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Rolo C, Diniz E, Babore A, Brandão T. Mothers' Responses to Children's Emotions and Children's Behavior: The Mediating Role of Children's Emotion Regulation. Eur J Investig Health Psychol Educ 2024; 14:1940-1952. [PMID: 39056644 PMCID: PMC11276502 DOI: 10.3390/ejihpe14070129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2024] [Revised: 05/29/2024] [Accepted: 06/21/2024] [Indexed: 07/28/2024] Open
Abstract
While prior research has clearly established links between maternal responses and children's emotion regulation (ER), the implications of these links for children's behaviors, especially at school (as reported by their teachers), remain much less explored. This study examined the mediating role of children's ER in the relationship between maternal reactions to both negative and positive emotions of children and the subsequent behaviors of these children at school. Participants included 56 Portuguese school-aged children (31 boys and 25 girls, aged 6-10 years, mean age = 8.27, SD = 1.27), their mothers (aged 26-55 years, mean age = 38.33, SD = 6.68), and their teachers (n = 7 female teachers) in a multi-informant study. Mothers provided reports on their responses to their children's emotions and their perceptions of the children's ER and lability/negativity, while teachers assessed the children's behavior in the classroom. The results indicated that punitive maternal reactions were associated with greater child lability/negativity, which in turn correlated with increased conduct problems and hyperactivity at school. Conversely, maternal encouragement of expression was linked to reduced lability/negativity, which was associated with fewer emotional symptoms at school. Additionally, maternal problem-focused reactions and guided/empowering responses were associated with reduced child lability/negativity, which in turn correlated with fewer conduct problems and less hyperactivity at school. These findings suggest that maternal responses to children's emotions can significantly influence children's behaviors in the classroom via mechanisms involving children's ER.
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Affiliation(s)
- Catarina Rolo
- Department of Psychology, Autonomous University of Lisbon, 1169-023 Lisbon, Portugal;
| | - Eva Diniz
- William James Center for Research, Ispa—Instituto Universitário, 1149-041 Lisbon, Portugal;
| | - Alessandra Babore
- Department of Psychological, Health and Territorial Sciences, School of Medicine and Health Sciences, University «G. d’Annunzio», 66100 Chieti, Italy;
| | - Tânia Brandão
- William James Center for Research, Ispa—Instituto Universitário, 1149-041 Lisbon, Portugal;
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2
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Liu X, Geng S, Dou D. Interplay between Children's Electronic Media Use and Prosocial Behavior: The Chain Mediating Role of Parent-Child Closeness and Emotion Regulation. Behav Sci (Basel) 2024; 14:436. [PMID: 38920768 PMCID: PMC11200768 DOI: 10.3390/bs14060436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2024] [Revised: 05/09/2024] [Accepted: 05/13/2024] [Indexed: 06/27/2024] Open
Abstract
In the contemporary digital milieu, children's pervasive engagement with electronic media is ubiquitous in their daily lives, presenting complex implications for their socialization. Prosocial behavior, a cornerstone of social interaction and child development, is intricately intertwined with these digital experiences. This relation gains further depth, considering the significant roles of parent-child relationships and emotion regulation in shaping children's social trajectories. This study surveyed 701 families to examine the association between children's electronic media use and prosocial behavior, specifically exploring the mediating roles of parent-child closeness and emotion regulation. Structural equation modeling was employed for the analysis. Children's electronic media use negatively correlated with prosocial behavior, parent-child closeness, and emotion regulation. In contrast, a positive association emerged between parent-child closeness, emotion regulation, and prosocial behavior. Emotion regulation also correlated positively with prosocial behavior. Statistical analyses revealed that parent-child closeness and emotion regulation function as both individual and sequential mediators in the relation between electronic media use and prosocial behavior. The study's analyses reveal that fostering children's prosocial behavior in the digital era requires strong family ties, effective emotional management, and balanced digital exposure, which are pivotal for their comprehensive development.
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Affiliation(s)
- Xiaocen Liu
- College of Preschool Education, Capital Normal University, Beijing 100048, China;
| | - Shuliang Geng
- College of Preschool Education, Capital Normal University, Beijing 100048, China;
| | - Donghui Dou
- School of Sociology and Psychology, Central University of Finance and Economics, Beijing 100081, China;
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3
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Jacques DT, Sturge-Apple ML, Davies PT, Cicchetti D. Maternal alcohol dependence symptoms, maternal insensitivity to children's distress, and young children's blunted emotional reactivity. Dev Psychopathol 2024:1-23. [PMID: 38426705 PMCID: PMC11366043 DOI: 10.1017/s0954579424000324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/02/2024]
Abstract
Maternal insensitivity to children's emotional distress (e.g., expressions of sadness or fearfulness) is one mechanism through which maternal alcohol dependence may increase children's risk for psychopathology. Although emotion dysregulation is consistently associated with psychopathology, it remains unclear how or why alcohol dependence's effects on caregiving responses to children's distress may impact children's emotion regulation over time, particularly in ways that may engender risks for psychopathology. This study examined longitudinal associations between lifetime maternal alcohol dependence symptoms, mothers' insensitivity to children's emotional distress cues, and children's emotional reactivity among 201 mother-child dyads (Mchild age = 2.14 years; 56% Black; 11% Latino). Structural equation modeling analyses revealed a significant mediational pathway such that maternal alcohol dependence predicted increases in mothers' insensitivity to children's emotional distress across a one-year period (β = .16, p = .013), which subsequently predicted decreases in children's emotional reactivity one year later (β = -.29, p = .009). Results suggest that mothers with alcohol dependence symptoms may struggle to sensitively respond to children's emotional distress, which may prompt children to suppress or hide their emotions as an adaptive, protective strategy. The potential developmental benefits and consequences of early, protective expressive suppression strategies are discussed via developmental psychopathology frameworks.
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Affiliation(s)
| | - Melissa L Sturge-Apple
- Department of Psychology and Mt. Hope Family Center, University of Rochester, Rochester, NY, USA
| | - Patrick T Davies
- Department of Psychology and Mt. Hope Family Center, University of Rochester, Rochester, NY, USA
| | - Dante Cicchetti
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
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4
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Cenușă M, Turliuc MN. Parents' Beliefs about Children's Emotions and Children's Social Skills: The Mediating Role of Parents' Emotion Regulation. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1473. [PMID: 37761434 PMCID: PMC10530129 DOI: 10.3390/children10091473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Revised: 08/20/2023] [Accepted: 08/25/2023] [Indexed: 09/29/2023]
Abstract
Few studies have investigated the relationship between parents' beliefs about children's emotions and children's social skills. Fewer studies have addressed this association and its underlying mechanisms while obtaining data from both parents. In this context, the present study explores the mediating role of parents' emotion regulation in the association between parents' beliefs about children's emotions and children's social skills. The participants were 90 parental dyads (N = 180) with typically developing preschool children. They completed self-report scales regarding parents' beliefs about their children's emotions, parents' emotion regulation, and children's social skills. The data were analyzed using the common fate mediation model (CFM with mediation). The results indicate that only parents' cognitive reappraisal mediates the relationship between their emotion-related beliefs and their children's social skills. Specifically, parental beliefs about "children's anger is valuable" and "children use their emotions to manipulate others" are directly and negatively associated with children's social skills, and indirectly through the parents' cognitive reappraisal. Future intervention programs should focus on restructuring parents' beliefs and their ability to regulate emotions.
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Affiliation(s)
| | - Maria Nicoleta Turliuc
- Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iasi, 700554 Iasi, Romania;
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5
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Riemens A, Portengen CM, Endendijk JJ. Associations between parental dispositional attributions, dismissing and coaching reactions to children's emotions, and children's problem behaviour moderated by child gender. Cogn Emot 2023; 37:1057-1073. [PMID: 37272430 DOI: 10.1080/02699931.2023.2214350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 03/14/2023] [Accepted: 05/09/2023] [Indexed: 06/06/2023]
Abstract
This study examined whether parents' attribution of their child's emotions (internalizing, externalizing) to dispositional causes is associated with children's problem behaviour (internalizing, externalizing). The mediating roles of parents' emotion-dismissing and -coaching reactions and the moderating role of child's gender was also examined. Participants were 241 US parents with a child (43% girls) between the ages of 5 and 7. Parents were presented with vignettes in which a gender-neutral child displayed internalizing and externalizing emotions and were asked to imagine their own child in the vignettes. Subsequently, parents indicated whether they attributed the child's emotion to dispositional causes and the likelihood of reacting in an emotion-dismissing and -coaching way in each situation. Child problem behaviour was measured using the CBCL. Results show that parental dispositional attributions were associated with child internalizing and externalizing problems, and this association was consistently mediated by emotion-dismissing reactions. The association between parental dispositional attributions and emotion-dismissing, as well as its indirect effect on child internalizing problems, was stronger for boys than for girls, whereas the indirect effect via emotion-coaching was stronger for girls than for boys. Thus, the parental attribution process seems to be different for boys and girls.
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Affiliation(s)
- Arissa Riemens
- Child and Adolescent Studies, Utrecht University, Utrecht, The Netherlands
| | | | - Joyce J Endendijk
- Child and Adolescent Studies, Utrecht University, Utrecht, The Netherlands
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Lu YB, Wu WF, Zhao SY. How does parental emotion regulation influence Chinese migrant children's resilience? The chain mediating role of self-efficacy and hope. CURRENT PSYCHOLOGY 2023:1-11. [PMID: 37359643 PMCID: PMC10161174 DOI: 10.1007/s12144-023-04454-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/22/2023] [Indexed: 06/28/2023]
Abstract
To examine the chain mediating role of self-efficacy and hope in the relationship between parental emotion regulation and migrant children's resilience, the study investigated 745 migrant children (mean age = 12.9, SD = 1.5, 371 boys) from four schools and their parents in Guiyang City, Guizhou Province, China. All children were asked to complete the Adolescent Resilience Scale, the General Self-Efficacy Scale, and the Children's Hope Scale. Their parents completed the Parental Emotion Regulation Questionnaire. Structural equation modeling showed that parental emotion regulation could not only directly influence children's resilience but also indirectly influence it through two paths: the independent mediating role of self-efficacy and the chain mediating role of self-efficacy and hope. These findings contribute to a deeper understanding of how parental emotion regulation influences migrant children's resilience and provide important practical guidance for enhancing migrant children's resilience.
