Research on Effects of Sibling Birth on Jealousy

Research on Effects of Sibling Birth on Jealousy The Birth of a Sibling: Companion or Competition? Samantha A. Sang Sibling relationships that develop a balance of nurturance and conflict can provide numerous learning opportunities for young children (Volling, McElwain, Miller, 2002). For instance, children can learn other’s perspectives, learn different strategies to resolve conflict, as well as learn to regulate their own emotions. Specifically, younger siblings who experience a balance of nurturance and conflict in their sibling relationships have been found to be more socially skilled and have more positive peer relationships compared with children who lack the sibling experience (Volling et al., 2002).Thus, it is not the absence of conflict rather how conflict is resolved that benefits the quality of a sibling relationship. Sibling conflict refers to the â€Å"unique interpersonal dyadic dynamics of sibling interactions, which may be motivated by, but not synonymous with sibling jealousy† (Volling et. al., 2002). It is well-known that parents cannot attend and respond to both c hildrens needs at all times; thus, jealousy could very well be a normal, perhaps daily, experience for young children. Older siblings are often thought of as â€Å"leaders, managers, and teachers† of their younger siblings during critical periods of development (e.g., preschool, middle-childhood; Kolak, Volling, 2011). Moreover, older siblings are the more dominant person in the sibling relationship and can exert more influence on the sibling relationship throughout childhood. Previous research has shown that older siblings’ behavior toward their younger siblings is more stable from preschool through middle childhood than younger siblings’ behavior toward their older siblings (Kolak, Volling, 2011). This stability, along with the more dominant role of older siblings, may explain why older siblings’ jealousy reactions are stronger predictors of the sibling relationship quality many years later (Kolak, Volling, 2011). Sibling Jealousy Jealousy is a complex social emotion. Complex because it is not simply a single emotional expression, but rather a patterned response of emotional affect, behavior, and cognitive appraisal (Volling, Yu, Gonzalez, Kennedy, Rosenberg, Oh, 2014). Intense debates have occurred among scholars in regards to the distinction between jealousy and envy; whether jealousy is a simple, complex, or blended emotion; and whether it is caused by threats to self-esteem or threats to a valued relationship (White and Mullen, 1989). Although different perspective exist, it is pivotal to understand that jealousy cannot be defined nor understood without reference to a social context (Volling, McElwain, Miller, 2002). Specifically, jealousy occurs in the context of a social triangle (White and Mullen, 1989). There are three dyadic relationships within the triangle in addition to the triadic relationship system: (a) the relationship between the jealous individual and the beloved, (b) the relationship between the beloved and the rival, and (c) the relationship between the jealous individual and the rival (White Mullen, 1989). In order to elicit jealousy, the relationship between the jealous person and the beloved must be a valued close relationship (e.g., mother-child). Furthermore, jealousy is elicited by the real or perceived loss of this relationship to a rival. It is not simply the loss of love that elicits jealousy; it is the loss of attention from the beloved to a rival (White Mullen, 1989). Hupka (1984) has shown that individuals in jealousy eliciting situations can feel a range of emotions including fear, anger, or even relief, depending on the individuals focus of attention with respect to the social triangle. For example, if individuals focus on the loss of the relationship, sadness may be reported; whereas, if individuals focus on the betrayal of their beloved, anger may be reported; and lastly, if individuals focus on being left alone, anxiety or fear may be reported (Hupka, 1984). Birth of a Sibling Elicits Sibling Jealousy The birth of a sibling can be a stressful life event for young children; consequently, firstborn children are likely to experience jealousy at the arrival of their infant sibling (Volling et. al., 2014). Past research indicates that young children are sensitive to the loss of attention to another. First, toddler and preschool children were aware of the interactions occurring between their mother and their sibling and often times, would try to disrupt the ongoing interaction (Dunn, 1988). Second, studies that addressed childhood jealousy have demonstrated that children as young as 1 year of age were sensitive to maternal