On Negativism

Wenar, Charles

doi:10.1159/000272787

Cited by 40 publications

(35 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Note that negativity increases about the time of heightened consciousness of self, while communication skills are still limited. Tantrums peak between seventeen and twenty-four months (Kopp, 1992), negativism about two and a half to three years (Wenar, 1982), and physical aggression between two and a half and three and a half years (Tremblay & Nagin, 2005). Relatedly, in a classic study, Weiss (1934) reported greater receptivity to behavioral requests among fouryear-olds than three-year-olds, albeit the former also questioned more and expressed more dislike to commands.…”

Section: Developmental Regulatory Processesmentioning

confidence: 99%

“…Staying calm in the face of perceived psychological assaults on one's goals, expectations, or selfhood is beyond the capacity of most toddlers, thus resulting in displays of negative emotions (Mascolo & Fischer, 2007;Wenar, 1982). Note that negativity increases about the time of heightened consciousness of self, while communication skills are still limited.…”

Section: Developmental Regulatory Processesmentioning

confidence: 99%

See 1 more Smart Citation

Emotion-focused coping in young children: Self and self-regulatory processes

Kopp

2009

New Directions for Child and Adolescent Development

View full text Add to dashboard Cite

This chapter explores paths toward emotion-focused coping among typically developing young children and their more or less average parents-portraying characteristic developmental patterns, demands, and stresses. Emotion-focused coping strategies are effortful and aim to decrease negative emotions in stress-inducing interpersonal contexts. The themes here highlight developmental changes of the early years and related parent and child hassles; likely cognitive, social, and linguistic antecedents and correlates of emotion-focused coping; and some self-regulatory processes that enable coping. The chapter concludes by noting that new directions in the study of young children's coping involve returning to well-crafted, short-term longitudinal research.

show abstract

Section: Developmental Regulatory Processesmentioning

confidence: 99%

Section: Developmental Regulatory Processesmentioning

confidence: 99%

Emotion-focused coping in young children: Self and self-regulatory processes

Kopp

2009

New Directions for Child and Adolescent Development

View full text Add to dashboard Cite

show abstract

“…In contrast, clinically significant oppositionality and defiance tend to be pervasive across settings and/or within social relationships and transactions. This is "negativism for its own sake" or a "reflexive no" (Wenar, 1982). On the DB-DOS, we examine pervasiveness of noncompliance in several ways.…”

Section: Clinical Principle A: Normative Noncompliance In Preschoolermentioning

confidence: 99%

Defining the “Disruptive” in Preschool Behavior: What Diagnostic Observation Can Teach Us

Wakschlag

Leventhal

Briggs‐Gowan

et al. 2005

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

This paper presents the clinical/developmental framework underlying a new diagnostic observational tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). The special importance of observation for clinical assessment during the preschool period is delineated. The developmental rationale for a multi-dimensional assessment of disruptive behavior in young children, including problems in modulation of negative affect and low competence is discussed. The ways in which the DB-DOS will elucidate distinctions between normative and atypical behavior during this developmental period via (a) the integration of qualitative and quantitative dimensions of behavior within a clinically-sensitive coding system, (b) the observation of child behavior both within, and outside of, the parent-child context and (c) the use of specially designed tasks to "press" for clinically salient behaviors are addressed. The promise of this new method for yielding a more precise, developmentally based description of the phenotype of early onset disruptive behavior problems and for providing a standardized clinical tool for observational assessment of disruptive behavior in young children is presented. Large-scale validation of the measure is currently underway.

show abstract

“…In contrast to the construct of non-compliance, resistance connotes a focus on children’s non-conformity as an agentic and potentially constructive expression of children’s autonomy in the parent–child relationship (Wenar, 1982; Kuczynski et al, 1987; Crockenberg and Litman, 1990). Children’s resistance, in this view, reflects their developing motives to protect their freedom of thought and action in response to their parents’ attempts to control them.…”

Section: Introductionmentioning

confidence: 99%

Jamaican Mothers’ Perceptions of Children’s Strategies for Resisting Parental Rules and Requests

Burke

Kuczynski

2018

Front. Psychol.

View full text Add to dashboard Cite

Research on Jamaican socialization of children has primarily focused on parental discipline practices. Little is known about children’s responses to parental attempts to control their behavior. The present study investigated mothers’ perceptions of children’s strategies for resisting their rules and requests. Thirty mothers living in Kingston and St. Andrew, Jamaica, participated in a 1- to 1.5-h semi-structured, open-ended interview regarding their 8- to 12-year-old children. Mothers reported that their children’s resistance strategies included assertive refusal, arguing, ignoring/avoiding, attitude, and negotiation. Most mothers disapproved of their children’s actions and responded with power-assertive strategies such as physical punishment, psychological control, forced compliance, and threats. Few mothers responded with autonomy support strategies including accommodation and reasoning. The findings provided insight into the ways Jamaican children use their agency to protect their autonomy despite their mothers’ greater power, and the relational nature of children’s influence on their mothers’ behaviors and reactions. More research is needed to expand our knowledge of child agency in Afro-Caribbean families and the various ways that parents may support their growing autonomy that is socially constructive.

show abstract

On Negativism

Cited by 40 publications

References 9 publications

Emotion-focused coping in young children: Self and self-regulatory processes

Emotion-focused coping in young children: Self and self-regulatory processes

Defining the “Disruptive” in Preschool Behavior: What Diagnostic Observation Can Teach Us

Jamaican Mothers’ Perceptions of Children’s Strategies for Resisting Parental Rules and Requests

Contact Info

Product

Resources

About