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Affiliation(s)
- Yong-biao Lu
- Present Address: School of Psychology, Guizhou Normal University, Guiyang, 550025 Guizhou Province China
| | - Wen-feng Wu
- Present Address: School of Psychology, Guizhou Normal University, Guiyang, 550025 Guizhou Province China
| | - Shou-ying Zhao
- Present Address: School of Psychology, Guizhou Normal University, Guiyang, 550025 Guizhou Province China
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Choi JY, Eoh Y, Kang JH. Emotion socialization mediates the short-term longitudinal relationship between mothers’ depressive symptoms and children’s emotion regulation. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04528-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/05/2023]
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8
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Lin ML, Faldowski RA. The Relationship of Parent Support and Child Emotional Regulation to School Readiness. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4867. [PMID: 36981776 PMCID: PMC10049506 DOI: 10.3390/ijerph20064867] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Revised: 02/28/2023] [Accepted: 03/06/2023] [Indexed: 06/18/2023]
Abstract
Using data from the longitudinal Early Head Start Research and Evaluation Project that were obtained when children were 14 through 60 months old, this study aims to explore the transactional effects between parent supportiveness and child emotion regulations skills. An autoregressive model with cross-lagged paths was utilized to examine the developmental trajectories of parent supportiveness and child emotion regulation, the directions of transactional relationships between them, and the transactional effects on the prediction of child cognitive school readiness. Significant autoregressive effects were found in both parent supportiveness and child emotion regulation trajectories. Significant concurrent and longitudinal transactional effects between these two processes were documented. The effects of child emotion regulation, parent supportiveness, and their transactional effects significantly predicted cognitive school readiness. This study exemplifies the use of archival longitudinal data to move beyond current unidirectional empirical understandings of child early psychosocial development toward more integrated perspectives. Equally important, the results provide critical insights for the timing of interventions as well as the involvement of parents in early intervention programs that early childhood educators and family services providers can benefit from.
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Affiliation(s)
- Mei-Ling Lin
- Department of Occupational Therapy, School of Health Professions, The University of Texas Health Science Center at San Antonio, San Antonio, TX 78229, USA
| | - Richard A. Faldowski
- Center for the Study of Aging and Human Development, Duke University Medical Center, Durham, NC 27708, USA;
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Gross JT, Stern JA, Brett BE, Fitter MH, Cassidy J. Mothers' Attachment Style Predicts Response to Child Distress: The Role of Maternal Emotions and Attributions. JOURNAL OF CHILD AND FAMILY STUDIES 2023; 32:876-891. [PMID: 37859978 PMCID: PMC10586594 DOI: 10.1007/s10826-022-02517-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/07/2022] [Indexed: 10/21/2023]
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10
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Woźniak-Prus M, Gambin M, Sękowski M, Cudo A, Pisula E, Kiepura-Nawrocka E, Boruszak-Kiziukiewicz J, Kmita G. Positive experiences in the parent-child relationship during the COVID-19 lockdown in Poland: The role of emotion regulation, empathy, parenting self-efficacy, and social support. FAMILY PROCESS 2023:e12856. [PMID: 36724769 DOI: 10.1111/famp.12856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 12/13/2022] [Accepted: 12/16/2022] [Indexed: 06/18/2023]
Abstract
Despite the impact of the COVID-19 outbreak being largely negative on parents and children, for some families, lockdown could also bring about some positive effects, for example, increased emotional closeness, and more time for joint activity. The aim of the current study was to investigate cross-sectionally the most important correlates of the positive experiences in the parent-child relationship among Polish mothers and fathers during the lockdown in the initial phase of the COVID-19 outbreak. In May 2020, 228 mothers and 231 fathers completed the Brief version of the Empathic Sensitivity Questionnaire, Difficulties in Emotion Regulation Scale Short Form, Social Support Scale, Parenting Self-Agency Measure, and Scale of Positive Experiences in Parent-Child Relationship during the COVID-19 lockdown. Our results showed that parenting self-efficacy and social support were the strongest correlates of positive experiences in the parent-child relationship in both mothers and fathers during the lockdown. Perspective-taking was positively related to the positive experiences in mothers, whereas personal distress was positively associated with the positive experiences in the parent-child relationship in fathers. Our results point to factors of potential importance in designing preventive and therapeutic interventions for mothers and fathers to enhance positive experiences in the parent-child relationship during the pandemic.
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Affiliation(s)
| | | | - Marcin Sękowski
- Institute of Psychology, The Maria Grzegorzewska University, Warsaw, Poland
| | - Andrzej Cudo
- Institute of Psychology, The John Paul II Catholic University of Lublin, Lublin, Poland
| | - Ewa Pisula
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
| | | | | | - Grażyna Kmita
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
- Institute of Mother and Child, Warsaw, Poland
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11
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Mullins JL, Zhou E, Michalska KJ. How Parental Support Affects Latina Girls During the COVID-19 Pandemic. SOCIAL PSYCHOLOGY 2023. [DOI: 10.1027/1864-9335/a000476] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Abstract
Abstract. The current study focuses on a sample of low- to middle-income school-age Latina girls and their parents and examines how children’s distress proneness interacts with parental empathic accuracy and posttraumatic growth in the wake of the COVID-19 pandemic to predict children’s empathy and prosocial behavior toward unknown others. Approximately 2–3 months into state-mandated stay-at-home orders, 55 parent–daughter dyads were recruited to participate in this four-session longitudinal study. To assess distress proneness, daughters (ages 8–13 years, 100% Latina) identified their degree of distress in response to pandemic-related stressors. Concurrently, their parents reported how they thought their children would respond to these same pandemic-related stressors, which assessed parental empathic accuracy. Parents also completed an adapted version of the Posttraumatic Growth Inventory, which assessed perceived positive outcomes of the COVID-19 pandemic. Upon study completion, a behavioral measure of children’s empathic and prosocial behaviors was collected. Parental empathic accuracy interacted with children’s distress proneness to positively predict children’s affective empathy, such that children’s distress proneness predicted affective empathy at high and mean, but not low, levels of parental empathic accuracy. In a separate analysis, parental posttraumatic growth interacted with children’s distress proneness to positively predict children’s altruistic sharing behavior, such that children’s distress proneness predicted altruistic sharing behavior only at high, but not mean or low, levels of parental posttraumatic growth. The results of this study highlight how positive parental socialization and understanding of children’s tendencies toward distress are associated with children’s empathic and prosocial behaviors, particularly during major global crises.
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Affiliation(s)
- Jordan L. Mullins
- Department of Psychology, University of California, Riverside, CA, USA
| | - Elayne Zhou
- Department of Psychology, University of California, Riverside, CA, USA
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12
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Ramos AM, Shewark EA, Reiss D, Leve LD, Natsuaki MN, Shaw DS, Ganiban JM, Neiderhiser JM. Family interactions in toddlerhood influence social competence in preschool age: Accounting for genetic and prenatal influences. Front Psychol 2022; 13:975086. [PMID: 36518964 PMCID: PMC9742492 DOI: 10.3389/fpsyg.2022.975086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Accepted: 10/17/2022] [Indexed: 12/20/2023] Open
Abstract
Identification of early promotive and risk factors for social competence is important for fostering children's successful social development; particularly given social competence is essential for children's later academic and psychological well-being. While research suggests that the early parent-child relationship, genetics, and prenatal influences are associated with social competence, there is less research considering how these factors may operate together to shape children's social competence in early childhood. Using a genetically informed sample from the Early Growth and Development Study (N = 561), we examined multiple levels of influence (i.e., genetic, prenatal, parenting, and child characteristics) on children's social competence at 4.5 years old. Results from structural equation models showed adoptive mother overreactivity at 18 months was positively associated with child dysregulation at 27 months, which, in turn, was associated with lower levels of social competence at 4.5 years. Also, child reactivity at 18 months was independently associated with higher levels of adoptive mother overreactivity at 27 months, which, in turn, was associated with lower levels of social competence at 4.5 years. Finally, we found an evocative effect on adoptive fathers' overreactivity at 18 months such that prenatal birth mother distress was negatively associated with adoptive fathers' overreactivity at 18 months. Overall, this study found evidence for genetic influences, and bidirectional associations between parent and child in toddlerhood that are related to lower levels of social competence when children were 4.5 years old. We also found that the prenatal environment was associated with parenting, but not with child behavior directly. This study's ability to simultaneously examine multiple domains of influence helps provide a more comprehensive picture of important mechanisms and developmental periods for children's early social competence.
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Affiliation(s)
- Amanda M. Ramos
- Department of Epidemiology, The University of North Carolina at Chapel Hill, Chapel Hill, NC, United States
| | - Elizabeth A. Shewark
- Department of Psychology, Michigan State University, East Lansing, MI, United States
| | - David Reiss
- Child Study Center, Yale University, New Haven, CT, United States
| | - Leslie D. Leve
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - Misaki N. Natsuaki
- Department of Psychology, University of California, Riverside, Riverside, CA, United States
| | - Daniel S. Shaw
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, United States
| | - Jody M. Ganiban
- Department of Psychological and Brain Sciences, George Washington University, Washington, DC, United States
| | - Jenae M. Neiderhiser
- Department of Psychology, The Pennsylvania State University, University Park, PA, United States
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Faught GG, Phillips BA, Conners FA. Permissive parenting mediates parental stress and child emotions in families of children with Down syndrome. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2022; 35:1418-1428. [PMID: 36054429 PMCID: PMC10017012 DOI: 10.1111/jar.13031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 08/02/2022] [Accepted: 08/05/2022] [Indexed: 11/27/2022]
Abstract
BACKGROUND Parenting styles mediate parental stress and child emotions in families of typically developing (TD) children. Our main aim was to study these relations in families of children with Down syndrome (DS), who in past research reported increased parental stress and permissive parenting. METHOD Our sample included 100 parents of children with DS and 72 parents of TD children age 4-12 years. Parents completed online surveys of parental adjustment and emotion regulation (ER), parenting styles, and child ER and mood. RESULTS Parents of children with DS reported more distress and permissive parenting than parents of TD children. Within parents of children with DS, there was an indirect effect of parental stress on child emotions through permissive parenting. This effect was partly conditional upon parental ER and positive adjustment. CONCLUSIONS Results have implications for distressed parents of children with DS whose families may benefit from improved coping strategies and increased support.
