Introduction

Emotional development and regulation become increasingly important as school-age children want to be successful in their learning, academics, and peer relationships
Developmental changes in School-Age/Middle Childhood include:
- Improved emotional understanding.
- Increased understanding that more than one emotion can be experienced in a particular situation. (two things can be true, bittersweet)
- Ability to better control or conceal negative emotional reactions.
- Capacity for genuine empathy.
Research suggests that encouraging children to talk about their “negative” emotions, such as anger or fear, can help them understand what's causing the feeling and ultimately how to appropriately express and manage their feelings.
- Need to first identify emotion, in order to build ‘tolerance’ for it
- Necessary for the development of positive coping skills
Healthy, Secure Attachment
- Not just for infancy!
- Secure attachment associated with reduced anxiety in school-age children
- In one study, school-age children who displayed a secure attachment to their mother were less likely to be excluded by peers, less aggressive behavior
- Evidence that better parent-child relationship sets the stage for later social relationships

Stress & Fears

School-age kids' fears are more “realistic”
- Real-life dangers. Transitions from “monsters” under bed to more realistic circumstances as they process world around them.
- An estimated 43% of children between ages 6 and 12 reported having consistent fears and worries.
Some common fears during school-age include:
- In age 6-7, may fear the dark, “bad guys”, animals
- Natural disasters or current events ~
- New life stressors and issues within the family: A divorce, a parent's losing a job
- May also feel anxious about schoolwork, grades, or fitting in with friends.
In pre-adolescents and adolescents – fears become more social-based, related to belongingness
- World is a stage, and everyone is watching – particularly in middle school
As kids mature, they also develop better ability to develop and use coping strategies
- Appraisal of situation more realistic
- Fears often mild and short-term in typical functioning children
- Also protective in keeping them safe, allowing kids to make good decisions independently – as they can better anticipate consequences
Coping w/ stress
- What we SAY is assuring, if developmentally appropriate
- Children are a lot more anxious when they feel that information is being withheld , increased anxiety about what they DON’T know, they will fill in the gaps with potentially worse information.
- What we don’t say is the SCARIEST to children
- When they detect changes in environment and feel as though the adults cannot handle their emotions or the situation
- Children will look at our body language, tone, how we respond
- Give information on a need-to know basis – stick with concrete, brief and realistic facts
- Always reassure safety and that “grown-ups” or adults have plans in action to protect children and keep them safe

Anxiety Disorders

Some anxiety is NORMAL and HEALTHY.
Red flags: persistent fears that impact daily functioning, avoiding activities , school, or social situations. Phobias, panic attacks, compulsions or adherence to rituals. Seek professional help and individual therapy
Anxiety disorders are one of the most common mental health disorder among children and adolescents.
As many as one-third of adolescents in the US may experience persistent anxiety, yet some experts claim that the condition continues to be underdiagnosed.
May be difficult to recognize the severity, dismiss as “phase”
Anxiety can also look like anger, aggression, behavioral difficulties, confused with ADHD
Anxiety disorders if unaddressed lead to greater incidence in depression, and substance use disorders and increase the risk of suicide in older adolescents, so important to address particularly when functioning becomes LIMITED due to anxiety.
Cognitive-behavioral therapy is gold standard

Home

Social Studies

Psychology

Middle Childhood: Emotional Development

Introduction

Emotional development and regulation become increasingly important as school-age children want to be successful in their learning, academics, and peer relationships
Developmental changes in School-Age/Middle Childhood include:
- Improved emotional understanding.
- Increased understanding that more than one emotion can be experienced in a particular situation. (two things can be true, bittersweet)
- Ability to better control or conceal negative emotional reactions.
- Capacity for genuine empathy.
Research suggests that encouraging children to talk about their “negative” emotions, such as anger or fear, can help them understand what's causing the feeling and ultimately how to appropriately express and manage their feelings.
- Need to first identify emotion, in order to build ‘tolerance’ for it
- Necessary for the development of positive coping skills
Healthy, Secure Attachment
- Not just for infancy!
- Secure attachment associated with reduced anxiety in school-age children
- In one study, school-age children who displayed a secure attachment to their mother were less likely to be excluded by peers, less aggressive behavior
- Evidence that better parent-child relationship sets the stage for later social relationships

Stress & Fears

School-age kids' fears are more “realistic”
- Real-life dangers. Transitions from “monsters” under bed to more realistic circumstances as they process world around them.
- An estimated 43% of children between ages 6 and 12 reported having consistent fears and worries.
Some common fears during school-age include:
- In age 6-7, may fear the dark, “bad guys”, animals
- Natural disasters or current events ~
- New life stressors and issues within the family: A divorce, a parent's losing a job
- May also feel anxious about schoolwork, grades, or fitting in with friends.
In pre-adolescents and adolescents – fears become more social-based, related to belongingness
- World is a stage, and everyone is watching – particularly in middle school
As kids mature, they also develop better ability to develop and use coping strategies
- Appraisal of situation more realistic
- Fears often mild and short-term in typical functioning children
- Also protective in keeping them safe, allowing kids to make good decisions independently – as they can better anticipate consequences
Coping w/ stress
- What we SAY is assuring, if developmentally appropriate
- Children are a lot more anxious when they feel that information is being withheld , increased anxiety about what they DON’T know, they will fill in the gaps with potentially worse information.
- What we don’t say is the SCARIEST to children
- When they detect changes in environment and feel as though the adults cannot handle their emotions or the situation
- Children will look at our body language, tone, how we respond
- Give information on a need-to know basis – stick with concrete, brief and realistic facts
- Always reassure safety and that “grown-ups” or adults have plans in action to protect children and keep them safe

Anxiety Disorders

Some anxiety is NORMAL and HEALTHY.
Red flags: persistent fears that impact daily functioning, avoiding activities , school, or social situations. Phobias, panic attacks, compulsions or adherence to rituals. Seek professional help and individual therapy
Anxiety disorders are one of the most common mental health disorder among children and adolescents.
As many as one-third of adolescents in the US may experience persistent anxiety, yet some experts claim that the condition continues to be underdiagnosed.
May be difficult to recognize the severity, dismiss as “phase”
Anxiety can also look like anger, aggression, behavioral difficulties, confused with ADHD
Anxiety disorders if unaddressed lead to greater incidence in depression, and substance use disorders and increase the risk of suicide in older adolescents, so important to address particularly when functioning becomes LIMITED due to anxiety.
Cognitive-behavioral therapy is gold standard