CH. 10 Flashcards
Emotional Development
50 years ago, a soft science
currently, a soft skill
Goal Disengagement
switch gears really fast
EX:olympic potential swimmer = always noticed that there are others better than he is
pushed himself
ended up getting leukemia
battled back and won gold the stopped swimming
Paradox
when you give up an unrealistic goal and it frees you to make progress
Grounded hope
realistic hope / based in reality
Concept of “Good Enough”
EX: I had a pimple today but i still came to class
Helicopter parent
prevent son or daughter from gaining resilience
Ex: That ladies daughter got in the program, so why isn’t mine?
complaining
Individuation
self- other differentiation enables you to go to boss and ask for raises because you deserve it sticking up for someone saying no to a pressure situation emotions
Goodness of Fit
temperament
That baby was such an angel compared to a bad baby
Internal working model
related to attachment
unconscious
set of expectations of the caregiver
carries all the way up through infancy
Resilience
learned, can cope and adjust very well despite a lot of hardship
Self-efficacy
you have a sense of personal mastery Ex: mantra you can do hard things faith, meaningful, purpose intelligence motivation close connections
Operational definition
gotta know how to measure it 1.) Normal development 2.) Threats EX: poverty divorce war & terrorism natural disasters
The richer your experiences
the broader it gets
Developmental psycopathology
childhood depression
Developmental trajectory
pathway
Developmental cascade
ripples
competence begets competence
difficult temperament
Continuity
what makes you and i tell story from childhood to adulthood
Discontinuity
abrupt change where the person isn’t coping well but grow and become much better coping very well
development is very dymanic
narative idenitity = tell our own stories
not until adolescence
narative identity
tell our own stories
not until adolescence
Grit
persistence and passion
Ex: that kid showed up every single practice
Emotion-coaching approach
kids get a chance to sort through their feelings rather than dismiss them
Cognitive self-regulation
starts at age of 2
Cross cultural issues
India and Japan = reserved
U.S. = not reserved, many nationalities, looked down upon
Japan = rarely separated from caretakers
Germany = often separated from mother’s and father’s
Mary Ainsworth
the attachment of reunion
Ex: Mother leaves child & come back
Structured Observation
deliberately establish a seer of instructions to be sure you see the behavior of interest
Individuation
a critical sharpening and differentiation of boundaries between self and other
- emotions
- lifelong
- gradual
- complex
- Foundation = every house has a foundation
Validating Feelings and Emotions
Ex: Domestic violence in NFL
Internal Working Model
a set of expectations about parent’s availability and responsiveness
Young babies
tuned towards more negative facial expressions
Basic emotions:
happiness, anger, fear
Ex: Infancy
Complex emotions
sense of self
- shame and guilt
- develop at 2 years of age
Social referencing
reading emotional expression on someones face
- around 12 months
- Ex: See’s parents face calm when doing something, continues to play
Amalgam
- means puzzle
- Can experience mixed emotions around age of 7
Empathy
feel and understand someone else’s emotions
Expressing emotions 2-3 months:
social smile
Expressing emotions 4-6 months:
anger
Expressing emotions 6 months:
fear
Expressing emotions 18-24 months:
complex emotions
Expressing emotions 7 years of age:
regret
Identify Emotions 4-6 months:
bias = negative emotions
Identify emotions 12 months:
social referencing
Understand emotions
elementary school amalgam
improved emotional understanding
real capacity for empathy
Emotional Development: Adolescence
- not storm or stress yet
- Emotionally volatile = early adolescence
- Girls have increased risk for depression & lower self esteem than guys
Emotionally volatile
more vulnerable to high’s and low’s
Emotional Development: Adulthood
- Positively bias
- Socioemotional Selectively Theory
- more selective maximizes positive emotional experiences
- goals shift
As people get older:
-they sense that time is running out and focus on spending time with important people in their life
Crystalized Intelligence
increase as we get older
Older adults:
report many more positive but less intense negative emotions
Socioemotional Selectively Theory
Knowledge goals go down as you get older
Emotional Development: Temperament
biologically based differences in emotional reactivity and emotional self-regulation
- As you get older, tend to be more positive
- -anger, worry, stress = declines
ageism
stereotyping your elders
Temperament
biologically based differences in emotional reactivity and emotional self- regulation
- As you get older, they tend to be more positive
- —-anger, worry, stress, declines
Inhibition
low assertiveness, less social support, job and school delays
-Behavioral inhibition = Jerome Kagan
