emotional development temperament & attachment modules 9-2 & 9-3
TRANSCRIPT
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Emotional DevelopmentTemperament& Attachment
Modules 9-2 & 9-3
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Emotional Development
Basic emotions are universal
They include happiness, fear, anger, surprise, sadness, disgust, interest, etc.
Facial expressions (also universal) are the most reliable cues
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What is an emotion?
Emotions are responses, including physiological responses
Sense or experience of feeling
Leads to expression, behavior; can be a motive
Related to thoughts and beliefs as well as immediate experience
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Functionalist view of Emotion
What is their purpose? Emotions are means of communicating
and play a role in relationships. They are also linked to an individual’s
goals and motivation toward progress and overcoming obstacles.
Subjective evaluation of good and bad; comparable to pain in the physical realm
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Emotional Competence - Sarnii
Awareness of emotional state Detecting other’s emotions Using emotional vocabulary appropriately Empathy and sympathy Realizing that inner emotional states do not
always correspond to expression Awareness that emotional expression plays a
large role in relationships Adaptively coping with negative emotions
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What is emotional intelligence (EQ)?
Gardners “interpersonal intelligence” Salovey & Mayer (1990): ability to
perceive and express emotion accurately MSCEIT (2002) Mayer-Salovey-Caruso
Emotional Intelligence Test Daniel Goleman (1995) Published a book,
“Emotional Intelligence”
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What is emotional intelligence (EQ)?
Salovey & Mayer (1990): ability to perceive and express emotion accurately, including:
taking perspective
understanding the roles of emotion in relationships
using feelings to facilitate thought
managing emotions such as anger
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Emotions Gone Awry
. . . Are the basis for some mental disorders. Clinical depression Bipolar disorder Anxiety disorders Intermittent explosive disorder Antisocial personality disorder
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Erikson’s Psychosocial Theory of Infant & Toddler Personality
Basic Trust vs. Mistrust 1st year of life Quality of the caregiver’s behavior
Autonomy vs. Shame & Doubt 2nd year of life Reasonable expectations for impulse
control
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Emotional Development in Infancy
Primary emotions Emerge early in life (first year) Are culturally universal Include
• Surprise Sadness• Joy Fear• Anger Disgust
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Emotional Milestones
Birth attraction & withdrawal
2-3 mos. Social smile, respond to
facial expression
3-4 mos. Laugh at active stimuli
6-8 mos. Anger, fear, attachment
8-12 mos. Social referencing
18-30 mos. Self-conscious emotions
(shame, guilt, pride)
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Fear
Appears in the 2nd half of the 1st year Intensifies & remains until 18+ months Stranger anxiety is the most frequent
expression of fear Stranger & situational characteristics
Separation protest also appears Partially depends upon temperament
and experiences
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Anger
Appears about 6-8 months
Generalized distress is present in young infants
Anger in older babies may be in response to frustration
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Social Referencing
Reading others’ emotional cues to determine how to respond to a situation
Infants become better at this in the second year of life
We still do this as adults, e.g., panic, riots, looting, helping behavior
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Regulation of Emotions
Key dimension of development Ability increases with age & development Shifts from external to internal in infancy Individuals develop strategies for this With age children develop greater capacity
to: Modulate arousal Select & manage situations Finding effective ways to cope with stress
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Emotional Self-Regulation
Strategies used to adjust one’s own emotional state to a comfortable level
Young infants turn away, suck, are easily overwhelmed
Ability to self-regulate increases with brain development, experience, ability to shift attention and to move
Older infants distract themselves, leave the situation
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Emotions and the Self
Self-conscious emotions:
Do not appear in animals May not be universal Require self-awareness Emerge later (1 ½ - 2 ½ years)
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Self-conscious Emotions Include empathy, embarrassment, envy,
pride, shame, guilt
Involve injury to or enhancement of the sense of self
Appear as the sense of self emerges
Require adult instruction in when to feel proud, ashamed or guilty
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Self-conscious Emotions
Shame, pride & guilt Pride most often occurs in response to
successful achievement Shame is a global response to a threat to the
self, also other-directed; reflects inability Guilt is in response to specific failure, reflects
culpability
These emotions serve to regulate the child’s behavior
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Emotional DevelopmentSelf-conscious emotions
By age 3, these are clearly linked to self-evaluation
Parents should give feedback about performance, not the worth of the child. This causes intense self-conscious emotional experience.
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Self-conscious emotions
Beginning in early childhood, shame is associated with feelings of personal inadequacy, withdrawal and depression, anger and aggression. Underuse shame in our culture
Guilt is related to good adjustment.
Reasons for guilt or shame must be considered.
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Emotional Development – Ages 2-4
Emotional vocabulary expands rapidly
Come to understand causes, consequences, and behavioral signs of emotion
Emphasize external factors
Can predict what people will do based on emotion
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Emotional Development – Ages 2-4
Small children do not deal well with conflicting cues (mixed emotions).
Securely attached children are advanced in emotional understanding.
Emotionally negative children experience more peer rejection.
