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Functions of Emotions

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• Serve many purposes • 'Trusty arsenal of survival skills' • Means of communication • Motivators of behavior • Infants use emotion to communicate with caregiver

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Sroufe's position on emotions

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• Emotions aren't fully formed at birth • Emotions develop from undifferentiated responses into more differentiated ones, finally into integrated emotional repertoire (aka orthogenetic) • Early infant emotional expressions are considered precursors to more mature emotions. • Believed that infants lacked the cognitive ability needed to place meaning to emotional experiences.

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Emotional regulation

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• One of the cornerstones of emotional well-being and positive adjustment throughout the life span. • Strategies and behaviors we use to moderate our emotional experiences in order to meet the demands of different situations or to achieve our goals. • Example: Healthy people find ways to comfort themselves in difficult times, keeping their distress from overwhelming. • Poor emotional regulation in newborns

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• Focused on parent-child relationships • Integrated ideas from ethology, systems theory, cognitive development (Piaget's works), and from psychoanalysis. • Argued that some human infant behaviors help keep the mother close. Such behaviors initiate the development of an attachment system that promotes the infant's survival and creates a feeling of security. • Believed that mental health and behavioral problems could be attributed to early childhood

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Bowlby

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Ainsworth

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• Also focused on parent-child relationships and agreed with Bowlby. • Her research enhanced the credibility of Bowlby's views. • Babies actively help create an attachment system that protects them and provides a foundation for later development.

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Attachment Theory

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• The infant's connection with the primary caregiver is the first attachment relationship. • How it changes and what it means for the child's psychosocial life • Attachment is a system, not a particular set of behaviors

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What are the NY Longitudinal Study highlights?

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• Categorized 3 month old babies • Difficult baby vs. easy baby • Difficult baby- more fearful, more irritable, and more active = challenging to parent • Easy baby- more positive, less active, more placid = easy to take care of. • Nine traits observed: activity level, rhythmicity, approach/withdrawal, adaptability, threshold, intensity, mood, distractibility, attention span and persistence.

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Self-Concept

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• Beliefs about oneself multi-dimensional

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Begins to emerge in early elementary Example: child may believe they are good in art if they are good with coloring, cutting, drawing.

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Me-Self

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Begins to form more abstract traitlike concepts to describe self. Example: "being smart" "friendly" Self-esteem may decline a little

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Middle Childhood to Early Adolescence self-concept

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Beginning of the looking glass

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shaping one's self-concepts based on one's understanding of how others perceive them

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Masculine approach to morality. Legalistic moral dilemmas

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Kohlberg: Morality of Justice

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Feminine approach to morality. Caring and nurturing approach.

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Gilligan: Morality of Care

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Moral Development

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Kohlberg-Heinz dilemma (Heinz's wife is ill and will die without a certain medicine which Heinz can't afford) Preconventional/Conventional/&Post conventional Level) 6 stages.

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Kohlbergs Complex interweaving of three elements

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o Emotions o Cognitions o Behaviors

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Pro-social behavior

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Acts in ways intended to benefit someone else (aka Altruism) o Altruistic tendencies remain stable across age but differ per person/child. Examples: Sharing, comforting friends, and helping Empathy: 'Feeling with' recognize another person's emotions & conditions, and experiencing it. Sympathy: 'Feeling for' Having concern for another person, but not feeling it. Preschooler's: Hedonistic Needs oriented

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Empathy

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'Feeling with' recognize another person's emotions & conditions, and experiencing it.

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Sympathy

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'Feeling for' Having concern for another person, but not feeling it.

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Effortful Control

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• Helps child regulate or modulate emotional reactions • Inhibiting a response that is considered 'dominant' and perform a response that is less compelling. Example: child feeling discomfort after watching a video of a young burn victim. Instead of paying attention to own discomfort, the child will express sympathy for burn victim (p.233) • If a child can't moderate such emotions, then the child will focus on their own discomfort. This will reduce the chances of sympathetic responses to someone in need.

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anti-social behavior

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May look different as children grow Intent to harm, or injure, or disregard for actions that may harm or injure others Physical, verbal, or social attacks Cheating, lying, stealing Instrumental Aggression vs. Individual Aggression Relational Aggression Normative developmentally Social Information Processing Model Hostile Attributional Bias

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Hostile Attributional bias

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Aggressive individuals that perceive threats even in neutral situations.

