Exam Unit #4 Flashcards
MWhat is regulation?
- Ability to control your emotions
- Manage emotional responses to adapt to circumstances and reach a goal
- Parents play a big role
What role do parents have on regulation?
Emotional Coaching: monitor emotions, view negative emotions as a teaching opportunity, assist them in labelling and providing tips on how to deal with emotions
- Acknowledging someone is feeling an emotion and help them with it
Emotion Dismissing: deny, ignore or change negative emotions
- Ignoring the emotion, trying to ignore the problem/change the subject
What is emotional intelligence and competence?
Emotional Intelligence: ability to understand your emotions (broader term)
Emotional competence: refers to the ability of an individual to understand, manage, and express their own emotions effectively in their real world experiences. It’s understanding the practical implications of someone’s emotions and how it affects their surroundings.
- Developing skills in social context
- These skills developed through lifespan
What is emotional express (during infancy)?
Crying (Most important for communication)
- Basic smile (cry→silent→cry)
- Angry cry (crying, shouting)
- Pain (sudden long cry followed by breath holding
Smiling
- Reflexive smile → doesn’t occur in response to something (occurs usually in sleep)
- Social smile → occurs in response to an external stimuli (first 4-6 weeks from caregivers voice)
Fear
- One of the earliest emotions
- Strong anxiety → 6-9 months of age where infants are weary of strangers
- Separation anxiety → fear from being separated from caregiver so they protest (Cry when they leave) → 7-15 months
What occurs in childhood?
- Begin to understand emotions
- Between 2-4 children increase number of terms they use to describe emotions
- By 4-5 they are able to reflect emotions and understand that something can cause different people to feel different emotions
What occurs in mid-late childhood?
- Improve emotional understanding
- Use self regulation to redirect feelings
Ex. going to read in a corner - Take in the bigger picture when experiencing emotional reaction
- Develop the ability for empathy
What occurs in adulthood?
- Adults are motivated by a desire to create a lifestyle that is satisfying
- Motivation influences their decision about a life partner, a career, where they want to live and who they want to be around (focus on emotionally meaningful goals)
- Their emotional regulation is impacted if they are not able to make the right decision in these areas of their life
- Their is however, a stranger control over emotions (less highs and lows - bit more balance)
What occurs in adolescence?
Adolescence can be a very tough time emotionally
Individuals in early adolescents report being unhappy
Moodiness is normal
Caused by:
- Puberty
- Hormones → affect interaction, lose friends, understanding of surroundings (meeting more people), how people communicate with people → finding new friends, studying differently (teachers), etc
- Transition (elementary to high school)
- Social media
- Bullying
- Learning how to control your emotions → prefrontal cortex
Secure vs insecure avoidance
Securely attached
- See their caregiver as an indication that they are safe to explore the room
- When the caregiver leaves, they are a bit fussy but upon return, they re-establish a positive interaction (smile, hugs etc)
- Then, they resume playing
Insecure avoidant
- Shows insecurity by avoiding their mother.
- Engage in little interaction with caregiver, don’t protest when they leave the room and do not re-establish contact (may even turn back to them)
Chess and Thomas Classification:
Easy Child
- Generally positive mood
- Quickly established regular routines in infancy and adapts easily to new experiences
- 40% of children
Difficult child
- Reacts negatively and cries frequently, engages in irregular daily routines and is slow to accept change
- 10% of children
Slow to warm up child
- basically are hesitant and are cautious, may take longer to feel comfortable and more time to work up in new environments
- Has low activity level, is somewhat negative and displays a low intensity of mood
- boredom
- 15% of children
35% of children do not fall under these categories → may be a mix of these → individual differences/environmental/biological/cultural/socioeconomic factors
Kagen’s behavioural inhibition theory:
introvert, extrovert
biological and environmental factors in temperament and behaviour
inhibition to the unfamiliar” -> 7-9 months, 7, 2-3
Growing up to be … based on being a low risk or high risk child
Kagan found high reactive types who grew to be extroverted due to the environment which nurtured them. He also found the reverse to be true–low reactives who grew to be introverted.
Developed by Kagan, focuses on differences between shy, subdued, timid child vs a sociable, extroverted, bolder children
- Focused on understanding biological and environmental factors contributing to individual differences in temperament and behavior
- Introduced a broad temperament category called “inhibition to the unfamiliar”
- Begin at 7-9 months - inhibited children react to many aspects of unfamiliarity with initial avoidance distress or a subdued effect
- Continues into childhood however become less inhibited by 7 → have more interactions (like going to school)
Found a link between inhibition at age 2-3 to social phobia symptoms at age 7, also a higher risk of developing social anxiety in adolescence and adulthood
What is a low risk child?
- Less vulnerable to development of psychological or behavioral issues and more resilient
- Factors → supportive and nurturing family environment, positive early experiences, and minimal exposure to adverse conditions during development
- Characteristics → better emotional regulation, adaptability, and overall psychological well-being compared to high-risk children
- Research → establish a baseline for normal development and to contrast with the outcomes observed in high-risk children
- Looks at both environmental factors and biological
- Studies show how temperament characteristics to tell how people are as an adolescent or adult → making connection to children to adult
What is a high risk child?
- More vulnerable to development of certain psychological or behavioral issues due to risk factors
- Factors → genetic predispositions, exposure to adverse environments (poverty, neglect, abuse), or prenatal influences (substance abuse, etc)
- Characteristics → may show increased susceptibility to anxiety, behavioral problems or other challenges compared to low risk
- Research → involved following high risk children to understand how these risk factors impact their developmental trajectorie
Rothbart & Bates Classification:
1) Extraversion/surgency:
- Approach, pleasure, activity smiling and laughing - uninhibited children fit into this category (?)
2) Negative Affectivity
- Fear, frustration, sadness and discomfort, children are easily distressed, they cry often
- Inhibited children fit in this
Linked to obesity related behaviors later on (research)
3) Effortful and self-control
Ability to use external resources like what their parents taught to regulate emotions
High effortful control = ability to self-sooth, wait longer to express anger and use self regulatory strategies → better self regulation
Low effortful control = easily agitated and emotional → does not have as much regulation
What is Socialization?
- Socialization is a process that introduces people to social norms and customs.
- This process helps individuals function well in society, and, in turn, helps society run smoothly
- This process typically occurs in two stages:
- Primary Socialization: birth through adolescence.
- Secondary Socialization: adolescence and onwards.
