Emotional regulation and temperament

emotion

neural responses, physiological experiences, subjective feelings, emotional experiences, desire to take action and cognitions

emotion as cognitive process

emotions are based on how we appraise/interpret situations

• primary appraisal> seocndary appraisal> action

primary appraisal

what is happening

• cognitions

• physiological

• neural

secondary appraisal

what can i do about it

• cognitions

• feelings

• desires

action

communication

• expression

• feelings

cognitive perspective of emtion

emotion is not a singular event but a sequenced order of internal events (narrative) = informs how a person responds to stimuli and influences how person communicates with others

emotion as dynamic system

changes with experience and becomes more complex as child’s understanding of their world become more complex

emotional regulation

conscious and unconscious processes used to monitor modify and modulate emotional experiences and expressions

emotional regulation in infancy and toddlers

• behavioural strategies - self sooth, avert gaze

• infancy - reliance on caregivers

• toddlers - respodn to others’ needs

emotional regulation in early and middle childhood

3-9 yo

• behavioural - distraction

• cognitive strategies - understand that emotion affects others, negotiate outcomes and discuss feelings

emotional regulation in late childhood 9-11

• cog strats - shift values and goals to protect self-esteem

• manipulate behaviour for goals

emotional regulation in adolescence

disrupted by puberty

temperament

a person’s characteristic way of feeling and responding to emotion. informed by

• reactivity - patterns of arousal, motor activity and attention

• self-regulation - modifying and adjusting reactivity

easy temperament

• approach

• good adaptability

• positive mood

• non-intense emotional reactivity

• regular rhythmicity (predictability of biological functions)

difficult temperament

• withdrawal

• slow adaptability

• negative mood

• intense and stressful emotional reactivity

• irregular rhythmicity

• low distractability if distressed

• high attention span when disstressed

slow temperament

• withdraw

• slow

• negative mood

• low activity level

• low-intense emotional reactivity

• low distratability

dimensions of temperament

1. approach-wthdrawal

2. adaptability

3. positive-negative mood

4. activity level

5. emotional reactivity

6. responsiveness

7. rhythmicity

8. distractibility

9. attention span

Australian temperament project findings

• temperament is relatively stable but can be modified

• difficult temps = developmental problems

• early interventions can reduce risk