attention directed toward an infant-size doll, a newborn infant or an unfamiliar peer (Volling et. al., 2002). So, it is not surprising that young children are aware of the loss of attention when a parent turns his or her attention from them and interacts with their infant sibling and this awareness elicits jealousy (Volling et. al., 2002). Jealousy can differ for individuals depending on their cognitive appraisal of the jealousy eliciting situation when they believe their relationship with their beloved is threatened by the rival (Kolak Volling, 2011). For instance, a child may appraise the infant sibling as a threat to their own mother-child relationship, feel anxious, and interfere in the mother–infant interaction, or a child may appraise their mother as inaccessible, feel sadness, and withdraw from the mother-infant interaction. The firstborn’s jealousy toward their infant sibling can impact their sibling relationship quality later in development. Children’s initial reactions three weeks after their sibling’s birth predicted their behavior with their mother and sibling at 14 months (Kendrick Dunn, 1982). For instance, children who were demanding and difficult shortly after their sibling’s birth protested the mother–sibling interaction more compared to children who positively approached their infant sibling (Kendrick Dunn, 1982). Moreover, children who were initially withdrawn were more likely to develop poor sibling relationships over time (Kendrick Dunn, 1982). Attachment as a Potential Moderator The Strange Situation (SS) is â€Å"a videotaped laboratory based procedure that consists of seven three-minute episodes including two parent–child separations and reunions† (Ainsworth, Blehar, Waters, Wall, 1978). Individual differences in infants’ attachment relationships can be classified as secure or insecure. Attachment classifications are based on the child’s ability to balance proximity and exploration and to obtain comfort when distressed from their mother (Ainsworth et. al., 1978). Not only do physical separations from mothers in the SS activate attachment behaviors, but so too does the child’s appraisal of their mother’s accessibility when caring for their infant sibling. The birth of a sibling may create disruptions in the relationship between the mother and her firstborn child that can lead to instability in their attachment relationship (Touris, Kromelow, Harding, 1995). Bowlby (1969) acknowledged that for most young children, â€Å"the mere sight of mother holding another baby in her arms is enough to elicit strong attachment behavior†. So, it is understandable that many of the behaviors associated with jealousy (e.g., clinging, touching, proximity seeking, and distress) are also attachment behaviors (Volling et. al., 2014). From an attachment perspective, children who have a secure attachment to their mother should explore freely, even when their mother is interacting with their infant sibling. They may monitor their mother’s whereabouts or the mother-infant interactions, but they should not disrupt the interaction. Whereas, insecurely attached children will cry and protest in response to their mother’s interactions with the ir infant sibling. They will stay in close proximity to their mother and may even physically interfere with the mother-infant interactions (Volling et. al., 2014). If witnessing the mother–infant interaction adequately engages attachment behaviors, then individual differences in children’s jealousy may reflect their internal working models of their attachment relationship with their mothers. The quality of sibling interaction has been related to the mother-child attachment relationship. Children who were insecurely attached to their mothers at 12 months of age were more aggressive in their conflicts with their younger sibling when they were 6-years-old (Volling et. al., 2014). On the other hand, Teti and Ablard (1989) found that more secure preschoolers were significantly more likely to react to their younger sibling’s distress than less securely attached preschoolers. Emotion Regulation as a Potential Moderator Early attachment relationships play a primary role in the development of young children’s emotion regulation development (Volling, 2001). Children whose mothers are sensitive and consistent to their children’s needs not only develop secure attachments to their mothers, but are also thought to develop a greater capacity to share affect, to enjoy social interactions, to maintain organized behavior during an emotionally arousing event, and to display empathy for others (Volling, 2001). In contrast, children whose emotional needs are repeatedly rejected by their mothers are more likely to develop insecure attachments and are also more likely to develop