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Affiliation(s)
- Gayle G. Faught
- Department of Psychology, The University of Alabama, Tuscaloosa, Alabama, USA
| | - B. Allyson Phillips
- Department of Psychology, Ouachita Baptist University, Arkadelphia, Arkansas, USA
| | - Frances A. Conners
- Department of Psychology, The University of Alabama, Tuscaloosa, Alabama, USA
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De Raeymaecker K, Dhar M. The Influence of Parents on Emotion Regulation in Middle Childhood: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2022; 9:1200. [PMID: 36010090 PMCID: PMC9406957 DOI: 10.3390/children9081200] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Revised: 07/31/2022] [Accepted: 08/04/2022] [Indexed: 11/28/2022]
Abstract
Emotion regulation (ER) has been identified as a transdiagnostic risk factor for psychopathology, making it an ideal target for prevention and treatment. This study explores how parents can nurture the development of child ER. In April 2022, a systematic review was executed focusing on malleable factors in the parental emotion-socialization process during middle childhood. Papers in PubMed, Web of Science and Medline were screened on content-related and methodological criteria. Their methodological quality was assessed. Knowledge was assembled using a summarizing framework encompassing four factors involved in emotion socialization. Fifty papers shed light on modifiable factors at the level of parental meta-emotion philosophy, emotion-related socialization behaviors, the ER skills of parents and the emotional climate of the family. Adaptive socialization appears to be context- and child-specific, thereby taxing parents' ER skills and their ability to put them into practice flexibly. The four changeable factors in the emotion-socialization process are highly intertwined, resulting in four possible entries for parent-directed interventions. Importantly, time should be devoted to the ER capacities of parents and their ability to attune to the situation and their child. Regarding the latter, replication studies are necessary. Recommendations for clinical interventions are provided.
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Affiliation(s)
- Karen De Raeymaecker
- Collaborative Antwerp Psychiatric Research Institute (CAPRI), Faculty of Medicine and Health Sciences, University of Antwerp, Universiteitsplein 1, 2610 Wilrijk, Belgium
| | - Monica Dhar
- Collaborative Antwerp Psychiatric Research Institute (CAPRI), Faculty of Medicine and Health Sciences, University of Antwerp, Universiteitsplein 1, 2610 Wilrijk, Belgium
- ZNA University Centre for Child & Adolescent Psychiatry Antwerp, University of Antwerp, Lindendreef 1, 2020 Antwerp, Belgium
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15
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Fernandes C, Santos AF, Fernandes M, Veríssimo M, Santos AJ. Caregivers’ Responses to Children’s Negative Emotions: Associations with Preschoolers’ Executive Functioning. CHILDREN 2022; 9:children9071075. [PMID: 35884059 PMCID: PMC9317396 DOI: 10.3390/children9071075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 07/07/2022] [Accepted: 07/12/2022] [Indexed: 11/16/2022]
Abstract
There is a lack of knowledge regarding the connection between parental emotional responsiveness and children’s executive functioning (EF). This study aimed to explore the relations between caregivers’ reactions to their children’s distress and children’s EF. Mothers of 136 preschoolers reported their reactions to their children’s negative emotions using the Coping with Children’s Negative Emotions Scale. Children’s EF was assessed through the mothers and teachers’ reports using the Behavioral Inventory of Executive Functioning for Preschool Children. Results showed that the mothers’ perceived use of negative emotional regulation responses (i.e., punitive and minimizing reactions) was associated with lower levels of EF in children, as reported by both mothers and teachers. The association between the mothers’ use of positive emotional regulation responses (i.e., problem-focused, emotion-focused, and expressive encouragement reactions) and children’s EF was not significant. Multiple regression analyses revealed that the mothers’ use of negative emotional regulation responses accounted for significant proportions of variance in EF indexes. These findings suggest that parental socialization of emotion could be important for children’s EF. Specifically, caregivers’ negative emotional regulation responses to children’s distress may serve as a risk factor for poorer EF in children. Efforts to improve children’s EF may be more effective when parental emotional responsiveness to their distress is considered.
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16
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Sabey AK, Stillar A, Lafrance A. Processes and outcomes of an emotion-focused family therapy two-chair intervention for transforming problematic parenting patterns. JOURNAL OF MARITAL AND FAMILY THERAPY 2022; 48:738-757. [PMID: 34931702 DOI: 10.1111/jmft.12580] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 11/16/2021] [Accepted: 12/09/2021] [Indexed: 06/14/2023]
Abstract
Emotion-focused family therapy (EFFT) is a therapy model which includes a two-chair intervention aimed at facilitating awareness and an interruption of problematic patterns of parenting as well as a reconnection to healthy caregiving instincts. The present study employed a task analysis to examine the process of this intervention with parents in a therapeutic setting and report on preliminary outcomes. Four trained EFFT therapists conducted chair work interventions with four parents (total of 16) and parents completed questionnaires directly following the intervention. Results indicated that most parents experienced significant emotional resolution of their love-based fears and an increase in confidence in supporting their children struggling with mental health issues. Use of the intervention in clinical settings is an effective and efficient way to support parents in responding to their children's mental health challenges.
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Affiliation(s)
- Allen K Sabey
- The Family Institute at Northwestern University, Evanston, Illinois, USA
| | | | - Adele Lafrance
- School of Rural and Northern Health, Laurentian University, Sudbury, Ontario, Canada
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Doan SN, Song Q. Culture, Emotion Socialization and Children’s Inhibitory Control. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2072847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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18
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Myruski S, Dennis-Tiwary TA. Observed parental spontaneous scaffolding predicts neurocognitive signatures of child emotion regulation. Int J Psychophysiol 2022; 177:111-121. [PMID: 35568269 DOI: 10.1016/j.ijpsycho.2022.05.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 05/03/2022] [Accepted: 05/07/2022] [Indexed: 11/27/2022]
Abstract
Emotion regulation (ER), a key predictor of positive adjustment throughout the lifespan, is forged in development with profound contributions from parents. In particular, parent scaffolding of child cognition and emotion serves to bolster child regulatory abilities beyond what they could achieve alone. Through habitual parent-child interactions, scaffolded ER likely becomes internalized and drives foundations of neurocognitive regulatory circuitry. Yet, biobehavioral research is needed to establish predictive links between parent scaffolding behaviors and neurocognitive signatures of adaptive child ER. The present study examined observed parental spontaneous scaffolding of child performance during emotionally and cognitively challenging behavioral tasks to predict a neurocognitive signature of adaptive ER: the late positive potential (LPP). The LPP is an event-related potential (ERP) that is modulated by reappraisal, a widely-studied ER strategy defined as interpreting a stimulus in a more positive light. Reduced magnitude of the LPP via reappraisal is a signature of adaptive ER because it predicts both reduced emotional arousal and increased use of adaptive ER strategies. Ninety-seven (49 females; Mage = 6.96, SD = 1.15) 5 to 9 year olds were recruited along with one parent each. Parents and children then completed a cognitively challenging blocks task and a frustrating waiting task, which were subsequently coded to quantify scaffolding quality. Participants completed a Directed Reappraisal Task (DRT) in which unpleasant pictures were paired with either reappraisal or negative interpretations while EEG was recorded. Results showed that greater parental use of high-quality scaffolding predicted greater reduction of the LPP via reappraisal. These findings suggest that habitual parent scaffolding supports adaptive ER measured at the neurocognitive level in childhood. Further, results highlight the importance of examining parent-child interactions when evaluating biological processes underlying ER in childhood.
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Affiliation(s)
- Sarah Myruski
- Pennsylvania State University, United States of America.
| | - Tracy A Dennis-Tiwary
- Hunter College, CUNY, United States of America; The Graduate Center, CUNY, United States of America
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19
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Fitter MH, Stern JA, Straske MD, Allard T, Cassidy J, Riggins T. Mothers’ Attachment Representations and Children’s Brain Structure. Front Hum Neurosci 2022; 16:740195. [PMID: 35370579 PMCID: PMC8967255 DOI: 10.3389/fnhum.2022.740195] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Accepted: 01/24/2022] [Indexed: 12/16/2022] Open
Abstract
Ample research demonstrates that parents’ experience-based mental representations of attachment—cognitive models of close relationships—relate to their children’s social-emotional development. However, no research to date has examined how parents’ attachment representations relate to another crucial domain of children’s development: brain development. The present study is the first to integrate the separate literatures on attachment and developmental social cognitive neuroscience to examine the link between mothers’ attachment representations and 3- to 8-year-old children’s brain structure. We hypothesized that mothers’ attachment representations would relate to individual differences in children’s brain structures involved in stress regulation—specifically, amygdala and hippocampal volumes—in part via mothers’ responses to children’s distress. We assessed 52 mothers’ attachment representations (secure base script knowledge on the Attachment Script Assessment and self-reported attachment avoidance and anxiety on the Experiences in Close Relationships scale) and children’s brain structure. Mothers’ secure base script knowledge was significantly related to children’s smaller left amygdala volume but was unrelated to hippocampal volume; we found no indirect links via maternal responses to children’s distress. Exploratory analyses showed associations between mothers’ attachment representations and white matter and thalamus volumes. Together, these preliminary results suggest that mothers’ attachment representations may be linked to the development of children’s neural circuitry related to stress regulation.
