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A Topical Approach to Life-Span Development 6e. Chapter Ten: Emotional Development. John W. Santrock. Exploring Emotion. What are emotions? Feeling or affect in a state or interaction characterized by Behavior that reflects pleasure or displeasure Conscious feelings: specific, intense - PowerPoint PPT Presentation
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© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
A Topical Approach to Life-Span Development 6e
Chapter Ten:
Emotional Development
John W. Santrock
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© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Exploring Emotion
• What are emotions?– Feeling or affect in a state or interaction
characterized by• Behavior that reflects pleasure or displeasure• Conscious feelings: specific, intense • Physiological arousal
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© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Exploring Emotion
• What are emotions?– Biological roots…but shaped by culture and
relationships– Facial expressions of basic emotions
• Biological nature; same across cultures
– When, where, and how to express emotions are not culturally universal
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© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Exploring Emotion
• Regulation of emotion– A key dimension of development
• Effectively managing arousal to adapt and reach a goal– Involves state of alertness or activation– States (e.g. anger) can be too high for effective
functioning
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© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Exploring Emotion
• Regulation of emotion– External sources regulate in infancy, childhood– Shift to internal, self-initiated regulation with
increasing age• Better at managing situations• Selects more effective ways of coping
– Wide variations in children’s abilities; adolescents have difficulty managing emotions
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Exploring Emotion
• Regulation of emotion– Parents’ roles in helping children
• Emotion-coaching approach– Monitor child’s emotions– Negative emotion is a coaching opportunity
• Emotion-dismissing approach– Deny, ignore negative emotions– Linked to poor emotional regulation in child
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Emotional Competence Skills
– Has awareness of own emotional state– Detecting others’ emotions– Using the vocabulary of emotional terms in socially and
culturally appropriate terms– Having empathic, sympathetic sensitivity to others– Recognizing inner emotions do not reflect outer ones– Adaptively coping with negatives; self-regulatory – Aware of emotions’ major impact on relationships– Seeing oneself as feeling the way one wants to feel
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Development of Emotion
• Infancy – Primary emotions
• Present in humans and animals• Humans: appears in first six months of life: surprise, joy,
anger, sadness, fear, and disgust
– Self-conscious emotions• Self-awareness; emerges at 18 mos. or earlier• Empathy, jealousy, and embarrassment
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Development of Emotion
• Emotional expression and social relationships– Infants: Two types
• Crying – Most important for communication– Basic cry: Rhythmic pattern – Anger cry: Variation of basic cry– Pain cry: Long, sudden initial loud cry
• Smiling: has powerful impact on caregivers– Reflexive smile: Innate origins– Social smile: Response to external stimuli
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Development of Emotion
• Emotional expression and social relationships– Fear: First appears about 6 mos.; peaks at 18
mos.• Stranger anxiety: Fear and wariness of strangers;
intense between 9 and 12 mos.– Affected by social context, stranger’s characteristics– Individual variations
• Separation protest — Crying when caregiver leaves; peaks about 15 months of age
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Figure 10.4 - Separation Protest in Four Cultures
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Development of Emotion
• Emotional regulation and coping– Infants use self-soothing strategies for coping
• Controversy: how caregivers should respond
– By age 2: language allows defining of emotions– Contexts influence emotional regulation
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Development of Emotion
• Early childhood– Young children experience many emotions– Self-conscious emotions
• Pride, shame, embarrassment, and guilt• First appear about age 18 months• Ability to reflect on emotions increases with age
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Development of Emotion
• Early childhood– Ages 2 to 4: increased number of ways and terms
to describe emotions– Learn about causes, consequences of feelings– Ages 4 to 5: increased ability to reflect on
emotions• Middle and late childhood
– Marked improvement in understanding, managing emotions
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Developmental Changes In Emotions During Middle and Late Childhood
Improved emotional understandingMarked improvements in ability to suppress or conceal negative emotional reactionsUse of self-initiated strategies for redirecting feelingsIncreased tendency to take into fuller account the events leading to emotional reactions Development of a capacity for genuine empathy
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Development of Emotion
• Coping with stress– Older children have more coping alternatives and
use more cognitive coping strategies• Intentional shifting of thoughts• By age 10, most use cognitive strategies• Unsupportive families, traumatic events may lessen
abilities
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Development of Emotion
• Middle and late childhood– Recommendations for helping children cope
• Reassure children of safety and security• Allow retelling and discussion of events• Encourage discussion of feelings• Help children make sense of events
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Development of Emotion
• Adolescence– Time of emotional turmoil (“storm and stress”) but
not constantly– Emotional changes instantly occur with little
provocation• Girls more vulnerable to depression• Adolescent moodiness is normal• Hormonal changes and environmental experiences
involved in changing emotions
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Figure 10.5 - Self-Reported Extremes of Emotions by Adolescents and Their
Parents
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Development of Emotion
