Alexandra Iwanski

Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations

Despite the growing research on emotion regulation, the empirical evidence for normative age-related emotion regulation patterns is rather divergent. From a life-span perspective, normative age changes in emotion regulation may be more salient applying the same methodological approach on a broad age range examining both growth and decline during development. In addition, emotion-specific developmental patterns might show differential developmental trends. The present study examined age differences in seven emotion regulation strategies from early adolescence (age 11) to middle adulthood (age 50) for the three emotions of sadness, fear, and anger. The results showed specific developmental changes in the use of emotion regulation strategies for each of the three emotions. In addition, results suggest age-specific increases and decreases in many emotion regulation strategies, with a general trend to increasing adaptive emotion regulation. Specifically, middle adolescence shows the smallest emotion regulation strategy repertoire. Gender differences appeared for most emotion regulation strategies. The findings suggest that the development of emotion regulation should be studied in an emotion-specific manner, as a perspective solely on general emotion regulation either under- or overestimates existing emotion-specific developmental changes.

Attachment in Middle Childhood: Associations With Information Processing

Attachment theory suggests that internal working models of self and significant others influence adjustment during development by controlling information processing and self-regulation. We provide a conceptual overview on possible mechanisms linking attachment and information processing and review the current literature in middle childhood. Finally, we discuss and suggest future directions for research in this field.

Attachment disorder behavior in early and middle childhood: associations with children’s self-concept and observed signs of negative internal working models

ABSTRACT Most research on attachment in childhood is based on observation. In contrast, research on reactive attachment disorder (RAD) is mainly based on caregiver reports. Moreover, little is known about self-concept or internal working models (IWMs) of self and others in children with RAD. The present study examined whether caregiver reports and the frequency of observed signs of RAD reveal differences between children at risk for developing RAD symptoms and healthy controls in middle childhood. In addition, children’s self-concept, observable signs of negative IWMs, and mental health were assessed. Results revealed that the RAD risk group showed increased reported and observed signs of RAD, a more negative self-concept, and more signs of negative IWMs compared to healthy controls. Signs of RAD in middle childhood were expressed trans-relational to both caregivers and strangers. Moreover, RAD symptoms were associated with negative self-concept, observed signs of negative IWMs, and poor mental health.

Bindung, Erziehung und Bildung: Entwicklungsgrundlagen des Kompetenzaufbaus

Die Beurteilung von Bildungs- und Erziehungsprozessen in der fruhen Kindheit wie auch die Konzeptualisierung, Entwicklung und Prufung von altersspezifischen Programmen zur Forderung von Kindern in diesem Altersbereich setzt voraus, dass man wesentliche individuelle Entwicklungsprozesse von Kindern, deren Beeinflussbarkeit durch altersangemessene Erziehung und Bildungsangebote, sowie die Auswirkungen fur den weiteren Lebenslauf der Kinder berucksichtigt. Ebenso ist die kulturelle und soziale Heterogenitat zu berucksichtigen und in konkreten Lehr-Lernsituationen die individuellen Vorkenntnisse und Arbeitsweisen (Stamm, 2004).

Emotion Regulation and Emotional Vulnerability in Adolescents with Anxiety Disorders

From an attachment perspective, insecure attachment patterns in both infancy and adolescence are risk factors for the development of anxiety disorders in adolescence. Dysfunctional emotion regulation and biased social information processing are possible mediating processes. This study examines differences in emotion regulation, emotional vulnerability, and behaviour inhibition in adolescents with clinical diagnosis of anxiety disorder and healthy controls. Adolescents with anxiety disorder reported more maladaptive emotion regulation depending on the specific emotion and a higher incidence of reporting hurt feelings in social interactions. In contrast, behaviour inhibition did not explain additional variance. The results suggest that adolescents with anxiety disorders show a bias in the interpretation of social interactions as frequently emotionally hurting, and the use of dysfunctional emotion regulation strategies that minimize the possibility for effective social emotion regulation by close others or therapists. The results are interpreted within attachment framework.

Beobachtung von Bindungsstörungssymptomen in der mittleren Kindheit

Observation of Attachment Disorder Symptoms in Middle Childhood Attachment in childhood is mainly assessed by observation. In contrast, assessment of attachment disorder symptoms (RAD) is mainly based on caregiver reports. The present study uses a newly developed observation tool (Coding of Attachment Disorder Behavior in Children; Iwanski u. Zimmermann, 2013) to assess attachment disorder symptoms in a group of school-aged children from a risk group for the development of attachment disorder symptoms and non-clinical controls. In addition, caregiver reports on RAD symptoms are also assessed (Relationship Problems Questionnaire; Minnis, Rabe-Hesketh, Wolkind, 2002; Disturbances of Attachment Interview; Smyke u. Zeanah, 1999). Moreover, associations with childrens self-concept (Harter, 2012) were studied. Results reveal that children at risk showed more inhibited and disinhibited attachment disorder symptoms and a more negative self-concept compared to non-clinical controls. RAD symptoms are shown in interaction with both the caregiver and a stranger. The use of a reliable and valid observation tool for the diagnostic of attachment disorder symptoms besides ratings of caregivers is recommended for clinical practice and research.Observation of Attachment Disorder Symptoms in Middle Childhood Attachment in childhood is mainly assessed by observation. In contrast, assessment of attachment disorder symptoms (RAD) is mainly based on caregiver reports. The present study uses a newly developed observation tool (Coding of Attachment Disorder Behavior in Children; Iwanski u. Zimmermann, 2013) to assess attachment disorder symptoms in a group of school-aged children from a risk group for the development of attachment disorder symptoms and non-clinical controls. In addition, caregiver reports on RAD symptoms are also assessed (Relationship Problems Questionnaire; Minnis, Rabe-Hesketh, Wolkind, 2002; Disturbances of Attachment Interview; Smyke u. Zeanah, 1999). Moreover, associations with childrens self-concept (Harter, 2012) were studied. Results reveal that children at risk showed more inhibited and disinhibited attachment disorder symptoms and a more negative self-concept compared to non-clinical controls. RAD symptoms are shown in interaction with both the caregiver and a stranger. The use of a reliable and valid observation tool for the diagnostic of attachment disorder symptoms besides ratings of caregivers is recommended for clinical practice and research.

Erziehung und emotionale Entwicklung

Emotionen sind ein steter und alltaglicher Bestandteil unseres Erlebens und Handelns, die beeinflussen, ob und wie ein Individuum eine Beziehung zur Umgebung herstellt, erhalt oder verandert (Saarni/Mumme/Campos 1998). Betrachtet man den Emotionszustand, so kann man anhand des weitgehend gleichzeitigen Auftretens von Emotionsausdruck, physiologischer Aktivierung, Handlungsaktivierung, Gefuhl und kognitiver Merkmale (z. B. Aufmerksamkeit) auf eine bestimmte Emotion schliesen. Aus einer solchen Perspektive heraus geht man davon aus, dass Emotionen bei Erwachsenen, zumindest hinsichtlich ihres Ausdrucks, universell (Izard 1994) und anhand der oben genannten Komponenten erkennbar sind. Beschaftigt man sich hingegen mit dem Emotionsprozess, so betrachtet man mehr die Ausloser von Emotionen (z. B. Bewertung der aktuellen Situation, Erinnerungen) und deren Funktionen (z. B. Situationsveranderung, Kommunikation der eigenen Bewer tungen an das soziale Umfeld, Beeinflussung der sozialen Umgebung durch den Ausdruck von Emotionen).