poor regulatory strategies whereby they minimize attention to their attachment relationship and minimize their emotional expressiveness (Volling, 2001). These children may become physiologically aroused in the face of stress, but may also remain expressionless so that they do not risk further rejection and anger on the part o f the mother (Volling, 2001). Emotion regulation consists of the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to accomplish ones goals† (Thompson, 1994). Even though this definition emphasizes both internal and external processes, Campos and colleagues (1994) revealed that past research that examines emotion regulation focuses on the internal processes and rarely considers the external factors that may contribute to emotion regulation. Studies investigating the process of emotion regulation should include â€Å"the social context that elicited the need for regulation in the first place and that specifies the rules of proper conduct† (Campos, 1994). Specifically because jealousy cannot be fully understood without reference to the social context, it is pivotal to examine children’s emotion regulation skills as a potential moderator between the birth of a sibling and firstborn’ s feelings of jealousy. Young children have several regulatory strategies that can be utilized in jealousy eliciting situations. Three possible regulatory strategies that might be used by toddler and preschool siblings when confronted with jealousy are (a) to interfere with the interaction between their mother and sibling, (b) to direct anger toward either their mother or sibling, and/or (c) to focus attention on alternative pleasurable activities (i.e., play; Volling et. al., 2014). Children who successfully cope to distress in jealousy eliciting situations engage in self-focused, exploratory play while monitoring the mother-infant interaction rather than protesting or physically interfering (Volling et. al., 2014). Firstborn children who were highly dysregulated during jealousy eliciting situations are at an increased risk for expressing more negative affect. Furthermore, children’s inability to regulate their jealousy may be suggestive of poor emotion regulation skills, which may, in turn, be detrimental to sibling relationship quality (Kolak Voling, 2011). In contrast, firstborn children who are better regulated (i.e. better able to regulate their jealousy) appear to have the essential emotion regulation skills for engaging positively with their siblings (Kolak Voling, 2011). Children’s ability to regulate emotions during jealousy eliciting situations is a critical component for successful relationships with their sibling (Kolak Voling, 2011). But, little is known about children’s ability to regulate emotions during jealousy eliciting situations and its impact on the quality of the sibling relationship later in development. The only support is from Kolak and Volling (2011) that found that jealousy and dysregulation is related to more troubled sibling interactions two years later. The Current Study The current study is a longitudinal design that will address three aims: (a) to examine if the birth of a sibling elicits jealousy in the firstborn child, (b) to examine if the firstborn’s jealousy of their infant sibling is related to their sibling relationship quality five years later, and finally, (c) to examine if the firstborn’s attachment and emotion regulation moderates the relationship between the birth of a sibling and jealousy (Figure 1). Prior research on the birth of a sibling has described some children as clingy, anxious-withdrawn, or oppositional after the birth (Volling et. al., 2014), so we hypothesized that (a) children who have a secure attachment with their mother before the birth of their sibling will not experience as much jealousy as insecurely attached children, and (b) children who demonstrate better emotion regulation skills will not experience as much jealousy as less emotionally regulated children. Due to individual differences, different pat terns of jealousy and its impact on sibling relationship quality will emerge five years later. References Ainsworth, M.D.S., Blehar, M.C., Waters, E., Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum. Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York, NY: Basic Books. Buist, K. L., Paalman, C. H., Branje, S. J. T., DekoviĆ¡, M., Reitz, E., Verhoeven, M., Meeus, W. H. J., Koot, H. M, Hale,William W., I.,II. (2014). Longitudinal effects of sibling relationship quality on adolescent problem behavior: A cross-ethnic comparison.Cultural Diversity and Ethnic Minority Psychology,20(2), 266-275. doi:http://dx.doi.org/10.1037/a0033675 Campos, J., Mumme, D. L., Kermoian, R., Campos, R.