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This pathway has a life course trajectory characterized by the presence of oppositional, noncompliant, and aggressive behavior that begins early, persists and diversifies overtime, and becomes increasingly more serious.

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Pathways to anti-social behavior • Early-starter

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Begins in adolescence and less likely to result in adult criminality. Serious but seems reflective of a difficult or exaggerated reaction to the adolescent period.

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Adolescent-onset or Late starter-

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1. Accepting responsibility for the consequences of one's actions 2. Making independent decisions 3. Becoming financially independent

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Marker events

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Emerging adulthood

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Concept of emerging adulthood :18-25 American Population Social Construction Culturally determined Takes longer to grow up Median age for marriage 1950:W: 20; M: 23 1993: W: 25; M; 27

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Perry's Theory of intellectual and ethical development in college years

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• Transitions from absolute adherence to authority to beliefs founded on personal commitment (changes in their expectations and assumptions about the world). • "Journey"

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Kitchener's 7-stage theory of relativistic thinking. You do not need to memorize the stages, be familiar with the concepts (p.365).

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• Stage 1: know is limited to single concrete instances • Stage 2: two categories for knowing: right and wrong answers. • Stage 3: Knowledge (K) is certain in some areas and uncertain in others • Stage 4: given that K is unknown in some cases, K is assumed to be uncertain in general. • Stage 5: K is uncertain and must be understood within a context. Can be justified by arguments • Stage 6: K is uncertain, constructed by comparing and coordinating evidence and opinions. • Stage 7: K develops probabilistically through inquire that generalizes across domains.

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Adult attachment theory: 3 prototypes in peer/romantic traditions

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1. Avoidant Uncomfortable being close 2. Anxious-ambivalent Worry partner does not want to be as close as I do 3. Secure Easy, comfortable, don't worry

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The Forgotten Half

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18-24 year olds who do not go to college. Under half of the total young adult population in the US in 1988. 1998- rate of high school dropouts declined and # of HS graduates entering college increased.

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Self-efficacy

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• Beliefs about our ability to exercise control over events that affect our lives. • Example: a positive sense of self motivates a person to work hard and persevere.

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vivid and personally relevant.

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Flashbulb memories

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The numb

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Self-memories. One salient feature of self-memories is a phenomenon called the bump. Regardless of age, adults cue prompted memories of the self from the young adult period (ages 18-22) are slightly but reliably overproduced. That is, more memories are produced from this era than we would predict on the basis of recency.

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Grief work

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6 months to one year; work through. Freud's theorizing about grief and mourning was very influential in shaping the legacy that came to be known as grief work. Freud believed that individuals who lose a loved one or object must withdrawal their emotional attachments or energy (or libido) and detach from the lost object. The tenants of grief work explicitly encourage bereaved individuals to confront the work through their feelings about loss for recovery to take place. This might involve reflecting on ones relationship to the deceased, expressing anger and other negative emotions related to death

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Elizabeth Kubler-Ross

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Kubler-Ross Stages: Denial Anger Bargaining Depression Acceptance

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Defines as "expertise in the fundamental pragmatics of life." We have seen that the practical problems that adults must face do not necessary have one right answer. These kinds of problems are described as ill-defined or ill-structured.

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Wisdom

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Concerns maintenance of functioning by substitution of means in situation of losses of means.

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Compensation

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Concerns the acquiring and refinement of means and their coordination to achieve goals/outcomes.

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Optimization

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Selection

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Concerns directionality and focus of developmental outcomes such as goals.

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the remembered self, representations of who we have been along the way.

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Autobiographical memory: remembered self-

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paying attention in a particular way, on purpose, in the moment, and nonjudgmentally; can help short circuit negative self-talk. Within the body of techniques that address stress reduction, interventions that target stress reactivity-the quick response that often switches on the cascade of potentially harmful biopsychological events. One promising approach is to work with the minds own plasticity and capacity for reducing negative reactivity through present-moment and somatic awareness.

