BUT every emotion is functional as long as under control

28
Q

social emotions and ASD/DHH

A
  • less than control
    >deficits in other awareness & Theory of Mind
  • less shame/guilt (decrease over time)
    > children and adolescents experience/express social emotions less
    > due to less access to social world and less emotional competence
29
Q

Empathy

A
  • affective
  • cognitive
  • behavioural
30
Q

affective empathy

A
  • emotion triggered by emotion
  • matching emotional states
    (emotion contagion)
31
Q

emotion contagion

A
  • personal distress (selforiented) OR
  • empathic concern (other oriented)
    > closer, you will feel more personal distress than when you dont really know someone

before 1st bday
- high personal distress, low empathic concern
> underdeveloped self other awareness
> underdeveloped emotion regulation

> no difference in DHH/ASD

32
Q

cognitive empathy

A

Understanding others emotions
needed:
ToM
Perspective taking
emotion recognition
mentalization
emotion understanding

33
Q

precursor cognitive empathy

A
  • inquiry behavior (eg looking bak and forth from victoms face and hurt BOdy part) (no differences between groups)
    -attention to others (looking up when someone else cries) (at start lower for DHH, increases more over time)
34
Q

prosocial empathy

A

Personal distress > less prosocial action

empathic concern > more prosocial action

35
Q

Affective empathy & Cognitive empathy

A

AE stimulates the development of CE
- AE signals releevance
- AE assists information processing
- AE motivates the acquisition of CE skills

36
Q

empathy & psychopathology

A

cognitive empathy + self gain > antisocial behavior

37
Q

Empathy & autism

A
  • ASD less theory of mind
  • ASD less emotion understanding
    but, intact affective empathy

> parents evauluate more empathy in ASD children than experimenters (know children better en interprate actions)

38
Q

antisocial behaviour

A

umbrella term = delinquency + aggression

antisocial is not the same as externalizing behaviour
- externalizing also includes hyperactivity, in addition to rulebreaking and agression
- rule breaking in context of externalizing is breaking law AND rules set by parents/teachers

39
Q

externalizing behaviour

A
  • outward focused behaviour: behaviour that bothers others
    (- internalizing: inward focused behaviour, bothers yourself)
40
Q

aggression

A
  • behaviour intended to hurt others
  • physical aggression
  • verbal aggression
  • relational aggression (eg gossiping)
  • violence: severe form of aggression with intent of seriously physically hurting other
41
Q

delinquency/criminality

A
  • breaking law (cultural dependent)
  • delinquency term often used when minors/young people
42
Q

psychopathic traits

A
  • callous-unemotional traits
  • grandiose-manipulative traits
  • irresponsibility/impulsivity
43
Q

consequences pervasive childhood/adolescent antisocial behaviour

A
  • problematic relas
  • poor educational outcomes
  • victims

lateron:
- psychiatric illness
- poor physical health
- substance use
- violent rela
- erratic employment patterns
> major personal and societal costs

44
Q

emotional competence as cause for antisocial behaviour

A
  • deficits in emotion functioning (eg emotion recognition and empathy) can result in having problems with emotional reactivity and self regulation
  • impaired cognitive abilities
    > especially in emotional arousing conditions
    > increase risk bad social relas
    > increase decsions that increase likelihood pervasive and stable behaviour
45
Q

biopsychosocial model (riskfactors)

A

bio:
- genes
- brain development
- hormones
- stress response

Psycho:
- attachment
- temprament
- having disorder
- emotional competence

social
- childhood maltreatment
- trauma
- delinquent friends/parent
- bad neighborhood
- social adversity

= risk antisocial behavior

> the more risk factors, the higher the risk (additive model)
factors also. influence each other (interactive model)

46
Q

experiment high risk vs low risk children

A

measured: affective, cogniitive empathy and social attention

> no difference cogniitive
no difference attention
reduced heart reate in videos showing pain and fear and reduced skin conductance during pain

47
Q

emotion socialization

A
  • emotional competence emerges through continual interaction with social environment
  • continual dynamic reciprocal process
48
Q

communication difficulties

A

fewer opportunities for incidental learning (eg interaction, obsrevatiom, communication, overhearing) > limited social emotional learning

49
Q

what causes these disruptions?

A

medical model
- impairment
- fix individuals

Social model
- looks at systemic barriers
>fix environment
however communication difficulties often invisible

50
Q

peers as socialization agent

A
  • dampening nega emotion expression:
    > follow peer norms
    > avoid nega reactions
  • regulation of anger
    > more use distancing in older vs younger children

> emotional front: public vs private self

51
Q

friends as socialization agent

A
  • similarity
  • intensity/intimacy
    -dimensions learned fron friendship contexts
    > knowing thats shared, how to be supportive
    > managing disagreements, regulating emotion from conflicts
    > dealing with competetive feelinggs

CCAP (1 decks)

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