early social and emotional development chapter 12 lecture #8 guest lecturer: dr. r. pillai riddell,...

Early Social and Early Social and Emotional Emotional

DevelopmentDevelopmentChapter 12Chapter 12Lecture #8Lecture #8

Guest Lecturer: Guest Lecturer: Dr. R. Pillai Riddell, PhD, Dr. R. Pillai Riddell, PhD,

CPsych CPsych

To alleviate your stranger To alleviate your stranger anxiety….anxiety….

–Guest lecture to be Guest lecture to be evaluated as part of evaluated as part of my tenure and my tenure and promotion process at promotion process at the universitythe university

–Ask Questions Ask Questions (Section Breaks)(Section Breaks)

–Brief Evaluation Brief Evaluation over breakover break

My BackgroundMy Background Assistant Professor, Clin-Dev Psychology, York Assistant Professor, Clin-Dev Psychology, York Associate Scientist, Infant Psychiatry, Sick KidsAssociate Scientist, Infant Psychiatry, Sick Kids Faculty, York/Sick Kids Infant Mental Health Faculty, York/Sick Kids Infant Mental Health Certificate ProgramCertificate Program

Area of Research Focus: Infant Pain and the Area of Research Focus: Infant Pain and the influence of caregiversinfluence of caregivers– Understanding Chronic Pain in InfancyUnderstanding Chronic Pain in Infancy– The Development of Pain Reactivity over the The Development of Pain Reactivity over the

First Year of Life: Caregiver InfluencesFirst Year of Life: Caregiver Influences– Improving Distraction as an Infant Pain Improving Distraction as an Infant Pain

Management Strategy Management Strategy

How would you try to understand this How would you try to understand this infant’s social-emotional behaviour?infant’s social-emotional behaviour?

Johnny is an 18-month old child whom you have been following Johnny is an 18-month old child whom you have been following for a year because mother is in a teen parenting program. His for a year because mother is in a teen parenting program. His mother is 19 years old and had behavioral difficulties as a mother is 19 years old and had behavioral difficulties as a teenager. She moved from Afghanistan when she was 12 and teenager. She moved from Afghanistan when she was 12 and has been estranged from her nuclear family since the baby washas been estranged from her nuclear family since the baby wasborn. She reports that Johnny becomes fussy and oppositionalborn. She reports that Johnny becomes fussy and oppositionalvery easily, is very active, and throws “mean” tantrums –very easily, is very active, and throws “mean” tantrums –

especiallyespeciallywhen he is sick. You note that Johnny looks like he has a cold and when he is sick. You note that Johnny looks like he has a cold and is making repeated attempts to nuzzle his head in is mother’s is making repeated attempts to nuzzle his head in is mother’s chest while she is attempting to dress him to leave. She says chest while she is attempting to dress him to leave. She says under her breath that she needs to get back home quickly as her under her breath that she needs to get back home quickly as her shift at the restaurant begins in an hour, and she is already late. shift at the restaurant begins in an hour, and she is already late. Johnny is focused on trying to get close to her. The Johnny is focused on trying to get close to her. The mother is focused on getting his arm into his winter coat. Johnny mother is focused on getting his arm into his winter coat. Johnny Immediately explodes in tears and begins shrieking. She looks at Immediately explodes in tears and begins shrieking. She looks at you and says, “See what I mean”. you and says, “See what I mean”.

Understanding the child in Understanding the child in context context

Never attempt to understand an infant in Never attempt to understand an infant in isolationisolation

Potential Spheres of InfluencePotential Spheres of Influence– Infant characteristics (e.g. Temperament)Infant characteristics (e.g. Temperament)– Parent characteristics (e.g. Caregiving Style)Parent characteristics (e.g. Caregiving Style)– Dyadic characteristics (e.g. Attachment Status)Dyadic characteristics (e.g. Attachment Status)– Familial characteristics (e.g. Nuclear Family?)Familial characteristics (e.g. Nuclear Family?)– Community characteristics (e.g. SES?)Community characteristics (e.g. SES?)– Cultural characteristics (e.g. Individualistic vs Cultural characteristics (e.g. Individualistic vs

Collectivist?)Collectivist?)

