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8 - Emotional Dysregulation and the Development of Serious Misconduct

Published online by Cambridge University Press:  02 July 2009

By
Pamela M. Cole ,
Sarah E. Hall  and
Anna M. Radzioch
Edited by
Sheryl L. Olson  and
Arnold J. Sameroff
Sheryl L. Olson
Affiliation:
University of Michigan, Ann Arbor
Arnold J. Sameroff
Affiliation:
University of Michigan, Ann Arbor
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Summary

Emotional dysregulation is a term that is used when aspects of a person's emotional functioning are ineffective or inappropriate or risk compromising the accomplishment of later developmental tasks (Cicchetti, Ganiban, & Barnett, 1991; Cole, Michel, & Teti, 1994; Garber & Dodge, 1991; Keenan, 2000). The term acknowledges that emotions are always regulated (i.e., there is no pure emotion that is unregulated), but that a pattern of emotion regulation has a dysfunctional quality. Although there has been relatively little research on the emotional profiles of children with serious psychological problems, the key symptoms of most childhood disorders feature emotional difficulties, such as hostile defiance, anxiety, angry aggression, tantrums, moodiness, and irritability (Cole et al., 1994; Keenan, 2000). Without the benefit of emotion theory to guide our understanding of the emotional nature of symptoms, it might seem that strong emotions debilitate behavioral functioning.

Contemporary theories, however, regard emotions as adaptive. Emotions are defined as the processes of both appraising circumstances relative to one's well-being and readying to act on circumstances to maintain or regain well-being (e.g., Arnold, 1960; Barrett & Campos, 1987; Ekman, 1994; Frijda, 1986; Lazarus, 1991). This biologically based rapid radar and response system equips us to deal with the ever-changing nature of circumstances and to act without hesitation when necessary (e.g., fleeing from danger). Therefore, emotions motivate action, evolving as a system that is crucial to survival.

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Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems , pp. 186 - 211
Publisher: Cambridge University Press
Print publication year: 2009

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