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Mindfulness

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Psychological Resilience Factors

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Attitudes and behaviors that can help maintain well-being during stress. (the whole chart is on pg. 475). 1. Positive attitude: optimism and sense of humor 2. Active coping: seeking solutions, managing emotions 3. Cognitive flexibility/cognitive reappraisal: finding value or meaning in adversity 4. Moral compass: embrace a set of core beliefs that few things can shatter 5. Physical exercise: engage in regular physical activity 6. Social support and role models or mentors.

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Diathesis-stress disorders

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Diathesis are premorbid conditions or predispositions that render individuals vulnerability to some disorder under certain circumstances. May be genetically based (inherited traits) or acquired through learning (as in the case of self defeating cognitions).

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Spirituality

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A person be spiritual without practicing a particular religion, although the two are closely allied for many people. Both are concerning a search for the "sacred" which means attempting to identify, articulate, or move toward an understanding or association with a divine being, or divine object or some kind of ultimate reality or truth.

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Self-determination Theory

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self-realization is at the core of eudaemonic well-being. Ryan and Deci suggest that life satisfactions derived from the fulfillment of fundamental psychological needs for autonomy (feeling that ones behaviors are self-endorsed) , competence (expressing ones talents and skills), and relatedness (opportunities to feel cared for and valued by others).

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What are risky behaviors?

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1) Behaviors that contribute to unintentional injuries and violence 2) Tobacco use 3) Alcohol and other drug use 4) Sexual risk behaviors 5) Unhealthy dietary behaviors 6) Physical inactivity

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Role of school

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Look at students with fresh eyes Find times when the student is happy, absorbed, engaged Talk to them with the intent to help they discover their own abilities and possibilities Find ways to follow-through

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Role of parents

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Conflicts have been overstated Baumrind's parenting styles warmth/responsiveness; control or demandingness; parental monitoring Acceptance, democracy Keep track, place limits

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Exploration/no commitment

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Moratorium

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Commitment/no exploration

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Foreclosure

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Lack exploration AND commitment

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Diffusion

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Game plan

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Identity achievement

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MAMA cycles

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Moratorium/Achievement...

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Categorical system for labeling the patterns that emerge in the identity development process:

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Marcia's Identity Status- listed above

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Attribute substitution

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involves both imitation and identification. Adolescents need to borrow and try on various behaviors and attributes that they observe in others because the state of frameworkness leaves them without clearly defined ways of behaving and thinking. Borrowing, Buddhism, etc.

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Invincibility/Elkind

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Erikson- Immortal

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Personal Fable

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Erikson- Uniqueness. distorted view of importance, a special destiny

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Erickson- Extreme Self-Consciousness. so sure that others are interested in them, leads to self-consciousness.

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Imaginary Audience

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refers to some failure to recognize your own subjectivity. You fail to see things realistically because you are trapped in your own perspective.

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Egocentrism

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Formal Opertational thought

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Behavioral changes and coping patterns- Multidimensional Moodiness Depressed Moods: 1/3 of teens experience this. Girls vs. Boys Delayed Phase preference: shift in sleep patterns at puberty Girls Coping Rumination vs. Distraction vs. Active Problem Solving Sexual Orientation

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Tasks of middle childhood

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Tasks of this age group Control their behavior Monitor attention Develop more formal and complicated academic competencies Navigate the school yard Understand rules of the group and how to respond Understand self in relationship to gender and others

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Sensory Memory

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Snapshot: 5 year old vs. Adult refers to brief retention of sensory experience. For about one third of a second when we see scene, we store most of the sensory information that has come in. Same with hearing.

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Working Memory

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Short term store

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Long-Term Memory

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Storage Long-term memory- Execute problem solving strategies, make inferences, and transfer information.

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Information processing approach

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Many interesting studies of middle childhood cognition-especially memory and problem solving have been done by researchers in the information processing tradition. Information processing theories compare cognitive functioning of a computers processing of information.

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Perspective Taking

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• Perspective Taking and Social Relationships o Egocentrism: Piaget "the problem of human affairs" • Perspective Taking and Friendships

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Izard: (1991-2004)

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he concluded that infant expressive behaviors are components of basic emotions. In other words babies faces are mirrors of their felt emotions. Izards theory called differential emotions theory, construes emotions to be the direct product of the underlying neural processes related to each of the emotional expressions. Pg. 116

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talking out loud to self is useful to human development according to Vygotski. Precursor to problem-solving, planning, planning ability, and self-control. Eventually becomes internalized and becomes inner speech, the kind of internal dialogue that facilitates thinking.