Learning ObjectivesLearning ObjectivesGeneralGeneral: To provide a more in-depth

understanding of topics covered by Chapter 12.

Specific:Specific:1. Theories of Early Social Development2. Temperament

– Goodness of Fit Exercise3. Attachment

– Video “A Simple Gift”4. Unrelieved Pain: Potential Breach of the

Attachment Relationship?

Learning Objectives- 1Learning Objectives- 1

1. Theories of Early Social Development

2. Temperament– Goodness of Fit

Exercise

3. Attachment– Video “A Simple

Gift”

4. Unrelieved Pain: Potential Breach of the Attachment Relationship

Theories of Early Social Theories of Early Social Development Development

“ “Chicken and Egg”Chicken and Egg” TransactionalTransactional Humans are social creatures that Humans are social creatures that

need and give careneed and give care

Theories-1

Theories cont’d Theories cont’d

Evolutionary and Biological ApproachesEvolutionary and Biological Approaches– Focus on innate behaviours and species survival Focus on innate behaviours and species survival – Innate signalling behaviours (Attachment Innate signalling behaviours (Attachment

Behavioural Control System)Behavioural Control System)– Innate response to “large heads, round faces and Innate response to “large heads, round faces and

chubby legs” (Caregiving Behavioural Control chubby legs” (Caregiving Behavioural Control System)System)

– Johnny’s crying is a pre-programmed behaviourJohnny’s crying is a pre-programmed behaviour

Theories-2

Theories cont’dTheories cont’d Environmental/LearningEnvironmental/Learning

– Focus on socialization as a result Focus on socialization as a result of learning processes of learning processes (reinforcement, punishment, (reinforcement, punishment, observational learning)observational learning)

– Johnny’s crying is reinforced by Johnny’s crying is reinforced by maternal attentionmaternal attention

Cognitive-Developmental Cognitive-Developmental – Focus on how infants and parents Focus on how infants and parents

understand their social context understand their social context (working models, schemas)(working models, schemas)

– Johnny’s immediate jump to high Johnny’s immediate jump to high distress is based on his belief that distress is based on his belief that this is the best way to get her this is the best way to get her attentionattention

SocioculturalSociocultural– Focus on socialization in a cultural Focus on socialization in a cultural

contextcontext– Johnny’s intense crying is related Johnny’s intense crying is related

to his mother’s stress levels due to his mother’s stress levels due to her isolation from family, to her isolation from family, financial stress and cultural financial stress and cultural isolationisolation

Theories-3




Exercise


Gift”


Temperament: What is Temperament: What is it?it?

Temperament Temperament is the is the howhow of behaviour of behaviour and not the why or the and not the why or the what what of behaviour.of behaviour.

TemperamentTemperament is about is about individual individual differencesdifferences in behaviour and in behaviour and behavioural style.behavioural style.

The importance of temperament has The importance of temperament has become more recognized as there is a become more recognized as there is a growing understanding about the growing understanding about the child’s unique contribution to child’s unique contribution to developmental outcomes.developmental outcomes.

Can’t we all just get along…Can’t we all just get along…

No universal definitionNo universal definition General agreementGeneral agreement

– Various dimensionsVarious dimensions– Biological, innate predispositions and Biological, innate predispositions and

significant degree of stabilitysignificant degree of stability– Can be either protective or risk factor Can be either protective or risk factor

depending on social context depending on social context Goodness of Fit crucial to well-beingGoodness of Fit crucial to well-being

The New York Longitudinal The New York Longitudinal Study Study (NYLS) (Thomas, Chess, & (NYLS) (Thomas, Chess, &

Birch, 1968)Birch, 1968) Began in 1956 and extended for three Began in 1956 and extended for three

decadesdecades Assessed 133 3-month-old infants until Assessed 133 3-month-old infants until

early adulthoodearly adulthood

Followed the infants into adulthoodFollowed the infants into adulthood On basis of clusters of the dimensions On basis of clusters of the dimensions

identified 3 types of children: “easy”, identified 3 types of children: “easy”, “difficult”, and “slow-to-warm-up”.“difficult”, and “slow-to-warm-up”.

