FInal Exam

Question 1

Abuse/Neglect, Impacts

Answer 1

1. Neglect - maternal stress associated with higher arousal & agitation and less positive mood → associated with emotional dysregulaton, depression, anxiety, attachment difficulties in the newborn (Cozolino).
2. Abuse - rapid triggering of anxiety and subsequent defensive maneuvers aimed to achieve safety, forms of insecure attachment, impairments in cognitive and social functioning, negative bias in appraisal system, affect dysregulation, pathological self-soothing behaviors, and slow to recovery, and impaired ability or reliance on interpersonal means of affect regulation.
3. abuse/neglect & impacts: insecure attachment, developmental delays, negative bias in appraisal system, affect dysregulation (w/ pathological self-soothing behaviors, slow to recover), reliance on interpersonal means of affect regulation. (ego psych=poor compromise formation, impulse control, ego function. object relations=primitive defenses, BL functioning, pathological internalized object relations. self psych=vulnerability to disorders of self, disintegration, disintegration products.

Question 2

Accommodation

Answer 2

ties to piaget, tied to assimilation accomodation. tied to RIGS and how we change these models based on these expereiences. that change occurs primarliy through experience (we experience, assimilate, and then accommodate

(Piaget) A concept referring to a way of relating to the environment in terms of already available information structures (i.e. internal schemes) are modified to fit the changing demands of the environment.
1. accommodation: (post assimilation) (Piaget) A form of adaptation; changing existing schemas in light of new information. New schemas may also be created. We change our “internal schemas” in reaction to changes in the environment, e.g., infant adapts its perception/behavior when a new toy is introduced. [see ASSIMILATION]

Question 3

activation contour

Answer 3

The patterned change in level of intensity of sensation over a period of time that leads to the arousal of vitality affects (levels of arousal). They can be rushes of thought, feeling, or action and can be applied to any kind of behavior, and give rise to a way of feeling, not a specific content of feeling.
(that kids internalize this activation curve, and that this gets encoded in us as a form of pleasure. )

Question 4

affect attunement

Answer 4

The performance of behaviors that express the quality of feeling of a shared affect state without imitating the exact behavioral expression of the inner state. Used to describe a mother’s intuitive sense to know that the infant needs a new level of interaction, which is a part of a positive therapeutic relationship.

1. affect attunement: Instead of just imitating her infant, the mother adds a new dimension to her interaction. She responds in a way that shows the infant that she feels what (s)he feels. A subcortical process that represents implicit knowledge (Hart, p. 305). Affect attunement also occurs in a good therapeutic relationship.
   - idea that with affect attunement is different from empathy. with affect attunement you are aroused, (like empathy) so the child is not only feeling the emotions (the empathy) but also doing something or performing on the basis of empathy

Question 5

affect matching

Answer 5

what we see with babies and caregivers is that children match the affective tone of the environment. when theyre sad, they like sad faces

Question 6

affect synchrony

Answer 6

same thing in terms of arousal and other levels, that people are in sync

Question 7

aggressive attachment

Answer 7

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Question 8

ainsworth

Answer 8

what did she do? developed strange situation first to set up a religable, verifiable way to assess infants.
tied to classical research

Question 9

alert reactivity

Answer 9

early in childs life. wonderful stage where they are alert but inactive. where the child is just taking it in. they are nust taking it in and htere is brain growth and development and we don’t want kids having too much or too little…