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Affiliation(s)
- Megan H. Fitter
- Maryland Child and Family Development Lab, University of Maryland, College Park, College Park, MD, United States
- *Correspondence: Megan H. Fitter,
| | - Jessica A. Stern
- BabyLab, University of Virginia, Charlottesville, VA, United States
| | - Martha D. Straske
- Maryland Child and Family Development Lab, University of Maryland, College Park, College Park, MD, United States
| | - Tamara Allard
- Neurocognitive Development Lab, University of Maryland, College Park, College Park, MD, United States
| | - Jude Cassidy
- Maryland Child and Family Development Lab, University of Maryland, College Park, College Park, MD, United States
| | - Tracy Riggins
- Neurocognitive Development Lab, University of Maryland, College Park, College Park, MD, United States
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20
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Relations between parental response to children's negative emotions and suicidal ideation in chinese adolescents: Internalizing problems, emotion regulation, and perceived relationship quality with parents as mediators. J Affect Disord 2022; 301:205-216. [PMID: 35033594 DOI: 10.1016/j.jad.2022.01.043] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 01/07/2022] [Accepted: 01/10/2022] [Indexed: 11/22/2022]
Abstract
Past work points to the crucial role of parents' responses to children's negative emotions (PRCNE) in adolescents' socioemotional adjustment. The presence of suicidal ideation (SI) is an important sign of significant distress and suicide risk. However, research on the relations between PRCNE and adolescents' SI is lacking. This research aimed to investigate whether parental reactions to children's negative emotions (PRCNE) was related to adolescents' SI and, if so, through which processes. This research utilized data from a sample of Chinese adolescent families (N = 4,574; Parents: 35.81% males, M = 44.07 years old; Adolescents: 55.40% males, M = 16.28 years old), with parents giving their reports on PRCNE and adolescents self-evaluating their psychosocial development (i.e., internalizing problems, emotion regulation, perceived relationship quality with parents) and SI. We examined the relations between six types of PRCNE and adolescents' SI, and analyzed the mediating roles of adolescents' internalizing problems, emotion regulation (i.e., cognitive reappraisal and expressive suppression), and perceived relationship quality with parents. The results showed that emotion-focused response, problem-focused response, and expression encouragement negatively predicted, while punitive response and distress response positively predicted adolescents' SI. However, no statistically significant association emerged between minimization and adolescents' SI. Moreover, adolescents' internalizing problems, usage of expressive suppression, and perceived relationship quality with parents could mediate the relations between PRCNE and adolescents' SI. Contrary to our hypothesis, the results did not support an indirect effect of PRCNE on adolescents' SI through adolescents' cognitive reappraisal. The present research illuminates adolescents' SI by emphasizing the roles of PRCNE. The findings also highlight the importance of paying attention to adolescents' internalizing problems, expressive suppression, and perceived relationship quality with parents in relation to PRCNE in interventions aimed at reducing adolescents' SI.
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Song Q, Smiley PA, Doan SN. The moderating effect of facial emotion recognition in maternal emotion socialization and child socioemotional adjustment. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12593] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Qingfang Song
- Western Kentucky University Bowling Green Kentucky USA
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Oddo LE, Miller NV, Felton JW, Cassidy J, Lejuez CW, Chronis-Tuscano A. Maternal Emotion Dysregulation Predicts Emotion Socialization Practices and Adolescent Emotion Lability: Conditional Effects of Youth ADHD Symptoms. Res Child Adolesc Psychopathol 2022; 50:211-224. [PMID: 32778993 PMCID: PMC7874497 DOI: 10.1007/s10802-020-00686-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Maternal emotional functioning and emotion socialization practices can facilitate or hinder children's emotional development, and youth with symptoms of attention-deficit/hyperactivity disorder (ADHD) are at increased risk for emotion lability. However, little is known about the independent and interactive effects of maternal emotion dysregulation and adolescent ADHD symptoms on maternal emotion socialization and adolescent emotion lability over time. Using secondary data analyses of a longitudinal community sample of youth and their mothers (Nbaseline = 247; 43.7% female), the current study examined direct and indirect effects of maternal emotion dysregulation on adolescent emotion lability via supportive and non-supportive emotion socialization practices as mediators, and the extent to which adolescent ADHD symptoms moderated these longitudinal pathways. Mothers reported on all study constructs. Results showed that non-supportive parenting responses to adolescents' negative emotional expressions partially mediated the association between maternal emotion dysregulation and adolescent emotion lability, and the effect was stronger at higher levels of youth ADHD symptom severity. Results suggest that parent- and youth-level characteristics interact to confer risk for non-supportive emotion socialization practices and adolescent emotion lability. This research contributes uniquely to theory and research on ADHD and emotional functioning across adolescence. Future research should extend this work by utilizing multi-modal assessment.
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Affiliation(s)
- Lauren E. Oddo
- University of Maryland, College Park, Department of Psychology, 4094 Campus Dr., College Park, MD 20742
| | - Natalie V. Miller
- University of Maryland, College Park, Department of Psychology, 4094 Campus Dr., College Park, MD 20742
| | - Julia W. Felton
- University of Maryland, College Park, Department of Psychology, 4094 Campus Dr., College Park, MD 20742
- Michigan State University, Division of Public Health, 200 East 1st St Flint, MI 48502
| | - Jude Cassidy
- University of Maryland, College Park, Department of Psychology, 4094 Campus Dr., College Park, MD 20742
| | - Carl W. Lejuez
- University of Maryland, College Park, Department of Psychology, 4094 Campus Dr., College Park, MD 20742
- University of Kansas, College of Liberal Arts and Sciences, 1450 Jayhawk Blvd. Lawrence, KS 66045
| | - Andrea Chronis-Tuscano
- University of Maryland, College Park, Department of Psychology, 4094 Campus Dr., College Park, MD 20742
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Price NN, Kiel EJ. Longitudinal Links among Mother and Child Emotion Regulation, Maternal Emotion Socialization, and Child Anxiety. Res Child Adolesc Psychopathol 2022; 50:241-254. [PMID: 33821371 PMCID: PMC9218853 DOI: 10.1007/s10802-021-00804-1] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/03/2021] [Indexed: 02/03/2023]
Abstract
Models of transdiagnostic family emotion processes recognize parents' emotion-related characteristics and behaviors as key contributors to child emotional development and psychological functioning. One such psychological outcome, child anxiety, is prevalent and early emerging, underscoring the importance of identifying early family- and emotion-related mechanisms involved in anxiety risk. We investigated the extent to which mother and child emotion-related traits and behaviors related to child anxiety in a community sample of 175 mother-child dyads. Using three time-points (child ages 2-4 years, assessments 1 year apart), we examined how mothers' emotion dysregulation predicted their emotion socialization practices (either supportive or non-supportive) and children's emotion regulation (ER; either attention- or caregiver-focused) over time, in relation to later child anxiety. Models controlled for child inhibited temperament and also tested the role of maternal anxiety in these trajectories. Mothers reported on their emotion dysregulation, emotion socialization, and their own and their child's anxiety, whereas child ER and inhibited temperament were measured using laboratory observation. In supportive emotion socialization models, maternal emotion dysregulation predicted child anxiety 2 years later. An indirect effect emerged, such that greater maternal emotion dysregulation predicted greater non-supportive emotion socialization, which in turn related to children's greater caregiver-focused ER. Maternal emotion dysregulation, maternal anxiety, and child inhibited temperament each predicted child anxiety above and beyond other variables, although their shared variance likely accounted for some of the results. Findings lend partial support to current theoretical models of transdiagnostic family emotion processes and child anxiety development, suggesting promising avenues of future research.
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Emotion Coaching Intervention for Chinese Mothers of Preschoolers: A Randomized Controlled Trial. Child Psychiatry Hum Dev 2022; 53:61-75. [PMID: 33389390 DOI: 10.1007/s10578-020-01101-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/23/2020] [Indexed: 10/22/2022]
Abstract
Preschoolers' emotional development typically hinges on the family emotional climate and their interactions with caregivers. This study used a randomized controlled trial to examine the treatment efficacy of an emotion coaching parenting intervention culturally adapted from the Tuning in to Kids® (TIK) program in enhancing Chinese mothers' emotional responsiveness in parenting. A total of eighty-nine mothers with preschoolers were randomly assigned to either the intervention or waitlist control group. The TIK group received six weekly sessions of intervention on emotion coaching parenting training. The training significantly improved participating mothers' positive involvement and the use of emotion coaching in their parenting practices. More expressive encouragement and emotion-focused reactions to children's emotion expression, and less punitive parenting and emotional dismissing were also found in the mothers after training. Our findings provided the first evidence in a non-Western sample to support the effectiveness of such program in enhancing parents' efficacy in facilitating their children's emotional development.
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Choi JY, Kang JH. Heterogeneous patterns of maternal emotion socialization and their association with maternal depression and maltreatment history: A person-centered approach. CHILD ABUSE & NEGLECT 2021; 122:105348. [PMID: 34624683 DOI: 10.1016/j.chiabu.2021.105348] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2021] [Revised: 09/20/2021] [Accepted: 09/28/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The influence of parent's emotion-related socialization behaviors (ERSBs) on children, and predictors of such ERSBs has been studied extensively. However, to our knowledge, no study used a person-centered approach for subtyping the parental ERSB patterns and identifying parental characteristics that could discriminate the patterns. OBJECTIVES The present study explored establishing heterogeneous maternal ERSBs and confirmed whether mothers' depression and maltreatment experienced in childhood are predictive of the subtypes. PARTICIPANTS AND SETTING In Korean, 695 mothers of 7-12-year-old children participated in the study. We conducted a latent profile analysis (LPA) using the six reaction categories of the Korean version of the Coping with Children's Negative Emotions Scale (K-CCNES). We compared the characteristics of children and mothers among the derived classes and conducted a multinomial regression analysis to evaluate the predictors for each class. RESULTS Five classes emerged based on the LPA: "restrained" (25.0%), "ineffective" (19.0%), "harsh" (7.3%), "dismissive" (28.9%), and "supportive" (19.7%). Demographics, children's behavioral problems, maternal depression, and maltreatment history showed differences between the subgroups. Maternal depression and experiences of emotional neglect contributed to differentiating the negative ERSBs subgroups from positive styles. CONCLUSIONS We were able to categorize mothers into subgroups displaying heterogeneous patterns of ERSBs. While maternal depression was the strongest predictor of negative patterns, mothers' emotional neglect experiences were an additional characteristic that uniquely predicted the lack of supportive responses to children's negative emotions. Therefore, exploring maternal emotional states and maltreatment experiences could be helpful for clinicians seeking to establish intervention strategies to improve parental ERSBs.
