تنوع و سرعت استقرار فرآیندها و راهبردهای نظم بخش هیجان های غم، خشم، ترس و درد در کودکان: یک مطالعة کيفی
الموضوعات :علیرضا زرندی 1 , شعله امیری 2 , حسین مولوی 3
1 - دانشگاه اصفهان
2 - دانشگاه اصفهان
3 - دانشگاه اصفهان
الکلمات المفتاحية: نظم بخشی هیجان کودکان غم خشم ترس درد,
ملخص المقالة :
این مطالعه باهدف تدوين الگوی تحولی بر اساس تنوع و سرعت استقرار فرآیندها و راهبردهای نظم بخش هيجان برای غم، خشم، درد و ترس انجام شد. مطالعه کیفی و از نوع تحليل محتوای جهت دار بود. مشارکت کنندگان در این مطالعه 108 کودک 4 تا 12 ساله بودند. داده ها از طریق انجام مصاحبه فردی و مشاهده کودکان پس از خواندن سناریوهای هیجان یا تجربه یک موقعیت هیجانی واقعی گردآوری شد. نتایج بر اساس کدگذاری رفتارها، خرده راهبردها، راهبردها و فرآیندهای تنظیم هیجان برای چهار هیجان غم، ترس، خشم و درد تحلیل شد. یافته ها مؤید تأثیرپذیری نظم بخشی هیجان از افزایش سن است، لذا پدیدهای تحول وابسته است. یافته ها نشان داد خط سير تحولی فرآيندهای نظم بخشی برای هر چهار هيجان يکسان و هم شکل است. آنچه در تحول انواع هیجانها متفاوت است، سرعت استقرار و تنوع فرآيندها و راهبردهای نظم بخش بسته به نوع هيجان است.
امیری، شعله (1391). اسناد و پایداری اسناد هیجانی اخلاقی در نوجوانان، مجله روانشناسی، 16(1)، 84-101.
زرندی، عليرضا.؛ اعظم لالانسفلی، فريبا.؛ و رمضانی، ولی اله (1390). نقش خودشناسی، نيازهای بنيادی روانشناختی و حمايت اجتماعی در تقاضای جراحی زيبايي، مجله روانشناسی، 15(4)، 369-381.
Adrian, M., Zeman, J., & Veits, G. (2011). Methodological implications of the affect revolution: A 35-year review of the emotion regulation assessment in children. Journal of Experimental Child Psychology, 110, 171-197.
Aldao, A., & Nolen-Hoeksema, S. (2012). The influence of context on the implementation of adaptive emotion regulation strategies. Behaviour Research and Therapy, 50 (7– 8), 493–501.
Block, J. H., & Block, J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In W. A. Collins (Ed.), Development of cognition, affect, and social relations: The Minnesota Symposia on Child Psychology (Vol. 13, pp. 39-101). Hillsdale, NJ: Erlbaum.
Bridgett, D. J., Oddi, K. B., Laake, L. M., Murdock, K. W., & Bachmann, M. N. (2013). Integrating and Differentiating Aspects of Self-Regulation: Effortful Control, Executive Functioning, and Links to Negative Affectivity. Emotion, 13(1), 47–63.
Callear, A., Harvey, S. T., & Bimler, D. (2016). Understanding the structure of children’s emotion-regulation strategies. International Journal of Behavioral Development, doi:10.1177/0165025416647525
Campos, J. J., Mumme, D. L., Kermoian, R., & Campos, R. G. (1994). A Functionalist perspective on the nature of emotion. Monographs of the Society for Research in Child Development, 59(2-3), 284-303.
Cole, P. M., Dennis, T. A., Smith-Simon, K. E., & Cohen, L. H. (2009). Preschoolers’ emotion regulation strategy understanding: Relations with emotion socialization and child self-regulation. Social Development, 18, 324–352.