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Maternal Depression & Child Development
Babies of depressed mothers are irritable and have attachment difficulties
They sometimes withdraw into depression, or imitate parental anger
They can become impulsive & antisocial
They develop a negative world view, lack self-confidence, & perceive others as threatening
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Middle & Late Childhood
Increasing awareness of the need for emotional management ability to understand complex emotions tendency to take events, situation into account
Improved ability to conceal negative emotions
Use self-directed strategies to redirect feelings: distractions, denial, redirection
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Gender Differences – Emotional Expression
Elementary School Boys hide emotions like sadness more Girls hide disappointment
Adolescence Girls feel more sadness, shame, guilt Boys deny their emotions
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Adolescence
Moodiness and extreme, but fleeting emotions
5th to 9th grade, 50% decrease in being “very happy”
Environmental circumstances may be more important than hormones to this process
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Emotions in Adulthood
Older adults report: Fewer negative emotions Better emotional control More positive emotions
More selective social relationships
May have to do with the passage of time
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Temperament
Stable individual differences in quality and intensity of emotional reaction, activity level, attention, and emotional self-regulation
New York Longitudinal Study (1956), Thomas & Chess, most comprehensive study of temperament to date• 141 children followed from infancy into adulthood
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Temperament
NYLS findings
Temperament is related to whether a person will experience psychological problems
Parenting practices can modify children’s emotional styles considerably
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Temperament - Dimensions
Activity level Rhythmicity Distractibility Approach/withdrawal Adaptability Attention span/persistence Intensity of reaction Threshold of responsiveness
Quality of mood
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Temperament - Types Easy (40%) – quickly establish regular
routines, generally cheerful, adapts well to new experiences
Difficult (10%) – irregular, slow to accept new experiences, reacts negatively and intensely
Slow-to-warm-up (15%) – mild reactions, adjusts slowly to new experience
• (35% not classified)
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Measuring Temperament
Parental interviews or questionnaires. Convenient Depth of knowledge Biased & subjective
Behavior ratings by pediatricians, teachers, and others
Observation
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Is Temperament Biological?
It is often believed to be biological.
Identical twins have more similar temperaments than fraternal ones.
There are consistent ethnic and sex differences.
These may be explained by parenting differences as well as genetic differences.
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Is Temperament Biological?
However, it only has low to moderate stability from one developmental period to the next.
Temperament develops with age.
It can be modified by experiences, but not from one extreme to the other.
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Temperament: Continuity with Adulthood
Easy babies well adjusted in early adulthood
Difficult babies have social problems Men – less education Women – marital problems
Patterns of inhibition & emotional control also appear to persist
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Temperament & Goodness-of-Fit
Creation of child-rearing environments that recognize temperament and encourage adaptive functioning.
Difficult children are at risk for adjustment problems because they withdraw and react negatively.
Western parents tend to resort to angry, punitive discipline. The child responds with defiance/disobedience. Parents give in and model inconsistency.
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Kagan’s Behavioral Inhibition Shy, subdued, timid child
Vs. Sociable, bold, extraverted child
Inhibition to the unfamiliar
Begins about 7-9 months of age
Shyness is considered a negative in American culture (social anxiety).
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Biological Inhibition Pattern
High, stable heartrate
High cortisol levels
High activity in right frontal lobes
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Attachment & Daycare
Modules 9-1 & 14-1
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What Is Attachment?
Attachment – an emotional bond between two people
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When, how & why does Attachment develop?
By 6 months, infants show obvious signs of attachment to their mothers (primary caregivers)
Freud suggested that this is the foundation for all later relationships.
Psychoanalysts & behaviorists thought that feeding was the basis for attachment.
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What is the basis for Attachment?
1950s-Harry Harlowe showed that contact comfort rather than feeding was the basis for attachment in monkeys
Baby monkeys preferred terrycloth to wire “surrogate mothers”
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Social Development
Harlow’s Surrogate Mother Experiments Monkeys preferred
contact with the comfortable cloth mother, even while feeding from the nourishing wire mother
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Assessing attachment:Ainsworth: The Strange Situation
1 Parent/baby in playroom 2 Parent seated, baby plays 3 Stranger enters 4 Parent leaves, stranger responds to baby 5 Parent returns, stranger leaves 6 Parent leaves 7 Stranger enters & offers comfort 8 Parent returns
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Attachment PatternsSecure – (65%) parent is a secure base; may cry at
separation; seek contact on return
Insecure Avoidant – (20%) unresponsive to parent; not distressed when leaves; treat stranger like parent; slow to greet on reunion
Insecure Resistant – (10-15%) seek closeness, cling, fail to explore; cry at separation angry, resistive behavior on return; not easily comforted
Disorganized/disoriented – (5-10%) confused, contradictory behavior; odd postures; flat emotion; fearful
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Attachment & Later Development
Attachment provides inner feelings of affection & security.
Securely attached preschoolers were high in self-esteem, socially competent, cooperative and popular.
Avoidantly attached agemates were isolated and disconnected.
Resistantly attached agemates were disruptive and difficult.