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Egocentric or Private speech

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One of Vygotskis most influential ideas. It describes the situation in which a learner is able to grasp a concept or preform some skill only with some support or scaffolding from someone else. She can do the task with assistance.

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Zone of proximal development

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Serves as a temporary prop until the child has mastered a task. Enables learners to reach a higher levels of thinking. In educational services the concept of scaffolding has been interpreted as learning that occurs when a more cognitively advanced individual (a teacher of peer) guides a learner with prompts, cues, and other supports o reach a point where the learner can manifest in actuality what had previously only been her potential.

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Scaffolding

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Issues with development take place when external support is lacking; that social interactions increase cognitive development/learning

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Lev Vygotsky, (1896 - 1934)

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The ability to perceive emotions, to identify and understand their meaning, to integrate them with other kinds of cognition, and to manage them.

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Emotional IQ: Daniel Goleman-

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Apgar Scale

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As soon as your baby makes his or her grand entrance into the world, she will be given an APGAR test. This test helps your doctor or midwife to evaluate your baby's condition and determine if he or she needs any treatment. It is quick and painless, and if the test indicates your baby is in distress, doctors can administer necessary medical attention immediately.

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APGAR stands for

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A: appearance P: pulse G: grimace A: activity R: respiration Baby gets a score of 0 to 2 for each area with a perfect score of 10!

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Early Intervention

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Taking Good care of our children in their earliest stages of development is an investment in their FUTURE physical, cognitive, and mental health.

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Early intervention 2

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Skills, abilities, and tendencies develop early and establish trajectories 3 essential components of early intervention: 1) OUTREACH to families 2) CENTER based- enriched preschool experiences 3) Transition services to ease transition to elementary school

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This model assumes that development is the result of interacting genetic and experimental elements

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Epigenetic Model

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Environmental substances and agents that could harm the developing fetus. (alcohol, tobacco, drugs, AIDS, lead, PCBS) Damage related to the stage of development Not all are susceptible Dosage (no safe level of alcohol) Risk amplified when exposure to more than one factor is present: Cocaine abusing mothers.

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Teratogens

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Four Horseman of the Apocalypse

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hurt relationships: 1. Criticism, 2. Defensiveness 3. Contempt 4. Stonewalling

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the time when emerging adults begin to move away from home and become more self-sufficient

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Launching period

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those who carry the double responsibilities of taking care of both an elderly relative and their own children.

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Sandwich generation

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the person in an extended family who helps the generations maintain contact with one another

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Kinkeeper

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growing up

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Adolescing

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growing down

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Senescing

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Sternberg's Triangular theory of Love • Three elements:

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passion, intimacy, commitment

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Sternberg's Triangular theory of Love Kinds of Love:

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o Nonlove- Intimacy present, passion/commitment not present o Liking- intimacy present, passion/commitment not present o Infatuation- passion present, intimacy/commitment not present o Empty love- commitment present, intimacy/passion not present o Romantic love- passion/intimacy present, commitment not present o Companionate love- intimacy/commitment present, passion not present o Fatuous love- intimacy not present, passion/commitment not present o Consummate love- all three present

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Unexpected events: good and bad

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Nonnormative Changes

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changes in our life experience that are a function of historical circumstance, including events that we share with our whole cohort

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History Graded changes

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Fluid Intelligence (mechanics)

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• peaks during early adulthood and then declines • basic operational characteristics (mechanics) that seem to directly reflect how well the "hardware " of the nervous system is working. Its functions include such things as processing speed and inhibitory mechanisms

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• improves through middle age and on • the compilation of skills and information we have acquired in the course of our lives that can be viewed as the software programs of our nervous system

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Crystallized intelligence (pragmatics)

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The Big 5 dimensions of personality

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• Neuroticism- tense, touchy, self-pitying, unstable mood, anxious • Extraversion- outgoing, active, assertive, energetic, talkative, enthusiastic • Agreeableness- warm, sympathetic, generous, forgiving, kind, affectionate, compliant • Conscientiousness- organized, planful, reliable, responsible, careful, efficient, self-controlled • Openness to experience- creative, artistic, curious, insightful, original, wide-ranging interests, positive orientation to learning