Diamond, L. M., & Aspinwall, L. G. (2003). Emotion regulation across the life span: An integrative perspective emphasizing self-regulation, positive affect, and dyadic processes. Motivation and Emotion, 27, 125−156.
English, T., John, O. P., Srivastava, S., & Gross, J. J. (2012). Emotion regulation and peer-rated social functioning : A 4-year longitudinal study. Journal of Research in Personality, 46, 780-784.
Garnefski, N., Rieffe, C., Jellesma, F., Meerum Terwogt, M., & Kraaij, V. (2007). Cognitive emotion regulation strategies and emotional problems in 9–11-year-old children: The development of an instrument. European Child & Adolescent Psychiatry, 16, 1–9. doi:10.1007/s00787-006-0562-3
Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–54.
Gross, J. J. (2015). The Extended Process Model of Emotion Regulation: Elaborations, Applications, and Future Directions. Psychological Inquiry, 26, 130–137.
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299.
Gullone, E., Hughes, E. K., King, N. J., & Tonge, B. (2010). The normative development of emotion regulation strategy use in children and adolescents: A 2-year follow-up study. Journal of Child Psychology and Psychiatry, 51, 567–574. doi:10.1111/j.1469-7610.2009.02183.x
Harris, P. L. (2000). Understanding emotion. In M. Lewis & J. Haviland-Jones (Eds.), Handbook of emotions (2nd ed., pp. 281-292). New York: Guilford Press.
Hsieh H.-F. & Shannon S. (2005) Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277–1288.
Kalpidou, M. D., Power, T. G., Cherry, K. E., & Gottfried, N. W. (2004) Regulation of emotion and behavior among 3- and 5-year-olds. The Journal of General Psychology, 131:2, 159-178, doi: 10.3200/GENP.131.2.159-180
Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental view. Developmental Psychology, 25, 343-354.
Liljenfors, R., & Lundh, L. G. (2015). Mentalization and Intersubjectivity towards a theoretical integration. Psychoanalytic Psychology, 32(1), 36–60.
Naragon-Gainey, K., McMahon, T. P., & Chacko, T. P. (2017). The structure of common emotion regulation strategies: A meta-analytic examination. Psychological Bulletin, 143(4), 384–427.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Thousand Oaks, CA: Sage.
Pons, F., Harris, P. L., & Rosnay, M. D. (2004) Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127-152.
Rawana, J. S., Flett, G. L., McPhie, M. L., Nguyen, H. T., & Norwood, S. J. (2014). Developmental trends in emotion regulation: A systematic review with implications for community mental health, Canadian Journal of Community Mental Health, 33 (1), 31-45.
Rydell, A., Berlin, L., & Bohlin, G. (2003). Emotionality, emotion regulation, and adaptation among 5- to 8-year-old children, Emotion, 3(1), 30–47.
Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33, 906–916.
Stegge, H., & Meerum terwogt, M. (2007). Awarenes and regulation of emotion in typical and atypical development. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 269-286). New York : Guilford press.
Suveg, C. & Zeman, J. (2004). Emotion regulation in children with anxiety disorders. Journal of Clinical Child and Adolescent Psychology, 33(4), 750-759.
Taylor, Z. E., Eisenberg, N., Spinrad, T. L., Eggum, N. D., & Sulik, M. J. (2013). The relations of ego-resiliency and emotion socialization to the development of empathy and prosocial behavior across early childhood. Emotion, 13(5), 822-831.
Thompson, R. A., Lewis, M. D., & Calkins, S. D. (2008). Reassessing Emotion Regulation. Child Development Perspectives, 2 (3), 124-131.
Webb, T. L., Miles, E., & Sheeran, P. (2012). Dealing with feeling: Meta-analysis of the effectiveness of strategies derived from the process model of emotion regulation. Psychological Bulletin, 138(4), 775-808.
Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental and Behavioral Pediatrics, 27, 155–168.
Zeman, J., & Garber, J. (1996). Display rules for anger, sadness, and pain: It depends on who is watching. Child Development, 67, 957–973.
