Emotional Regulation

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The skill to regulate emotions is documented as a significant early developmental landmark, which has the potential to affect whole range of developmental areas. (Manian & Bornstein, 2009). Emotional regulation can be viewed from two separate entities, emotion as regulated or emotion as regulating.

Research regularly demonstrates that emotional regulation is a learned behaviour from early childhood that stays with a person throughout their lifespan. Babies are dependent and rely on their primary caregivers in order to regulate their emotions and to discover how to satisfy their needs, as they gradually learn these skills throughout their development. (Cooper, Shaver, & Collins, 1998; Fabes & Eisenberg, 1997; Repetti, Taylor, & Seeman, 2002).
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The researchers also recognised observing parent’s emotional characteristics/ communications, parenting styles as well as the status parents’ marriage (Married, divorced, single) as being significant indicator of emotional regulation. This correlates with research from Fabes, Leonard, Kupanoff, & Martin (2001) who has found that responsive and warm parents appear to have children who are in control of their emotions. On the other hand Repetti, Taylor, & Seeman (2002) observed that family settings which lacked in warmth and are high in tension resulted with children being more likely to suffer from behavioural emotional issues. Moreover Laible & Thompson (2002) observed that child quarrels during early years may be a vital element in terms of an infant socioemotional development. However this research has its limitations as the sample was based on white middle class mothers and their children. Also the children were only tested at 30 months. This does not cater for other changes that may have occurred after this …show more content…
Women on the other hand learn emotional regulation approaches, (Garnefski et al., 2004; Stanton, Kirk et al., 2000), convey their emotions regularly, (Kring et al., 1994; Mendes et al., 2003), sense emotions more deeply (Gross & John, 1998; Williams & Barry, 2003), and display superior emotional alertness (Barrett et al., 2000). This demonstates that emotional regulation has an effect’s genders differently across the lifespan.
Research from Zimmermann and Iwanski (2014) has shown that 11-year-olds utilise more of a flexible emotion regulation approach when compared to 15-year-olds (for sadness and anger) however this was fewer in comparison to 19-year-olds. This demonstrates that development is regularly changing as an individual matures with age. Furthermore this coincides with English and Carstenson’s (2014) investigation who understand emotion regulation centred on societal links that adults unfold for

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