Unemphatic Child Analysis

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

As mentioned in (Bradberry, T., & Greaves, J. 2009Pg. 7), emotional intelligence connects the emotional and rational part of the brain. People with higher level of intelligence outperforms from people with average level of intelligence only 20% of the time, this is a critical factor of emotional intelligence. My organization very well understands the importance of emotional intelligence at work place. They understand how developing emotional intelligence in their employees will help them in achieving goals and eventually success. They do understand the four skills that make up emotional intelligence and want to incorporate them well in their organization.

'''Leadership''' is the ability to persuade others toward the actions of one's own choosing. A person, who employs this ability often, or formally, is known as a '''leader'''. There are several different types of leaders, and it's not uncommon for a group to have multiple leaders arranged in a hierarchy. (Note: This is a prototype page of leadership qualities in the characters from the Walking Dead Telltales Game based on the corresponding page on Lostpedia)

Secure early infant attachments are imperative to a person’s life because it assists in the development of empathy and emotional self-regulation. A healthy development of empathy and emotional self-regulation promotes prosocial behavior. Prosocial behavior is the deliberate action of helping and/or benefiting another person, group, or society in general without any thought of being rewarded. Securing an early infant attachment can develop an automatic response of prosocial behavior which can be applied throughout an individual’s life as he or she responds to immediate situations that may occur throughout a lifetime. Anti-social behavior is developed when a person lacks the ability to help someone because he or she fails to identify with the feelings or difficulties of someone else (Steele, Bate, Nikitiades, & Buhl-Nielsen, 2015).

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.

Infants and toddlers are facing increasing sophistication of their social world, which calls the need for them to learn how to regulate their emotions (Denham, von Salisch, Olthof, Kochanoff, & Caverly, 2002). Emotion regulation is very important for them as it plays a critical role in their lives that it influences their all areas of lives including learning, relationships and psychological health and wellbeing (White, Hayes & Livesey, 2015). Children who have emotional dysregulation may have psychopathological issues and their future development can be deviant (as cited in Cole, Michael, & Teti, 1994; Maughan & Cicchetti, 2002). Therefore, early childhood educators should have a sound understanding of emotion regulation and support children to grow into emotionally steady individuals. This essay will provide various definitions of emotional regulation and four methodologies to study

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

A leader is someone who will step up in the times of crisis and is able to think and act creatively in a difficult situation according to businessdictionary.com. A leader can also inspire others to be engage and to work together to achieve a common goal.

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.

Tanyel, (2009, p. 10), quoted emotional regulation is the individual effort to manage, inhibit, enhance, or modulate emotion. He stated that self-awareness is the groundwork for emotional into patterns is a major challenge for toddlers and is also needed for high-level thinking. Toddlers expresses themselves through gestures, cheerful voice and smiles from their parents. The most importantly, views are based on hereditary and environmental factors within the child. The factors are child’s temperament, family circumstances, parenting styles, cultural traditions. The parent’s emotional health as well as the child’s expectations influences the quality of

Emotion knowledge and emotion competence has a neutral and negative effect in some areas of preschool child development (Salmon, Dittman, Sanders, Burson, & Hammington 2014; Berzinski & Yates 2013). Berzinski and Yates (2013) found that children with behavior problems also have low emotion knowledge and low emotion competence subsequently they believed that emotion knowledge along with emotion competence would affect the behavior of children. Berzinski and Yates (2013) presented evidence that suggested harsh punishment was linked to the behavior adjustment of children. They conducted a study that analyzed the possible relationship between emotion knowledge, emotion competence, and harsh punishment of preschoolers. Their study involved observing child and parent interaction within a clinical setting.

This study is about the possible impact learning disabilities and abuse have on children’s emotion understanding. Past researchers have discovered that a child’s experiences, including abuse, have very little to do with their response to emotion understanding. Neither do these experiences hinder the cognitive ability needed to obtain emotion understanding. It was listed that this study had researchers who were the first to examine the influence of abuse and learning disabilities on straightforward and intricate components of emotion understanding through late childhood and early adolesence.

Because self-esteem is influenced by so many different things (e.g. society, media, friends, etc…) it is very important that parents and caretakers take the proper steps in helping a child develop a strong sense of who they are (Nuttall, 1991). By the time a child reaches three years of age they have experienced a very wide range of emotions (Cluff, N.D.) Parents, teachers and caregivers will lay the foundation upon which a child emotionally develops (Cluff, N.D.). Positive emotional development is important for children because this will not only determine their ability to develop healthy relationships with their peers but also how to successfully deal with their own emotions (Cluff, N.D.). Many theorists agree that there is a connection between a child’s emotional levels and development; they also

...The capacity to be affected by how others feel is developed in the earliest years - before the age of about three. What is more significant is that this capacity cannot be learned or taught or put into a person after that age with any known method of treatment. This capacity to be affected by how others feel is developed most strongly when infants and toddlers are empathically cared for by the same few people all the time - people who are willing and able to meet the child's emotional needs."

Children developmental progresses link to one another. In conjunction with the other development, every individual child experience and face a phase called emotional development, in which their emotional development and experience differ from one another basic on their upraising, culture, environment, beliefs and values. The experience, children’s expression, their understanding and the regulation are an evolution of their emotional development, which occur from birth and continues to their late adolescence. Also the emotional development, does not manifest in isolation. Emotional development has strong links with social development, where the environment and people interactions plays vital role in the emotional milestone in the children developmental need.