Gender Differences On Negative Emotions During The Childhood And Adolescence Stages Essay

American culture assumes a great difference in the way men and women experience emotions. Women are assumed to be far more emotional than men, both in experiencing the emotions internally, as well as expressing them to the outside world. While the genders may differ in how they express their emotions, men and women do not inherently differ in the frequency of emotionality. Men are not emotionless, and women do not overcompensate for men's lack of emotion.

This is due to many parents wanting their child (boy)to be sensitive and not have to fit the usual masculine roles that are prescribed at birth. Society is not as accepting of boys portraying feminine qualities, such as expressing their emotions. If a boy is seen crying or expressing any type of emotion that is not identified with masculinity, the boy will be then looked at as being a sissy, gay, or labeled in some other derogatory manner. In contrast, these parents claim that it is easier to raise a strong and confident daughter. Society is more accepting of little girls portraying masculine qualities to a certain age, however it seems to be a double edged sword for both

The issue of gender stereotypes is a complex one. When people think about this problem, they think that men and women have to have certain roles in society. The gender stereotype that women are more emotional than men is a very common gender stereotype that is a problem in our society. This stereotype was most common around 1952, yet the stereotype still occurs today through the media. Judging a women to be the more emotional gender is bad for society because it shapes the woman into being that stereotype. Even though the stereotype that women are more emotional than men is often portrayed through society and the media, men are just as emotional as women.

Emotional development is the emergence of a child’s experience, expression, understanding, and regulation of emotions. This developmental process begins in infancy and continues through late adolescence, with the most dramatic increase in skills often occurring during the transition from middle childhood to adolescence (von Salisch, 2001). Emotional development is strongly related with healthy psychological functioning, as research consistently supports the link between deficits in emotional competency and a variety of negative social and psychological outcomes such as increases in internalizing and externalizing symptomology (Garner & Hinton, 2010; Perry-Parish & Zeman, 2011). It is because of this strong association that researchers have pushed for increased attention to identify components deemed necessary for adaptive

Mothers rated their children on three Behavioral Styles Questionnaire to measure activity, adaptability, and persistence – high scores on these scales reflect temperament-related problems. Emotional knowledge was measured with an emotion recognition and emotion-labeling task, which both use facial expressions of interest, joy, surprise, sadness, anger, disgust, contempt, shame and fear. The emotion recognition task required children to point to one of their facial expressions that matched the test giver’s description of the targeted emotion. The child produced a label for each of the nine basic emotions for the emotion-labeling task. The scores of the emotion recognition and emotion-labeling were calculated and standardized to provide a correlated

A lack of ability to bond with peers can result in the child being bullied and rejected by other children

What would you do if your child came home with a note from the teacher? What if the note stated that he/she does not know how to communicate or play well with others? That he/she yelled at or hit another child or teacher because he/she wanted to play with them? How would that influence your child’s life and the relationships that he/she build? How would that impact your life? Social-emotional competence plays a key factor in how children communicate with others in different environments or situations. Social-emotional development, as defined by the California Department of Education (CDE), is “a child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others” (CDE, 2016).

According to this theory, in the social interactions, adolescents go through a serious of processes including clarifying goals, developing strategies, encoding and interpreting social clues. According to Laible, Murphy and Augustine (2014) failure (such as encoding negative cues in social information) leads adolescent to behave more aggressively. Essentially, Mister demonstrates biases in social processing and encodes negative clues. His aggression toward the teacher or having suspicion about the police officer and Alice illustrate his failure in this process. He misinterprets some social clues, so that acts aggressively. Dykas and Cassidy point out that internal working model of attachment plays an important role in social information processing. Maternal mental health problems and dramatic life changing might have negatively impacted on his developing brain areas in this developmental stage. Consequently, according to Cook et. al. (2005) interaction between impaired attachment and neurobiological factors cause the problem with behavioral control and emotional regulation in children and adolescents which are also true for

When parents and family members repeat the process of saying please and thank you around the house, they learn to know the true meaning of having manners. Children seeing the way others share items and feelings around each other is a big eye opener to them that allows the child to feel their own feelings. When children see that they do something wrong, the parent should always be there to ask them questions for example on what happened?, how this made them feel?, how they think the other person felt when they did the same thing back? Children than begin to think about their own actions might impact the emotions of those around them. When kids interact with one another they get to learn how to relate with eachother that will then help develop social problem-solving skills. Having many practice with peers help them a lot to solve and listen to each other that way they learn to compromise. Although, youngsters who have difficulty showing and or controlling their emotions are more likely to struggle with problems like depression and anger. This gives a child a lower self-esteem and will have a poor self image on themselves due to the fact that everyone around them is either always being negative, any type of bullying, being teased, made fun of, and when they distance themselves from anyone around them. During early childhood, children often start to develop self-conscious emotions around parents,

