Week 12 - Emotional Regulation Flashcards

Question

Fear

Answer 1

Fear Tendency to experience unease, worry, or nervousness to novel or potentially threatening situations “How often during the last week did the baby startle to a sudden or loud noise?” “My child is not afraid of large dogs and/or other animals” (reversed for scoring).

Answer 2

Negative emotional response related to having ongoing task interrupted or blocked “When placed on his/her back, how often did the baby fuss or protest?” “My child has temper tantrums when s/he doesn’t get what s/he wants.”

Answer 3

Attention to an object or task for an extended period of time “How often during the last week did the baby stare at a mobile, crib bumper, or picture for 5 minutes or longer?” “When picking up toys or other jobs, my child usually keeps at the task until it’s done.”

Answer 4

Rate and extent of gross motor body movements “When put into the bath water, how often did the baby splash or kick?” “My child seems always in a big hurry to get from one place to another.”

Answer 5

Positive emotional response to a change in the intensity, complexity, or incongruity of a stimulus “How often during the last week did the baby smile or laugh when given a toy?” “My child laughs a lot at jokes and silly happenings.”

Answer 6

Parent report Pros - extensive knowledge of child’s responses Cons - reporting bias, differing comparison reference points Laboratory observations Pros - less bias, more objective assessment Cons - no measure is perfect, may not get general tendencies

Answer 7

• Some evidence from twin studies that genetics matter • Identical twins more similar in their emotion and regulation than fraternal twins • Self-regulation is related to genes that are responsible for dopamine function

Answer 8

• Teratogens (nutritional deficiencies, drugs, stress during pregnancy) • Regulation of attention and behaviour • Harsh home environment • Self-regulation and emotion expression difficulties • Warm responsive home environment • More positive affect and prosocial behaviour • Remember, there is always a bidirectional relationship!! • Parent tailors their socialization strategies to the child

Answer 9

Dandelion - can adapt in different contexts Orchid - flourish in positive environments, do bad in negative environments

Answer 10

Mental, social, physical health all interacts for well being

Answer 11

A physiological reaction to some change or threat in the environment Stress happens when demands ≠ ability periodic stress benefits adaptive function of mobilizing the child to take action

Answer 12

• Increased heart rate • Secretion of stress hormones • Increased flow of blood to the brain • Heightened feeling of vigilance and fear • Release of cortisol

Answer 13

• Form of stress that might be good for you • In response to generally positive events (e.g., getting your diverse license, before a competition) • Still has physiological effects on body

Answer 14

routine nuisances of day-to-day living (Kanner et al., 1981). They refer to unexpected small occurrences that disrupt daily life In urban environments: • Related to crowding, noise, pollution, crime, and personal alienation • Makes for daily and chronic issues • Green space can help In impoverished circumstances: • Poverty = violence, crime, discrimination • Wealthy people experience fewer daily stressors • Exposure during childhood particularly impactful

Answer 15

• More daily hassles → Worse sadness regulation, especially for those who did not experience much stress pre- migration • Family routines helped manage emotions

Answer 16

stress from a single major negative event (e.g., hurricanes, terrorist attacks) • Children experience high levels of emotions (anger, sadness, anxiety) that can lead to mental health challenges if not intervened • Talking about these events can be helpful for helping children cope with these emotions

Answer 17

Chronic high levels of stress without the appropriate supports • Can have effects on the brain • Brain regions (e.g., amygdala and hippocampus) can get overloaded and atrophy

Answer 18

sources of toxic stress (e.g., child maltreatment, parental illness, violence exposure, etc.) that, when many are experienced, lead to mental and physical health problems • More ACES = more harm to healthy development

Answer 19

• Providing children with opportunities to experience positive events (benevolent childhood experiences; BCEs) • Removing them from the adverse environment and placing them in a safe home with consistent authoritative parenting • Community-based programs: • Parental education • Educating pediatricians to recognize signs and effects of toxic stress

Answer 20

chronic, negative emotional reactions to aspects of the environment or to social relationships that affect daily life

Answer 21

Equi - no single pathway to a disorder Multi - one stress can lead to a variety of outcomes

Answer 22

involves a sad or irritable mood along with physical and cognitive changes that affect the child’s or adolescent’s ability to behave and interact in a typical way

Answer 23

• Feeling sad or irritable for a period of 2 weeks • Physical and cognitive symptoms (e.g., difficulty sleeping) • Changes in weight (loss or gain) • Inability to concentrate • Loss of interest in activities

Answer 24

• ~3% of children and adolescents meet criteria for depression • On the rise following COVID-19 • Girls more likely than boys to develop depression • Risk increases in adolescence

Answer 25

• Genetics (40% of the variance) • Low parental sensitivity, warmth, and structure • Rumination • Low self-esteem

Answer 26

the inability to regulate fear and worry such that the individual experiences excessive and uncontrollable fear of real or perceived threats or future threats

Answer 27

• Intense fear and anxiety that lasts for days, weeks, months • Inability to concentrate on tasks • May also involve panic attacks (sudden and intense surges of fear and discomfort) • Phobias of animals or situations

Answer 28

• Separation anxiety in young children • Agoraphobia and panic disorder in adolescents • 7% meet the criteria for an anxiety disorder

Answer 29

• Genetics (30% variance) • Temperament (fearful or inhibited temperaments) • Social learning and classical/operant conditioning • E.g., child bit by a dog = phobia of dogs • Parents who are overprotective, overinvolved, controlling (helicopter parents)

Answer 30

Pharmacotherapy → SSRIs, but not a great option Cognitive behavioural therapy → effective! Learn appropriate skills to effective regulate their emotions and interpret their environment Family therapy is likely most efficacious 7% children prescribed at least one medication for mood disorders

Answer 31

2 months - crying, use reassurance to calm next few months - vocalizations, holding, rocking 5 months - self comforting behaviours - repetitive actions - self distraction 9-12 months - awareness of adult expectations and regulating self accordingly

Answer 32

influence child's tendencies to express emotions dismissing or criticizing - telling children their feelings are not valid supportive - help children regulate emotion, better adjusted

Answer 33

heart rate, how the CNS responds to novel situation activation of right frontal lobe linked to withdrawal, fear, anxiety - more reaction during novel stimuli

Answer 34

genes related to dopamine function relevant for self regulation variance in effortful control, negative affectivity, and extraversion explained by heritability

Answer 35

girls 2-3x more likely girls express more internalizing emotions rumination - repeadetly focuses on causes, consequences, symptoms of depression co-rumination - extensively and almost exclusivey discussing and self disclosing emotional problems with another person

Week 12 - Emotional Regulation Flashcards

(59 cards)