InfantChildClass+11.17-11.22

InfantChildClass+11.17-11.22 - Regulation of Emotion The...

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Regulation of Emotion The Development of Emotional Regulation The Relation of Emotional Regulation to Social Competence and Adjustment
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Emotional Self-Regulation The process of initiating, inhibiting, modulating internal feeling states, emotion-related physiological processes, and emotion-related cognitions Behaviors in the service of accomplishing one’s goals Its emergence in childhood is a long, slow process
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Patterns in Developing Self-Regulation Transition from Regulation by Others to Self-Regulation Transition from Regulation by Others to Self-Regulation Use of Cognitive Strategies to Control Negative Emotions Use of Cognitive Strategies to Control Negative Emotions Ability to Select Strategies Appropriate for the Situation Ability to Select Strategies Appropriate for the Situation
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Transition to Self-Regulation First months - parents help infants regulate emotional arousal by controlling exposure to stimulating events Six months - infants can reduce distress by averting gaze and by self- soothing, which is engaging in stylized or repetitive rubbing or stroking of their bodies or clothing Ages 1 and 2 - infants increasingly turn their attention to non-distressing objects or people to distract themselves from sources of distress
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Transition to Self-Regulation Early years children rely on themselves rather than their parents when they must delay gratification rely on language to manage their emotional arousal and to regulate their expression of negative emotions increasing maturation of the neurological system influenced by increases in adults’ expectations of children and to age-related improvement in the ability to inhibit motor behavior
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Selecting Strategies The ability to select cognitive or behavioral strategies that are appropriate for the situation or stressor is aided by: Children’s increasing capacity to distinguish between stressors that can be controlled and those that cannot be Children’s ability to choose the most effective strategies for managing their reactions to these stressors
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Social Competence The ability to achieve personal goals in social interactions while simultaneously maintaining positive relationships with others. Emotional regulation has important consequences for social competence.
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Individual Differences in Emotion and its Regulation Temperament
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Temperament The constitutionally based individual differences in emotional, motor, and attentional reactivity and self-regulation that demonstrate consistency across situations, as well as relative stability over time Differences in the various aspects of children’s emotional reactivity that emerge early in life
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Infant Temperament Stella Chess and Alexander Thomas conducted pioneering longitudinal research on infant temperament. Three categories (based on parents’ reports):
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InfantChildClass+11.17-11.22 - Regulation of Emotion The...

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