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Affiliation(s)
- Ji Young Choi
- Department of Child Studies, Inha University, Incheon, Republic of Korea
| | - Ji Hyeon Kang
- Department of Child Development and Education, Dongduk Women's University, Seoul, Republic of Korea.
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26
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Childhood ADHD Symptoms, Parent Emotion Socialization, and Adolescent Peer Problems: Indirect Effects Through Emotion Dysregulation. J Youth Adolesc 2021; 50:2519-2532. [PMID: 34623567 DOI: 10.1007/s10964-021-01510-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 09/21/2021] [Indexed: 10/20/2022]
Abstract
Although parent reactions to children's negative emotions are important to the development of adolescent social and emotional functioning, there is a lack of research examining this aspect of parenting in samples that include youth with attention-deficit/hyperactivity disorder (ADHD). This study addresses this gap in the research by examining the independent effects of childhood ADHD symptoms and parent reactions to negative emotions in the longitudinal prediction of adolescent emotion dysregulation and peer problems. A sample of 124 youth (52% female) with and without clinical elevations in ADHD symptoms were assessed in childhood (8-12 years; M = 10.50) and followed up 5-6 years later in adolescence (13-18 years; M = 16.15). Path models tested the direct effects of childhood ADHD symptoms, supportive parent reactions, and non-supportive parent reactions on adolescent peer problems (friendship quality, deviant peer affiliation, peer aggression) and the indirect effects via adolescent emotion dysregulation. Emotion dysregulation mediated the effects of greater ADHD symptoms and of less parent supportive reactions on adolescent peer problems; parent reactions also independently predicted specific adolescent peer problems. Even for youth with clinical elevations in ADHD symptoms, parent reactions to children's negative emotions may be important in understanding adolescent emotion dysregulation and peer problems.
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Wang Y, Liu W, Wang W, Lin S, Lin D, Wang H. Left-behind children's social adjustment and relationship with parental coping with children's negative emotions during the COVID-19 pandemic in China. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2021; 56:512-521. [PMID: 33739446 PMCID: PMC8251002 DOI: 10.1002/ijop.12754] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 02/25/2021] [Indexed: 01/09/2023]
Abstract
Using data collected from two provinces in China through an online survey, the current study aimed to investigate left-behind children's emotional and academic adjustment during the COVID-19 pandemic in China. The participants included 1780 left-behind (960 boys) and 1500 non-left-behind (811 boys) children in elementary and junior high school with a mean age of 11.23. Self-reported questionnaires concerning children's depression, loneliness, anxiety, and academic adjustment, and parents' coping with children's negative emotions were completed. The results suggested that compared with non-left-behind children, left-behind children's depression and anxiety symptoms were more severe and their academic adjustment was poorer. However, left-behind children had lower levels of loneliness than non-left-behind children. Additionally, supportive coping types, especially emotion-focused and problem-focused reactions, were significantly negatively correlated with children's depression and anxiety. Unsupportive coping types, especially distress and punitive reactions, were significantly positively correlated with children's depression and anxiety symptoms. Moreover, the relationships between punitive reactions and depression, ignoring and loneliness and problem-focused reactions and academic adjustment were significantly stronger in left-behind children. Hence, during the pandemic, left-behind children were still at a disadvantage even with their parents' company. However, parents' coping style towards left-behind children's negative emotions played a significant role in their adjustment.
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Affiliation(s)
- Yining Wang
- College of PsychologyLiaoning Normal UniversityDalianChina
| | - Wen Liu
- College of PsychologyLiaoning Normal UniversityDalianChina
| | - Weiwei Wang
- College of PsychologyLiaoning Normal UniversityDalianChina
| | - Shuang Lin
- College of PsychologyLiaoning Normal UniversityDalianChina
| | - Danhua Lin
- School of PsychologyBeijing Normal UniversityBeijingChina
| | - Hongli Wang
- School of Educational SciencesXingyi Nationalities Normal CollegeXingyiChina
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28
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Breaux R, Eadeh HM, Swanson CS, McQuade JD. Adolescent Emotionality and Emotion Regulation in the Context of Parent Emotion Socialization Among Adolescents with Neurodevelopmental Disorders: A Call to Action with Pilot Data. Res Child Adolesc Psychopathol 2021; 50:77-88. [PMID: 34195911 DOI: 10.1007/s10802-021-00833-w] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/01/2021] [Indexed: 02/07/2023]
Abstract
To date, only three studies have examined the role of emotion socialization in the emotional functioning of youth with neurodevelopmental disorders. As such, this review article with pilot data sought to provide a call to action and first step in addressing this limited research body. Pilot data was collected with 18 adolescents (Mage = 13.5, SD = 1.6; 70% male) with a neurodevelopmental disorder and their primary caregiver. All adolescents were diagnosed with attention-deficit/hyperactivity disorder and displayed a range of comorbid disorders: autism spectrum disorder (27.8%), anxiety (66.7%), depression (44.4%), and disruptive behavior disorders (50%). Adolescents and caregivers completed a conflict discussion task while physiological, observational, and self-report measures of emotion socialization and emotional functioning were measured. Observed supportive parent emotion socialization behaviors were significantly associated with more observed adaptive emotion regulation strategies, and decreased observed and adolescent-reported negative affect, whereas non-supportive emotion socialization behaviors were associated with more observed negative affect and less observed adaptive emotion regulation strategies. Our pilot findings support growing research suggesting that adaptive parent emotion socialization practices can help foster less negative emotionality and better emotion regulation in youth with neurodevelopment disorders. We make a call to action for more emotion socialization research focused on youth with neurodevelopmental disorders, and propose four important directions for future research: 1) Research examining emotion socialization behaviors during daily life, 2) Understanding the nuanced role of emotion socialization practices, 3) Considering diversity in emotion socialization practices with clinical populations, and 4) Longitudinal and intervention research studies.
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Affiliation(s)
- Rosanna Breaux
- Department of Psychology, Virginia Polytechnic Institute and State University, PhD, 460 Turner St., Suite 207, Blacksburg, VA, 24060, USA.
| | - Hana-May Eadeh
- Department of Psychological and Brain Sciences, University of Iowa, Iowa, USA
| | - Courtney S Swanson
- Department of Psychology, Virginia Polytechnic Institute and State University, PhD, 460 Turner St., Suite 207, Blacksburg, VA, 24060, USA
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Biological signatures of emotion regulation flexibility in children: Parenting context and links with child adjustment. COGNITIVE AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2021; 21:805-821. [PMID: 33791924 DOI: 10.3758/s13415-021-00888-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/01/2021] [Indexed: 11/08/2022]
Abstract
Emotion regulation (ER) is a key facet of positive adjustment throughout the lifespan. Recent theoretical and empirical innovations suggest that current methods for assessing ER are limited, because they measure discrete strategy use instead of ER flexibility and are insensitive to ecologically valid social contexts that influence ER. This is particularly important for studying the impact of parenting on ER development during childhood. The current study (N = 93; 47 females; Mage = 6.98, SD = 1.12) examined child ER flexibility during a directed reappraisal task (DRT) with two parenting contexts: passive parent presence or active scaffolding. Two biological signatures of ER flexibility were measured: respiratory sinus arrhythmia (RSA), an index of physiological flexibility; and the late positive potential (LPP), an index of neurocognitive flexibility. Emotion regulation behavior was observed during a frustrating wait, and parents reported on child ER and adjustment. Greater ER flexibility indexed via the LPP and RSA both predicted observed ER during the frustrating wait, but only RSA predicted parent-reported trait ER and fewer adjustment problems. Emotion regulation flexibility indexed by the LPP was bolstered by parent presence and scaffolding of child ER during the DRT, but RSA measures were not sensitive to parenting context. Taken together, the results provide converging evidence for the conceptualization of ER in terms of physiological and neurocognitive flexibility in childhood. Furthermore, among school-aged children, while physiological flexibility broadly predicted parent-reported child adjustment, neurocognitive flexibility may be context-sensitive and predictive of concurrent observed ER.
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30
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Dixon-Gordon KL, Marsh NP, Balda KE, McQuade JD. Parent Emotion Socialization and Child Emotional Vulnerability as Predictors of Borderline Personality Features. Res Child Adolesc Psychopathol 2021; 48:135-147. [PMID: 31388862 DOI: 10.1007/s10802-019-00579-6] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Although parent emotion socialization and child temperament are theorized to interact in the prediction of borderline personality disorder (BPD) features, few studies have directly examined these relationships. The present study examined whether parental emotion socialization interacted with behavioral ratings and physiological indicators of emotional vulnerability in the prediction of BPD features among preadolescent children. Participants were 125 children (10-12 years; 55% female) and their parents recruited from the community. Parents and children reported on children's BPD features and parents completed a measure of supportive and non-supportive emotion socialization. Children's emotional vulnerability was assessed based on parent-rated negativity/lability and emotion regulation skills and children's respiratory sinus arrhythmia (RSA) and skin conductance level (SCL) reactivity to a social stressor. Several significant interactions of parent supportive reactions, non-supportive reactions, and child emotional reactivity emerged. Children were lowest in BPD features when parents were high in supportive reactions and/or low in non-supportive reactions and the child was low in emotional vulnerability (e.g., low negativity/lability, good emotion regulation skills, or low SCL reactivity to stress). These findings suggest that specific emotion socialization factors in interaction with children's emotional reactivity may predict risk for BPD features in preadolescence. Future research is needed to replicate these findings and examine whether this interaction prospectively predicts trajectories of BPD features.
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Affiliation(s)
- Katherine L Dixon-Gordon
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA
| | - Nicholas P Marsh
- Department of Psychology, Amherst College, Campus Box 2236, Amherst, MA, 01002, USA
| | - Kayla E Balda
- Department of Psychology, Amherst College, Campus Box 2236, Amherst, MA, 01002, USA
| | - Julia D McQuade
- Department of Psychology, Amherst College, Campus Box 2236, Amherst, MA, 01002, USA.
