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Psychology 3260: Personality & Social Development
Don Hartmann Spring 2007
Lecture 14: Emotion & Schooling
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Supplementary References
Mac Iver, D. J., Reuman, D. A., & Main, S. R. (1995). Social structuring of the school: Studying what is, illuminating what could be. Annual Review of Psychology, 46, 375-400.
Reynolds, D., & Cuttance, P. (Eds.). (1992). School effectiveness: Research. policy, and practice. London, England: Cassell.
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Overview of Emotions & Schooling Lecture
Overlap: 115-117 Lecture:
Psychosocial factors place children at risks for emotional problems
Emotional problems: types & causes Emotional problems and their association
with school problems Identification of at-risk children Levels and intensity of interventions
Next: Lecture #15: Attachment I
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Psychosocial Risk Factors… Social (and distal): Poverty, mental illness,
drug addiction, low educational attainment of parents, reliance on public assistance, single parents Risks are cumulative
Psychological (and proximal): Parents who express more negative
emotion, engage in more conflict, and are ineffective in helping children deal with
their feelings.
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Emotional Disturbances:
The big 31. Poor physiological regulation
2. Poor emotional-regulation
3. Poor self-regulation
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Physiological Regulation
Training typically begins the early weeks of life with gradually emerging control of bio-physiological systems, such as sleep and attention.
Physiological dys-regulation is found in babies exposed to prenatal/perinatal risks and in chaotic rearing contexts and inadequate parenting.
The consequences of bad training: children who continue to have disturbed sleep, heightened irritability, and erratic alertness.
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Dysfunctional Parenting
Physiological
Dys-regulation
Disturbed
Sleep
Heightened
Irritability
Erratic
Alertness
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Emotion-Regulation (a)
Begins during the 1st years of life, and depends on appropriate caregiver inputs; e.g., Soothing & facilitation of infant
attention to potential sootherscontrolling for the infant extreme
emotional stimulationdescriptions of feelings
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Emotion-Regulation (b)
Later is a function of children’s Emotional Knowledge (EK) and their ability to reason about and talk about emotions.
EK skills are normally developed through Emotion expression and discourse about
emotion feelings in the home Parental use of emotion coaching Child factors of emotionality/temperament
and verbal ability
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Self-Regulation
Well underway in the 2nd yearDelay of gratification (a la Walter
Mischel)Complying with family norms
Requires perceptive parenting & an emotional bond between parent and child
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Schooling & Regulation (a) The relationships that children build
with peers and teachers arebased on children’s ability to regulate emotions in prosocial versus antisocial ways
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Schooling & Regulation (b) Those relationships then serve as a
“provision” that either help or hurt children’s chances of doing well academically in school…--e.g., children who act in antisocial
ways are less likely to be accepted by classmates and teachers, participate less in classrooms and do more poorly in school.
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Schooling & Regulation (c)
Disruptive kids are…--Tough to teach--Lose opportunities to learn from
their classmates….--Children who are disliked by
teachers and classmates grow to…
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Identification & Intervention Identify children— earlier
rather than later Intervene with them
Either at the preschool or early school years. School as a locale for change!
Interventions can be focused on the child and the school, the child and the home (parents), social risk factors such as poverty and crime, or some combination of these
For example, low-intensity intervention in the classroom…
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Summary of Emotions & Schooling Lecture
Introduction: The Thesis The Argument:
Psychosocial factors place children at risks for emotional problems
Emotional problems: types & causes Emotional problems association with school
problems Identification of at-risk children Levels and intensity of interventions
Next: Lecture #15: Attachment I Go in Peace