The New York Longitudinal The New York Longitudinal Study (NYLS)Study (NYLS) (Thomas, Chess, (Thomas, Chess,

& Birch, 1968) (cont’d)& Birch, 1968) (cont’d) Characteristics tended to remain Characteristics tended to remain

constant over time.constant over time. Not all the “difficult” children ended up Not all the “difficult” children ended up

with behaviour or emotional problems.with behaviour or emotional problems. Outcome influenced by “goodness of Outcome influenced by “goodness of

fit” particularly with parents.fit” particularly with parents.

Nine TemperamentNine TemperamentDimensions from the NYLSDimensions from the NYLS

Activity LevelActivity Level– Level of motor activity (active to inactive)Level of motor activity (active to inactive)

Regularity/RhythmicityRegularity/Rhythmicity– Predictability of biological functionsPredictability of biological functions– Hunger, sleep, toiletingHunger, sleep, toileting

Approach/withdrawal/first reactionApproach/withdrawal/first reaction– How child accepts new thingsHow child accepts new things– People, foods, places, clothesPeople, foods, places, clothes

Nine TemperamentNine TemperamentDimensions cont’d (2)Dimensions cont’d (2)

AdaptabilityAdaptability– Longer term responses to change/noveltyLonger term responses to change/novelty– Degree to which reactions can be modifiableDegree to which reactions can be modifiable

Sensory Threshold/SensitivitySensory Threshold/Sensitivity– Responses to differences in sensations (e.g. Responses to differences in sensations (e.g.

taste, texture, sound, temperature)taste, texture, sound, temperature)– Particular interest for painParticular interest for pain

Intensity of ReactionIntensity of Reaction– Energy level of response (regardless of pole)Energy level of response (regardless of pole)

Nine TemperamentNine TemperamentDimensions cont’d (3)Dimensions cont’d (3)

MoodMood– Amount of positive moodAmount of positive mood

DistractibilityDistractibility– How interfering are outside stimuli to How interfering are outside stimuli to

ongoing behaviourongoing behaviour Persistence/Attention SpanPersistence/Attention Span

– Amount of time activity is pursued Amount of time activity is pursued without interruptionwithout interruption

– Continuation in the face of obstaclesContinuation in the face of obstacles

Types of ChildrenTypes of Children

The easy child (40%)The easy child (40%)

1. Is 1. Is regularregular and has predictable and has predictable routinesroutines

2.2. Readily Readily approaches approaches new thingsnew things

3. 3. Easily adapts Easily adapts to new situationsto new situations

4.4. Shows a Shows a mild mild degree of degree of reactionreaction

5.5. Positive in moodPositive in mood

Types of Children Types of Children (cont’d)(cont’d)

The slow-to-warm-up or shy child The slow-to-warm-up or shy child (5-15%)(5-15%)

1. 1. Withdraws Withdraws in new situationsin new situations

2.2. Slow to adaptSlow to adapt

3. 3. Low in activityLow in activity level and level and intensity intensity

4.4. Displays a lot of Displays a lot of negative moodnegative mood

Types of Children Types of Children (cont’d)(cont’d)

The difficult child (10%)The difficult child (10%)

1. Is 1. Is irregularirregular and has and has unpredictable unpredictable routinesroutines2.2. Low in approach, Low in approach, withdrawing withdrawing from noveltyfrom novelty3. 3. Slow to adaptSlow to adapt4.4. Intense in reactionsIntense in reactions5.5. Displays a lot of Displays a lot of negative moodnegative mood

Note:Note: About 35-40% of children combine these qualities and have About 35-40% of children combine these qualities and have been called intermediate or mixed. Based on the New York been called intermediate or mixed. Based on the New York Longitudinal Study (NYLS) (Thomas, Chess, & Birch, 1968).Longitudinal Study (NYLS) (Thomas, Chess, & Birch, 1968).

What is “Goodness of What is “Goodness of Fit”?Fit”?

““Goodness of fit”Goodness of fit” occurs when there is occurs when there is compatibilitycompatibility between the capacities and between the capacities and characteristics of the individual and the characteristics of the individual and the demands and expectations of the demands and expectations of the environment.environment.

When there is When there is “poorness of fit”“poorness of fit” there is there is the risk of the development of a the risk of the development of a behaviour behaviour problem or disorder.problem or disorder.

