EMOTIONS

• Rapid appraisal of personal significance of situation
• Energizes behavior; prepare for action
• ABC's
  • Affect/Physiology
  • Behavior
  • Cognition 

• Effects on Cognition
  • Leads to learning; essential for survival
• Social
  • Affects behavior of others
  • Regulates own behavior
• Health
  • Influences well being, growth
  • Stress related to diseases

First Appearance of Basic Emotion:

HAPPINESS

• Smile: From birth
• Social Smile: 6-10 wks
• Laugh: 3-4 mths

First Appearace of Basic Emotions:

ANGER

• General Distress: From birth
• Anger: 4-6 mths

First Appearance of Basic Emotion:

SADNESS

• Distress to "still face": 2-7 mths

First Appearance of Basic Emotion:

FEAR

• First fears: 6-12 mths
• Stranger Anxiety(normal fear of strangers): 8-12 mths

• Shame
• Embarrasment
• Guilt
• Envy
• Pride

• Emerge middle of 2nd year
• Need adult instruction about when to feel them

-----> Social Learning Theory

Development of Emotional Self-Regulation:

INFANCY

• Develops over 1st year, w/ brain development
• Caregiver important

Development of Emotional Self-Regulation:

EARLY CHILDHOOD

• Learns strategies for self-regulation
• Personality affects ability (temperament)
• Fears are common

Development of Emotional Self-Regulation:

MIDDLE CHILDHOOD/ADOLESCENCE

• Rapid gains
• Fears shaped by culture
• Coping skills leads to emotional self-efficacy

• Safe emotional experience, e.g. watching a movie with friends and family
• Sensation seeking--being aroused
• Opponent-Process Theory
  • emotional expression
  • how people deal with competing aspects, such as physiology
• Cultural
• Social Reinforcement, e.g. date movie, bonding

• Drug that induces physiological arousal (initial high) will trigger the opponent process
• Body compensates too much befoe going back to normal (homeostasis)
• Repeated stimulations----> habituation
• Classical conditioning occurs

• Monsters
• Ghosts
• Darkness
• Preschool/childcare (separation)
• Animals

As child develops, fears move from concrete fears to more abstract and social fears

• Facilitated communication-->false accusations against family members
• Critical incident stress debriefing-->risk for PTSD symptoms
• Scared Straight interventions-->increase conduct problems

1. Had a bad experience
   1. Classical conditioning
2. Saw someone else having a bad experience/modeling
3. Heard someone had a bad experience/negative information
4. We don't know/ biology/genetics/nonassociative
   1. always a group that doesn't know-->biological preparedness

• 1, 2, 3 are learned or associative. 4 is non-associative or unlearned

Example: Katrina hurricane

1. Bad experience also an ongoing bad experience

2. Saw someone

3. Heard someone had a bad experience

1. Animal (includes insects)
2. Natural Environment (storms)
3. Situational (flying planes) similar to #2
4. Blood-Injection-Injury (vasovagal response: blood pressure rise-->pass out)
5. Other (loud noise, clowns

unreasonable or irrational fear related to exposure to specific objects or situations. As a result, the affected persons tend to actively avoid direct contact with the objects or situations and, in severe cases, any mention or depiction of them.

5-10% kids

• Panic attacks followed by 1 mth or more of distress, concern, behavior
• Sense of dread
• Fear of panic attacks
• Seen more in teens

Agora (marketplace in Greek)

Fear of going outside/public setting AND a fear of panic attack in a public setting which there is no perceived means of escape

• 2 types
  • Generalized
  • Specific (e.g., test anxiety)
• Fear of social situation, speaking in class, ordering food, where someone is judging you

THE ONLY ACTUAL CHILD ANXIETY D/O LEFT

• Excessive anxiety separating from attachment figure or from house
• Is it parent's or child d/o?
  • Sleep with child
  • Internalizing parent does not want to separate from child--family based

