Ch. 10 Flashcards
(38 cards)
emotions
feeling or affect that occurs when people are in an interaction that’s important to them, especially one that influences their well-being
-pos. or neg., cultural variations in emotions
biological foundation of emotion
development of nervous system
-limbic system, brain stem
functionalist view of emotion
emotions are relational vs. internal, intrapsychic phenomena
-emotions are linked with a individual’s goals in various ways
being emotionally competent involves?
developing skills in social contexts
emotional competence skills
awareness of one’s emotions, detecting others’ emotions
-using vocabulary of emotion terms in socially and culturally appropriate ways
-empathetic and sympathetic sensitivity to others’ emotional experiences
-recognizing inner emotions don’t have to correspond to outer expressions
-coping with neg. emotions through self-regulation
-awareness that emotional expression plays a major role in a relationship
-viewing oneself as feeling the way one wants to
infant emotional development
primary emotions
-emerge early in life (joy, sadness, anger, fear, disgust)
self conscious emotions
-require self-awareness (jealousy, empathy, guilt, embarrassment, pride)
-thought occur for first time in 2nd half of 1st yr through 2nd., but it is after
other-conscious emotions
embarrassment, shame, guilt, pride
-involve emotional reactions of others when they’re generated
infant emotional expressions
crying
-lungs filled with air
–basic: rhythmic pattern that consists of a cry, followed by a brief silence, then a shorter whistle that’s higher in pitch than main cry
–anger: variation of basic cry in which more excess air is forced through vocal cords
–pain: sudden long, initial loud cry followed by breath holding; no preliminary moaning is present
smiling
-reflexive: doesn’t occur in response to external stimuli and appears during 1st month after birth, usually during sleep
-social: occurs in response to external stimulus, typically a face, occurs as early as 4-6 weeks of age in response to a caregiver’s voice
anticipatory smiling
communicate preexisting positive emotion by smiling at an object and turning their smile towards an adult
infants and fear
appears around 6 months, peaks at 18 months
-abused infants show it at 3 months
-linked to guilt, empathy, and low aggression at 6-7 yrs.
-stranger anxiety: fear and weariness of strangers
–depends on situation and how stranger behaves
separation protest
crying when caretaker leaves, peaks at 15 mths. among U.S. babies
-peak before middle of 2nd yr.
ChatterBaby
UCLA project by Dr. Ariana Anderson
emotional regulation and coping
1st yr.: infant develops ability to inhibit or minimize intensity and duration of emotional reactions
-suck thumb to self-soothe
initially, infants need adults to help them soothe themselves
-regulate stress hormone lvls.
2nd yr.: arousal redirects attention or distracts them to reduce arousal
-use language to define feelings and context
early childhood and emotions
expressing self-conscious emotions
-understanding emotions
–2-4 yrs.: increase # of terms to describe emotions, the same event can elicit different feelings, manage emotions to meet standards
–5 yrs.: children can identify emotions made by challenging circumstances and describe strategies to cope
-regulating emotions
–role of parents
-emotion-coaching: monitor children’s emotions, view them as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively w/ emotions
–children are better at soothing themselves, more effective in regulating their negative affect, focus their attention better, and have fewer behavioral problems
-emotion-dismissing: view role as to deny, ignore, or change negative emotions
middle childhood and emotions
improved emotional understanding
-increased understanding that people can experience 1+ emotion at a time
-increased understanding of how others got to a emotional state
-hide neg. emotional reactions
-self-initiated strategies for redirecting feelings
-genuine empathy
teaching emotional competency
kids are thought of as less sophisticated and incapable of understanding emotional complexities
-adults avoid trickier subjects when talking with kids
-emotional intelligence is a important part of relationships, health, and quality of life
–higher grades, stay in school, health choices
-teach kids to know emotions
coping w/ stress
increase ability to assess situation and determine lvl. of control
-more coping alternatives and coping strategies as kids grow older
trauma and emotional regulation
kids who’ve experienced trauma have trouble with:
-identifying, expressing, and managing emotions
-internalize or externalize stress -> depression, anxiety, anger
-unpredictable or explosive reactions
diassossciation and trauma
mentally separating oneself from an overwhelming/terrifying experience
-detatched from bodies, watching what’s happening, lose all memories -> gaps in personal history
-adverse effects on daily life (classroom, interactions)
trauma and emotional regulation
reassure kids of their safety repeatedly
-allow kids to recount story, encourage them to talk about their feelings
-protect kids from re-exposure, help kids make sense of the story
ways to classify treatment
Chess and Thomas
-easy child (40%)
—positive mood, e quickly establishes regular infancy routines, adapts easily to new experiences
-difficult child (10%)
—reacts negatively, cries frequently, engages in irregular daily routines, slow to accept change
-slow-to-warm-up child (15%)
—low to activity lvl., somewhat negative, displays low intensity of mood
how we acquire our temperament
biological influence
-physiological characteristics
-gender and culture
goodness of fit
match between child’s temperament and enviro. around child
implications of goodness of fit
for caretakers:
-attention to individuality and structuring child’s enviro.
-acknowledging that some kids are harder to parent than others
-forcing children into categories (“difficult”) can be detrimental