• Adulthood and aging– Adapt more effectively when emotionally intelligent– Developmental changes in emotion continue
through adult years– Older adults have more positive emotions, report
better control of emotions• Feelings mellow; fewer highs and lows• Positive connections with friends and family
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© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Figure 10.6 - Changes in Positive & Negative Emotion Across the Adult Years
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© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Development of Emotion
• Adulthood and aging– Socioemotional Selectivity Theory
• Older adults become more selective about their social networks
• Emotional satisfaction is highly valued, positive emotional experiences maximized
• More frequent association with neighbors• More motivated to achieve; gain knowledge
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Figure 10.7 - Model of Socio-emotional Selectivity
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Temperament
• Temperament – Tendencies reflecting behavioral style and
characteristic way of responding• Describing and classifying temperament
– Chess and Thomas: three basic types• Easy child — generally positive mood• Difficult child — negative reactions, cries often• Slow-to-warm — low intensity mood and activity levels;
somewhat negative
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Temperament
• Temperament - behavioral characteristics established at birth–Easy –Difficult –Slow to warm up
• Chess & Thomas
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Developmental Connections
Child Adult Easy temperament Usually well adjusted in life
Difficult temperamentPoor adjustment, more likely to have problems socially, in school and marriage
Inhibition Low assertiveness, less social support, job and school delays
Good emotional control Good emotional control
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Temperament
• Developmental contexts– Gender may be important factor that influences
fate of temperament– Many aspects of child’s environment encourage or
discourage persistence of temperament characteristics
– Goodness of Fit• Match between child’s temperament and environmental
demands
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© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Temperament
• Goodness of fit and parenting– Some temperament characteristics pose more
challenges than others– Management strategies that worked for one child
may not work for next one• Be sensitive to individual characteristics of child• Structure environment to be as good a fit as possible• Avoid labeling as “difficult child”
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Attachment and Love
• Attachment – Close emotional bond between two people
• Social orientation in infants– Face-to-face play: infant-caregiver interactions– Still-face paradigm: shows infants react differently
to people than objects– Ages 1 to 2: more locomotion, social play with
peers, independence, goal-directed motivation
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Attachment and Love
• Social referencing– Child reads emotional cues in others, reacts– By second year of age: much better at this– Social sophistication and insight reflected in
infant’s perceptions of others– Advanced social cognitive skills are expected to
influence attachment awareness
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Attachment and Love
• Theories of attachment– Freud: infants attach to person or object providing
oral satisfaction• Harlow’s study proved otherwise
– Erikson: first year of life is critical time for attachment development
• Sense of trust or mistrust sets later expectations• Physical comfort plays a role in development
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Attachment and Love
• Individual differences in attachment– Ainsworth and the “strange situation”
• Measure of infant attachment to caregiver• Requires infant to move through a series of
introductions, separations, and reunions– Securely attached or insecure
• Criticisms: – May not reflect real world behavior – Culturally-biased to Western children
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Ainsworth’s Attachment Categories
Securely attached Caregiver is secure base to explore environment from
Insecure avoidant Shows insecurity by avoiding caregiverInsecure resistant Clings to caregiver, then resists by
fighting against the closenessInsecure disorganized Shows insecurity by being
disorganized, disoriented
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Figure 10.11 - Cross-Cultural Comparison of Attachment
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Caregiving Styles and Attachment
Baby’s Attachment Caregiver BehaviorSecure Sensitive to signals, available
Avoidant Unavailable or rejecting
Resistant Inconsistent
Disorganized Neglect or physically abuse
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Attachment and Love
• Adolescence– Secure attachment to both parents positively
related to peer and friendship relations– Types of attachment to parents
• Dismissing/avoidant: caregiver rejection• Preoccupied/ambivalent: inconsistent parenting• Unresolved/disorganized: high fear due to traumatic
experiences
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Attachment and Love
• Adulthood and attachment– Adults count on romantic partners to be a secure
base to which they can return and obtain comfort, security in stressful times
• Childhood attachment patterns can impact here– Influences choices and behaviors
• Secure, avoidant, anxious attachments• Other factors like communication can impact
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Attachment and Love
• Adulthood and romantic love– Also called passionate love or eros– Strong components of sexuality and infatuation– Complex intermingling of emotions– Often predominates early part of love relationship
• Affectionate love or companionate love– Have deep, caring affection for person
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Attachment and Love
• Adulthood– Sternberg’s triangular theory of love
• Stresses three main components/dimensions– Passion: physical, sexual attraction– Intimacy: warmth, closeness, and sharing– Commitment: intent to remain together
• Varying combinations create qualitatively different types of love
• Consummate love = all 3
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Figure 10.15 - Sternberg’s Triangle of Love
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The End