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HDFS notes 8

by: Camryn McCabe

HDFS notes 8 HDFS 129

Marketplace > HDFS 129 > HDFS notes 8
Camryn McCabe
Penn State
GPA 3.81

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notes from 2/23 notes from the book on regulating emotions
Intro to HDFS
Molly Countermine
Class Notes
HDFS, regulating emotions
25 ?




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This 4 page Class Notes was uploaded by Camryn McCabe on Wednesday February 24, 2016. The Class Notes belongs to HDFS 129 at a university taught by Molly Countermine in Spring 2016. Since its upload, it has received 20 views.

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Date Created: 02/24/16
HDFS notes 8 – 2/23 Intelligence v. Emotional Intelligence Which is more important? Emotional Intelligence  Knowing your own emotions o Self-awareness o Crucial to self-understanding o Leads to better life decisions  Managing your own emotions o Self-regulation o Capacity to soothe one’s self o Ability to bounce back o Taking perspective o Expressing emotions in an appropriate way  Recognizing emotions in others o Understanding the nonverbal messages behind the words o Attuned to subtle social signals  Self-awareness o Sets in at about 18 months o Recognizing, accepting, and expressing one’s emotions  Empathy o Recognizing and accepting another’s emotions  Compassion o Concern for others; desire to help  Empathy v. Sympathy o Sympathy  Friend is down in hole  Looking down at them from the top and feeling bad o Empathy  Friend is down in hole  Going down in hole with them and feeling with them  Profile of Nonverbal Sensitivity (PONS) o 7000 people in U.S. and other countries (kids and adults) o Subjects are presented a series of videos o 2 second view of facial expression, body position, body language (nonverbal cues)  Correlates of Empathy (findings of PONS) o Women (bc society) o More popular o More outgoing o More satisfying relationships HDFS notes 8 – 2/23 o Better mental health o These hold true for kids too  Empathy in infants and children o Humans are hard-wired for empathy) o Crying babies in nurseries  1 starts crying  rest do  However, babies don’t cry when played a recording of their own cry o Toddlers bring their own mom to a crying baby/toddler o Give hugs, favorite stuffed animal, binky, blanket o Infants wipe their own eyes if they see their mother crying We see different levels of empathy in children… why?  Attunement: a parent’s recognition, acceptance, and reciprocation of an infant’s emotions o When an adult either over-responds or under-responds to an infant’s emotional expression, the infant will become disturbed o Essentially, the same as matching, but at a deeper emotional level  Harder to do  Parenting gone wrong o Ignoring feelings altogether o Showing contempt for child’s emotions o Being too “Laissez Faire” (hands-off) o Ex. A child falls down; saying “you’re fine” is invalidating their emotions  Parenting gone right o Empathy comes from being empathized with; fostered by environment o Discipline should help a child learn to regulate his emotions, to calm him down rather than become more agitated o The more agitated the parent, the more agitated the child o Explain to child how his behavior affects others o Validate ALL emotions o Give names to feelings o Modeling empathy  Healthy relationships o Mutual empathy (emotional responsivity) o Mutual authenticity (relational honesty; be real, genuine) HDFS notes 8 – 2/23 How kids learn to regulate their emotions  Emotional self-regulation: strategies we use to adjust our emotional state to a comfortable level of intensity so we can accomplish our goals  Requires voluntary, effortful management of emotions  Improves gradually as a result of development of the prefrontal cortex and the assistance of caregivers  Good start in regulating emotion during first 2 years contributes to autonomy and mastery of cognitive and social skills  Infants whose parents “read” and respond contingently and sympathetically to their emotional cues tend to… o Be less fussy and fearful o Express more pleasurable emotion o Be more interested in exploration o Be easier to soothe  Infants whose parents respond impatiently or angrily, or hwo wait to intervene until the infant has become extremely agitated reinforce the baby’s rapid rise to intense distress o Brain structures that buffer stress my not develop properly, resulting in an anxious, reactive child who has a reduced capacity for managing emotional problems  By 3 or 5, children verbalize a variety of strategies for adjusting their emotional arousal to a more comfortable level o Blunt emotions by restricting sensory input (covering eyes, blocking ears) o Talking to themselves o Changing their goals  Middle childhood: rapid gains in emotional self-regulation occur o Children engage in social comparison and care more about peer approval  must learn to manage negative emotion that threatens their self-esteem  By 10, most children shift adaptively between 2 general strategies for managing emotion o Problem-centered coping- appraise situation as changeable, identify difficulty, decide what to do about it HDFS notes 8 – 2/23  Ex. Faced with anxiety-provoking test, try problem solving If that doesn’t work… o Emotion-centered coping- internal, private, and aimed at controlling distress when little can be done about an outcome o Ex. Receive bad grade, opt for distraction or redefine situation; “There will be another test.”  Emotional self-efficacy- when emotional self-regulation has developed well; a feeling of being in control of their emotional experience o Fosters a favorable self-image and an optimistic outlook  further helps children face emotional challenges


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