Beyond the Text Given: Studying the Scaffolding of Narrative Emotion Regulation as a Contribution to Bruner and Feldman’s Cultural Cognitive Developmental Psychology
Feldman et al. (Human Development, 36, 327-342, 1993) called for a new kind of psychology, a cultural cognitive developmental psychology. We critically consider their initial studies to discuss the scope of their program. In the spirit of this program we explore the development of scaffolding of narrative emotion regulation in adolescence. We present two co-narrations of sad events between mothers and their 12- and 18-year-old offspring to exemplify these mothers’ age-sensitive strategies to scaffold adolescents’ narrative emotion regulation. We identified three kinds of narrative arguments which mothers used for scaffolding and which are apparently acquired only in the course of adolescence: Embedding events in extended temporal, biographical contexts, relating events and reactions to individuals’ enduring personalities, and re-appraising events by including more others’, external, and hypothetical perspectives. They confirm developmental observations made by Feldman et al. (Human Development, 36, 327-342, 1993) and demonstrate their utility in the context of the development of emotion regulation.
KeywordsScaffolding Narrative emotion regulation Narrative development Adolescence Coping
Compliance with Ethical Standards
Conflict of Interest
The authors declare to have no conflict of interest.
The study was approved by the central IRB of the German Psychological Society (DGPs), number TH 032014_rev, June 112,014.
Informed consent was obtained from all individual participants included in the study.
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