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A developmental perspective on anger: Family and peer contexts
Author(s) -
Debaryshe Barbara D.,
Fryxell Dale
Publication year - 1998
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199807)35:3<205::aid-pits2>3.0.co;2-m
Subject(s) - psychology , anger , prosocial behavior , developmental psychology , socialization , social psychology , conflict resolution , context (archaeology) , social environment , perspective (graphical) , paleontology , artificial intelligence , political science , computer science , law , biology
A model of the development of anger in family and peer contexts is presented. Emotional socialization begins in early infancy, in the context of parent–infant caretaking. Children's awareness and understanding of their own and other people's anger depends on exposure to models of anger expression and conflict resolution, parental emotional coaching strategies such as discussing feelings and problem solving about emotion‐based actions, coercive versus authoritative parenting practices, and opportunities to engage in constructive conflict resolution with family members. Emotional socialization in the home affects children's physiological reactivity and physiological self‐regulation, social information processing, and behavioral strategies for anger‐provoking situations. When the child brings these characteristics to the peer arena, anger and emotion management skills affect peer social status, aggressive versus prosocial peer interactions and the ability to form and profit from close peer relationships. Implications for school psychologists and other school personnel are discussed. © 1998 John Wiley & Sons, Inc.