(1994). Commentary: A functionalist perspective on the nature of emotion. Monographs of the Society for Research in Child Development, 59(2-3, Serial No. 240). Dunn, J. (1988). The beginnings of social understanding. Cambridge, MA: Harvard University Press. Hupka, R. B. (1984). Jealousy: Compound emotion or label for a particular situation? Motivation and Emotion, 8, 141-155. Kendrick, C., Dunn, J. (1982). Protest or pleasure? The response of first-born children to interactions between their mothers and infant siblings. Journal of Child Psychology and Psychiatry, 23, 117-129. Kolak, A. M., Volling, B. L. (2011). Sibling jealousy in early childhood: longitudinal links to sibling relationship quality. Infant Child Development, 20(2), 213-226. doi:10.1002/icd.690 Teti, D. M., Ablard, K. E. (1989). Security of attachment and infant–sibling relationships: A laboratory study. Child Development, 60, 1519–1528. doi:10.2307/1130940 Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development 59(2-3, Serial No. 240). Touris, M., Kromelow, S., Harding, C. (1995). Mother-firstborn attachment and the birth of a sibling.American Journal of Orthopsychiatry,65(2), 293-297. doi:http://dx.doi.org/10.1037/h0079614 Volling, B. L. (2001). Early attachment relationships as predictors of preschool childrens emotion regulation with a distressed sibling.Early Education and Development,12(2), 185-207. doi:http://dx.doi.org/10.1207/s15566935eed1202_2 Volling, B. L., Yu, T., Gonzalez, R., Kennedy, D. E., Rosenberg, L., Oh, W. (2014). Children’s responses to mother–infant and father–infant interaction with a baby sibling: Jealousy or joy?Journal of Family Psychology,28(5), 634-644. doi:http://dx.doi.org/10.1037/a0037811 Volling, B. L., Yu, T., Gonzalez, R., Kennedy, D. E., Rosenberg, L., Oh, W. (2014). Children’s responses to mother–infant and father–infant interaction with a baby sibling: Jealousy or joy?Journal of Family Psychology,28(5), 634-644. doi:http://dx.doi.org/10.1037/a0037811 White, G. L., Mullen, P. E. (1989). Jealousy: Theory, research, and clinical strategies. New York: Guilford Press. Figure 1.

Cultivation Theory Essay

Cultivation theory was created by George Gerbner, founder of the cultural environment movement and dean of communications at the University of Pennsylvania. Cultivation theory deals with the content of television and how it affects and shapes society for television viewers. The theory suggests that the violence embedded in television causes regular viewers to form exaggerated beliefs of society as a meaner and scary world. This is known as mean world syndrome. Although less than one percent of the population are victims of violent crimes in any one year period, heavy exposure to violent crimes through television can lead to the belief that no one can be trusted in what appears to be a violent world. Television sets are slowly replacing schools and churches as the main storyteller for families. People are watching television religiously instead of going to church. It is more common to stay at home on Sundays and watch football or the newest reality show out. It’s the wenty-four seven real life drama that television offers that attracts people to become a regular TV viewer. In their devotion to watching television on a regular basis they are exposed to the violence that is embedded in most shows on the air. Gerbner provides his three-prong plug, which is his framework for understanding why more television consumption leads to a misled perception of a risky world filled with crime. The first prong for the plug represents the concern for why media chooses the messages they deliver. Violence is a stable message delivered by the media, because it is cheap and easy to sell globally. This is mainly because violence is a universal language that is understood by everyone. The second prong represents the concern for figuring out the exact messages that television delivers. In order to do so Gerbner uses what he calls, Message System Analysis, which ultimately supplies a numerical value for what for what messages television contains. The scope of what is considered a violent message consist of any show that portrays overt expression of physical force compelling action against ones will on pain of being hurt and killed, or threatened to be victimized as part of the plot. According to Gerbner’s studies before the average TV viewer graduates from high school they will have observed thirteen thousand traumatic deaths on television. The Third and final prong represents the concern for analyzing how television content affects viewers in particular, your typical couch potato who watches television all day. Television cultivates and shapes realities towards viewers; the more a person ingests messages of violence portrayed in television