The Process Of Learning Healthy

A child who utilizes his/her affect as a coping mechanism is relying upon the ability to express or ventilate through emotion. He/she will require opportunities to share anxieties, fears, anger, sorrow, and grief, and have those emotions validated by the adults in his/her life.”

Perry’s cases address issues in which traumatic experiences has on human development. In his first case, Tina, a seven-year-old girl, was molested by her babysitter’s son at the age of four and ended when she was six. Tina’s school had insisted that she be evaluated due to her aggressive and inappropriate behavior at school among her classmates. She had attacked her classmates, exposed herself, used sexual language as well as tried to engage her classmates in sexual play. Tina also failed to pay attention in class and refused to follow directions (Perry & Szalavitz, 2006). As Dr. Perry continued to work with Tina, he came to believe that like the rats in his experiment, Tina’s stress response systems was being repeatedly activated due to the trauma in which she endured while her brain was still developing, which “caused a cascade of altered receptors, sensitivity and dysfunction in her brain, resulting in developmental trauma” (Perry & Szalavitz, 2006, p.24). Dr. Perry felt that Tina’s attention and impulse problems were a result of the change in the organization of her stress response system. Tina’s overactive stress system caused her to pay more attention to people’s faces, thus, watching for threatening situations, therefore, paying less attention to the lessons being taught. Her alertness to potential threatening situations also made Tina more prone to fights. Over the course of three years, Tina learned how to control her impulsive behavior as well

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.

Emotion regulation involves intrinsic and extrinsic processing of monitoring and modifying emotional reactions in both positive or negative situations (Martins, 2012). In order for individuals to have the ability to regulate emotions, they must beware of their emotions. Although infants are unaware and lack the ability to regulate their emotions, it then becomes the role of a primary carer to nurture the infant, thus acting as a model for regulating emotions. Evidently, infants grow to reflect the ways in which their carers control and modify their emotions as well as social boundaries. Furthermore, emotion regulation is considered an important aspect of an individuals life as it 'can moderate emotions and keep them in a manageable range

Childhood maltreatment is a prevalent problem through out the world. As a child grows and matures the brain continues to develop according its experiences. During this time sensitive periods of development for different areas of the brain. A few areas that are of interest are the stress-influenced areas, which are at an increased risk for developmental problems when exposed to maltreatment. The extra stress from such exposures can influence abnormalities throughout the brain, which have been linked to structure changes with in the corpus callosum, anterior cingulate, dorsolateral prefrontal, orbitofrontal cortex, and hippocampus, amygdala, and cerebellum, as well as changes to stress related hormone systems. These structural changes are associated with an increased risk of psychopathology and other life long educational and physiological risk.

Lewis (2013) explains the ability to control your emotions does not begin until a child nears the age of six (as cited in Berger, 2014, p. 276). The need to maintain control of feelings and emotions remains important throughout adulthood. It would not be normal for a 38-year-old lawyer to throw a temper tantrum in the courtroom because they did not win a case. Not everyone is great at controlling their emotions, but there is always room for improvement (Berger, 2014). A child is not born with this control, nor can one learn it on their own. Morris et al. (2007) discussed the importance of parents, teachers and other adults that may be in a child?s life to instruct and inform children of appropriate ways to manage their feelings for them to learn or develop over time (as cited in Berger, 2014, p. 276). It is the same aspect as manners. A child does not come out of the womb saying ?please? and ?thank you,? but must be taught to use such mannerisms. Eric Erikson explained that children believe they can achieve any goal just as long as they keep trying because their view of their abilities is not yet within reason (Berger, 2014). A child may see a fish breath underwater and believe they too can breathe while swimming

Firstly, the meaning of emotional regulation and Erik Erikson's theory of eight stages of development are depicted, with special emphasis on early childhood. This is done for the purpose of underlining the importance of regular emotional development as opposed to one impaired by abuse.

The world that we live in is perilous and full of danger. During those times of danger, traumatic events can occur. People from all walks of life have had trouble dealing with this kind of trauma and can be either scarred or changed by it. This is especially true for children. We tend to overlook children and try to focus on adults when it comes to traumatic events. However, studies have shown that even children are affected by these problems and need assistance in getting over them. Mental health therapists and psychologists have been doing research and developing techniques on this age group that is adolescence. This essay will exhibit several professionals that are studying this matter and developing which technique is best for the children in regards to their treatment.

