The Emotional Development Is Essential For Determining What Motivates Her The Most.

Children are very complex, unique and varied individuals whose genetics, connections and backgrounds all perform significant roles in their emotional development (Wilson, 2003). The genetic blueprint a child inherits from its parents may plot a course for development but the environment and the influences within can affect how the child is shaped, how they connect with and are perceived by others and how their emotions are or are not expressed. Wilson (2003) points out emotions as an experience that is linked to cognitive interpretation, context, subjective feeling, physical reaction and behavioural expression. Campos, Campos, and Barrett (1989) suggest emotions are processes of establishing, maintaining, or disrupting the relations between the person and the internal or external environment, when such relations are significant to the individual.

Bowlby’s attachment theory, as well as Erikson’s psychosocial theory, indicates that a child’s overall development is dependent on the care that they receive from their caregiver, more specifically their mother. Meeting the needs of the child and providing a

Much research has been done on the influence of a mother on a child’s well-being and development (Pougnet, Serbin, Stack, & Schwartzman, 2011). However, research has shown that an engaged and loving father can contribute greatly to a child’s cognitive, social, and psychological development (Bronte-Tinkew, Carrano, Horowitz, & Kinukawa, 2008; Duursma, Pan, & Raikes, 2008; Pancsofar & Vernon-Feagans, 2010; Wilson & Prior, 2010).

On October 13, 2012, observation #3 was conducted at the grocery store and at a fast food restaurant between the hours of 3:00pm and 4:30pm. It was an over cast day, and present at the store and restaurant were 6 of the grandmother’s children (between the ages of 7-21), and Jackson’s mother. I concentrated on Jackson’s social, emotional, and physical development with the use of Attachment theory. Jackson’s mother arrived at the store, and met us inside. I was surprised to see Jackson’s mother, and so was Jackson. The mother and Jackson did not communicate with each other. The mother got upset at the store with the grandmother, and stated she was going

Children learn social competency through the family unit (Schneider & Schneider, 1983) and if that is newly broken, they need to develop healthy social interactions to gain a sense of belonging and power. Children with emotional disturbance focus on immediate gratification, rather than long-term investment (Schneider & Schneider, 1983). Furthermore, Adlerian therapist believe all misbehavior has a purpose, either attention, power, revenge, and proving inadequacy (Kottman, 2001) . By uncovering the motive for misbehavior, I can work to help the child develop more positive, constructive goals, through play, art, and

There are many explanations for why Jill is struggling in school. Two possible psychological motivational theories that may explain her struggling are the arousal theory and the incentive theory. The arousal theory states that people are driven to perform actions in order to maintain an optimum level of physiological arousal. Jill may need a higher level of arousal than normal to learn. Most schools do not provide high levels of arousal, which could lead to her being bored, and skipping class to find arousal elsewhere that better meets her needs. The second theory is incentive theory which states that people are pulled toward behaviors that offer positive incentives and pushed away

The biological paradigm, for example, is not always a reliable indicator of how a person can develop emotional conditions later in life. Mood disorders may occur despite a child being exposed to normal parenting or the lack of negative parental dynamics (Wagner, 2003).

A mother’s ability to attune, regulate, and respond to an infant has considerable developmental and interpersonal consequences (Bowlby 1988; Shapiro 2012). Repeated proximity-seeking behaviors with primary caregivers lay the foundation for individual strategies that assist in the regulation of emotions and the ability to form intimate bonds (Marmarosh & Tasca, 2013). One’s experiences early on in life create the foundation from which we form our perceptions of self and others, and are associated with the development of neural pathways in the brain that control responses to stress (Marmarosh & Tasca, 2013), and influence future relationships and attachments in adulthood (Snyder, Shapiro, & Treleaven, 2012).

