Skills of emotional competence: Developmental implications

Emotional Intelligence in Everyday Life

Volumn , Issue , 2013, Pages 51-76

  Buckley, Maureen ^a   Saarni, Carolyn ^a  

^a SONOMA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85084543687     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203943397-13     Document Type: Chapter

References (78)

1. Southam-Gerow, M. A., & Kendall, P. C. (2002). Emotion regulation and understanding: Implications for child psychopathology and therapy. Clinical Psychology Review, 22 189-222.
2. Saarni, C. (1999). The development of emotional competence. New York: Guilford.
3. Denham, S., Blair, K. A., Schmidt, M., & DeMulder, E. (2002). Compromised emotional competence: Seeds of violence sown early?. American Journal of Orthopsychiatry, 72 70-82.
4. Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.),. Emotional development and emotional intelligence (pp. 3-31). New York: Basic Books.
5. Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27 267-298.
6. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). A further consideration of the issues of emotional intelligence. Psychological Inquiry, 15 249-255.
7. Saarni, C. S., Campos, J. J., Camras, L., & Witherington, D. (in press). Emotional development: action, communication, and understanding. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional and personality development. New York: John Wiley.
8. Saarni, C. (2000). Emotional competence: A developmental perspective. In R. Bar-On & J. D. A. Parker (Eds.), Handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 68-91). San Francisco: Jossey-Bass.
9. Saarni, C. (1990). Emotional competence: How emotions and relationships become integrated. In R. Thompson (Ed.), Nebraska Symposium on Motivation: 36. Socioemotional development (pp. 115-182). Lincoln, NE: University of Nebraska Press.
10. Shields, A., & Cicchetti, D. (2001). Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical Child Psychology, 30 349-363.
11. Shields, A., & Cicchetti, D. (1998). Reactive aggression among maltreated children: The contributions of attention and emotion dysregulation. Journal of Clinical Child Psychology, 27, 381-395.
12. Selman, R. L. (1981). What children understand of the intrapsychic processes. In E. K. Shapiro & E. Weber (Eds.), Cognitive and affective growth (pp. 187-215). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
13. Trabasso, T., Stein, N., & Johnson, L. (1981). Children’s knowledge of events: A causal analysis of story structure. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 15, pp. 237-282). New York: Academic Press.
14. Gnepp, J., & Gould, M. E. (1985). The development of personalized inferences: Understanding other people’s emotional reactions in light of their prior experiences. Child Development, 55 1455-1464.
15. Consortium on the School-based Promotion of Social Competence. (1996). The school-based promotion of social competence: Theory, research, practice, and policy. In R. J. Haggerty, L. R. Sherrod, & N. Garmezy (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 268-316). New York: Cambridge University Press.
16. Denham, S., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., et al. (2003). Preschool emotional competence: Pathways to social competence?. Child Development, 74 238-256.
17. Cassidy, J., Parke, R., Butkovsky, L., & Braungart, J. (1992). Family-peer connections: The roles of emotional expressiveness within the family and children’s understanding of emotions. Child Development, 63 603-618.
18. Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. (1990). Emotional and behavioral predictors of peer status in young preschoolers. Child Development, 61 1145-1152.
19. Walden, T., & Field, I. (1988). Preschool children’s social competence and production and discrimination of affective expressions. Unpublished manuscript, Vanderbilt University, Nashville, TN.
20. Kochenderfer-Ladd, B. (2004). Peer victimization: The role of emotions in adaptive and maladaptive coping. Social Development, 13 329-349.
21. Shields, A., Dickstein, S., Seifer, R., Guisti, L., Magee K. D., & Spritz, B. (2001). Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education and Development, 12 73-96.
22. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (1998). Academic and emotional func¬tioning in early adolescence: Longitudinal relations, patterns, and prediction by experi¬ence in middle school. Development and Psychopathology, 10 321-352.
23. Chan, D. W. (2003). Dimensions of emotional intelligence and their relationships with social coping among gifted adolescents in Hong Kong. Journal of Youth and Adolescence, 32, 409-418.
24. Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., et al. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25 167-177.
25. Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36 277-293.
26. Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: Technical manual. Toronto, Canada: Multi-Health Systems.
27. Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to uni¬versity. Personality and Individual Differences, 36 163-172.
28. Roeser, R. W., van der Wolf, K., & Strobel, K. R. (2001). On the relation between social-emotional and school functioning during early adolescence: Preliminary findings from Dutch and American samples. Journal of School Psychology, 39 111-139.
29. Gumora, G., & Arsenio, W. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40 395-413.
30. Trinidad, D. R., & Johnson, C. A. (2002). The association between emotional intelligence and early adolescent tobacco and alcohol use. Personality and Individual Differences, 32 95-105.
31. Trinidad, D. R., Unger, J. B., Chou, C. P., & Anderson Johnson, C. (2004). The protec¬tive association of emotional intelligence with psychosocial smoking risk factors for adolescents. Personality and Individual Differences, 36 945-954.
32. Maguin, E., Zucker, R. A., & Fitzgerald, H. E. (1995). The path to alcohol problems through conduct problems: A family-based approach to very early intervention with risk. In G. M. Boyd, J. Howard, & R. A. Zucker (Eds.), Alcohol problems among adolescents: Current directions in prevention research (pp. 105-124). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
33. Reese, L. E., Vera, E. M., Thompson, K., & Reyes, R. (2001). A qualitative investigation of perceptions of violence risk factors in low-income African American children. Journal of Clinical Child Psychology, 30 161-171.
34. Brackett, M. A., Mayer, J. D., & Warner, R. M. (2004). Emotional intelligence and its relation to everyday behavior. Personality and Individual Differences, 36 1387-1402.
35. Chambers, S. M. (1999). The effect of family talk on young children’s development and coping. In E. Frydenberg (Ed.), Learning to cope: Developing as a person in complex societies (pp. 130-149). Oxford, UK: Oxford University Press.
36. Eisenberg, N., Fabes, R., Nyman, M., Bernzweig, J., & Pinuelas, A. (1994). The relations of emotionality and regulation to children’s anger-related reactions. Child Development, 65, 109-128.
37. Casey, R. (1996). Emotional competence in children with externalizing and internalizing disorders. In M. Lewis & M. Wolan Sullivan (Eds.), Emotional development in atypical children (pp. 161-183). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
38. Arsenio, W. F., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers’ aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36 438-448.
39. Calkins, S. D., & Dedmon, S. E. (2000). Physiological and behavioral regulation in two-year-old children with aggressive/destructive behavior problems. Journal of Abnormal Child Psychology, 28 103-118.
40. Bohnert, A. M., Crnic, K. A., & Lim, K. G. (2003). Emotional competence and aggres¬sive behavior in school-age children. Journal of Abnormal Child Psychology, 31 79-91.
41. Dodge, K. A., Lochman, J. E., Harnish, J. D., Bates, J. E., & Pettit, G. S. (1997). Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth. Journal of Abnormal Psychology, 106 37-51.
42. Kochenderfer, B., & Ladd, G. (1997). Victimized children’s response to peer’s aggression: Behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9 59-73.
43. Perry, D. G., Williard, J. C., & Perry, L. C. (1990). Peer’s perceptions of the consequences that victimized children provide aggressors. Child Development, 61 1310-1325.
44. Eisenberg, N., Fabes, R. A., Shepard, S. A., Murphy, B. C., Guthrie, I. K., Jones, S., et al. (1997). Contemporaneous and longitudinal prediction of children’s social functioning from regulation and emotionality. Child Development, 68 642-664.
45. Perry, D. G., Perry, L. C., & Kennedy, E. (1992). Conflict and the development of anti¬social behavior. In C. U. Shantz & W. W. Hartup (Eds.), Conflict in child and adolescent development (pp. 301-329). New York: Cambridge University Press.
46. Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1997). The early socialization of aggressive victims of bullying. Child Development, 68 665-675.
47. Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment. Child Development, 68 1181-1197.
48. Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high risk sample. Journal of Consulting and Clinical Psychology, 67 631-647.
49. Schwartz, D., Proctor, L. J., & Chien, D. H. (2001). The aggressive victim of bullying: Emotional and behavioral dysregulation as a pathway to victimization by peers. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 147-174). New York: Guilford.
50. Egan, S. K., & Perry, D. G. (1998). Does low self-regard invite victimization?. Developmental Psychology, 34 299-309.
51. Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Washington, DC: Hemisphere.
