emotion regulation in early childhood: a building block to success kristin rezzetano, m.s.ed.,...
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Emotion Regulation in Early Childhood: A Building Block
to SuccessKristin Rezzetano, M.S.Ed., Stephanie Marshall,
M.S.Ed., & Kara McGoey, Ph.D.
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Background
Self RegulationEssential for adaptive and independent functioningEmotion regulationIncludes emotional lability, flexibility, and contextual response
Alink, Cicchetti, Kim, & Rogosch, 2009; Kopp, 1989; Thompson & Goodvin, 2007
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Development of Emotion Regulation
Infancy• <6m. – dependent on caregivers• Temperament
• Research supports increased negativity/proneness to distress in certain infants
• Rudimentary ER abilities begin to develop • Turning head away, sucking, object
play
• Social referencing/theory of mind develop
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Development of Emotion Regulation
Toddlerhood– Locomotion allows for moving
away, toward objects as emotion regulation
– Language develops – increased emotional understanding and ability to express emotions• Emotions are in reference to
something-agent of change• Understand
advantages/disadvantages of emotional displays
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Development of Emotion Regulation
Preschool– Must learn to regulate emotions
given the demands of the situation
• Home vs. Preschool
– Language continues to develop– (e.g., “use your words”)
– Temper tantrums may persist in moments of extreme emotion
– Peer relationships
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Development of Emotion Regulation
Childhood– More sophisticated cognitive
components – may re-evaluate situation or deny negative elements rather than removing themselves
– Social/cultural/gender norms influence ER
Adolescence– Increased development of
prefrontal cortex • Integration of emotion, cognition, &
behavior
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Emotion Regulation &Social Competence
Social Competence• Success in interacting
socially with others (Fabes, Gaertner, & Popp, 2006)
– Associated with school readiness, academic achievement, fewer behavioral problems, higher ER
– Negative emotional expression, lack of emotion regulation, deficient emotional expression, insecure attachment all related to difficulties with SC (Denham, 2002)
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Emotion Regulation & Academic Functioning
• Relationship between emotion regulation, emotion knowledge/language, social competence, and academic skills and motivation (Eisenberg, Sadovsky, & Spinrad, 2005)
• Emotional lability predicted by socially negative behavior in the classroom, related to maladaptive learning; early socially negative behavior related to maladaptive learning later in school year (Fantuzzo, Bulotsky-Shearer, Fusco, & McWayne, 2005)
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Assessment
• Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997)– Two dimensions: Emotion
Regulation & Lability/Negativity
– 24-items, 4-point Likert scale– Teachers can complete– Children ages 6 to 12
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Emotion Regulation Checklist – Sample Items
• Emotion Regulation dimension: empathy, self-awareness of emotion, appropriateness of emotional displays– “Is empathic toward others”,
“Can say when she/he is feeling sad, angry or mad, fearful or afraid”, “Exhibits wide mood swings”(Fantuzzo et al., 2005, p. 263)
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Assessment
• Emotion Regulation Q-Sort (Shields & Cicchetti, 1997)– Uses the California Child Q-
Set (CCQ; Block & Block, 1980)
– 10 items reflecting positive and negative emotion regulation strategies
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Emotion Regulation Q-Sort: Sample Items
Positive:• “Can recover from stress”• “Is empathic”Negative:• “Goes to pieces under stress”• “Is easily irritated”
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Assessment
• Emotion Regulation Questionnaire (ERQ: Gross & John, 2003)
– Measures cognitive reappraisal and expressive suppression of emotions
– 10 items (6 cognitive, 4 expressive) on 7-point Likert scale
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ERQ: Sample Items
Reappraisal: – “When I want to feel less negative
emotion, I change the way I’m thinking about the situation”
– “I control my emotions by changing the way I think about the situation I’m in”
Suppression:– “I keep my emotions to myself”– “When I am feeling positive
emotions, I am careful not to express them”
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Assessment
• Preschool Self-Regulation Assessment (PSRA; Smith-Donald, Raver, Hayes, & Richardson, 2007)– “Portable” assessment of
preschoolers’ regulatory skills in behavioral, attentional, and emotional domains
– Scores based on direct assessment and behavioral report
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PRSA
• Sample items– Direct Tasks
• Balance Beam, Pencil Tap, Tower, Toy Sorting, Toy Wrap, Snack Delay, Tongue Task
– Examiner Report• Intensity and frequency of
anger/irritability, sadness, positive emotions
• 3-point Likert scale rating
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PRSA
• Toolkit available online at http://steinhardt.nyu.edu/ihdsc/csrp/psra– Includes script, assessor
report, score sheet, code sheet, training materials
– English and Spanish versions available
– Certification opportunities
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Assessment: Other Methods
• Direct Assessment/Observation– Disappointment task
• Provide child with undesirable toy as reward for completing task
• Observe response: Is child actively regulating emotion? Passively managing emotion? Acting disruptively?
