HDFS 2317 1st Edition Lecture 15Emotional DevelopmentOutline of Previous LectureI. What is Language?II. How Language DevelopsIII. Biological and Environmental InfluencesOutline of Current Lecture I. http://www.youtube.com/watch?v=-PFqzYoKkCcII. Exploring EmotionIII. Emotional Competence Skills IV. Development of Emotiona. Developmental Changes in Emotions During Middle and Late ChildhoodV. Temperamenta. Developmental ConnectionsVI. Is “Hookup” Culture Leaving Your Generation Unhappy and Unprepared for Love?VII. Brene Brown - The Power of VulnerabilityCurrent LectureI. http://www.youtube.com/watch?v=-PFqzYoKkCcII. Exploring Emotiona. What are emotions?i. Feeling or affect in a state or interaction characterized byii. Behavior that reflects pleasure or displeasureiii. Conscious feelings: specific, intense iv. Physiological arousalv. Biological roots…but shaped by culture and relationshipsvi. Facial expressions of basic emotionsvii. Biological nature; same across culturesviii. When, where, and how to express emotions are not culturally universal1. Darwin says expressions have evolved from animals2. Expressions have a communicative value3. Certain emotions are not acceptedb. Regulation of emotionThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.i. A key dimension of developmentii. Effectively managing arousal to adapt and reach a goaliii. Involves state of alertness or activationiv. States (e.g. anger) can be too high for effective functioningv. External sources regulate in infancy, childhood1. Parents, teachers, caregiversvi. Shift to internal, self-initiated regulation with increasing age1. Better at managing situations2. Selects more effective ways of copingvii. Wide variations in children’s abilities; adolescents have difficulty managing emotions viii. Shifts from external to internal as we developix. Parents’ roles in helping children1. Emotion-coaching approacha. *Produces more socially competent children (make children who can self-regulate better)b. *View negative emotion as a learning or coaching opportunityc. Validate his emotions2. Emotion-dismissing approacha. *Deny and ignore his emotionsb. *Linked to poor emotional regulationIII. Emotional Competence Skills a. Has awareness of own emotional stateb. Detecting others’ emotionsc. Using the vocabulary of emotional terms in socially and culturally appropriatetermsd. Having empathic, sympathetic sensitivity to otherse. Recognizing inner emotions do not reflect outer onesf. Adaptively coping with negatives; self-regulatory g. Aware of emotions’ major impact on relationshipsh. Seeing oneself as feeling the way one wants to feelIV. Development of Emotiona. Infancy i. Primary emotions1. Present in humans and animals2. Humans: appears in first six months of life: surprise, joy, anger,sadness, fear, and disgustii. Self-conscious emotions1. Self-awareness; emerges at 18 mos. or earlier2. Empathy, jealousy, and embarrassment, contempt, guiltiii. Emotional expression and social relationships1. Infants: Two typesa. Crying – Most important for communicationb. Smiling: has powerful impact on caregiversi. Reflexive smile: Innate originsii. Social smile: Response to external stimuli (1-3 months)iv. Emotional expression and social relationships1. Fear: First appears about 6 mos.; peaks at 18 mos.a. Stranger anxiety: Fear and wariness of strangers; intense between 9 and 12 mos.i. Affected by social context, stranger’s characteristicsii. Individual variationsb. Separation protest: Crying when caregiver leaves; peaks about 15 months of agev. Emotional regulation and coping1. Infants use self-soothing strategies for copinga. Controversy: how caregivers should respond2. By age 2: language allows defining of emotions3. Contexts influence emotional regulationvi. Early childhood1. Young children experience many emotions2. Self-conscious emotionsa. Pride, shame, embarrassment, and guiltb. First appear about age 18 monthsc. Ability to reflect on emotions increases with age3. Ages 2 to 4: increased number of ways and terms to describe emotions4. Learn about causes, consequences of feelings5. Ages 4 to 5: increased ability to reflect on emotionsvii. Middle and late childhood1. Marked improvement in understanding, managing emotionsb. Developmental Changes in Emotions During Middle and Late Childhoodi.c. Adolescencei. Time of emotional turmoil (“storm and stress”) but not constantlyii. Emotional changes instantly occur with little provocation1. *Girls are more vulnerable to depression as adolescents2. *Adolescent moodiness is normal due to hormonal changes and environment/ experiencesd. Adulthood and agingi. Adapt more effectively when emotionally intelligentii. Developmental changes in emotion continue through adult yearsiii. Older adults have more positive emotions, report better control of emotions1. Feelings mellow; fewer highs and lows2. Positive connections with friends and familyiv. Socioemotional selectivity theory1. Older adults become more selective about their social networks2. Emotional satisfaction is highly valued, positive emotional experiences maximized3. More frequent association with neighbors4. More motivated to achieve; gain knowledgeV. Temperamenta. Temperamenti. Tendencies reflecting behavioral style and characteristic way of respondingb. Describing and classifying temperamenti. Chess and Thomas: three basic types1. Easy child — adapt easily to things, don’t really throw tantrums, generally positive mood2. Difficult child — negative reactions, cries often3. Slow-to-warm / Inhibitant child — low intensity mood and activity levels; somewhat negativeii. Biological Foundations and Experience1. Physiological characteristics are associated with different temperaments2. Heredity is aspect of temperament’s biological foundations (twin and adoption studies)3. Attributes become more stable over time as self-perceptions, behavioral preferences, and social experiences form personalityc. Developmental Connectionsi.d. Developmental contextsi. Gender may be important factor that influences fate of temperamentii. Many aspects of child’s environment encourage or discourage persistence of temperament characteristicsiii. Goodness of Fitiv. * Match between child’s temperament and their environment and environmental demandsv. Goodness of fit and parenting1. Some temperament characteristics