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Growth, Maintenance, and Loss

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• Growth- when we add new characteristics, understandings, skills • Maintenance- continue functioning at the same level in the face of challenges or restoring our functioning after suffering some loss • Loss- reorganization of how we behave, adjusting expectations and accepting a lower level of functioning

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Social Competence

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• Social Competence: empathy, valuing, perspective taking • Social Skills • Peer Groups • Cliques • Crowds • DE grouping

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Gender Schema Theory

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• A network of expectations and beliefs about male and female characteristics • Affect how children evaluate behaviors and the kinds of behaviors they choose for self • Examples: • Spilled milk • Novel toy • Two year olds: little awareness • Three year olds: gender preference for toys • Four year olds: sexist regardless of parenting • Age 5 or 6: knowledge of gendered activities and occupations is extensive • Middle childhood: more awareness of stereotypes • By age 10: recognize that female roles are devalued (may be why females show more susceptibility to depression

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Marcia Gender Identity

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• The Story of Augustina (1913) • Gender Category • Late Year 1: perceptual distinctions between sexes • 2.5 to 3: can label self • Early 3: Some skill at labeling boy/girl • Gender Stability: one's category stays the same 3-4 years old (still fragile) • Gender Constancy: membership is permanent • Even if clothes, hair, etc. change: sex would not change • Growth in Self-awareness o Social comparisons o Feedback about self from others

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Perry studies (3rd to 8th graders):

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o 3 dimensions o Gender compatibility, contentedness, pressure for sex-typing o Dissatisfaction dependent upon pressures to conform by others o Children's optimal adjustment: secure in self; free to explore

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Dimensions and Types of Status

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• Popular- high levels of self-regulation and self-control, prosoiclal, cooperative, intelligent • Rejected-high levels of instrumental aggression, verbal negativity, disruptiveness, low levels of positive social interaction, self-control, perspective taking • Neglected- lowers levels of peer interaction, less aggressive, less sociability, perceived by peers as likeable • Average- lower levels of social competence as compared to popular children, less aggression than rejected children

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Methods of Control

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• Power Assertion • Love Withdrawal • Induction • Time of Day; Forewarned is Forearmed

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4 Parenting practices/methods of control

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• Authoritative- Demandingness- Controlling but accepting, child-centered, responsive • Authoritarian- demanding and controlling while rejecting, parent-centered, unresponsive • Permissive- no control, but accepting, child-centered, responsive • Neglecting-univolved-no control while rejecting, parent-centered, unresponsive

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Demandingness- Controlling but accepting, child-centered, responsive

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Authoritative

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demanding and controlling while rejecting, parent-centered, unresponsive

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Authoritarian

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no control, but accepting, child-centered, responsive

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Permissive

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univolved-no control while rejecting, parent-centered, unresponsive

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Neglecting

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Concept of Self-system

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• Self-concept: Personal attributes • Self-esteem: One's evaluation of these attributes • Pretensions: What is important to us

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The notion that the self originates from observing reflected appraisals of others.

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Cooley: Looking Glass self

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Bronfenbrenner's Bio-Ecological theory

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• Bio-ecological systems theory o Microsystem: The person o Mesosystem: Interactions for the sake of the individual (teacher-parent) o Exosystem: Forces outside of the individual but having an impact (school board) o Macrosystem: (Department of Education

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(Department of Education

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Macrosystem

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The person

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Microsystem

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Interactions for the sake of the individual (teacher-parent)

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Mesosystem

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Forces outside of the individual but having an impact (school board)

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Exosystem

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Definition of Resilience

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• The quality that permits developmental success for some individuals despite grave setbacks or early adversity. • Human capacity to deal with, overcome, learn from, or be transformed by the inevitable adversities of life. (Grotberg, 2003) • 1/3rd of people around our world consistently show resilience. • Taking good care of our children in the earliest stages is an investment in their future physical, cognitive, and mental health.