• See Feng, Shaw, Kovacs, Lane, O’Rourke, & Alarcon (2008)
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Intervention
• Call for use of interventions to address emotion regulation in the school environment to promote behavioral and academic success (Raver, Garner, & Smith-Donald, 2007)– Promotion of self-regulation for all children– Practice emotion regulation in multiple
contexts– Differentiating externalizing/aggressive
behavior from dysregulated behavior– Emotion regulation can be learned through
play (Bodrova & Leong, 2005)
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Intervention
• The Incredible Years (TIY; Webster-Stratton, 2008)– Intervention program designed
for children ages 0-12– Parent, Teacher, and Child
training programs– BASIC Preschool/Early Childhood
program developed for children ages 3-6 • Addresses social, emotional, and
school readiness skills
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The Incredible Years
• Parenting Program (BASIC)– Positive parenting: setting limits,
addressing misbehavior, providing praise, encouraging positive play skills
• Dina Dinosaur Program – Child training: social problem solving,
managing frustration, perspective taking, behavior, empathy
• Teacher Classroom Management Program– Behavior management
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The Incredible Years BASIC Early Childhood Parent
Program• Program 1
– Strengthening Children’s Social Skills, Emotion Regulation, and School Readiness Skills
• Program 2– Using Praise and Incentives to Encourage
Cooperative Behavior
• Program 3– Positive Discipline – Rules, Routines and
Effective Limit Setting
• Program 4– Positive Discipline – Handling Misbehavior
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The Incredible YearsDina Dinosaur Treatment
Program
• Program 1– How to Do Your Best in School
• Program 2– Understanding and Detecting Feelings
• Identifying self and others’ feelings, changing negative emotions to positive
• Program 3– Detective Wally Teaches Problem-Solving
Steps• 7-step problem-solving and anger
management
• Program 4– Molly Manners Teaches How to Be Friendly
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The Incredible YearsTeacher Classroom Management
Program
• Anger Management/Emotion Regulation
• Providing stability/consistency, accepting emotions and emotional expressions, using feeling language, discouraging physical/verbal aggression to express emotions, teaching self-calming techniques
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Second Step, 1997
• A research based program created by the Committee for Children
• School-based social skills curriculum that includes teacher friendly curricula, training for educators, and parent education components.
• Intended for children from preschool through grade nine
* Committee for Children
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Second StepPreschool/Kindergarten
Curriculum
• Thirty-six lessons divided into three units– Empathy Training – Impulse Control – Anger management
• Lessons include songs, role plays, and puppet activities
• Each lesson is 20-30 minutes long.
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Second StepBarriers to implementation
• Schedule of implementation • Content of the lessons (concrete
vs. abstract)• External and environmental factors• Teacher “buy-in”, support, and
commitment • Lack of training for Second Step• Cost
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Embedded Interventions
• Interventions that can be embedded within everyday interactions to promote Social Competence and Emotion Regulation
• School-wide, Class-wide or Individual
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Modeling and Role Playing
• Verbalize emotions• Model coping strategies• Model identification and
problem solving when emotional
• Create role plays/scenarios to help children practice when not in crisis
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Guide Children in Problem Solving
• Create a script or routine for solving conflicts in the classroom
• Create a script or routine for managing emotions
• Adult can guide child to use routine when upset
• Create specific emotional outlets– Anger box– Excitement exclamation
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Other Intervention Ideas
• Anger-mometer• Video modeling• DIY Tucker Turtle• Social Stories
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Anger-mometer
• Can be used to identify or reflect on situations in which child felt angry
• May include pictures or words
• Ask child at what point on anger-mometer there is danger of “losing control”
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Anger-mometer
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Video modeling
• Peer and adult modeling of prosocial behaviors
• Videotape the child exhibiting positive behavioral interactions
• Discuss what happened, feelings of persons involved
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DIY Tucker Turtle
• 4-step program used to teach the “Turtle Technique”– how to control feelings and calm down– 1) Recognize your feeling(s)– 2) Think “stop”– 3) Tuck inside your “shell” and
take 3 deep breaths – 4) Come out when calm and
think of a “solution”
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Step 4
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Social Stories
• Social scripts for child to follow in a given situation
• Used to address behaviors, transitions, new settings
• Include pictures and words to capture attention of child
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Social Stories
Consequence of Hitting• Sometimes I get mad at my
friends. They may do something that makes me upset, like take my toys. When I am upset, I must not hit other people. Hitting is not allowed at school. This is a school rule...
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Conclusion
• Emotion regulation skills become increasingly refined and independent as children grow older
• Both direct assessment and self-report can be used to evaluate
abilities in emotion regulation • Intervention can be used to address
emotion regulation in schools– Early childhood curricula such as The
Incredible Years, Second Step– Embedded interventions can be
implemented across levels
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ReferencesCommittee for Children. (1997). Second Step: A violence prevention
curriculum. Committee for Children.Fantuzzo, J. W., Bulotsky-Shearer, R., Fusco, R. A., & McWayne, C.
(2005). An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies. Early Childhood Research Quarterly, 20, 259-275.
Feng, X., Shaw, D. S., Kovacs, M., Lane, T., O’Rourke, F. E., & Alarcon, J. H. (2008). Emotion regulation in preschoolers: the roles of behavioral inhibition, maternal affective behavior, and maternal depression. Journal of Child Psychology and Psychiatry, 49, 132-141.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362.
Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion q-sort scale. Developmental Psychology, 33, 906-916.
Webster-Stratton, C., & Reid, M. J. (2003). Treating conduct problems and strengthening social and emotional competence in young children: The Dina Dinosaur treatment program. Journal of Emotional and Behavioral Disorders, 11, 130-143.
Webster-Stratton, C. (2008). The Incredible Years parent training programs. Retrieved from http://www.incredibleyears.com/program/parent.asp