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Motivation and emotion



! Emotion regulation (normative development !! Emotion dysregulation (non-normative development)
 * children who are emotionally regulated: ||
 * Posses emotional awareness (are able to verbally label emotions) (Zeham et al., 2006)|| Lack emotion awareness (have difficulties identifying and verbally labeling their own emotions)
 * Are more able to manage negative emotions: Are able to react to situational and emotional demands with a broad range of coping methods that are both flexible and in line with social expectations (Cole, Michel, & Teti, 1994) || Are less able to regulate negative emotions (Katz et al., 2007)(more likely to display extreme emotional reactivity (e.g. anger, aggression; linked to externalising symptomatology) and/or extreme inhibition (i.e suppression of emotion; related to internalising symptomatology)when in a negative mood state (Cole, Zahn-Waxler, Fox, Usher, & Welsh, 1996)
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Antisocial Personality disorder and Emotion Recognition

Overview

 * 1) A6FF4D

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= The effects of domestic violence on children's emotion regulatory abilities = Write an explanation here of the two types

Intimate partner violence (IPV)




= The effects of domestic violence on children's emotion regulatory abilities = Write an explanation here of the two types

Child maltreatment
With regards to child maltreatment and children's emotion regulation, several studies have found that maltreated children are more likely to be emotionally dysregulated (Kim & Cicchetti, 2010). Across studies, maltreated children have been found to display fewer situationally appropriate emotional responses, lower levels of emotional awareness and empathy and greater and prolonged levels of negative emotion throughout provocation and recovery (i.e. greater difficulty down-regulating negative emotions) (Pollack & Shackman, 2014; Shipman, schneider, et al., 2007). Further, Maughen and Cichetti (2002) found an associated between child maltreatment and the dysregulated emotion regulation patterns identified by Cummings (1987), which include U/A (under-controlled/ambivalent), associated with social/behavioural problems, and O/U (over-controlled/ under-responsive), associated with anxious, depressed symptoms. Specifically, these researchers found that close to 80% of maltreated children in their study exhibited either U/A or O/U after witnessing a simulated angry exchange. That is, compared to children from normative populations, children who were exposed to maltreatment either showed elevated and prolonged levels of emotional reactivity in response to witnessed anger, or low levels of emotional reactivity (flat or absent emotional response) in response to the angry exchange. In sum, exposure to maltreatment in the early family unit, poses a significant threat to a child's capacity to process and regulate emotions adequately (Maughen & Cicchetti, 2002).

Intimate partner violence (IPV)
Emerging evidence also suggests that exposure to intimate partner violence has a significant negative affect on children's emotion regulation abilities, typically leading to dysregulation (Tami Rigterink,Katz, & Hessler, 2010). IPV-exposed children have been found to be less descriptive of their emotional experiences and the related cognitive and physiological sensations (such as feeling hot in the fact when embarrassed), less able to regulate negative emotions (i.e. need more maternal assistance to calm them down when upset), have greater difficulty distinguishing one emotion from another (e.g. fear vs. disgust), and are more likely to be unaware of the causes of their emotions (Katz et al., 2007). Further, greater instances of inappropriate emotional display as well as higher levels of negative emotions and displays of negative emotional expression have been discovered among children exposed to intimate partner violence (Graham-Bermann & Levendosky, 1998; Harding et al., 2013). Like child maltreatment, intimate partner violence disturbs the normal development of children's emotion regulation skills, which as you will learn next, can lead to severe social and behavioural problems.