1. Psikologi Anak Pertemuan 6 Emotional and Moral Development

2. Emotional Development Definition of emotion Feeling or affect in a state or interaction characterized by – Behavioral expression – Conscious experience – Physiological arousal Positive and negative expressions

3. What Are Emotions? Facial expressions of basic emotions – Biological nature; same across cultures When, where, and how to express emotions are not culturally universal Biological roots…but shaped by culture and relationships Emotional regulation: Effectively managing arousal to adapt and reach a goal – Involves state of alertness or activation – States can be too high for effective functioning

4. Developing Emotional Regulation As one ages or matures: Regulation shifts from external sources to internal resources Cognitive strategies for regulation and ability to shift focus increase Ability to effectively cope with stress increases Develop greater capacity to modulate emotional arousal More adept with age at selecting and managing situations, relationships

5. Emotional Competence Skills Being aware of own emotional states and those of others Using appropriate emotional vocabulary Having empathic and sympathetic sensitivity to others’ experiences Seeing self as feeling like one wants to feel Understanding inner emotional states and outer expressions may not correspond Adaptively coping with negative emotions Being aware that emotional expression plays major role in relationships

6. Early Developmental Changes In Emotions Primary emotions – Present in humans and other animals – Appear in first six months of life – Surprise, joy, anger, sadness, fear, and disgust Self-conscious emotions – Appear in first 18 months to 2 years – Acquire and use society’s standards and rules – Empathy, jealousy, and embarrassment

7. Infant crying Basic cry – Rhythmic pattern usually consisting of cry, briefer silence, shorter inspiratory whistle, and brief rest Anger cry – Similar to basic cry, linked to exasperation or rage, with more excess air forced through vocal chords Pain cry – Sudden appearance of loud crying, no preliminary moaning; stimulated by high- intensity stimulus Infant smiling Reflexive smile – Does not occur in response to external stimuli – Occurs during first month after birth, usually during sleep Social smile – Response to external stimulus – Occurs about 2 or 3 months of age – Typically in response to a face

8. Early Childhood Young children experience many emotions Self-Conscious Emotions – Pride, shame, and guilt – First appear about age 2½ – Gender and behavioral differences exist – Ability to reflect on emotions increases with age – Emotional regulation affects peer relations

9. Developmental Changes In Emotions During Middle and Late Childhood Increased ability to understand pride and shame Increased awareness that more than one emotion can be experienced in a particular situation Increased tendency to take fuller account of events leading to emotional reactions Marked improvements in ability to suppress or conceal negative emotional reactions Use of self-initiated strategies for redirecting feelings

10. Adolescence Time of emotional turmoil but not constantly Emotional changes instantly occur with little provocation – Girls more vulnerable to depression – Adolescent moodiness is normal – Hormonal changes and environmental experiences involved in changing emotions

11. Temperament Individual’s behavioral style and characteristic way of emotional response – Closely linked to personality Rothbart and Bates’ Classification – Extraversion urgency – Negative affectivity – Effortful control (self-regulation)

12. Temperament – Chess and Thomas’ Classification Three basic types or clusters – Easy child: positive mood; quickly establishes routines; adapts easily to new experiences – Difficult child: reacts negatively; cries frequently; has irregular routines; slow to accept new experiences – Slow-to-warm-up child: low activity level; somewhat negative; shows low adaptability; displays low-intensity mood

13. Biological Foundations and Experience Physiological characteristics are associated with different temperaments Heredity is aspect of temperament’s biological foundations Attributes become more stable over time as self- perceptions, behavioral preferences, and social experiences form personality Gender may be important factor that influences fate of temperament Many aspects of child’s environment encourage or discourage persistence of temperament characteristics Goodness of Fit – Match between child’s temperament and environmental demands

14. Developmental Contexts Gender may be important factor that influences fate of temperament Many aspects of child’s environment encourage or discourage persistence of temperament characteristics Goodness of Fit – Match between child’s temperament and environmental demands

15. Parenting and Child’s Temperament Some temperament characteristics pose more challenges than others Management strategies that worked for one child may not work for next one – Be sensitive to individual characteristics of child – Structure the child’s environment to provide as good a fit as possible with child’s temperament – Avoid labeling as “difficult child”

16. Theories of Attachment Attachment — close emotional bond between two people Freud — infants attach to person or object providing oral satisfaction – Harlow’s study proved otherwise Erikson — first year of life is key time for attachment development – Sense of trust or mistrust sets later expectations Bowlby — stresses importance of attachment in first year and responsiveness of caregiver – Four phases of attachment in first 2 years

17. Individual Differences and the Strange Situation Insecure disorganized Securely attached Insecure avoidant Insecure resistant Shows insecurity by being disorganized, disoriented Caregiver is secure base to explore environment from Shows insecurity by avoiding the caregiver Clings to caregiver, then resists by fighting against the closeness Ainsworth’s measure of infant attachment to caregiver Attachment Categories

18. Adolescence Attachment to parents – Secure attachment to both parents positively related to peer and friendship relations – Dismissing/avoidant attachment: de-emphasize importance due to caregiver rejection – Preoccupied/ambivalent attachment: insecure adolescent due to inconsistent parenting – Unresolved/disorganized attachment: insecure adolescent, high fear due to traumatic experiences

19. Moral Development Changes in thoughts, feelings, and behaviors regarding standards of right and wrong An intrapersonal dimension: regulates activities An interpersonal dimension: regulates social interactions and arbitrates conflict

20. Piaget’s Theory of Moral Development Heteronymous morality Autonomous morality Immanent justice Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people (4-7 years) Becomes aware that rules and laws are created by people; in judging an action, one should consider actor’s intentions as well as consequences (10 years and older) If a rule is broken, punishment will be meted out immediately

21. Kohlberg’s Theory of Moral Development Moral reasoning unfolds in universal stages – Moral thoughts constructed as one passes through childhood, adolescence, and adulthood – Tested by story with moral dilemma Theory of 3 levels, two stages in each – Preconventional reasoning — Good or bad based on external rewards and punishment – Conventional reasoning — Individuals abide by certain standards, but are standards of others – Postconventional reasoning — Individuals recognize alternative moral courses, explore options, and decide own moral code 7th stage added: cosmic perspective

22. Empathy Reacting to another’s feelings with emotional response similar to other’s feelings Cognitive component — perspective-taking Develops from infant’s global empathy Children’s ability depends on awareness that people have different reactions to situations

23. Emotion and Moral Development: The Contemporary Perspective When strongly felt, both positive and negative feelings contribute to moral behavior – Positive feelings: empathy, sympathy, admiration, self-esteem – Negative feelings: anger, outrage, shame, guilt – Some emotions undergo developmental change throughout childhood and beyond; interwoven with cognitive and social aspects of development