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Summary (2021/2022) Clinical Child and Adolescence Psychology (additional literature)
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ADDITIONAL LITERATUREWEEK 1 Emotion theories
Emotion Key points
1. Physiological arousal
Scherer, K.R. (2000). 2. Motor expression
3. Cognitive processing (appraisal)
4. Subjective feeling state
5. Action tendency
Summary and conclusions
1. Emotions automatically produce action tendencies that prepare
adaptive action.
2. The signaling function of emotional expression is of importance for
socially living species allowing the negotiation of interactive moves.
3. Finally, the feeling component plays a major role in monitoring and
regulating emotional reactivity.
4. Research has shown the importance of the individual’s appraisal of
potentially emotion-eliciting events with respect to major needs, goals
and resources available for coping.
5. Because of strong cultural influences on the definition of goals and
values, one can expect important effects of social groups and cultural
variability on emotional experience.
6. This is also true for different ways of labeling and regulating particular
feeling states in different cultures.
ADDITIONAL LITERATURE
WEEK 2 Emotion communication
Distinguishing between negative emotions: Expressing sadness or fear
Children’s understanding of the social-regulatory • Threat reducing
aspects of emotion. • Evokes more prosocial responses than anger
• Study showed that 6-12 year old children understand these functions
Jenkins, J.M. & Ball, S (2000).
Expressing anger
• Goal reinstatement; expression shows dominance / power.
• In nonhuman primates: low status individuals rarely show aggression towards
high status individuals.
• Anger responses often replied to with anger
Anger response styles in Chinese and Dutch Summary and conclusions
children: a sociocultural perspective on anger 1. Both Chinese and Dutch children were more likely to use
regulation. intrapersonal strategies (for coping internally with the angry feelings)
than interpersonal responses (to communicate anger to the
Novin, S., Rieffe, C., Banerjee, R., Miers, A. C., & provocateur).
Cheung, J. (2011). 2. No cultural divergence was shown in the overall extent to which anger
would be verbally expressed, but differences became apparent when
we asked children precisely what they would say to an aggressor in a
hypothetical anger-eliciting situation.
3. Chinese children were more likely to react tolerantly to the aggressor
than their Dutch peers, whereas Dutch children indicated that they
would verbally confront the aggressor more often, trying to reinstate
their personal goals.
4. In comparison with Dutch children, the Chinese sample viewed their
chosen strategies as more likely to elicit positive reactions from the
aggressor and to reduce anger.
Hearing status affects children's emotion Summary and conclusions
understanding in dynamic social situations. 1. Children with limited auditory access to the social environment tend to
collect visually observable information to compensate for ambiguous
Tsou, Y. T., Li, B., Kret, M. E., Frijns, J. H. M., & Rieffe, emotional cues in social situations.
C. (2021). 2. These children may have developed this strategy to support their daily
communication.
ADDITIONAL LITERATURE
WEEK 3 Social emotions
The roles of shame and guilt in the development of Summary and conclusions
aggression in adolescents with and without hearing 1. Autistic and deaf children experienced/expressed social emotions less
loss. Gap emerges from a young age and persists over time.
2. Both reactive aggression and proactive aggression decreased with
Broekhof, E., Bos, M. G. N., & Rieffe, C. (2021). age, whereas shame and guilt peaked in early adolescence.
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