Childhood trauma affects many brain systems. The stress response system and its cosystems pay the greatest toll when a child experiences chronic threat. Taking a closer look at the

Such toxic stress can have damaging effects on learning, behavior, and health across the lifespan. Learning how to cope with adversity is an important part of healthy child development. The most effective prevention is to reduce exposure of young children to extremely stressful conditions. Research also indicates that supportive, responsive relationships with caring adults as early in life as possible can prevent or reverse the damaging effects of toxic stress response (Center on Developing Child, nd). By establishing clear lines of communication between adults and children, and home and school, parents and teachers can help to shape children’s perceptions in informed ways. During times of trouble, when emotions run high, parents and teachers can help children develop the skills necessary to manage their feelings, to confront unpleasant or adverse realities, and to acquire greater emotional stability. In order to support children in better understanding their world, adults may have to help them come to terms with circumstances that are frightening, confusing, overwhelming, or possibly unrelated to their past experience. By providing a safe and supportive environment and a healthy acceptance of all that is good in life, a calm and ready-to-listen adult can facilitate children’s well being, and help to alleviate the fear, dismay or confusion they may feel. In doing so, it is important to honor and nurture children’s sensitivity. Although parents and teachers cannot shelter children from all adversity, they are well positioned to help children learn about the imbalances in the world, to better comprehend their impact, and to find thoughtful ways to strike a comfortable and meaningful balance of their own (Foster & Matthews,

What would the world be without emotion? There is one indisputable fact that can not be ignored especially when it comes to those in their adolescent years. The fact of the matter is emotion plays a massive role in one's quality of life. Surely one can appreciate positive emotions such as; joy, peace, excitement, and gratitude, but what becomes of those who lack these positive emotions? Unfortunately, adolescents all over the world have been struggling with overwhelming emotions that are far from positive. These emotions tend to be occasional unwanted feelings but soon reside as habitual moods. The abundance negative emotion that harbors in the minds of those in their teen year has risen to an all-time high, so why is something so obvious seen as a false and even imagined issue? All too often adults advise teens and even each other to put into practice the phrase “Mind over Matter” which suggest using the power of a strong mind to overcome the matters of the negative world in which we inhabit. Although this phrase may be a meant as well-meaning pick me up it may only be a constant reminder of a void in one's mind in which no one seems to think matters. Perhaps the issue with the phrase “Mind over Matter” is the fact that it does not actually matter how strong a person's mind is, but rather how strong the support system of those suffering from the overload of negative emotion known today a depression.

. • Effective expression and modulation are taught to help children and parents identify and cope with a range of emotions

Short-term psychodynamic psychotherapy (STPP) focuses on uncovering the root of emotional suffering. Followers of this therapeutic approach argue against individuals having free will. Our early life experiences and biological drives determine the motivations of the unconscious, which control our actions, thoughts, and behaviors. During our first few years of life, emotions are the predominant form of communication. Having a secure attachment to his or her caretaker is essential to an infant’s survival. If a young child’s expression of emotion provokes a negative reaction from the caretaker, then survival is perceived to be in peril. In order to protect the attachment, young children create defenses to hide those emotions. Because they were formed in the early years, these defenses evolve into habitual adaptive mechanisms that come out when certain feelings are triggered in order to preserve the present relationship. Certain emotions, negative attachment issues, and other early life experiences might cause the adaptive mechanisms to become maladaptive. Even though these defenses may have solved a past problem, they may create greater problems in present relationships. Examining a client’s belief’s, emotions, early life experiences, and thoughts can give insight into recurring patterns (i.e., transference). Awareness of emotional trigger to these defensive unconscious reactions can help begin the process of changing the recurring

Our emotions, whether it is momentary or long term such as fear for birds, can be controlled through “Emotion Regulation” (ER). ER has been defined in all sorts of ways, one definition that this text draws attention to is Calkins (2007), stating ER as the behaviours, skills and strategies regardless of it being automatic or effortful, that modulates affective arousal that facilitates adaptive functioning. ER is a dynamic system categorized into two main maladaptive styles, one recognised as over regulation which relates to internalised behaviours from regulation through self-control (Martins, Soares, C.Martins, Tereno and Osorio, 2012) and under regulation that involves uncontrollable negative emotion outbursts during engagement of goal-directed behaviours (Roberton, Daffern, & Bucks., 2012). What has been made evident through research, is that this dynamic process of self-regulation, begins early in infancy and continues on through the later years in life (Miller, McDonough, Rosenblum., 2002; Martins et al., 2012). The whole dynamic nature of emotions is derived from infancy and the interactions that are shared during those stages. The construction of ER within Martins et al, 2012 has been labelled in two processes, one being intrinsic and the other being extrinsic. This text studies the maladaptive styles of emotion regulating, in particular, the cause of over regulating in infants. Related to ER, this text also highlights the association between infant emotion

The majority of research investigating rumination and its role in the maintenance and exacerbation of depressive mood has been conducted in adults. However, a few of studies have examined developmental changes in rumination and its relation to concurrent depression, and depressive symptoms over time, in youth samples. Research on developmental changes in emotion regulation strategies has found age-dependent increases in emotion-focused coping among children and adolescents, indicating that these strategies may be underdeveloped in childhood (e.g., Compas, Malcarne, & Fondacaro, 1988; D. Donaldson, Prinstein, Danovksy, & Spirito, 2000; Frydenberg & Lewis, 1993). One study focusing specifically on ruminative coping found that the occurrence of rumination tends to increase from late childhood through adolescence, ages 8 to 14 years, and that children and adolescents