the more likely they are to view the real world as a mean and scary place. Personally I do not watch television with the exception of sports, but even then you can’t avoid seeing violent acts whether it’s in a commercial for a movie or video game violence has become prominent in our society. Cultivation theory is something that affects everyone one way or another; if you personally are not affected by it chances are you know someone who is. It was something that was very obvious to me even at a young age. I grew up going to school in Windsor but living in Hartford. I noticed the mean world effect at a young age because most of my friends from school weren’t allowed to come over my house because I lived in Hartford. Back then it wasn’t as clear to me as it is now, but even to this day it still happens. Not that my friends can’t Come over but they would rather I go to where they live instead. So even today I see the effect mean world syndrome can have on people. This day in age media is something everyone is familiar with from old to young. With technology advancing at the rate it is media will have more and ore influence on our every day lives. Growing up in a generation of constant advancements in technology I have witnessed first hand how the media has used technology it to its advantage. From being able to watch live news on your phone, to getting updates from an app media is at our disposal and very easy to access. In the next ten years, media will only get bigger and bigger because it is a non-stop, twenty-four hours a day business market. It will continue to change with the advancements in technology and expand with new way to broadcasts itself.

The Appeal of Buy Papers

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Essay about Life and Work of Leonardo da Vinci - 1111 Words

Life and Work of Leonardo da Vinci Leonardo da Vinci had a powerful mind and was a very curious and daring boy. Leonardo was so curious about flying, he jumped off a barn with wings that he made by himself. Leonardo loved nature and exploring. He would also like to draw geometrical shapes. Leonardo da Vinci was born in 1452 in Vinci, Italy. Vinci was a farming community with hillsides, growing grapes, fruit trees and olives. His mother was a peasant woman and his father was a notary. He was often alone, exploring and experimenting in the hills and other areas of his home. This gave him a bond and a love of nature that is reflected in all his art and sculpture. As a teenager, Leonardo was apprenticed to an artist and sculptor,†¦show more content†¦In 1514s to 1516 Leonardo lived in Rome, and built both toys and machines. He studied optics and tried to make large round mirrors, like the ones used in telescopes. Craftsmen in Leonardos time knew how to use and repair familiar machines. Leonardo figured if he could understand how each machine part worked; he could use these parts to make new machines. He was also interested in botany, human anatomy, and used animal parts from a butcher shop to study. He also tried to dissect a human corpse, but got in trouble with the Catholic Church because it was considered a sin. But he was able to develop a model of how the human heart works. In 1514s to 1516 Leonardo lived in Rome, and built both toys and machines. He studied optics and tried to make large round mirrors, like the ones used in telescopes. Craftsmen in Leonardos time knew how to use and repair familiar machines. Leonardo figured if he could understand how each machine part worked; he could use these parts to make new machines. Leonardo made sketches and plans of things like a tank, helicopters, a plane, and an arithmetic machine. These are common machines in our lives. His early thinking about the arithmetic machine was the start of things that came after it like the abacus, the slide rule, the adding machine, the calculator and finally the computer. Leonardo da Vinci wrote in a way that no one else did. He used a techniqueShow MoreRelatedThe Life and Work of Leonardo da Vinci Essay597 Words   |  3 PagesLeonardo da Vinci was born on April 15th, 1452 in Vinci, Italy (which is just outside of Florence). Da Vinci was an illegitimate son of a twenty-five year old notary, Ser Piero, and a peasant girl, Caterina. Leonardo’s father took custody of him a short time after birth. His mother, however, married someone else and moved. They kept having children, but not with each other. Sooner or later, Leonardo da Vinci had seventeen half brothers and sisters. While Leonardo was growing up in his father’s homeRead MoreThe Da Vinci Code By Dan Brown1304 Words   |  6 Pagesâ€Å"Learn how to see. Realize that everything connects to everything else.†(Balt, 2013). 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