THE DEVELOPING PERSONALITY

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THE DEVELOPMENT OF EMOTIONS

11.1

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When Emotions Develop?https://www.youtube.com/watch?v=Q7S0tX4FUNA

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The Development of Emotions

◦Emotion: ◦Feeling (affect) of importance (meaning)◦Complex & varies in intensity◦+ & -◦Mad

◦Happy

◦Effects behaviors◦How?

The Development of Emotions

◦Positive emotions◦ Happiness

◦ Joy

◦ Love

◦ Enthusiasm

◦Negative emotions

◦ Anxiety

◦ Anger

◦ Guilt

◦ Sadness

◦

Early Emotions◦Primary

◦Present in animals & humans

◦Appear 1st 6 mo’s

◦Surprise

◦Anger

◦Sadness

◦Joy

◦Fear

◦Self-conscious emotions

◦Appear after 18 mo’s

◦Embarrassment

◦Jealousy

◦Empathy

◦Pride

◦Shame

◦Guilt6

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The Development of Emotions

◦Stranger anxiety:◦ Intense, 9 - 12 mo.'s

◦Frequency of Stranger Anxiety ◦Less fearful◦Child strangers

◦ Friendly, outgoing, smiling strangers

◦ Familiar settings

◦ Feel secure◦Mom’s lap

The Development of Emotions Self-Conscious Emotions

◦ Self-conscious emotions

◦ Self-awareness @18 months

◦ In early childhood:

◦ Pride

◦ Embarrassment

◦ Shame

◦ Guilt

◦ Tries to understand others emotions

◦ Empathy

◦ Why is Doug sad?

◦ Control own emotions

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Early Emotions◦Self-conscious emotions

◦Appear after 18 mo’s

◦Embarrassment

◦Jealousy

◦Empathy

◦Pride

◦Shame

◦Guilt9

Development of Self

◦Self-conscious emotions need:

◦Sense of self

◦Understand right vs. wrong

◦Able to evaluate own behavior

Development of Self

◦Self-conscious emotions

◦Responses to reactions of others

◦Ownership of a task

◦Pride

◦Angry

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Self-AwarenessToddler Displays Ownership of a Task

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Development of Self Jealousy http://www.youtube.com/watch?v=rExDgS2l1fc

Emotional Baby: When A Child Begins To Feel

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SOCIAL REFERENCING: UNDERSTANDING OTHERS

11.2

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Social referencing: Understanding Others

◦Social referencing◦Reading emotional cues ◦Determine how to act

◦Adults enter a party?

◦End of 1st year◦Parent’s facial expression influences◦ Exploration of unfamiliar environment

◦ Parent “no” or “yes” look

◦ Improves 2nd year

EMPATHY

11.3

17

Empathy

◦Ability to understand others varies

◦ Empathy limited

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EMOTIONAL REGULATION

11.4

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Soothing

◦Caregivers’ influence regulation of emotions

◦Prevention

◦ Soothe infant before intense, agitated, uncontrolled state

◦Later infancy

◦Distract themselves to reduce arousal

Emotional Regulation

◦Self-regulation

◦Ability to manage feelings

◦Nature and nurture

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Emotional Regulation

◦Parents affect success

◦Model & provide:

◦ Emotional coaching

◦ I know you must feel sad that it is raining & we can’t go to the park.

◦ Emotional dismissing

◦ I know it hurt but it is okay.

◦ Jack’s list

◦ Mad, sad, glad & scared

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Emotional RegulationSelf-Regulation – Tips https://www.youtube.com/watch?v=oDRj_1sgZPk

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Emotional RegulationMarshmallow Test

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Marshmallow Test: Zimbardo

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TEMPERAMENT

11.5

Temperament

◦Personality traits

◦ Persistent

◦ Stable

◦ Predictable

◦Chess & Thomas

◦ Rated on

◦ Activity level

◦ Adaptability

◦ Attention span

◦ Mood

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Temperament

◦Chess & Thomas: 3 basic types

◦ Easy child:

◦ Positive mood, easily adapts

◦Difficult child:

◦ Resists change, shows irregular behaviors reacts negatively (cries)

◦ Slow-to-warm child:

◦ Low mood intensity, low activity level, somewhat negative

Chess and Thomas

Chess & Thomas’ Classification

1. Easy child:◦Positive mood◦Quickly establishes regular routines◦Adapts easily to new experiences

Chess & Thomas’ Classification◦2. Difficult child:◦ Reacts negatively◦ Cries frequently◦ Irregular daily routines◦ Slow to accept change

◦3. Slow-to-warm-up child:◦ Low activity level◦ Somewhat negative◦ Displays low intensity of mood.

◦Longitudinal investigation◦40% classified as Easy ◦10% Difficult◦15% Slow to warm up ◦35% did not fit any of patterns◦3 basic temperaments moderately stable across childhood◦ Adulthood?◦ Your experience?

Chess & Thomas’ Classification

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Temperament

◦Chess & Thomas ◦35% of children don’t fit into types

◦Temperament: ◦Moderately stable in childhood

◦Other views on temperament

Goodness of Fit

◦Gender, culture, & temperament◦How do these variables affect how a parent reacts to child?

Goodness of Fit

◦Goodness of Fit

◦Match between temperament & environment demands

◦Difficult child

◦Harsher restrictions

◦More difficult

◦ Effect on parent?

◦ Effect on child

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Goodness of Fit

◦Don’t pigeon-hole children

◦Multiple dimensions of temperament

◦Context & experiences have impact

◦2 children with different temperaments

◦Parent them differently

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Goodness of Fit◦Do all temperaments react same to same situation?

◦ Frequent interaction with strangers in day care

◦ Left alone for periods of time

◦Daily ½ hour drive

◦Siblings differ in response to same parenting

◦Parents blame self for difficult temperaments

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Temperament in Practice http://www.youtube.com/watch?v=bnuceyN483Y

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DEPRESSION

11.6

Common Mental Health Disorders in Childhood

Stigma of Mental Disorders

43 Comer, Abnormal Psychology, 7e

Childhood Mood Disorders

◦Major Depressive Disorder◦2% of children ◦Negative life events◦ Particularly losses

◦Major changes

◦Rejection

◦Ongoing abuse

◦Cognitive & other limitations

◦9.1% of adolescents 12-17yrs. ◦At least 1 depressive episode n 1 yr.

45 Comer, Abnormal Psychology, 7e

Childhood Mood Disorders

◦Major Depressive Disorder ◦Depression in boys & girls before 13 equal

◦Girls 2x more likely to be depressed by 16◦ Several factors possible◦ Hormonal changes

◦ Increased stressors

◦ Increased emotional investment in social & intimate relationships

◦ Females 39% more serotonin receptors but 55% less of a protein that transports them

◦ Dissatisfaction with their bodies

Cluster Suicide

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47 Comer, Abnormal Psychology, 7e

Childhood Mood Disorders

◦ Major Depressive Disorder

◦ Should we use the same treatments with children as we do adults?

Bipolar Disorder

◦History

◦Could not diagnose children until teens

◦Today◦Bipolar children

◦1/3 misdiagnosed with ADHD

◦ Possibly as high as 50%

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