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Attachment Styles
Mary Ainsworth (1979) identified three attachment styles between infants and caregiver:
Secure attachment style (70%) - caregiver is responsive to infant’s needs; infant trusts caregiver
Avoidant attachment style (20%) - caregiver is distant or rejecting; infant suppresses desire to be close to caregiver
Ambivalent attachment style (10%) - caregiver is inconsistently available and overbearing with affection; infant clings anxiously to caregiver and then fights against closeness by pushing away
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Links Between Attachment in Childhood and Close Relationships in Adulthood
Cindy Hazan and Phillip Shaver (1987) examined continuity between childhood attachment and romantic relationships
Securely attached infants are more likely to have a secure attachment to adult romantic partner
Individuals with avoidant attachment style in childhood find it difficult to develop intimate relationship in adulthood
Individuals can revise attachment styles in adulthood
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Long-term Effects
Stroufe & others, 2005
Longitudinal study (later childhood/teens) Positive emotional health Higher self-esteem Self-confidence Social competence with peers, teachers,
counselors, romantic partners
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Attachment & Later Development
Securely attached had better social skills and relationships with peers.
Secure attachment leads to improved cognition, better social and emotional competence in later years.
Disorganized attachment is consistently related to high hostility and aggression in school
Study of children age 11 at summer camp
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Attachment & Later Development
Continuity of caregiving The picture can change over the years. The best predictor of adult function is
not secure attachment in infancy, but whether the child experienced a family divorce.
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Attachment in Adolescence• Study using the AAI – Adult Attachment Interview
Teenagers securely attached to parents have better: Social competence Self esteem Emotional adjustment Physical health Behavior (fewer problem behaviors)
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Types of Attachment in Adolescence
Secure autonomous Dismissing avoidant
• Rejected by caregiver; deny importance of attachment; related to violent behavior
Preoccupied ambivalent• Attachment seeking; parent inconsistently
available; high conflict Unresolved disorganized
• Had traumatic experience; disoriented, fearful
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Adult Attachment Styles
Secure – good relationships
Insecure avoidant – difficulty establishing relationships; quickly end relationships; prone to one-night stands, depression
Ambivalent – less trusting, more jealous, tend to anger and emotional intensity
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Factors in Security of Attachment
I. Opportunity – orphans, working parents
2. Baby’s Characteristics - temperament
3. Family Context
4. Quality of Caregiving - Erikson
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Factors – 1. Opportunity
Institutionalized babies often have emotional difficulties because they are prevented from establishing a bond.
Adoptions show the first bond can be established as late as 4-6 years.
These children may have an excessive desire for adult attention and few friendships.
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Factors – 2. Baby Characteristics
Prematurity, birth complications, newborn illness.
Temperamentally difficult babies?
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Factors – 3. Family Circumstances
Divorce
Financial strain
Career demands/role conflicts
Parents’ childhood experiences
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Factors – 4. Quality of Caregiving
Sensitive caregiving and interactional synchrony related to secure attachment across cultures
Overly stimulating, intrusive care associated with avoidant attachment.
Inconsistent care associated with resistant attachment.
Child abuse and neglect associated with disorganized attachment.
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Children in Childcare In U.S. Currently 2+ million children in childcare; 5+ million in
kindergarten
Parental Preferences• Relative care• Non-relative (unlicensed) care• Child-care Center
Employer Church Commercial
Percentages of children shift from relative to commercial as the children get older.
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Quality of Childcare Factors
Provider training Adult to child ratio (<10; <20) Planned curriculum Rich Language Environment (conversation) Sensitive caregivers (when to intervene) Appropriate materials and activities Safety & Cleanliness
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Cognitive Development
Rule of Thumb
Daycare attendance slows the cognitive development of middle-class children somewhat.
Daycare speeds up the cognitive development of disadvantaged children.
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Unrealistic Comparisons
Can anybody afford daycare this good?
Example: Harvard Demonstration Project
Staff pediatrician Non-teaching director 3:1 infant/teacher ratio Teachers and aides trained to smile
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Childcare and Attachment
Childcare children at 15 months with unresponsive mothers showed insecure attachment; not at 36 months
Vanelli (2004) Children in daycare <30 hours/week compared to
children in daycare >40 hours. More daycare• More illness• More behavior problems• Less sensitive interaction with mother
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Attachment & Daycare
Infants placed in full-time child care before 12 months of age are more likely to display insecure attachment (Belsky, 1992).
Explanations:
Could be mom’s work stresses,Could be healthy autonomy.Could be quality of daycare.Could be an interaction effect.
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Attachment & Childcare
NICHD Study (longitudinal, 1300 children)
Regardless of quality of care, children 4.5 – 5 years old, children averaging 30 hours or more per week of daycare were rated by mothers, caregivers, and kindergarten teachers as having more behavior problems, especially defiance, disobedience, and aggression.
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What is the purpose of daycare anyway?
Babysitting for working moms
Fear that your child will get behind
China – good academic start
Japan – experience as a group member
U.S. - To make children more independent
Start children on the road to good citizenship