Abstract
The self-conscious emotions according to the theory presented here require two important features which develop in the first 3 years of life. These are consciousness, defined here as self-awareness as measured by self-recognition in mirrors, the onset of personal pronouns like “me” or “mine,” and complex pretend play. These emerge between 15 and 24 months of age and give rise to self-conscious-exposed emotions such as embarrassment, envy, and empathy, as well as prosocial behaviors such as sharing and reciprocal play. Following these emotions and consciousness, a new set of emotions emerges, called self-conscious evaluative emotions, based upon children’s ability to incorporate standards, rules, and goals of the society (SRGs) and be able to evaluate their behavior in terms of the SRGs as success or failure. These cognitions also contain whether children’s focus is on their failure or not and, together with global or performance attributions, give rise to these self-conscious emotions. Shame, pride, and embarrassment in particular have been studied as to their relationship to the development of psychopathology. Shame, the most negative of these emotions, appears to mediate between trauma in the child’s life, including abusive parenting, and subsequent symptoms of psychopathology.
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Notes
- 1.
We have reported that there are other events in childhood, such as parental verbal abuse—“You disgust me”—or ridicule, which can lead to higher levels of shame, which in turn lead to narcissism and to hubris. The conversion of shame into “it is not my fault” is a typical response of narcissistic personality (see Lewis, 2018).
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Lewis, M. (2019). The Self-Conscious Emotions and the Role of Shame in Psychopathology. In: LoBue, V., Pérez-Edgar, K., Buss, K.A. (eds) Handbook of Emotional Development. Springer, Cham. https://doi.org/10.1007/978-3-030-17332-6_13
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