T2 -Emotional Development Flashcards
Development of Emotions:
- Basic Emotions (iddc)
- Complex emotions (ASSJF)
At birth babies show the basic emotions of: - interest - distress - disgust - contentment Over the first year of life they develop other basic emotions such as: - anger - sadness - joy - surprise - fear
(also known as primary emotions)
In the second year with appropriate cognitive development, complex emotions such as embarrassment or self-conscious / self evaluative emotions
- cannot occur until child can recognise themselves in a mirror
(secondary emotions)
After 2 years:
- infants display complex emotions such as embarrassment, shame, guilty, envy and pride.
- require self recognition and understanding of rules and standards for evaluating ones conduct.
Emotional Display Rules
Emotional self-regulation
emotional display rules = culturally defined rules specifying which emotion should or should not be expressed under circumstances.
- through basic learning processes, babies are trained to display more pleasant faces - mothers selectively respond to emotions
emotional self-regulation are strategies for managing emotions or adjusting arousal to an appropriate level.
- infants turn away or suck on objects
- 1 year olds rock themselves, chew, move away
- 19-24 month olds begin to cope with frustration of having to wait by talking, playing or distracting themselves
- toddlers find it near impossible to regulate fear, so they express fear in a way that attracts attention
- children start to distract attention from fear with pleasant thoughts
- adaptive regulation may sometimes maintain or intensify ones feelings rather than suppressing them (pride, guilt)
By age three, children begin to disguise emotions
- school age comes with an increasing awareness of socially sanctioned emotional expression
Children’s developing ability to recognise and interpret emotions:
Components of Emotional Competence:
- talking about emotions helps distinguish and understand emotions and develop empathy.
- emotional recognition and understanding improves by 4-5 years
- 8 years = recognise different situations elicit different reactions in different people
- 6-9 years = recognise it is possible to experience multiple emotions simultaneously
Emotional Competence:
- Competent Emotional Expressivity:
- frequent expression of more positive emotions and relatively infrequent negative ones. - Competent Emotional Knowledge:
- ability to correctly identify other peoples feelings and the factors responsible for them. - Competent Emotional Regulation:
- ability to adjust ones experiences and expressions of emotional arousal to an appropriate level of intensity in order to achieve ones goals.
What is Temperament?
what are the six dimensions
Temperament = constitutionally based individual differences in emotional, motor and attention reactivity and self-regulation
- Fearful distress: wariness/withdrawal
- Irritable distress: anger/frustration
- Positive affect: smiling/approach
- Activity level: gross motor movement (amount of)
- Attention span/persistence: orientation and focus (length of time)
- Rhythmicity: predictability (of body functioning)
How does hereditary and environmental influences affect the development of temperament and the stability of temperament over time?
What are the early temperament profiles offered by Thomas and Chess
What is their notion of ‘goodness of fit’
Heredity:
- moderate heritability
- twin studies: activity level demands for attention, irritability, sociability
Environment:
- shared environment on positive dimensions but not negative ones
Non-shared environment on negatively toned dimensions
Culture:
- value different dimensions
Temperament profiles:
- Easy temperament - child quickly establishes regular routines, is generally good natured and adapts easily to novelty
- Difficult temp - child is irregular in daily routines and adapts slowly to new experiences, often responding negatively
- Slow-to-warm Temp - child is inactive and moody and displays mild passive resistance to new routines and experiences.
Goodness of fit model: development is likely to be optimised when parents child rearing practices are sensitively adapted to the child’s temperamental characteristics.
What is attachment?
What is interactional Synchrony?
What are the phases of attachment?
Attachment: a close emotional relationship between two persons, characterised by a mutual affection and desire to maintain proximity.
Establishing Interaction Synchrony:
- one important contributor to the growth of attachment is synchronised routines - referring to harmonious interactions between two persons in which participants adjust their behaviour in response to the partners feelings and behaviours
Phases:
Asocial phase:
- birth-6 weeks
- favourable reaction to social and non-social stimuli
Indiscriminate attachment:
- 6 weeks- 7 months
- prefer human interaction, can be soothed by most caregivers and protest at being put down
Specific attachment:
- 7-9 months
- preference for single caregiver
- seeks proximity, but wary of strangers
- stranger anxiety
Multiple attachments:
- 9-18 months
- attachments extend to other familiar caregivers
- separation anxiety
Theories of attachment:
- Psychoanalytical
- Learning
- Cognitive Development
- Ethological
Psychoanalytical:
- oral satisfaction = mother from feeding
Learning:
- Mother = food = reward
- Mum becomes secondary reinforcer
- Harlows monkeys showed feeding second to tactile comfort
Mother = comfort = reward = learning theory holds.
Cognitive development:
- attachment requires cognitive development such as discrimination and object permanence
Ethological:
- biologically pre-prepare, adaptive and seen across species
- Imprinting young will follow and become attached to moving objects (normally mothers)
- Humans pre programmed to elicit signals and respond
- Kewpie doll effect = the notion that infant like features are perceived as cute and elicit favourable responses.
Types of Attachment:
Secure: (65%)
- active exploration from secure base, friendly to stranger when mother is present, stranger and separation anxiety, soothed on reunion.
Resistant: 10%
- Stay close to mother and explore very little, wary of strangers whether mother present or not, very distressed on separation, ambivalent on reunion (possibly angry)
Avoidant: 20%
- Little distress on separation, avoid or ignore mother on reunion. May be friendlier to stranger than to parent
Disorganised: <5%
- Confused as to whether to approach or avoid, may freeze or appear dazed or sad on reunion.
Quality of caregiving - influence on attachment security:
Who is at risk of insensitive caregiving?
Secure: sensitive and responsive, interactional synchrony, ample stimulation and support
Resistant: inconsistent caregiving
Avoidant: unresponsive, impatient, negative
Disorganised: Often associated with abuse
At risk:
- depressed, formerly abused, neglected
- stressed (financial, health, legal)
- Poor relationship with partner
Long term outcomes of secure and insecure attachment:
Secure:
- improved developmental outcomes
- problem solving, symbolic play, positive emotional tone, attractive playmates, sensitive and responsive etc.
Insecure:
- poor development outcomes
- disorganised/ambivalent: hostile, aggressive
- Withdrawn, hesitant, poor peer relations, psychopathology
