ResponsiveParent is accepting and child-centeredUnresponsiveParent is rejecting and parent-centeredStyleTypical Parent CharacteristicsTypical Child CharacteristicsQuestions12 year-olds16 year-oldsPSYC355Spring 2014Lecture 17 - Emotions, Emotion Regulation, and The SelfEmotion:•Emotion -- a motivational force or action tendency•Subjective feelings (and cognitions that elicit/accompany)•Changes in physiology•And over behaviorWhat are you feeling baby?:•Examine facial expressions•Positive emotions•Smiling, social smiling, laughing•Negative emotions•Distress, anger/sadness, fear•Fear of strangers, separation anxietySelf-Conscious Emotions:•Guilt•Shame•Embarrassment•PrideThe Role of Culture:•All cultures experience similar emotions•Degree to which different emotions are expressed varies considerably•Genetic•Parents’ ideas about the usefulness of expressing:•Emotion in general•Specific emotionsIdentifying Emotions in Others:•Recognition of different emotions in others•Use other’s emotions to guide behavior•Social referencing•Label emotions•Understand situations that evoke emotionsWhat to do with emotions?:•Emotional Intelligence -- set of abilities that contributes to competent social func-tioning•Identify and understand one’s own and others’ feelings•Regulate one’s mood •Regulate the expression of emotion in social interactions•Empathize with others’ emotion•Being able to motivate oneself and persist in the face of frustration•Control impulses and delay gratificationIs what you do with emotions important?:•Delay of gratification tasks (Mischel)•Experimenter controlled tasks•Child controlled tasks•Amount of time children are able to delay predicts•Social and cognitive competence 10 years later•Coping skills later in life (i.e., ability to deal with frustration)•Higher SAT scores in high school•Less likely to smoke or do drugs (high school and adult)•Higher education, higher self-esteem, and better coping with stress at 27 yearsEmotional Self-Regulation:•Emotional Self-Regulation - strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goalsTransition to Self-Regulation:•0 - 4 months - parents do/help•4 - 6 months - infants reduce distress by averting gaze or using self - soothing techniques•1 - 2 years - infants attend to non-distressing objects or people to distract themUse of Cognitive Strategies to Control Negative Emotions:•3 - 4 years - start to use cognitive strategies to regulate emotions•Mid - childhood & adolescence - peer influence helps manage negative emotionsEmotion Regulation & Social Competence:•Emotional regulation predicts social competence•Social Competence - achieving one’s personal goals in social interactions while also maintaining positive relationships with othersTemperament:•Temperament - biologically-based individual differences in emotional, motor, and at-tentional reactivity and self-regulation that demonstrate consistency across situations, and sta-bility over time Thomas & Chess Model:•Conducted pioneering longitudinal research on infant temperament (NY Longitudinal Study)•Parent report of 9 dimensions:•Activity level•Distractibility•Adaptability•Reaction intensity•Quality of mood•Rhythmicity•Approach/withdrawal•Attention span & persistence•Responsiveness threshold•3 classifications of babies:•Easy babies (40%)•Difficult babies (10%)•Slow-to-warm-up babies (15%)Rothbart Model:•Combines overlapping dimensions from Thomas and Chess’ temperament model•Dimensions fitting under 2 categories:•Reactivity•Activity level•Attention span/persistence•Fearful distress•Irritable distress•Positive affect•Self-Regulation•Effortful controlThe Self:•The Self - refers to a conceptual system made up of one’s thoughts and attitudes about oneself •Can include thoughts about:•Physical being•Social roles•Relationships•“Spiritual” characteristic•Internal characteristicThe Developing Sense of Self:•Children’s self conception changes greatly with age•Infancy•Toddlerhood•Early childhood•Middle childhood•Social Comparison - the process of comparing aspects of one’s own psychological, behavioral, or physical functioning to that of others in order to evaluate oneself •Late childhood•Higher-order concepts, objective, relationships•Early adolescence•Abstract and concrete characteristics•Context dependent•Personal Fable - a form of adolescent egocentrism that involves beliefs in the uniqueness of one’s own feelings and thoughts•Imaginary Audience - the belief, stemming from adolescent egocentrism, that ev-eryone else is focused on the adolescent’s appearance and behavior•Late adolescence•Integrated and less determined by Identity in Adolescence:•As they approach adulthood, adolescents must begin to develop a sense of personal iden-tity that incorporates numerous aspects of self including•Values•Goals about the future,•Political and religious beliefs•Their sexual identity•Erik Erikson•The crisis of identity versus identity confusion is the chief developmental task in adolescence•Identity Confusion - an incomplete and sometimes incoherent sense of self that of-ten occurs in Erikson’s stage of identity vs identity confusion•Identity Foreclosure - premature commitment to an identity without adequate con-sideration of other options •Negative Identity - identity that stands in opposition to what is valued by people around the adolescent •Identity Moratorium (psychological moratorium) - a time-out during which the adolescent is not expected to take an adult roles and can pursue activities that lead to self-discoveryJames Marcia’s Categories:•Four identity-status categories:1. Identity-Diffusion Status - no firm commitments; not making progress toward them2. Foreclosure Status - not engaged in any identity experimentation; has established a vocational or ideological identity based on the choices or values of others 3. Moratorium Status - in phase of experimentation with regard to occupational and ide-ological choices; has not yet made a clear commitment to them 4. Identity-Achievement Status - completed a period of exploration; has achieved a coherent and consolidated identity based on personal decisions regarding occupation, ide-ology, etc...Identity Outcomes:•Individuals in
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