Johnny- Part 2Johnny- Part 2

… … She reports that Johnny becomes fussy and oppositionalShe reports that Johnny becomes fussy and oppositionalvery easily, is very active, and throws “mean” tantrums very easily, is very active, and throws “mean” tantrums

especiallyespeciallywhen he is sick…. His mother is focused on getting his arm when he is sick…. His mother is focused on getting his arm

into into his winter coat. Johnny immediately explodes in tears andhis winter coat. Johnny immediately explodes in tears andbegins shrieking...begins shrieking... His mother sighs and states that Johnny His mother sighs and states that Johnny hates this coat because he is very sensitive to the roughness hates this coat because he is very sensitive to the roughness

of of the fabric.the fabric.

Both Johnny’s social worker and mother agree that his Both Johnny’s social worker and mother agree that his reactions in your office were quite typical. You note that reactions in your office were quite typical. You note that when he first started coming in with his mother, he was when he first started coming in with his mother, he was often irritable because he had to miss his nap and his often irritable because he had to miss his nap and his mother explained it really upsets him when his routines mother explained it really upsets him when his routines are disrupted and he has to meet new people. You note are disrupted and he has to meet new people. You note that things are better but that it has taken almost three that things are better but that it has taken almost three months for him to get used to coming for appointments. months for him to get used to coming for appointments.

1. How would you classify Johnny?1. How would you classify Johnny?2. What type of parent would be a good fit for 2. What type of parent would be a good fit for Johnny?Johnny?

Johnny:Johnny:A “difficult” childA “difficult” child

1. Is 1. Is irregularirregular and has unpredictable and has unpredictable routines Xroutines X

2.2. Low in approach, Low in approach, withdrawing withdrawing from novelty from novelty

3. 3. Slow to adaptSlow to adapt

4.4. Intense in reactionsIntense in reactions

5.5. Displays a lot of Displays a lot of negative moodnegative mood

Goodness of Fit for JohnnyGoodness of Fit for Johnny1. Activity level: Are you always on the move or do you prefer to be still1. Activity level: Are you always on the move or do you prefer to be still

1…………………………………………………..51…………………………………………………..5Still ActiveStill Active

2.2. Regularity: How regular do you like to be about eating, sleeping and other bodily functions?Regularity: How regular do you like to be about eating, sleeping and other bodily functions?1…………………………………………………..51…………………………………………………..5Regular IrregularRegular Irregular

3. Approach/First Reactions: How do you react to new ideas, activities, places or people?3. Approach/First Reactions: How do you react to new ideas, activities, places or people?

1…………………………………………………..51…………………………………………………..5Reject at first Jump right in Reject at first Jump right in

4. Adaptability: How quickly do you adapt to new situations, changes in routines4. Adaptability: How quickly do you adapt to new situations, changes in routines

1…………………………………………………..51…………………………………………………..5 Quickly SlowlyQuickly Slowly

5.5. Sensory Thresholds/Sensitivity: How sensitive are you to noises, bright lights, temperatures, Sensory Thresholds/Sensitivity: How sensitive are you to noises, bright lights, temperatures, tastes, smells, textures?tastes, smells, textures?

1…………………………………………………..51…………………………………………………..5 Very Sensitive Not sensitiveVery Sensitive Not sensitive

Goodness of Fit for Johnny-2Goodness of Fit for Johnny-26.6. Intensity of Reaction: How intense are your emotional reactions?Intensity of Reaction: How intense are your emotional reactions?

1…………………………………………………..51…………………………………………………..5Mild Reactions Intense ReactionsMild Reactions Intense Reactions

7. Mood: How much of the time do you feel happy and content compared to 7. Mood: How much of the time do you feel happy and content compared to discontented and unhappy?discontented and unhappy?

1…………………………………………………..51…………………………………………………..5Usually positive Usually Negative Usually positive Usually Negative

8. Distractibility: How aware are you of things going on around you? Do you 8. Distractibility: How aware are you of things going on around you? Do you often get distracted by external stimulioften get distracted by external stimuli

1…………………………………………………..51…………………………………………………..5Not distractible Very Distractible Not distractible Very Distractible

9. Persistence/Attention Span9. Persistence/Attention SpanDo you generally persist with an activity regardless of interest/difficulty?Do you generally persist with an activity regardless of interest/difficulty?

