CCAP > 1 > Flashcards

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(51 cards)

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1
Q

functionalist view on emotions

A

> something is at stake
change in readiness (change or maintain relationship)
interpersonal function: communication

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2
Q

primary appraisal

A
  • defines good/not good
  • quasi automatic
  • focus on event
  • physiological arousal (prepare for action)
  • latency time
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3
Q

secondary appraissal

A
  • previous experiences
  • own abilities
  • which strategy
  • different responses possible > different emotions
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4
Q

components emotion

A
  1. physiological arousal
  2. motor expression
  3. cognitive processing
  4. subjective feeling state
  5. action tendency
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5
Q

sadness

A
  • focus on conseuquence
  • evaluation: reinstatement of desired situation is impossible
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6
Q

anger

A

focus on cause
- evaluation: reinstatement desired situ is possible

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7
Q

interpersonal function emotions

A

communication!
fear: avoid harm
anger: stop another from harming you
love: BOnding with other
jealousy: protecting “mine”
shame: failed to live up to ego ideal in context of social norms and values
pride: reinforces behaviout valued positively in social context

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8
Q

emotional intelligence (emotional competence?)

A
  • emotion recognition
  • understanding others emotions/empathy
  • emotion awareness
  • moral emotions
  • emotion vocabulary
  • emotion regulation
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9
Q

how to learn about emotions and emotion communication

A

self observation
observation of others
(verbal) passing on

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10
Q

function of smiling

A
  • signals joy/im okay
  • request for positive response
  • establish/maintain relationships
  • with caregivers:stimulates attachment
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11
Q

mother’s response

A

more warmth when:
- posi emotions
- sadness expressions

anger: ignored/nega reaction

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12
Q

Functionalistic perspective
on emotions

A

 Emotions arise with a reason
 not just a feeling, but a process
 adaptive reaction to change in situation
 reflects strategic approach to situation
 each emotion contains unique action tendency that reflects what one wants to achieve… in that particular situation…
Different emotions reflect different concerns or
expected outcomes…

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13
Q

emotional competence

A
  • expression of emotions
  • understanding causes emotions
  • awareness single and multiple emotions
  • dealing with nega emotions (coping)
  • regulating social relationships
  • empathic understanding
  • moral emotions
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14
Q

emotion regulation

A

response focused = regulation emotion expression (accordingly to display rules)

antecedent focused = regulation emotion experience (emotion awareness and coping)

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15
Q

effects ER longterm

A

response focused (supression)
- decrease behavioral response
- similar/increase emotion experience

antecedent focused
- decrease emotion experience
- decrease behavioral responses

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16
Q

antecedent focused ER

A

Route A
1. know own emotions
2. regulate arousal level

Route B
1. cognitive control
2. regulate arousal level

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17
Q

emotion awareness

A

important because:
- signals event is meaningful
- reveals one’s (unconscious) wishes/expectations
- analysis of emotion evoking elements in situation are helpful to deal with situ adaptively

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18
Q

Normal development EA/autism

A

normal:
-monitorinf through emotion socializatiom
- often based on bodily/behavioral signals (shaking): dont be afraid nothing will hapen
- labeling emotions starting point EA

Autism:
- often over-arousal in asd
- do they monitor behavior?
> less often report feeling emotion
- do they link these to external events?
> fewer examples in won experience/ social situations
> feeling bad is not same as sad, angry, jealous or guilty

> results experiment: ASD said more often no when asked if they felt certain emotion
in multiple emotions: only recognizable if different valences (eg. happy and sad), but not same valences (eg sad and angry)

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19
Q

parenting styles in development EA

A

denying: you dont need to be afraid
dismissive: boys dont cry
laisez-faire: it will pass
coaching: reequires more attention and energy consisting of different steps > emotion validation

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20
Q

emotion validation

A
  • examine feeling child in situation, contact at eye level
  • not distract attention, but focus
  • validation / acknowldgement of these feelings
  • find solution together, within limits
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21
Q

coping

Study These Flashcards
A
  • attempt to regulate arousal level
  • infants nega experience: covering eats/ avert gaze
    toddlers: selfsoothe when mother is absent
  • late childhood/adolescense: coping more cognitive process (instead of behavioral strategies)
22
Q

features of social emotions

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A
  1. require complex cognitive abilities
  2. emerge later in childhood
  3. no universal facial expressions
  4. serve primarily social needs (vs survival needs> motivate moral behaviour, maintain social relationships)
23
Q

complex cognitive abilities social emotions

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A
  • self awareness
  • other awareness (+ ToM)
  • social-norm awareness
24
Q

