4 Maggie Guest Lecture November8 2007

Early Social and Emotional Development: 

Early Social and Emotional Development Chapter 12 Lecture #8 Guest Lecturer: Dr. R. Pillai Riddell, PhD, CPsych

To alleviate your stranger anxiety….: 

To alleviate your stranger anxiety…. Guest lecture to be evaluated as part of my tenure and promotion process at the university Ask Questions (Section Breaks) Brief Evaluation over break

My Background: 

My Background Assistant Professor, Clin-Dev Psychology, York Associate Scientist, Infant Psychiatry, Sick Kids Faculty, York/Sick Kids Infant Mental Health Certificate Program Area of Research Focus: Infant Pain and the influence of caregivers Understanding Chronic Pain in Infancy The Development of Pain Reactivity over the First Year of Life: Caregiver Influences Improving Distraction as an Infant Pain Management Strategy

How would you try to understand this infant’s social-emotional behaviour?: 

How would you try to understand this infant’s social-emotional behaviour? Johnny is an 18-month old child whom you have been following for a year because mother is in a teen parenting program. His mother is 19 years old and had behavioral difficulties as a teenager. She moved from Afghanistan when she was 12 and has been estranged from her nuclear family since the baby was born. She reports that Johnny becomes fussy and oppositional very easily, is very active, and throws “mean” tantrums –especially when he is sick. You note that Johnny looks like he has a cold and is making repeated attempts to nuzzle his head in is mother’s chest while she is attempting to dress him to leave. She says under her breath that she needs to get back home quickly as her shift at the restaurant begins in an hour, and she is already late. Johnny is focused on trying to get close to her. The mother is focused on getting his arm into his winter coat. Johnny Immediately explodes in tears and begins shrieking. She looks at you and says, “See what I mean”.

Understanding the child in context : 

Understanding the child in context Never attempt to understand an infant in isolation Potential Spheres of Influence Infant characteristics (e.g. Temperament) Parent characteristics (e.g. Caregiving Style) Dyadic characteristics (e.g. Attachment Status) Familial characteristics (e.g. Nuclear Family?) Community characteristics (e.g. SES?) Cultural characteristics (e.g. Individualistic vs Collectivist?)

Learning Objectives: 

Learning Objectives General: To provide a more in-depth understanding of topics covered by Chapter 12. Specific: Theories of Early Social Development Temperament Goodness of Fit Exercise Attachment Video “A Simple Gift” Unrelieved Pain: Potential Breach of the Attachment Relationship?

Learning Objectives- 1: 

Learning Objectives- 1 Theories of Early Social Development Temperament Goodness of Fit Exercise Attachment Video “A Simple Gift” Unrelieved Pain: Potential Breach of the Attachment Relationship

Slide8: 

Theories of Early Social Development “Chicken and Egg” Transactional Humans are social creatures that need and give care Theories-1

Slide9: 

Theories cont’d Evolutionary and Biological Approaches Focus on innate behaviours and species survival Innate signalling behaviours (Attachment Behavioural Control System) Innate response to “large heads, round faces and chubby legs” (Caregiving Behavioural Control System) Johnny’s crying is a pre-programmed behaviour Theories-2

Theories cont’d: 

Theories cont’d Environmental/Learning Focus on socialization as a result of learning processes (reinforcement, punishment, observational learning) Johnny’s crying is reinforced by maternal attention Cognitive-Developmental Focus on how infants and parents understand their social context (working models, schemas) Johnny’s immediate jump to high distress is based on his belief that this is the best way to get her attention Sociocultural Focus on socialization in a cultural context Johnny’s intense crying is related to his mother’s stress levels due to her isolation from family, financial stress and cultural isolation Theories-3

Learning Objectives- 2: 

Learning Objectives- 2 Theories of Early Social Development Temperament Goodness of Fit Exercise Attachment Video “A Simple Gift” Unrelieved Pain: Potential Breach of the Attachment Relationship

Temperament: What is it?: 

Temperament: What is it? Temperament is the how of behaviour and not the why or the what of behaviour. Temperament is about individual differences in behaviour and behavioural style. The importance of temperament has become more recognized as there is a growing understanding about the child’s unique contribution to developmental outcomes.

Can’t we all just get along…: 

Can’t we all just get along… No universal definition General agreement Various dimensions Biological, innate predispositions and significant degree of stability Can be either protective or risk factor depending on social context  Goodness of Fit crucial to well-being

The New York Longitudinal Study (NYLS) (Thomas, Chess, & Birch, 1968): 

The New York Longitudinal Study (NYLS) (Thomas, Chess, & Birch, 1968) Began in 1956 and extended for three decades Assessed 133 3-month-old infants until early adulthood Followed the infants into adulthood On basis of clusters of the dimensions identified 3 types of children: “easy”, “difficult”, and “slow-to-warm-up”.