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Information processing

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Computer processing of information (Siegler)

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Vine growing in the forest Bronfenbrenner

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Multidimensional

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Steadily rising mountain range: knowledge and skill are thought to accumulate based upon each person's individual experiences

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Incremental Learning Theories: Behavioral: Skinner, Pavlov Social Learning Theories Bandura: Modeling

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Learning Theories: Behavioral:

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Skinner, Pavlov Social Learning Theories Bandura: Modeling

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Classification and models slides Stage: Development is like a staircase:

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Freud Erikson Piaget

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Types of transitions

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Elected (graduation) • Surprise (death of a child) • Non-events (expected: Doesn't happen) • Life on hold (waiting to happen) • Sleeper transitions ( without awareness)gain weight) • Double whammies (retire and death of spouse)

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Developmental Issues slides

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• Nurture and Nature: biological inheritance or environment • Critical periods (language acquisition) and Plasticity (over time: Dr. Collins) • Continuity and Discontinuity: gradual and cumulative or distinct stages • Universality and specificity: universal across cultures or specific to cultures Age graded changes History Grade Changes (cohort) Nonnormative changes (death of a parent) • Stability and Change: older renditions of our earlier self someone different • Qualitative and Quantitative changes: transformational change or incremen • Activity and Passivity: (a newborn) • Which are key: early or later experiences? The early experience view: first two years are critical for optimal development The later experience view

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Chronological Age:

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Conception of age # of years

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Biological Age

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biological health

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Psychological Age

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adaptive capacities compared to others of the same age

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Social Age

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roles and expectations related to age

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Periods of Development slide

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• Prenatal- 9 months • Infancy-18-24 months • Early childhood-To 5-6 years • Middle and late childhood- 6-11 years • Adolescence- 10-12 to 18-22 • Early adulthood- through 30s • Middle adulthood- 40-60 years • Late adulthood-60-70 years • Young old- 65-75 years • Old old- 75+ • The oldest old- 85+

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The Nature of Development slides

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• Biological Processes- height/weight gains, brain, motor skills, cardiovascular decline • Cognitive Processes- Individual's thought, intelligence, language • Socio Emotional Processes- Changes in individual's relationships with other people, Changes in emotion, Changes in personality • Context-Home, school, peer groups, church, cities, neighborhoods, countries, etc. • Culture- Behavior, patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation • Ethnicity-Based on cultural heritage, national characteristics, race, religion, and language • Gender-Socio-cultural dimensions of being male or female

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height/weight gains, brain, motor skills, cardiovascular decline

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Biological Processes

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Individual's thought, intelligence, language

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Cognitive Processes

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Changes in individual's relationships with other people, Changes in emotion, Changes in personality

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Socio Emotional Processes

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Home, school, peer groups, church, cities, neighborhoods, countries, etc.

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Context

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Behavior, patterns, beliefs, and all other products of a particular group of people that are passed on from generation to generation

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Culture

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Based on cultural heritage, national characteristics, race, religion, and language

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Ethnicity

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Socio-cultural dimensions of being male or female

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Gender

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Life span perspective slide

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• Lifespan- no age period dominates • Multidimensional- Biological, cognitive, socio-emotional dimensions • Multidirectional- Increase and decrease in growth • Plastic-Degree to which characteristics change or remain stable • Contextual- Age graded, history grade, life event

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no age period dominates

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Lifespan

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Biological, cognitive, socio-emotional dimensions

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Multidimensional

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Increase and decrease in growth

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Multidirectional

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Degree to which characteristics change or remain stable

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Plastic

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Age graded, history grade, life event

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Contextual

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Define Reflective Practitioner

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• One of the great things you all bring is your experience. Go beyond technical application to generate new strategies. • Uses theory as a partial lens complemented by the practitioners professional and other life experiences • Self-monitoring: counselors world views can have significant implications for the client!

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Define Developmental Counseling

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• Framework and rationale for counseling that builds on the positive potential of people to grow, achieve, and build competence in dealing with the inevitable challenges confronting them across the lifespan • Emphasis on strength, awareness, empowerment, prevention, ameliorative, enhanced function • The main goal confronting developmental counselors is that of helping people attain a sustained, growth oriented pattern of interactions with their environments and within their relationships. Developmental counseling looks at helping the person understand their own self (all dimensions) and to find and engage with environments that help to nurture growth. Engagement leads to development where as withdrawal leads to stagnation.

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Definition of Life span development

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• Pattern of movement or change that begins at conception and continues through the human life span • Life Span is both universal and uniquely personal

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