1…………………………………………………..51…………………………………………………..5 Very persistent give up easilyVery persistent give up easily




Exercise


Gift”


A few historical moments in A few historical moments in attachmentattachment

Freud- secondary drive/dependency Freud- secondary drive/dependency theory theory

Karl Lorenz’s geese (1935) Karl Lorenz’s geese (1935) Bowlby’s leadership on WHO project on Bowlby’s leadership on WHO project on

mental health of homeless children (1951)mental health of homeless children (1951) James Robertson’s “A two year old goes to James Robertson’s “A two year old goes to

the hospital” (1952)the hospital” (1952) Harlow’s monkeys challenge (1962)Harlow’s monkeys challenge (1962) Bowlby’s Bowlby’s Attachment and LossAttachment and Loss (1969, (1969,

1973, 1980)1973, 1980) Ainsworth operationalizes attachment Ainsworth operationalizes attachment

(Strange Situation Paradigm(Strange Situation Paradigm) and a strong ) and a strong empirical tradition is born (1978)empirical tradition is born (1978)

Bowlby’s Ethological Theory of AttachmentBowlby’s Ethological Theory of Attachment

Different basic biobehavioural systems control our Different basic biobehavioural systems control our behaviour behaviour

The Attachment SystemThe Attachment System– Proximity seeking is the ultimate goal of the Proximity seeking is the ultimate goal of the attachmentattachment

systemsystem– Some triggers = pain, fatigue, fear Some triggers = pain, fatigue, fear – When proximity is achievedWhen proximity is achieved attachment system attachment system

deactivatesdeactivates– Works with the Exploratory Behavioural Control SystemWorks with the Exploratory Behavioural Control System– Both systems are crucial to Social, Emotional and Both systems are crucial to Social, Emotional and

Cognitive Development Cognitive Development Reliably measured after 12 months of ageReliably measured after 12 months of age

Assessment of Attachment: Assessment of Attachment: Strange Situation Strange Situation (Ainsworth et al., (Ainsworth et al.,

1978)*1978)*

Page 470 in textPage 470 in text

Introduction Introduction Parent and infant aloneParent and infant alone Stranger enters, parent leavesStranger enters, parent leaves First separation episode First separation episode First reunion episodeFirst reunion episode Second separation episode Second separation episode Continuation of second separation episode Continuation of second separation episode Second reunion episodeSecond reunion episode Approximately 20-25 minutes in totalApproximately 20-25 minutes in total

Ainsworth (1978)Ainsworth (1978)Main & Solomon (1986)Main & Solomon (1986)

Secure 55%Secure 55%(explore, distress, relief)(explore, distress, relief)

Insecure-Avoidant 23%Insecure-Avoidant 23%(explore, little distress, avoid)(explore, little distress, avoid)

Insecure-Resistant 8%Insecure-Resistant 8%(limited exploring, lots of distress, relief/anger)(limited exploring, lots of distress, relief/anger)

Disorganized 15% (greater in high risk groups)Disorganized 15% (greater in high risk groups)(maybe explore but unpredictable, odd (maybe explore but unpredictable, odd

behaviours to separation and reunion)behaviours to separation and reunion)(Benoit, 2000)(Benoit, 2000)

Establishing Attachment Establishing Attachment (cont.)(cont.)

Autonomous parentAutonomous parent Secure Secure

Dismissive parent AvoidantDismissive parent Avoidant

Preoccupied parentPreoccupied parent Ambivalent/ Ambivalent/ resistant resistant Unresolved/Unresolved/Disorganized Disorganized Disorganized Disorganized

Parent Attachment- Adult Attachment Inventory Infant Attachment- SSP

VIDEO: A Simple GiftVIDEO: A Simple Gift

1. Which 2 types of parents 1. Which 2 types of parents are exemplified in the are exemplified in the video?video?

2. Any Ideas why they 2. Any Ideas why they picked those two to picked those two to highlight to parents? highlight to parents?