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Hernández MM, Eisenberg N, Valiente C, Spinrad TL, Johns SK, Berger RH, Diaz A, Silva KM, Thompson MS, Gal-Szabo DE, Southworth J. Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood. EARLY EDUCATION AND DEVELOPMENT 2021; 33:1-16. [PMID: 35082478 PMCID: PMC8785871 DOI: 10.1080/10409289.2020.1857169] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers' reports of children's effortful control, and kindergarten and second grade teachers' reports of their perceived conflict with children. In latent growth curve analyses, we tested whether individual trajectories of negative expressivity from kindergarten to second grade, based on estimated slopes, predicted teacher-student conflict in second grade, and whether effortful control in kindergarten moderated this association. RESEARCH FINDINGS Negative expressivity levels in kindergarten significantly predicted higher levels of teacher-student conflict in second grade, controlling prior teacher-student conflict. Furthermore, greater increases in negative expressivity from kindergarten to second grade were associated with higher teacher-student conflict in second grade especially for children who had difficulties with effortful control in kindergarten. PRACTICE OR POLICY Results from this study have the potential to inform programs focused on reducing teacher-student conflict. The findings highlight the possibility of targeting both effortful control and negative emotion in the early elementary school transition as a means to improve teacher-student relationships.
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | | | - Anjolii Diaz
- Department of Psychological Sciences, Ball State University
| | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Marilyn S. Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Diana E. Gal-Szabo
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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32
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Gao D, Liu J, Bullock A, Li D, Chen X. Transactional models linking maternal authoritative parenting, child self-esteem, and approach coping strategies. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101262] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Morthorst B, Rubæk L, Lindschou J, Jakobsen JC, Gluud C, Bjureberg J, Hellner C, Møhl B, Pagsberg AK. An internet-based emotion regulation intervention versus no intervention for nonsuicidal self-injury in adolescents: study protocol for a feasibility trial. Pilot Feasibility Stud 2021; 7:44. [PMID: 33549128 PMCID: PMC7866693 DOI: 10.1186/s40814-021-00785-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Accepted: 01/29/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Non-suicidal self-injury (NSSI) has gained increased attention in recent years due to increased prevalence, especially among adolescents. Evidence-based interventions for NSSI are sparse. Emotion regulation individual therapy for adolescents (ERITA) is an online intervention that needs investigation. Non-randomised studies suggest ERITA improves emotion regulations skills and reduces NSSI frequency. Before conducting a large pragmatic randomised clinical trial, we aim to investigate the feasibility of ERITA in Denmark. METHODS A randomised, parallel group feasibility trial comparing ERITA as add on to treatment as usual versus treatment as usual in 30 adolescents age 13-17 years with recurrent NSSI referred to outpatient clinics in The Child and Adolescent Mental Health Services in the Capital Region of Denmark. Feasibility outcomes are (1) completion of follow-up, (2) the fraction of eligible participants who consent to inclusion and randomisation and (3) compliance with the intervention. Clinical outcomes such as self-injury frequency and the ability to regulate emotions will be investigated exploratorily. DISCUSSION Internet-based interventions are assumed to be appealing to adolescents by being easily accessible and easy to navigate by tech natives. Disclosure of self-injury behaviour may be facilitated by an online intervention. The evidence for self-injury specific treatment needs to be extended but prior to a large clinical trial, the feasibility of methods and procedures must be assessed. TRIAL REGISTRATION ClinicalTrials.Gov Identifier: NCT04243603 .
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Affiliation(s)
- Britt Morthorst
- Research Unit, Child and Adolescent Mental Health Services, The Capital Region of Denmark, Gentofte Hospitalsvej 15, 2900 Hellerup, Denmark
| | - Lotte Rubæk
- Team of Self-Injury, Child and Adolescent Mental Health Services, The Capital Region of Denmark, Lersøpark allé 107, 2100 Copenhagen Ø, Denmark
| | - Jane Lindschou
- Copenhagen Trial Unit, Centre for Clinical Intervention Research, Rigshospitalet, Blegdamsvej 9, 2100 Copenhagen Ø, Denmark
| | - Janus Christian Jakobsen
- Copenhagen Trial Unit, Centre for Clinical Intervention Research, Rigshospitalet, Blegdamsvej 9, 2100 Copenhagen Ø, Denmark
- Department of Regional Health Research, The Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark
| | - Christian Gluud
- Copenhagen Trial Unit, Centre for Clinical Intervention Research, Rigshospitalet, Blegdamsvej 9, 2100 Copenhagen Ø, Denmark
| | - Johan Bjureberg
- Centre for Psychiatry Research, Department of Clinical Neuroscience, Karolinska Institutet, & Stockholm Health Care Services, Stockholm County Council, Stockholms läns sjukvårdsområde (SLSO), Sachsgatan 10, 118 61 Stockholm, Sweden
| | - Clara Hellner
- Centre for Psychiatry Research, Department of Clinical Neuroscience, Karolinska Institutet, & Stockholm Health Care Services, Stockholm County Council, Stockholms läns sjukvårdsområde (SLSO), Sachsgatan 10, 118 61 Stockholm, Sweden
| | - Bo Møhl
- Department of Communication and Psychology, Aalborg University, Teglgårds Plads 1 (Nordkraft), 9200 Aalborg, Denmark
| | - Anne Katrine Pagsberg
- Research Unit, Child and Adolescent Mental Health Services, The Capital Region of Denmark, Gentofte Hospitalsvej 15, 2900 Hellerup, Denmark
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Cultural Values Influence Relations Between Parent Emotion Socialization and Adolescents' Neural Responses to Peer Rejection. Res Child Adolesc Psychopathol 2021; 50:255-267. [PMID: 33433779 DOI: 10.1007/s10802-020-00764-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/22/2020] [Indexed: 12/13/2022]
Abstract
Adolescents' responses to negative social experiences can be influenced by parenting behaviors. This includes how parents react to their child's expression of emotions, an aspect of parenting referred to as emotion socialization. Emotion socialization may intersect with cultural values, particularly collectivism, a socially-relevant attitude that emphasizes the importance of interpersonal relationships. Examination of a neural measure called the feedback-related negativity (FRN), thought to reflect the degree to which feedback is experienced as aversive, could help elucidate neural contributions to and consequences of the role of collectivism in such family dynamics. Thus, this study examined whether adolescents' endorsement of collectivism moderated the association of parents' dismissive emotion socialization responses (called override responses) and FRN following peer rejection. A community sample of 83 Latinx (n = 32), Asian American (n = 20), and non-Latinx White (n = 31) adolescents ages 13-17 completed a computerized peer feedback task while continuous electroencephalogram was recorded. Their parents completed a battery of self-report questionnaires. Regression analyses demonstrated that adolescents' endorsement of collectivism moderated the association of override responses and FRN following peer rejection, such that FRN was enhanced as override responses increased for adolescents endorsing low and moderate levels of collectivism. Results suggest that there is cultural variation in the association of the emotion socialization strategy of override and adolescents' neural responses to socially-salient events. Findings have implications for parenting interventions designed to enhance adolescents' emotion regulation abilities.
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McQuade JD, Dixon-Gordon KL, Breaux R, Babinski DE. Interactive Effects of Parent Emotion Socialization and Child Physiological Reactivity in Predicting Adolescent Borderline Personality Disorder Features. Res Child Adolesc Psychopathol 2021; 50:89-100. [PMID: 33404951 DOI: 10.1007/s10802-020-00717-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/30/2020] [Indexed: 12/13/2022]
Abstract
Theories suggest that a transaction between child biological vulnerability and parent emotion socialization underlies the development of borderline personality disorder (BPD) features. Yet, few studies have examined the interaction between these factors prospectively in at-risk samples. Consequently, this study tested whether parental reactions to children's negative emotions moderated the effect of the child's physiological reactivity to stress in predicting adolescent BPD features in a sample of youth with and without clinical elevations in attention deficit/hyperactivity disorder (ADHD). Participants were 61 children (52% female) and parents (90% mothers). When children were 9-13 years old, their physiological reactivity to a social stressor was assessed based on respiratory sinus arrhythmia (RSA) and skin conductance level (SCL) reactivity; parents also reported on their supportive and non-supportive reactions to their child's negative emotions. Children were followed-up four to five years later at ages 14-18 years old and their BPD features were assessed based on parent and adolescent report. Significant interactions between children's SCL reactivity and parental reactions to children's negative emotions were found in predicting adolescent BPD features. Children with low SCL reactivity to social stress and parents high in supportive/low in non-supportive reactions were lowest in adolescent BPD features. However, greater SCL reactivity predicted greater adolescent BPD features specifically when the parent was high in support or low in non-support. Childhood ADHD symptoms also significantly predicted greater adolescent BPD features. Findings suggest that children with different patterns of SCL reactivity may respond differently to parental reactions to their emotions.
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Affiliation(s)
- Julia D McQuade
- Department of Psychology, Amherst College, Campus Box 2236, Amherst, MA, 01002, USA.
| | - Katherine L Dixon-Gordon
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA
| | - Rosanna Breaux
- Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
| | - Dara E Babinski
- Department of Psychiatry and Behavioral Health, Penn State College of Medicine, Hershey, PA, USA
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36
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Ziv I, Golbez N, Shapira N. Parental sense of competence, resilience, and empathy in relation fathers’ responses to children’s negative emotions in the context of everyday paternal childrearing decisions. COGENT PSYCHOLOGY 2020. [DOI: 10.1080/23311908.2020.1794681] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Affiliation(s)
- Ido Ziv
- Psychology Department, The College of Management, Academic Studies, Rishon LeZion, Israel
| | - Nadia Golbez
- Psychology Department, The College of Management, Academic Studies, Rishon LeZion, Israel
| | - Nili Shapira
- Psychology Department, The College of Management, Academic Studies, Rishon LeZion, Israel
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37
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Weisz E, Cikara M. Strategic Regulation of Empathy. Trends Cogn Sci 2020; 25:213-227. [PMID: 33386247 DOI: 10.1016/j.tics.2020.12.002] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2020] [Revised: 11/29/2020] [Accepted: 12/03/2020] [Indexed: 01/10/2023]
Abstract
Empathy is an integral part of socioemotional well-being, but recent research has highlighted some of its downsides. Here we examine literature that establishes when, how much, and what aspects of empathy promote specific outcomes. After reviewing a theoretical framework that characterizes empathy as a suite of separable components, we examine evidence showing how dissociations of these components affect important socioemotional outcomes and describe emerging evidence suggesting that these components can be independently and deliberately regulated. Finally, we advocate for an approach to a multicomponent view of empathy that accounts for the interrelations among components. This perspective advances scientific conceptualization of empathy and offers suggestions for tailoring empathy to help people realize their social, emotional, and occupational goals.
