Chapter Eleven: Continued

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Department
Psychology & Brain Sciences
Course
PSYCH 350
Professor
Lori Astheimer Best
Semester
Spring

Description
Developmental Psychology Chapter Eleven: Continued Regulating emotions: Over time, children generally become better at being able to control their own emotions. Emotion regulation in infancy and early childhood: Infants rely on caregivers to regulate their own emotions. Young babies may make some attempts to regulate their emotions by actions such as distraction, sucking on a pacifier, or looking away from something when it makes them angry. Researchers have found that children with the inability to regulate negative emotions are more likely to develop conduct problems.  overall, girls tend to express fewer negative emotions. Other research shows that parental warmth helps children's emotion regulation which, in turn, results in fewer behavior problems as rated by parents and teachers.  parents who promote environments in which children verbalized their feelings are less likely to develop behavioral problems as compared to parents who display more negative emotions and promote more of an aggressive environment. Emotion regulation in adolescents: Internalizing, an emotional style that is inner-directed and results in emotions such as guilt or sadness. Externalizing, pertains to outward-directed behavioral manifestations which are typically driven by anger.  example: temper tantrums and aggression. For some, intense and extreme negative emotional states develop into depression, a psychological disorder characterized by dejected mood for lengthy periods of time, eating and sleeping problems, low self-esteem, loss of energy and other symptoms. Variations in emotional development: Temperament: Infants and children vary in temperament; a style of behavioral functioning that encompasses the intensity of expression of moods, distractibility, adaptability, and persistence. Patterns of temperament, Stella Chess and Alexander Thomas offer one conceptualization of temperament.  the easy child generally has positive moods, regular body function, a low to moderate energy level in repossess, and a positive approach to new situations. Establishes regular feeding and sleeping schedules right from early infancy and adapts quickly to new routines, people, and places.  the difficult child is often in a negative mood, has irregular body functions, shows high-intensity reactions, withdraws from new stimuli, and is slow to adapt to new situations. The difficult child sleeps and eats on an unpredictable schedule, cries a good deal, and has trouble adjusting to new routines.  the slow-to-warm-up child is somewhat negati
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