Exercise


Gift”

4. Unrelieved Pain: Potential Breach of the Attachment Relationship?

Painful Event

Pain Experience

Pain Expression

Child

Assessment of pain

Intervention

Caregiver

Familial

Context

Community Context

Cultural Context

Familial Context

Community Context

Cultural Context

The Socio-Communication Model of Infant Pain

Craig & Pillai Riddell, 2003

Caregiving and Pain:Caregiving and Pain: A practical application A practical application

Research has suggested a positive Research has suggested a positive relationship between inappropriate relationship between inappropriate parental behaviours and physiological parental behaviours and physiological stress responses (Field 1994; Lueken & stress responses (Field 1994; Lueken & Lemery 2004). Lemery 2004).

Pain experience and expression is altered Pain experience and expression is altered after significant, prolonged exposure to after significant, prolonged exposure to pain in medical environments (Grunau et pain in medical environments (Grunau et al 1994; Taddio et al 1997). al 1994; Taddio et al 1997).

Using principles of operant conditioning a Using principles of operant conditioning a few possible scenarios developing over few possible scenarios developing over time…time…

Optimal Caregiver Optimal Caregiver Management Management

(Pillai Riddell & Chambers, 2007)(Pillai Riddell & Chambers, 2007)

Sensitive assessment and Sensitive assessment and management of physical and management of physical and psychological dimensions of psychological dimensions of painpain

Over time, the infant trusts Over time, the infant trusts the caregiver will respond to the caregiver will respond to the their pain. Thus, the their pain. Thus, although the infant still although the infant still gets upset from pain, gets upset from pain, caregiver soothing is quite caregiver soothing is quite effective.effective.

Less than optimalLess than optimal(Pillai Riddell & Chambers, 2007)(Pillai Riddell & Chambers, 2007)

Low sensitivityLow sensitivity less vigorous signaling to a caregiver (e.g., Sweet et al 1999)

Inconsistent sensitivity Inconsistent sensitivity most intense pain behaviours would be positively reinforced and less intense reactions would be extinguished

Much less than optimalMuch less than optimal(Pillai Riddell & Chambers, 2007)(Pillai Riddell & Chambers, 2007)

Parent consistently exacerbates the Parent consistently exacerbates the infant’s pain experience by heightening infant’s pain experience by heightening fear/anxiety (e.g Hysterical when the fear/anxiety (e.g Hysterical when the infant cries, Un-reassuring reassurance, infant cries, Un-reassuring reassurance, Shaking the infant )Shaking the infant )

a)a) high level of behavioural reactivity high level of behavioural reactivity (inconsolability) to an objectively mild (inconsolability) to an objectively mild pain stimulus pain stimulus

b)b) low/no level of reactivity (‘spacing out’) to low/no level of reactivity (‘spacing out’) to a highly painful stimulus (e.g. our NICU a highly painful stimulus (e.g. our NICU babies?)babies?)

Which Infant-Caregiver Description is Which Infant-Caregiver Description is based on which attachment style?based on which attachment style?

Optimal (sensitive to infant cues, child’s pain is attended to Optimal (sensitive to infant cues, child’s pain is attended to consistently, infant is soothed)?consistently, infant is soothed)?

Low Sensitivity (doesn’t attend to infant cues; reinforces low Low Sensitivity (doesn’t attend to infant cues; reinforces low emotional expressivity in infant)?emotional expressivity in infant)?

Inconsistent Sensitivity (if responds, tends to respond only Inconsistent Sensitivity (if responds, tends to respond only when infant is at peak reactivity; infant not sure whether when infant is at peak reactivity; infant not sure whether caregiver will respond or not; infant quite upset even when caregiver will respond or not; infant quite upset even when caregiver tries)?caregiver tries)?

Significant Insensitivity (scares infant, expects infant to Significant Insensitivity (scares infant, expects infant to caretake, heightens infant fear/anxiety; odd infant caretake, heightens infant fear/anxiety; odd infant reactions) ?reactions) ?

Secure

Avoidant

Ambivalent/Resistant

Disorganized

To get a copy of the slides:To get a copy of the slides:Go to Go to

www.yorku.ca/ouchlabwww.yorku.ca/ouchlab

““Developmental Psychology LectureDevelopmental Psychology LectureNovember 8, 2007November 8, 2007””

early social and emotional development chapter 12 lecture #8 guest lecturer: dr. r. pillai riddell,...

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