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Affiliation(s)
- Erika Weisz
- Department of Psychology, Harvard University, Cambridge, MA 02138, USA.
| | - Mina Cikara
- Department of Psychology, Harvard University, Cambridge, MA 02138, USA
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38
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Hong Y, McCormick SA, Deater-Deckard K, Calkins SD, Bell MA. Household Chaos, Parental Responses to Emotion, and Child Emotion Regulation in Middle Childhood. SOCIAL DEVELOPMENT 2020; 30:786-805. [PMID: 34334970 DOI: 10.1111/sode.12500] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
Parents' responses to children's negative emotional states play a key role in the socialization of emotion regulation skills in childhood. Much of the prior research on child ER has focused on early development using cross-sectional designs. The current study addresses these gaps by using a longitudinal design to examine individual differences of ER at two times points in middle childhood. We examined the development of children's ER by testing hypotheses about the interplay of parent response to emotions and household chaos in the prediction of individual differences in children's ER. Participants were the mothers of children at 6 and 9 years of age among 224 families in a socioeconomically diverse sample that was part of an ongoing longitudinal study. Mothers completed questionnaires regarding themselves, their children, and their home environment. Mothers' reports of better child ER at both time points were positively associated with mothers' more supportive responses and negatively associated with mothers' less non-supportive responses, as well as lower household chaos. Chaos statistically moderated the link between non-supportive parental responses to emotion and child ER, but only at 6 years of age. The strength of the link between child ER and non-supportive parental responses to emotions was strong only at lower levels of household chaos. At the beginning of middle childhood, family processes linking parent responses to child emotions and children's developing ER may not function at higher levels of household chaos.
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Seddon JA, Abdel-Baki R, Feige S, Thomassin K. The Cascade Effect of Parent Dysfunction: An Emotion Socialization Transmission Framework. Front Psychol 2020; 11:579519. [PMID: 33192895 PMCID: PMC7640742 DOI: 10.3389/fpsyg.2020.579519] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 09/18/2020] [Indexed: 11/23/2022] Open
Abstract
The current study tested a preliminary cascade model of parent dysfunction—i.e., internalizing psychopathology and emotion dysregulation—whereby parent dysfunction is transmitted to children through the impact of parental emotion socialization on child emotion regulation. Participants were 705 mothers (Mage = 36.17, SD = 7.55) and fathers (Mage = 35.43, SD = 6.49) of children aged 8 to 12 years who self-reported on their internalizing psychopathology, emotion regulation difficulties, and emotion socialization practices, and on their child’s internalizing psychopathology and emotion regulation. Using a split sample method, we employed a data-driven approach to develop a conceptual model from our initially proposed theoretical model with the first subsample (n = 352, 51% mothers), and then validated this model in a second subsample (n = 353, 49% mothers). Results supported a model in which the transmission of dysfunction from parent to child was sequentially mediated by unsupportive parental emotion socialization—but not supportive parental emotion socialization—and child emotion dysregulation. The indirect effects from the final model did not differ by parent gender. Findings provide preliminary support for a mechanism by which maternal and paternal internalizing psychopathology and emotion dysregulation disrupt parental emotion socialization by increasing unsupportive emotion socialization practices, which impacts children’s development of emotion regulation skills and risk for internalizing psychopathology.
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Affiliation(s)
- Jessica A Seddon
- Department of Psychology, University of Guelph, Guelph, ON, Canada
| | - Rita Abdel-Baki
- Department of Psychology, University of Guelph, Guelph, ON, Canada
| | - Sarah Feige
- Department of Psychology, University of Guelph, Guelph, ON, Canada
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40
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Godleski SA, Eiden RD, Shisler S, Livingston JA. Parent socialization of emotion in a high-risk sample. Dev Psychol 2020; 56:489-502. [PMID: 32077719 DOI: 10.1037/dev0000793] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The Socialization of Emotion (Eisenberg, Cumberland, & Spinrad, 1998; Eisenberg, Spinrad, & Cumberland, 1998) model creates a theoretical framework for understanding parents' direct and indirect influences on children's emotional development, including the influence of parent characteristics on subsequent emotion specific parenting. Large numbers of children live in families with fathers who have alcohol problems, setting the stage for cascading risk across development. For instance, fathers' alcohol problems are a marker of risk for higher family conflict, increased parental depression and antisociality, and less sensitive parenting, leading to dysregulated child emotion and behavior. We examined a conceptual model for emotion socialization in a community sample of alcoholic and nonalcoholic father families (N = 227) recruited in infancy (i.e., 12 months) with follow-ups to adolescence (i.e., 15-19 years), and examined if hypothesized paths differed by child sex or group status (alcoholic vs. nonalcoholic families). Results indicated significant indirect effects between parent psychopathology and sensitivity in early childhood to both adaptive (e.g., emotion regulation) and maladaptive (e.g., aggression and peer delinquency) outcomes in middle childhood to adolescence via child negative emotionality and supportive emotion socialization. There were significant differences by child sex and alcohol group status. Implications for intervention and prevention are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Stephanie A Godleski
- Department of Psychology, College of Liberal Arts, Rochester Institute of Technology
| | - Rina D Eiden
- Department of Psychology, University at Buffalo, The State University of New York
| | - Shannon Shisler
- Department of Psychology, University at Buffalo, The State University of New York
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41
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Cui L, Criss MM, Ratliff E, Wu Z, Houltberg BJ, Silk JS, Morris AS. Longitudinal links between maternal and peer emotion socialization and adolescent girls' socioemotional adjustment. Dev Psychol 2020; 56:595-607. [PMID: 32077727 DOI: 10.1037/dev0000861] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Although research has demonstrated that both parents and peers influence adolescent development, it is not clear whether these relationships also serve as contexts for emotion socialization. In the current longitudinal study, we investigated whether maternal and peer emotion socialization were related to adolescent girls' daily emotions, emotion regulation, and social and emotional adjustment. The sample included 160 adolescent girls from low-income families followed across 2 years. At Time 1 (T1), girls reported on maternal and peer emotion socialization practices during laboratory visits. At Time 2 (T2), girls reported on daily negative and positive affect using ecological momentary assessment across 2 weeks. Emotion regulation, internalizing problems, and prosocial behavior were assessed during laboratory visits at both T1 and 2 years later (Time 3 [T3]). Results demonstrated that higher levels of maternal and peer emotionally supportive socialization practices were associated with lower levels of girls' daily negative affect. Mothers' supportive practices also predicted increases in girls' emotion regulation over time. Both maternal and peer unsupportive practices predicted more internalizing problems, and peer unsupportive practices predicted less prosocial behavior over time. This study supports and expands Eisenberg's heuristic model by demonstrating that both maternal and peer emotion socialization are associated with adolescent girls' emotional and behavioral outcomes, and maternal and peer emotion socialization have differential effects. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Lixian Cui
- Division of Arts and Sciences, NYU Shanghai
| | - Michael M Criss
- Department of Human Development and Family Science, Oklahoma State University
| | - Erin Ratliff
- Department of Human Development and Family Science, Oklahoma State University
| | - Zezhen Wu
- Department of Applied Psychology, New York University
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42
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Thompson SF, Zalewski M, Kiff CJ, Moran L, Cortes R, Lengua LJ. An empirical test of the model of socialization of emotion: Maternal and child contributors to preschoolers' emotion knowledge and adjustment. Dev Psychol 2020; 56:418-430. [PMID: 32077714 DOI: 10.1037/dev0000860] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study tested child characteristics (temperamental executive control and negative reactivity) and maternal characteristics (parenting behaviors and maternal depressive symptoms) as predictors of a mother's emotion-related socialization behaviors (ERSBs). Further, parenting behaviors and ERSBs were examined as predictors of children's emotion knowledge, social competence, and adjustment problems. ERSBs and children's emotion knowledge were tested as mediators of the effects of child and parent characteristics on adjustment. A community sample (N = 306) of mothers and children (36-40 months at T1) were assessed 4 times, once every 9 months, and assessments included maternal reports of depressive symptoms, observed temperament, observational ratings of general parenting at T1, maternal report of ERSBs at T1 & T2, behavioral measures of emotion knowledge at T3, and teacher ratings of children's adjustment at T4. There were no predictors of ERSBs above prior levels. Higher executive control and lower maternal depressive symptoms predicted greater child emotion knowledge, highlighting the roles of maternal and child contributors to emotion knowledge. Greater emotion knowledge and positive affective quality in parenting predicted children's adjustment, with emotion knowledge mediating the effects of executive control on children's adjustment. In addition, lower levels of maternal supportive ERSBs predicted greater adjustment problems. This study highlights the roles of key variables in Eisenberg, Cumberland, and Spinrad's (1998) heuristic model of emotion socialization and the importance of emotion socialization and emotion knowledge in children's adjustment. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
| | | | - Cara J Kiff
- Department of Psychiatry, UCLA Semel Institute for Neuroscience and Human Behavior
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43
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West KB, Shaffer A, Wickrama KAS, Han ZR, Suveg C. Preschoolers' dynamic respiratory sinus arrhythmia (RSA) change during a challenging parent-child interactive task: Relations with preschoolers' socioemotional health. Dev Psychobiol 2020; 63:1132-1145. [PMID: 33146405 DOI: 10.1002/dev.22054] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 10/06/2020] [Accepted: 10/11/2020] [Indexed: 12/27/2022]
Abstract
Respiratory sinus arrhythmia (RSA) is a biomarker of physiological functioning that has been implicated in self-regulatory processes and shown to relate to children's socioemotional health. RSA is a dynamic process reflecting an individual's response to their environment; thus, temporally sensitive methods are critical to better understanding this self-regulatory process in different contexts. Prior work has studied young children's RSA change in the context of emotion clips and interactions with a stranger. The present study meaningfully expanded upon this work by examining: (a) preschoolers' dynamic RSA change during a challenging task with their mothers, and (b) factors that may explain variability in children's dynamic RSA change. Preschoolers (N = 108; Mage = 3.56 years) and their mothers from diverse backgrounds completed a challenging activity together while children's physiological activity was monitored. Mothers reported on children's positive affect, parent emotional support, and family cohesion and indicators of socioemotional health. Children's positive affect and family cohesion explained variability in children's dynamic RSA change, which concurrently related to better socioemotional health. This study advances research and theory on biological correlates implicated in the development of children's self-regulation and furthers our understanding of factors that may support children's developing self-regulation at the physiological level.