The New York Longitudinal Study (NYLS) (Thomas, Chess, & Birch, 1968) (cont’d): 

The New York Longitudinal Study (NYLS) (Thomas, Chess, & Birch, 1968) (cont’d) Characteristics tended to remain constant over time. Not all the “difficult” children ended up with behaviour or emotional problems. Outcome influenced by “goodness of fit” particularly with parents.

Nine TemperamentDimensions from the NYLS: 

Nine Temperament Dimensions from the NYLS Activity Level Level of motor activity (active to inactive) Regularity/Rhythmicity Predictability of biological functions Hunger, sleep, toileting Approach/withdrawal/first reaction How child accepts new things People, foods, places, clothes

Nine TemperamentDimensions cont’d (2): 

Nine Temperament Dimensions cont’d (2) Adaptability Longer term responses to change/novelty Degree to which reactions can be modifiable Sensory Threshold/Sensitivity Responses to differences in sensations (e.g. taste, texture, sound, temperature) Particular interest for pain Intensity of Reaction Energy level of response (regardless of pole)

Nine TemperamentDimensions cont’d (3): 

Nine Temperament Dimensions cont’d (3) Mood Amount of positive mood Distractibility How interfering are outside stimuli to ongoing behaviour Persistence/Attention Span Amount of time activity is pursued without interruption Continuation in the face of obstacles

Types of Children: 

Types of Children The easy child (40%) 1. Is regular and has predictable routines 2. Readily approaches new things 3. Easily adapts to new situations 4. Shows a mild degree of reaction 5. Positive in mood

Types of Children (cont’d): 

Types of Children (cont’d) The slow-to-warm-up or shy child (5-15%) 1. Withdraws in new situations 2. Slow to adapt 3. Low in activity level and intensity 4. Displays a lot of negative mood

Types of Children (cont’d): 

Types of Children (cont’d) The difficult child (10%) 1. Is irregular and has unpredictable routines 2. Low in approach, withdrawing from novelty 3. Slow to adapt 4. Intense in reactions 5. Displays a lot of negative mood Note: About 35-40% of children combine these qualities and have been called intermediate or mixed. Based on the New York Longitudinal Study (NYLS) (Thomas, Chess, & Birch, 1968).

What is “Goodness of Fit”?: 

What is “Goodness of Fit”? “Goodness of fit” occurs when there is compatibility between the capacities and characteristics of the individual and the demands and expectations of the environment. When there is “poorness of fit” there is the risk of the development of a behaviour problem or disorder.

Johnny- Part 2: 

Johnny- Part 2 … She reports that Johnny becomes fussy and oppositional very easily, is very active, and throws “mean” tantrums especially when he is sick…. His mother is focused on getting his arm into his winter coat. Johnny immediately explodes in tears and begins shrieking... His mother sighs and states that Johnny hates this coat because he is very sensitive to the roughness of the fabric. Both Johnny’s social worker and mother agree that his reactions in your office were quite typical. You note that when he first started coming in with his mother, he was often irritable because he had to miss his nap and his mother explained it really upsets him when his routines are disrupted and he has to meet new people. You note that things are better but that it has taken almost three months for him to get used to coming for appointments. 1. How would you classify Johnny? 2. What type of parent would be a good fit for Johnny?

Johnny:A “difficult” child: 

Johnny: A “difficult” child 1. Is irregular and has unpredictable routines X 2. Low in approach, withdrawing from novelty  3. Slow to adapt 4. Intense in reactions 5. Displays a lot of negative mood

Goodness of Fit for Johnny: 

Goodness of Fit for Johnny 1. Activity level: Are you always on the move or do you prefer to be still 1…………………………………………………..5 Still Active 2. Regularity: How regular do you like to be about eating, sleeping and other bodily functions? 1…………………………………………………..5 Regular Irregular 3. Approach/First Reactions: How do you react to new ideas, activities, places or people? 1…………………………………………………..5 Reject at first Jump right in 4. Adaptability: How quickly do you adapt to new situations, changes in routines 1…………………………………………………..5 Quickly Slowly 5. Sensory Thresholds/Sensitivity: How sensitive are you to noises, bright lights, temperatures, tastes, smells, textures? 1…………………………………………………..5 Very Sensitive Not sensitive

Goodness of Fit for Johnny-2: 

Goodness of Fit for Johnny-2 6. Intensity of Reaction: How intense are your emotional reactions? 1…………………………………………………..5 Mild Reactions Intense Reactions 7. Mood: How much of the time do you feel happy and content compared to discontented and unhappy? 1…………………………………………………..5 Usually positive Usually Negative 8. Distractibility: How aware are you of things going on around you? Do you often get distracted by external stimuli 1…………………………………………………..5 Not distractible Very Distractible 9. Persistence/Attention Span Do you generally persist with an activity regardless of interest/difficulty? 1…………………………………………………..5 Very persistent give up easily

Learning Objectives- 3: 

Learning Objectives- 3 Theories of Early Social Development Temperament Goodness of Fit Exercise Attachment Video “A Simple Gift” Unrelieved Pain: Potential Breach of the Attachment Relationship

A few historical moments in attachment: 