52. Dodge, K. A., Price, J. M., Coie, J. D., & Christopoulos, C. (1990). On the development of aggressive dyadic relationships in boys’ peer groups. Human Development, 33 260-270.
53. Kumpulainen, K., Räsänen, E., Henttonen, I., Almqvist, F., Kresanov, K., Linna, S. L., et al. (1998). Bullying and psychiatric symptoms among elementary school-age children. Child Abuse and Neglect, 22 705-717.
54. Schwartz, D. (2000). Subtypes of victims and aggressors in children’s peer groups. Journal of Abnormal Child Psychology, 28 181-192.
55. Camras, L. A., Sachs-Alter, E., & Ribordy, S. C. (1996). Emotion understanding in maltreated children: Recognition of facial expressions and integration with other emotion cues. In M. Lewis & M. Wolan Sullivan (Eds.), Emotional development in atypical children (pp. 203-225). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
56. Eisenberg, N., Spinrad, T. L., Fabes, R. A., Reiser, M., Cumberland, A., Shepard, S. A., et al. (2004). The relations of effortful control and impulsivity to children’s resiliency and adjustment. Child Development, 75 25-46.
57. Eisenberg, N., & Spinrad, T. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75(2), 334-339.
58. Biederman, J., Rosenbaum, J. F., Bolduc-Murphy, E. A., Faraone, S. V., Chaloff, J., Hirshfeld, D. R., & Kagan, J. (1993). Behavioral inhibition as a temperamental risk factor for anxiety disorders. Child and Adolescent Psychiatric Clinics of North America, 2 667-684.
59. Schwartz, C. E., Snidman, N., & Kagan, J. (1996). Early childhood temperament as a determinant of externalizing behavior in adolescence. Development and Psychopathology, 8 527-537.
60. Eisenberg, N., Fabes, R., Bernzweig, J., Karbon, M., Poulin, R., & Hanish, L. (1993). The relations of emotionality and regulation to preschoolers’ social skills and sociometric status. Child Development, 64 1418-1438.
61. Lawson, K. R., & Ruff, H. A. (2004). Early attention and negative emotionality predict later cognitive and behavioural function. International Journal of Behavioral Development, 28(2), 157-165.
62. Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-488). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
63. Cohen, D., & Strayer, J. (1996). Empathy in conduct-disordered and comparison youth. Developmental Psychology, 32 988-998.
64. Strayer, J., & Roberts, W. L. (2004). Empathy and observed anger and aggression in five-year-olds. Social Development, 13 1-13.
65. Miller, P. A., & Eisenberg, N. (1988). The relation of empathy to aggressive and externalizing/antisocial behavior. Psychological Bulletin, 103 324-344.
66. Selman, R. L., & Schultz, L. H. (1990). Making a friend in youth: Developmental theory and pair therapy. Chicago: University of Chicago Press.
67. Selman, R. L., Schultz, L. H., Nakkula, M., Barr, D., Watts, C., & Richmond, J. B. (1992). Friendship and fighting: A developmental approach to the study of risk and prevention of violence. Development and Psychopathology, 4 529-558.
68. Denham, S. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57 194-201.
69. Cook, E. T., Greenberg, M. T., & Kusche, C. A. (1994). The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children. Journal of Abnormal Child Psychology, 22 205-219.
70. Hughes, C., Dunn, J., & White, A. (1998). Trick or treat? Uneven understanding of mind and emotion and executive dysfunction in “hard-to-manage” preschoolers. Journal of Child Psychology, 39 981-994.
71. Camras, L. A., Grow, G., & Ribordy, S. C. (1983). Recognition of emotional expressions by abused children. Journal of Clinical and Child Psychology, 12 325-328.
72. Pollack, S. D., Cicchetti, D., Hornung, K., & Reed, A. (2000). Recognizing emotion in faces: Developmental effects of child abuse and neglect. Developmental Psychology, 36 679-688.
73. Shipman, K., Zeman, J., Penza, S., & Champion, K. (2000). Emotion management skills in sexually maltreated and nonmaltreated girls: A developmental psychopathology per¬spective. Development and Psychopathology, 12 47-62.
74. Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115 74-101.
75. Dodge, K. A. (1995). Attributional bias in aggressive children. In P. C. Kendall (Ed.),, Advances in cognitive behavioral research and therapy (Vol. 4, pp. 73-110). Orlando, FL: Academic Press.
76. Zelli, A., Dodge, K. A., Laird, R. D., & Lochman, J. E. (1999). The distinction between beliefs legitimizing aggression and deviant processing of social cues: Testing measure¬ment validity and the hypothesis that biased processing mediates the effects of belief on aggression. Journal of Personality and Social Psychology, 77 150-166.
77. Schultz, D., Izard, C. E., & Ackerman, B. P. (1999). Children’s anger attribution biases: Relations to family environment and social adjustment. Social Development, 9 284-301.
78. Barth, J., & Bastiani, A. (1997). A longitudinal study of emotion regulation and preschool children’s social behavior. Merrill-Palmer Quarterly, 43 107-128.