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Affiliation(s)
- Kara B West
- Department of Psychology, University of Georgia, Athens, GA, USA
| | - Anne Shaffer
- Department of Psychology, University of Georgia, Athens, GA, USA
| | - Kandauda A S Wickrama
- Department of Human Development and Family Science, University of Georgia, Athens, GA, USA
| | - Zhuo Rachel Han
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal University, Beijing, China
| | - Cynthia Suveg
- Department of Psychology, University of Georgia, Athens, GA, USA
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44
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Buhler-Wassmann AC, Hibel LC, Fondren K, Valentino K. Child diurnal cortisol differs based on profiles of maternal emotion socialization in high risk, low income, and racially diverse families. Dev Psychobiol 2020; 63:538-555. [PMID: 33073357 DOI: 10.1002/dev.22048] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2019] [Revised: 08/19/2020] [Accepted: 09/28/2020] [Indexed: 12/28/2022]
Abstract
Young children's physiological and emotional regulation depend on supportive caregiving, especially in the context of stress and adversity. Experiences of child maltreatment become biologically embedded by shaping stress physiology. Maternal emotion socialization may have an important influence on children's limbic-hypothalamic-pituitary-adrenal (LHPA) functioning. Grounded in theories of caregiver emotion socialization, a person-centered latent profile analysis was utilized to identify profiles of maternal emotion socialization among a high risk, low income, and racially diverse group of 248 mothers and their young children (Mage = 4.39 years, SD = 1.10). The majority of the mothers (n = 165) had a history of involvement with the Department of Child Services for substantiated cases of child maltreatment. A latent profile analysis was conducted revealing three emotion socialization profiles: disengaged, engaged, and engaged + supportive. Emotion socialization profile differences in children's diurnal cortisol levels and slope (using area under the curve with respect to ground and increase, respectively) were examined. Children's diurnal cortisol levels were higher, and slopes were flatter, when mothers used more disengaged emotion socialization strategies. Mothers who neglected their children were more likely to fit the disengaged profile than the engaged profile. Implications for the socialization of regulation in children exposed to adversity are discussed.
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45
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Jacques DT, Sturge-Apple ML, Davies PT, Cicchetti D. Maternal alcohol dependence and harsh caregiving across parenting contexts: The moderating role of child negative emotionality. Dev Psychopathol 2020; 32:1509-1523. [PMID: 31735197 PMCID: PMC7231671 DOI: 10.1017/s0954579419001445] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Parental alcohol dependence is a significant risk factor for harsh caregiving behaviors; however, it is unknown whether and how harsh caregiving changes over time and across parenting contexts for alcohol-dependent mothers. Furthermore, to our knowledge, no studies have examined whether and how distinct dimensions of child characteristics, such as negative emotionality modulate harsh caregiving among alcohol-dependent mothers. Guided by parenting process models, the present study examined how two distinct domains of children's negative emotionality-fear and frustration-moderate the association between maternal alcohol dependence and maternal harshness across discipline and free-play contexts. A high-risk sample of 201 mothers and their two-year-old children were studied over a one-year period. Results from latent difference score analyses indicated that harsh parenting among alcohol-dependent mothers increased over time in the more stressful discipline context, but not in the parent-child play context. This effect was maintained even after controlling for other parenting risk factors, including other forms of maternal psychopathology. Furthermore, this increase in harsh parenting was specific to alcohol-dependent mothers whose children were displaying high levels of anger and frustration. Findings provide support for specificity in conceptualizations of child negative emotionality and parenting contexts as potential determinants of maladaptive caregiving among alcohol-dependent mothers.
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Affiliation(s)
| | | | - Patrick T Davies
- Department of Psychology, University of Rochester, Rochester, NY, USA
| | - Dante Cicchetti
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
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46
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Brenning K, Robichaud JM, Flamant N, Vansteenkiste M, Coorevits N, De Clercq B, Soenens B. The role of maternal emotion regulation in controlling parenting during toddlerhood: an observational study. MOTIVATION AND EMOTION 2020. [DOI: 10.1007/s11031-020-09857-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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47
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Cao H, Liang Y, Zhou N. Proximal Interpersonal Processes in Early Childhood, Socioemotional Capacities in Middle Childhood, and Behavioral and Social Adaptation in Early Adolescence: A Process Model toward Greater Specificity. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 48:1395-1410. [PMID: 32880816 DOI: 10.1007/s10802-020-00696-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Early proximal interpersonal processes in central microsystems have been widely linked to child subsequent adaptation. What remains sparse is research spanning multiple developmental stages and examining unique, relative implications of distinct early proximal interpersonal processes for child later adjustment in various domains and the cognitive, emotional, and behavioral mechanisms underlying such associations. Using NICHD SECCYD data, a process model was tested in which negativities and positivities in three early proximal interpersonal processes (i.e., mother-child, child care provider-child, and child care peer interactions at 6-36 months) were simultaneously linked to child internalizing problems, externalizing problems, and social relationship quality in early adolescence (6th grade) via child hostile attribution bias, emotion reactivity, and social skills in middle childhood (3rd grade). Social skills mediated the associations between positivities/negativities in early mother-child and peer interactions and later behavioral and social adaptation. Emotion reactivity was identified as a process via which negativities in early peer interactions predicted later behavioral problems. Maternal negativities were positively associated with hostile attribution biases, but such biases did not relate to later adaptation. We also identified a negative direct link between maternal positivities and later externalizing problems and a positive direct link between maternal positivities and later social relationship quality. No effects emerged for child care providers-child interactions. Improving early mother-child and peer interactions may promote adaptation in early adolescence. For children with poor early mother-child and peer interactions, training socioemotional capacities may be a way to diminish consequences of early negative interpersonal processes.
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Affiliation(s)
- Hongjian Cao
- Institute of Early Childhood Education, Faculty of Education, Beijing Normal University, 512 Ying Dong Building, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing, 100875, China
| | - Yue Liang
- School of Social Development and Public Policy, Beijing Normal University, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing, 100875, China
| | - Nan Zhou
- Institute of Early Childhood Education, Faculty of Education, Beijing Normal University, 512 Ying Dong Building, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing, 100875, China.
- Department of Educational Psychology and School Counseling, Faculty of Education, Beijing Normal University, 528 Ying Dong Building, No. 19 Xin Jie Kou Wai Street, Hai Dian District, Beijing, 100875, China.
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48
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Lathren C, Bluth K, Zvara B. Parent Self-Compassion and Supportive Responses to Child Difficult Emotion: An Intergenerational Theoretical Model Rooted in Attachment. JOURNAL OF FAMILY THEORY & REVIEW 2020; 12:368-381. [PMID: 34306182 PMCID: PMC8297949 DOI: 10.1111/jftr.12388] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Self-compassion is an adaptive way of self-relating that entails tending to one's emotional pain with understanding and care. In this paper, we propose an intergenerational model explaining how self-compassion develops within the context of the parent-child relationship. Specifically, we posit that parents who have had supportive experiences with their own childhood caregivers develop a secure attachment and a high level of self-compassion. In turn, we propose that high self-compassion in parents promotes the parents' capacity to support their child when he or she experiences difficult emotions (e.g., anger, sadness). These responses promote the child's secure attachment, high self-compassion development and positive behavioral outcomes. A key area for future research is examining the potential link between parent self-compassion and responses to difficult emotions in the child. Given self-compassion can be enhanced through intervention, support for this model will have broad implications for interrupting intergenerational cycles of dysfunction caused by insecure attachment.
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Affiliation(s)
- Christine Lathren
- Department of Physical Medicine and Rehabilitation, Program on Integrative Medicine, University of North Carolina School of Medicine, Box 7200, Chapel Hill, NC, 27514 USA
| | - Karen Bluth
- Department of Psychiatry, University of North Carolina School of Medicine, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
| | - Bharathi Zvara
- Department of Maternal and Child Health, Gillings School of Global Public Health, University of North Carolina at Chapel Hill
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Emotion socialization in mothers with mood disorders: Affective modeling and recollected responses to childhood emotion. Dev Psychopathol 2020; 33:1156-1169. [PMID: 32672147 DOI: 10.1017/s0954579420000395] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Growing evidence suggests that emotion socialization may be disrupted by maternal depression. However, little is known about emotion-related parenting by mothers with bipolar disorder or whether affective modeling in early childhood is linked to young adults' recollections of emotion socialization practices. The current study investigates emotion socialization by mothers with histories of major depression, bipolar disorder, or no mood disorder. Affective modeling was coded from parent-child interactions in early childhood and maternal responses to negative emotions were recollected by young adult offspring (n = 131, 59.5% female, M age = 22.16, SD = 2.58). Multilevel models revealed that maternal bipolar disorder was associated with more neglecting, punishing, and magnifying responses to children's emotions, whereas maternal major depression was associated with more magnifying responses; links between maternal diagnosis and magnifying responses were robust to covariates. Young adult recollections of maternal responses to emotion were predicted by affective modeling in early childhood, providing preliminary validity evidence for the Emotions as a Child Scale. Findings provide novel evidence that major depression and bipolar disorder are associated with altered emotion socialization and that maternal affective modeling in early childhood prospectively predicts young adults' recollections of emotion socialization in families with and without mood disorder.
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Mother and father repertoires of emotion socialization practices in middle childhood. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2020.101159] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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