A few historical moments in attachment Freud- secondary drive/dependency theory Karl Lorenz’s geese (1935) Bowlby’s leadership on WHO project on mental health of homeless children (1951) James Robertson’s “A two year old goes to the hospital” (1952) Harlow’s monkeys challenge (1962) Bowlby’s Attachment and Loss (1969, 1973, 1980) Ainsworth operationalizes attachment (Strange Situation Paradigm) and a strong empirical tradition is born (1978)

Bowlby’s Ethological Theory of Attachment: 

Bowlby’s Ethological Theory of Attachment Different basic biobehavioural systems control our behaviour The Attachment System Proximity seeking is the ultimate goal of the attachment system Some triggers = pain, fatigue, fear When proximity is achieved attachment system deactivates Works with the Exploratory Behavioural Control System Both systems are crucial to Social, Emotional and Cognitive Development Reliably measured after 12 months of age

Slide31: 

Assessment of Attachment: Strange Situation (Ainsworth et al., 1978)* Page 470 in text Introduction Parent and infant alone Stranger enters, parent leaves First separation episode First reunion episode Second separation episode Continuation of second separation episode Second reunion episode Approximately 20-25 minutes in total

Ainsworth (1978)Main & Solomon (1986): 

Ainsworth (1978) Main & Solomon (1986) Secure 55% (explore, distress, relief) Insecure-Avoidant 23% (explore, little distress, avoid) Insecure-Resistant 8% (limited exploring, lots of distress, relief/anger) Disorganized 15% (greater in high risk groups) (maybe explore but unpredictable, odd behaviours to separation and reunion) (Benoit, 2000)

Establishing Attachment (cont.): 

Establishing Attachment (cont.) Autonomous parent Secure Dismissive parent Avoidant Preoccupied parent Ambivalent/ resistant Unresolved/ Disorganized Disorganized Parent Attachment- Adult Attachment Inventory Infant Attachment- SSP

Slide34: 

VIDEO: A Simple Gift 1. Which 2 types of parents are exemplified in the video? 2. Any Ideas why they picked those two to highlight to parents?

Learning Objectives- 4: 

Learning Objectives- 4 Theories of Early Social Development Temperament Goodness of Fit Exercise Attachment Video “A Simple Gift” Unrelieved Pain: Potential Breach of the Attachment Relationship?

Slide36: 

Painful Event Pain Experience Pain Expression Child Assessment of pain Intervention Caregiver Familial Context Community Context Cultural Context Familial Context Community Context Cultural Context The Socio-Communication Model of Infant Pain Craig & Pillai Riddell, 2003

Caregiving and Pain: A practical application : 

Caregiving and Pain: A practical application Research has suggested a positive relationship between inappropriate parental behaviours and physiological stress responses (Field 1994; Lueken & Lemery 2004). Pain experience and expression is altered after significant, prolonged exposure to pain in medical environments (Grunau et al 1994; Taddio et al 1997). Using principles of operant conditioning a few possible scenarios developing over time…

Optimal Caregiver Management (Pillai Riddell & Chambers, 2007): 

Optimal Caregiver Management (Pillai Riddell & Chambers, 2007) Sensitive assessment and management of physical and psychological dimensions of pain Over time, the infant trusts the caregiver will respond to the their pain. Thus, although the infant still gets upset from pain, caregiver soothing is quite effective.

Less than optimal(Pillai Riddell & Chambers, 2007): 

Less than optimal (Pillai Riddell & Chambers, 2007) Low sensitivity  less vigorous signaling to a caregiver (e.g., Sweet et al 1999) Inconsistent sensitivity  most intense pain behaviours would be positively reinforced and less intense reactions would be extinguished

Much less than optimal(Pillai Riddell & Chambers, 2007): 

Much less than optimal (Pillai Riddell & Chambers, 2007) Parent consistently exacerbates the infant’s pain experience by heightening fear/anxiety (e.g Hysterical when the infant cries, Un-reassuring reassurance, Shaking the infant ) high level of behavioural reactivity (inconsolability) to an objectively mild pain stimulus low/no level of reactivity (‘spacing out’) to a highly painful stimulus (e.g. our NICU babies?)

Which Infant-Caregiver Description is based on which attachment style?: 

Which Infant-Caregiver Description is based on which attachment style? Optimal (sensitive to infant cues, child’s pain is attended to consistently, infant is soothed)? Low Sensitivity (doesn’t attend to infant cues; reinforces low emotional expressivity in infant)? Inconsistent Sensitivity (if responds, tends to respond only when infant is at peak reactivity; infant not sure whether caregiver will respond or not; infant quite upset even when caregiver tries)? Significant Insensitivity (scares infant, expects infant to caretake, heightens infant fear/anxiety; odd infant reactions) ? Secure Avoidant Ambivalent/Resistant Disorganized

To get a copy of the slides:Go to www.yorku.ca/ouchlab“Developmental Psychology LectureNovember 8, 2007”: 

To get a copy of the slides: Go to www.yorku.ca/ouchlab “Developmental Psychology Lecture November 8, 2007”