Santrock.dev psych.chpt 10.keynote

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A Topical Approach to LIFE-SPAN DEVELOPMENT

Chapter Ten:

Emotional Development

John W. Santrock


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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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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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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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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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• 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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• 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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Separation Protest in Four Cultures

Fig. 10.4


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• 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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• 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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• 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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• 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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• 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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• 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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Self-Reported Extremes of Emotions by Adolescents and Their Parents

Fig. 10.5


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• 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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Changes in Positive & Negative Emotion Across the Adult Years

Fig. 10.6


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• 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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Model of Socio-emotional Selectivity

Fig. 10.7


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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

• Describing and classifying temperament– Kagan’s behavioral inhibition

• Inhibition to unfamiliar– Shy/avoidance, subdued, timid child

• Extremely uninhibited– Extraverted, social, bold child

• Inhibition shows considerable stability from infancy through early childhood


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Temperament

• Describing and classifying temperament– Rothbart and Bates’ Classification

• Extraversion/surgency– Positive anticipation, impulsivity

• Negative affectivity– Easily distressed, fear and frustration often

• Effortful control (self-regulation)– Attentional focusing, more cognition used


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Temperament

• Biological Foundations and Experience– Physiological characteristics are associated with

different temperaments– Heredity is aspect of temperament’s biological

foundations (twin and adoption studies)– Attributes become more stable over time as self-

perceptions, behavioral preferences, and social experiences form personality


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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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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

• Theories of attachment– Bowlby: stresses importance of attachment in first

year and responsiveness of caregiver• Develops in series of phases

– Phase 1: birth to 2 months– Phase 2: 2 to 7 months of age– Phase 3: 7 to 24 months of age– Phase 4: 24 months and older


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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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Cross-Cultural Comparison of Attachment

Fig. 10.11


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Attachment and Love

• Interpreting differences in attachment– Secure attachment important in first year; provides

foundation for healthy development– Some developmentalists believe too much

emphasis on attachment bond in infancy• Ignores the diversity of socializing agents and contexts

that exists in an infant’s world• Ignores highly resilient and adaptive infants


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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

• Mothers and fathers as caregivers– Dramatic increase in stay-at-home fathers

• Many have career-focused wives• Fathers have ability to nurture, be as sensitive and

responsive as mothers

– Maternal interactions: mostly child-care centered– Paternal interactions: more likely to include play,

engage in rough-and-tumble acts


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Attachment and Love

• Child care– Most U.S. children have multiple caregivers

• Parental concerns: reduced emotional attachment to parents, harm to cognitive development, improper socialization

– About 2 million children currently receive formal, licensed child care

• Types of child care vary extensively in United States


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Attachment and Love

• Parental leave– Far more extensive in other countries than United

States– Europe led the way: paid fourteen-week maternity

leave• Most countries: restrictions as to minimal employment

period before leave taken

– In the United States: twelve weeks unpaid leave to care for newborns


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Attachment and Love

• Parental leave– In most European countries:

• Working parents get 70% or more of wages and paid leave averages 16 weeks

• Gender-equality family leave policies in Nordic countries (Denmark, Norway, Sweden)

• Sweden: most liberal of all — 18 month leave with benefits for full and part-time workers


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Attachment and Love

• Five types of parental leave from work– Maternity leave: before and after birth– Paternity leave: more important if second child

born– Parental leave: allows either parent– Child-rearing leave: supplements maternity leave

but typically paid at much lower level– Family leave: covers reasons other than birth

• United States does not have paid leave policy


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Attachment and Love

• Variations in child care– Many factors affect child care:

• Age of child• Type of child care• Quality of program — this makes a difference• Number of hours per week the child is in care

– High quality may not erase negative effects• SES or families with few resources


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Attachment and Love

• Variations in child care– Ongoing national study in U.S. (NICHD)

• Patterns of use: infants being placed sooner• Quality of care: lower for low-income families• Amount of child care: extensive time lessened

attachment sensitivity to mother, more behavioral issues• Family and parenting influences are important


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Attachment and Love

• Variations in child care– Child care strategies for parents

• Quality of parenting is key to child development• Make decisions that enhance good parenting• Monitor child’s development• Take time to find the best child care


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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

• Adolescence– Dating and romantic relationships

• Spend lots of time dating or thinking about it– Form of recreation– Source of status or achievement– A way to learn about close relationships– Function for mate selection


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Attachment and Love

• Adolescence– Dating and romantic relationships

• Younger adolescents getting involved• Comfort in numbers; youth “hang out” in groups

– More time in mixed-gender peer groups• Dating involvement linked to later adjustment• Sociocultural contexts influences dating and role

expectations


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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


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Sternberg’s Triangle of Love

Fig. 10.15


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Attachment and Love

• Adulthood– Falling out of love

• Collapse of close relationship– Tragic feelings initially– Over time — happiness and personal development

may benefit– One-sided relationships are harmful


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The End

Santrock.dev psych.chpt 10.keynote

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