Children who consistently display behavioral problems in the home and within a social context (Dunsmore, Booker, & Ollendick, 2013) characterize oppositional defiant disorder (ODD). According to Dunsmore, Booker, and Ollendick (2013), the widespread cases for ODD are “1 percent to 13 percent in children at the age of 6-17 years” (p. 444). Children with ODD have frequent explosive episodes of opposition, disputation, and antagonist behaviors that upset intercommunications with like-aged children, their own parents, and siblings (Dunsmore, et. al., 2013). Other evidence of ODD involves rage, quick agitation, and becoming nasty or revengeful (Dunsmore, Booker, Ollendick, & Greene, 2016). Oppositional defiant disorder links these children with the incapability to express feelings, connect and manage intimate relationships, and work within a team environment (Dunsmore, et. al., 2013). Children displaying behavioral problems lack the “parental emotional communication called emotion coaching than mothers of children without conduct problems” (Dunsmore, et. al., 2013, p. 445). However, once mothers of children with ODD undertake emotion coaching, then positive connections with others appear to surface for these children (Dunsmore, et. al., 2013). Therefore, integrating methods for “parental emotion coaching with evidence-based treatment programs” for troublesome behavioral disorders are likely to ameliorate

Sara’s attachment patterns to her parents were unsurprising with her expressing a secure attachment pattern with both her mother Megan and father David. Sara felt free to explore a room or be around a stranger as long as her father or mother was there. She did not even appear upset when they left the room, which could be because she went to day care daily and

When the parental reward system is on, “the parental brain constructs emotion based memories …of pleasurable interactions that help to motivate the parent to keep parenting” (Hughes & Baylin, 2012, p. 67). Hughes & Baylin (2012) highlight that blocked care can result when the parent has high levels of stress. The parental reward system is “an anticipation system related to a parent’s expectations about how it will feel to interact with a child” (Hughes & Baylin, 2012, p. 68). When T’s foster carer becomes angry at T because she can’t understand what is motivating his behaviour, Hughes & Baylin (2012) suggest that this is because the parents reward-driver dopamine system has crashed because the parents expectations have been violated. This swift change from an approach reward system to a defensive response results in blocked care. Whilst even the most compensate parents can find it challenging to parent T, it would be important for T foster carer to seek support from supportive adults in her life to stay open and attuned to T despite his challenging behaviour in return.(Hughes & Baylin

In addition, these actions might come from a disconnect with attachment during the early stages of Deborah’s life. In addition, Deborah’s early experiences affect and change the developing right brain system by forging deeper connections (Schore J. & Schore K., 2014, p. 179). The process of developing her emotional regulation and personal growth lacks may not have successfully expanded because of the lack of attachment during her early childhood.

The “Eunice Kennedy Shriver National Institute of Child Health and Human Development grant,” financially funded the studies and research that had been conducted. The researchers in this experiment were Jan Blacher, Bruce L. Baker, the Undergraduates and Graduates from UCLA as well as UC Riverside. Now, it had been understood that fathers who take the time to care for their children with behavior issues or any sort of disability can naturally diminish psychological difficulties within their child. A father will always have a diverse relationship with their kids. The ideal reasoning behind this experiment was to

Good mothering enables initial emotional development. Transitional objects enable the continuation of the emotional development by being the first instance of the initiation of a relationship between the toddler and the world (Wincott, 1953).

In the book, “Raising An Emotional Intelligent Child” author John Gottman guide’s parent’s toward raising an intelligent child by teaching them about the awareness of their emotions. Parents are known to be emotional coaches, parents who get involved with their child’s feelings. They accept negative emotions as a fact of life and use emotional moments as opportunities for teaching their kids important life lessons and building closer relationships with them. Emotional intelligence controls impulses, delays gratification, motivate themselves, reading others social cues, coping with life’s ups and downs. Parenting requires intellect, but most importantly empathy. In parent- child interactions, most parents fall into two categories: parents who give their children guidance about the world of emotion and those who do not. There are 3 types of parents who fail to teach emotional intelligence: the dismissing parent, disapproving, and Laissez-Faire. Dismissing parents tend to disregard and ignore children’s negative emotions. Disapproving parents are critical of their children’s displays of negative feelings and may punish them for emotional expression. Lastly, Laissez-Faire parents, accept their children’s emotions and empathize with them, but fail to offer guidance or set limits on their children’s behavior.