While in the younger age group, I observed many examples of emotions. EJ, a male born on 6/3/2015, gave me a great insight. He showed anger when Tula took his toy. He screamed and yelled until someone paid attention to him. I assessed this as normative because many toddlers at that age have a hard time understanding the concept of sharing. EJ showed happiness as he was running around the room laughing and giggling. I assessed this as normative because he expressed his emotions normally as someone would when they are happy. He also showed affection when the teacher walked into the room by

On the opposite end of things, high levels of positive affect during infancy were associated with high effortful control in toddlers. However, this relation was inversed from toddlerhood to preschool with high positive affectivity between 18 and 36 months seeing low effortful control. Different patterns of associations can lead to different outcomes in self-regulation depending on the gender of child and the status of the rater (mother vs. father). Studies show that from the age of 3 months to 13 years girls had higher effortful conrtrol, lower surgency and higher negative affectivity than boys. There was another study regarding gender differences from infancy to middle childhood that confirmed the first study mentioned above. It showed that females are more fearful, have lower motor activity and show better self-regulation than boys. In addition, parents tend to differently evaluate boys’ and girls ' dimensions of temperaments. Boys are rated as higher in activity level, while girls are evaluated as higher in shyness and inhibitory control (Kiss, Fechete, Pop and Susa, 2014).

Four hundred and twenty women, ages 19 to 40 participated in the experiment. Women were selected as the primary participants for this study because when it comes to emotional display, they are often said to express more “powerless emotions (sadness, fear) and happiness more than men” (Safdar, Friedlmeier, Matsumoto, Yoo, Kwantes, Kakai, & Shigemasu 2009.) The experiment was designed for people with at least a junior high school education, of any income, and ethnicity. The participants were all students from Stony Brook University that learned of the study either from hearing a class announcement, received an email invitation or saw one of the many study recruitment postings on or around campus. The selected participants were all notified of a $10 gift card upon their completion of the study.

First, children grow up having fewer and fewer friends of the opposite sex which separates their social universe and makes less knowledgeable of each other's communication beliefs, values, and practices. Second, parents and other institutions teach boys and girls differently in how to handle their emotions (Goleman 3). Parents talk about emotions with their daughters more than their sons (Goleman 3). In fact, "mothers tend to display a wider range of emotions to daughters than to sons" and discuss emotional states in greater detail with girls than boys (Goleman 3). If they do talk about emotions with sons, they are focused on anger and its consequences, a topic removed in discussions with girls (Goleman 3). Likewise, girls usually develop their language skills more quickly then boys, so they become more experienced in expressing their feelings, unlike boys "for whom the verbalization of affects is de-emphasized, may become largely unconscious of their emotional states, both in themselves and others" (Goleman 4). By the time kids are 13 years old, girls have developed sophistication in handling negative emotion with their "vicious gossip" and "indirect vendettas," while boys simply resort to aggressive confrontation mechanisms (Goleman 5). Moreover, girls focus on their intimate social networks when playing, while boys are geared

The core features of emotional development include the ability to identify and understand one’s own feelings, to accurately read and comprehend emotional states in others, to manage strong emotions and their expression in a constructive manner, to regulate one’s own behavior, to develop empathy for others, and to establish and maintain relationships. (National Scientific Council on the Developing Child 2004, 2)

The study "Children 's callous‐unemotional traits moderate links between their positive relationships with parents at preschool age and externalizing behavior problems at early school age " was published in May 2013. The research focuses on how children 's callous-unemotional traits (CU traits), which means the fearlessness and also the lack of empathy, moderate links between relationship between parents and children, and future behavioral problems of children. CU traits are a representation of ability to manage relationship and communicate with others. A lack of CU traits usually shows the disability to socialize in relationship with others. The relationship with parents both affects and is affected by CU traits, however a low CU traits along with a lowered relationship with parents will further cause more serious problems in the long future of children such as tendency of violence, even crimes. Most researchers