Cole P M, Michel M K, Teti L O
Department of Psychology, Pennsylvania State University, University Park 16802.
Monogr Soc Res Child Dev. 1994;59(2-3):73-100.
Clinical conceptualizations of emotion that stress its disruptive influences and functional models of emotion that emphasize its adaptive aspects can be integrated into a developmental psychopathology framework. Under certain conditions, emotion regulation may develop dysregulatory aspects that can become a characteristic of an individual's coping style. This style may then jeopardize or impair functioning and become associated with symptomatic, disordered functioning. Emotional development provides a critical vantage point from which to study the development of symptomatology and psychopathology, particularly given the prevalence of emotional symptoms in various forms of psychopathology. Dimensions of emotionality that can be used to characterize dysregulation include access to the range of emotions, flexible modulation of intensity, duration, and transitions between emotions, acquisition and use of cultural display rules, and the ability to reflect on the complexity and value of one's own emotions in a self-supporting manner. Developmental psychopathology provides a framework within which to examine how emotions are regulatory, how their regulation changes over time, and under what conditions an adaptive emotion process can develop into a pattern of dysregulation that then becomes, or sustains, some symptoms of mental disorders. Such research requires samples that include children with and without risk or presence of particular mental health problems, paradigms that allow the examination of dimensions of emotionality in context and provide multiple assessments that include observations of children's reactions beyond what they themselves can report, and analyses that extend beyond simple global aggregates such as positive and negative emotion. We believe that it is particularly important to study children and their families in situations that challenge their emotional adaptation. The developmental tasks of emotional life evolve in exchanges between the child and the world of events and relationships. The emotional conditions of early childhood appear to be very important in optimizing or interfering with how the child's emotionality regulates his or her interpersonal and intrapsychic functioning and how the child learns to regulate emotion. The experiences that accrue around emotional events influence the stable aspects of the developing personality and become trait-like aspects of the person (Malatesta & Wilson, 1988). Dysregulation occurs when an emotional reaction loses breadth and flexibility. If a dysregulatory pattern becomes stabilized and part of the emotional repertoire, it is likely that this pattern is a symptom and supports other symptoms. When development and adaptation are compromised, the dysregulation has evolved into a form of psychopathology. The line between normative variations and clinical conditions is not clearly drawn.(ABSTRACT TRUNCATED AT 400 WORDS)
强调情绪具有破坏作用的临床概念化理论，以及强调情绪具有适应性的功能模型，可以整合到发展性精神病理学框架中。在某些情况下，情绪调节可能会出现失调的方面，这可能会成为个体应对方式的一个特征。这种方式可能会危及或损害个体的功能，并与有症状的、紊乱的功能联系起来。情绪发展为研究症状学和精神病理学的发展提供了一个关键的视角，特别是考虑到情绪症状在各种形式的精神病理学中都很普遍。可用于描述失调的情绪维度包括能够体验各种情绪、灵活调节情绪强度、持续时间以及情绪之间的转换、习得和运用文化展示规则，以及以自我支持的方式反思自身情绪的复杂性和价值的能力。发展性精神病理学提供了一个框架，用以考察情绪是如何调节的、其调节如何随时间变化，以及在何种情况下适应性情绪过程会发展成一种失调模式，进而成为或维持精神障碍的某些症状。此类研究需要样本，包括有和没有特定心理健康问题风险或存在此类问题的儿童；需要范式，以便在实际情境中考察情绪维度，并提供包括对儿童反应的观察（超出他们自己所能报告的内容）在内的多种评估；还需要分析，这种分析要超越诸如积极和消极情绪等简单的总体汇总。我们认为，在挑战儿童情绪适应能力的情境中研究儿童及其家庭尤为重要。情绪生活的发展任务是在儿童与事件及人际关系的世界的互动中演变的。幼儿期的情绪状况对于优化或干扰儿童情绪调节其人际和心理功能的方式，以及儿童如何学会调节情绪，似乎非常重要。围绕情绪事件积累的经历会影响发展中人格的稳定方面，并成为个体类似特质的方面（马拉泰斯塔和威尔逊，1988）。当情绪反应失去广度和灵活性时，就会出现失调。如果一种失调模式变得稳定并成为情绪反应模式的一部分，那么这种模式很可能是一种症状，并会支持其他症状。当发展和适应受到损害时，失调就演变成了一种精神病理学形式。正常变异与临床状况之间的界限并不清晰。（摘要截选至400字）