pride vs shame/guilt

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A

PRIDE

posi self evaluation > pride> reinforce desirable behaviour

SHAME/GUILT

nega self evaluation> shame/guilt> inhibit undesirable behaviors

25
Shame vs guilt
SHAME - critize self - painful -worthless/shrinking -escape GUILT - critizice behaviour - less painful - remorse regret - repair
26
Shame
two paths: 1. self blame + anxiety + depression 2 other blame + anger + aggression
27
guilt
+ empathy - externalizing > guilt more adaptive, BUT every emotion is functional as long as under control
28
social emotions and ASD/DHH
- less than control >deficits in other awareness & Theory of Mind - less shame/guilt (decrease over time) > children and adolescents experience/express social emotions less > due to less access to social world and less emotional competence
29
Empathy
- affective - cognitive - behavioural
30
affective empathy
- emotion triggered by emotion - matching emotional states (emotion contagion)
31
emotion contagion
- personal distress (selforiented) OR - empathic concern (other oriented) > closer, you will feel more personal distress than when you dont really know someone before 1st bday - high personal distress, low empathic concern > underdeveloped self other awareness > underdeveloped emotion regulation > no difference in DHH/ASD
32
cognitive empathy
Understanding others emotions needed: ToM Perspective taking emotion recognition mentalization emotion understanding
33
precursor cognitive empathy
- inquiry behavior (eg looking bak and forth from victoms face and hurt BOdy part) (no differences between groups) -attention to others (looking up when someone else cries) (at start lower for DHH, increases more over time)
34
prosocial empathy
Personal distress > less prosocial action empathic concern > more prosocial action
35
Affective empathy & Cognitive empathy
AE stimulates the development of CE - AE signals releevance - AE assists information processing - AE motivates the acquisition of CE skills
36
empathy & psychopathology
cognitive empathy + self gain > antisocial behavior
37
Empathy & autism
- ASD less theory of mind - ASD less emotion understanding but, intact affective empathy > parents evauluate more empathy in ASD children than experimenters (know children better en interprate actions)
38
antisocial behaviour
umbrella term = delinquency + aggression antisocial is not the same as externalizing behaviour - externalizing also includes hyperactivity, in addition to rulebreaking and agression - rule breaking in context of externalizing is breaking law AND rules set by parents/teachers
39
externalizing behaviour
- outward focused behaviour: behaviour that bothers others (- internalizing: inward focused behaviour, bothers yourself)
40
aggression
- behaviour intended to hurt others - physical aggression - verbal aggression - relational aggression (eg gossiping) - violence: severe form of aggression with intent of seriously physically hurting other
41
delinquency/criminality
- breaking law (cultural dependent) - delinquency term often used when minors/young people
42
psychopathic traits
- callous-unemotional traits - grandiose-manipulative traits - irresponsibility/impulsivity
43
consequences pervasive childhood/adolescent antisocial behaviour
- problematic relas - poor educational outcomes - victims lateron: - psychiatric illness - poor physical health - substance use - violent rela - erratic employment patterns > major personal and societal costs
44
emotional competence as cause for antisocial behaviour
- deficits in emotion functioning (eg emotion recognition and empathy) can result in having problems with emotional reactivity and self regulation - impaired cognitive abilities > especially in emotional arousing conditions > increase risk bad social relas > increase decsions that increase likelihood pervasive and stable behaviour
45
biopsychosocial model (riskfactors)
bio: - genes - brain development - hormones - stress response Psycho: - attachment - temprament - having disorder - emotional competence social - childhood maltreatment - trauma - delinquent friends/parent - bad neighborhood - social adversity = risk antisocial behavior > the more risk factors, the higher the risk (additive model) >factors also. influence each other (interactive model)
46
experiment high risk vs low risk children
measured: affective, cogniitive empathy and social attention > no difference cogniitive > no difference attention > reduced heart reate in videos showing pain and fear and reduced skin conductance during pain
47
emotion socialization
- emotional competence emerges through continual interaction with social environment - continual dynamic reciprocal process
48
communication difficulties
fewer opportunities for incidental learning (eg interaction, obsrevatiom, communication, overhearing) > limited social emotional learning
49
what causes these disruptions?
medical model - impairment - fix individuals Social model - looks at systemic barriers >fix environment however communication difficulties often invisible
50
peers as socialization agent
- dampening nega emotion expression: > follow peer norms > avoid nega reactions - regulation of anger > more use distancing in older vs younger children > emotional front: public vs private self
51
friends as socialization agent
- similarity - intensity/intimacy -dimensions learned fron friendship contexts > knowing thats shared, how to be supportive > managing disagreements, regulating emotion from conflicts > dealing with competetive feelinggs
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