• Persistent worry, a "worrier"
• more like a NOS
• worry about past and future social experiences
• broad based anxious
• excessive worrying about several events or activities for at least 6 mths and occurring more days than not
• difficulty in controlling their anxiety and worry
• and children has to have one physiological symptom
  • restlessness or on edge
  • easily fatigued
  • inability to concentrate
  • irritability
  • muscle tension
  • sleep disturbance

• Trauma, re-experiencing (nightmares, flashbacks), hyperarousal, avoidance
• Helpless, hopeless, must be re-experiencing situations
• Hyperarousal-startled, difficulty falling or staying asleep, anger and hypervigilance
• Avoidance of situations or cues
• Symptoms lasting more than 6 mths

• Sort of PTSD for the first month
  • Numbing-dissociated symptoms (not seen in PTSD)
  • Derealization
  • Depersonalization

• Can be either or both

• Distressing, intrusive thoughts and related compulsions (tasks or "rituals") to neutralize the obsessions.

• Obsessions are usually upsetting and the compulsions lead to temporary feelings of relief.

• To be diagnosed with obsessive-compulsive disorder, one must have either obsessions or compulsions alone, or obsessions and compulsions together, but most people with OCD have both.

Obsessions are:

• Recurrent and persistent thoughts, impulses, or images that are intrusive and inappropriate. The thoughts cause severe anxiety or distress.
• The thoughts, impulses, or images are not just excessive worries about real-life problems.
• The person tries to ignore or suppress the thoughts, impulses, or images, or to neutralize them with some other thought or action.
• The person recognizes that the obsessional thoughts, impulses, or images are a product of his or her own mind, and are not based in reality.

Compulsions are:

• Repetitive behaviors or mental acts that the person feels they must perform in response to an obsession, or according to rigid rules.
• The behaviors or mental acts to prevent or reduce distress or prevent some dreaded event or situation; however, these behaviors or mental acts either are not connected in a realistic way with what they are supposed to neutralize or prevent or are clearly excessive.

The obsessions or compulsions must be time-consuming, taking up more than one hour per day

NOT A DIAGNOSIS

• Difficulty attending school assctd w/ emotional distress, esp anxiety and depression
• Includes those who miss school for a day, attend school but leave early, who to school after havng morning tantrums or psychosomatic complaints, those markedly distressed on school days and plead to parent to stay home

• One Study
• • 50% no problems
  • 30% disruptive behavior disorder
  • 20% anxiety or mood disorder
• Most commonly:
  • Separation Anxiety Disorder
  • Social Phobia
  • Specific Phobia
• Prevalence: 5% of all school age children; occurs btwn 5-6 y.o. and 10-11 y.o.; common in both girls and boys
  • 2 age ranges (bimodal) 5-6 (starting pre-k) and 10-11 (starting middle school)

• Panic Attacks are a period of intense fear in which 4 or more symptoms develop abruptly and peak within 10 minutes
  • Palpitations, accelerated heard
  • Sweating
  • Trembling/Shaking
  • Sense of shortness of breath or smothering
  • Feeling of choking
  • Chest pain/discomfort
  • Nausea or abdominal distress
  • Feeling dizzy, unsteady, lightheaded, faint
  • Derealization or depersonalization
  • Fear of losing control or going crazy
  • Fear of dying
  • Chills or hot flashes
• Not a codeable disorder
• Can occur w/ other anxiety d/o
  • NOT JUST IN PANIC DISORDER
  • can occur normally to anyone w/ or w/o a d/o

• Systematic Desensitization
  • Counterconditioning
  • Exposed to stimulus and not have a fear reaction
  • associate opposite emotion to feared stimulus
• Reinforced practice
  • Not trying to keep client from fear
  • Reinforce small steps of behavior
• Participant Modeling
  • Modeling behavior to show nothing will happen
• Cognitive Behavior Therapy

• Creation of a fear hierarchy
• Use of exposure-it better be graduated
• Use of reinforcement-praise counts
• Use of modeling-even just modeling emotions

• Talking it out
• Forced exposure
• Flooding
• Relaxation alone
• Distraction-but who really does that when they say it?
• Confused treatment names/theories (sys esensitization vs. reinforced practice)
  • Reinforced practice: only if reinforcement follows end of step