Commentary: Conceptual and Methodological Challenges to the Study of Emotion Regulation and Psychopathology

The relationship between alexithymia, emotion regulation, and sleep problems in school-aged children: A multicentric study

OBJECTIVES

Alexithymia, mood dysregulation, and sleep quality have complicated effects on children's development. The current study aimed to investigate the relationship between alexithymia, emotion regulation, psychiatric problems, and sleep problems among Egyptian school-aged children.

METHODS

A total of 564 Egyptian children, aged 6 to 14, were divided into two groups based on their total Children's Sleep Habits Questionnaire abbreviated score: group 1 (N = 300) with sleep problems and group 2 (N = 264) with non-sleep problems. Their parents completed the Strengths and Difficulties Questionnaire (SDQ) and subjectively assessed the children's emotions using the Children's Alexithymia Measure (CAM) and the Clinical Evaluation of Emotional Regulation-9 (CEER-9).

RESULTS

Males were more proportional in the sleep problems group than others. The sleep problem group was significantly younger and had a longer daily sleep duration than the non-sleep problem group. Alexithymia and emotion dysregulation had the highest mean in the sleep problem group. Furthermore, alexithymia, emotion dysregulation, emotion difficulty, conduct, and prosocial problems were the most significant contributing factors and risk factors for sleep problems in children.

CONCLUSION

Sleep problems in children were associated with younger male children with lengthy daily sleep duration and emotional, behavioural, and prosocial difficulties. Furthermore, alexithymia and emotion dysregulation are significant contributors and risk factors for sleep problems in school-aged children.

Developmental connections between socioeconomic status, self-regulation, and adult externalizing problems

Children from low socioeconomic status (SES) backgrounds are at particularly heightened risk for developing later externalizing problems. A large body of research has suggested an important role for self-regulation in this developmental linkage. Self-regulation has been conceptualized as a mediator as well as a moderator of these connections. Using data from the Child Development Project (CDP, N = 585), we probe these contrasting (mediating/moderating) conceptualizations, using both Frequentist and Bayesian statistical approaches, in the linkage between early SES and later externalizing problems in a multi-decade longitudinal study. Connecting early SES, physiology (i.e., heart rate reactivity) and inhibitory control (a Stroop task) in adolescence, and externalizing symptomatology in early adulthood, we found the relation between SES and externalizing problems was moderated by multiple facets of self-regulation. Participants from lower early SES backgrounds, who also had high heart rate reactivity and lower inhibitory control, had elevated levels of externalizing problems in adulthood relative to those with low heart rate reactivity and better inhibitory control. Such patterns persisted after controlling for externalizing problems earlier in life. The present results may aid in understanding the combinations of factors that contribute to the development of externalizing psychopathology in economically marginalized youth.

Reducing Anxiety and Social Stress in Primary Education: A Breath-Focused Heart Rate Variability Biofeedback Intervention

Primary school students suffer from high levels of anxiety and stress. Having emotional regulation abilities can help them to manage challenging emotional situations. Conscious and slow breathing is a physiological, emotional regulation strategy that is feasible for primary school students to learn. Following Polyvagal Theory and PMER Theory, this research presents the results of a breath-focused heart rate variability biofeedback intervention. The intervention aimed to reduce anxiety and physiological and social stress in primary school children. A total of 585 students (46.4% girls and 53.6% boys) from the same public school, aged between 7 and 12 years (M = 8.51; SD = 1.26), participated in this study. To assess the impact of training, a mixed design was used with two groups (Treatment and Control groups), two evaluation phases (Pretest and Post-test), and three educational cycles (first, second and third cycles). To examine heart rate variability, emWave software was used and anxiety and social stress were measured by the BASC II test. The results showed that after the intervention, the students learned to breathe consciously. Moreover, they reduced their levels of anxiety (M(SD)_pretest = 12.81(2.22) vs. M(SD)_posttest = 13.70(1.98)) and stress (M(SD)_pretest = 12.20(1.68) vs. M(SD)_posttest = 12.90(1.44)). The work also discusses the limitations and benefits of this type of intervention in primary schools.

Conceptualizing Emotion Regulation and Coregulation as Family-Level Phenomena

The ability to regulate one’s emotions is foundational for healthy development and functioning in a multitude of domains, whereas difficulties in emotional regulation are recognized as a risk factor for a range of adverse outcomes in childhood, adolescence, and adulthood. Caregivers play a key role in cultivating the development of emotion regulation through coregulation, or the processes by which they provide external support or scaffolding as children navigate their emotional experiences. The vast majority of research to date has examined coregulation in the context of caregiver–child dyads. In this paper, we consider emotion regulation and coregulation as family-level processes that unfold within and across multiple family subsystems and explore how triadic and whole family interactions may contribute to the development of children’s emotion regulation skills. Furthermore, we will examine the implications of a family-centered perspective on emotion regulation for prevention of and intervention for childhood emotional and behavioral disorders. Because emotion regulation skills undergo such dramatic maturation during children’s first several years of life, much of our focus will be on coregulation within and across the family system during early childhood; however, as many prevention and intervention approaches are geared toward school-aged children and adolescents, we will also devote some attention to later developmental periods.

Associations between physiological and self-reported indices of emotion dysregulation across varying levels of alcohol use among individuals with and without borderline personality disorder

Emotional functioning can be assessed across multiple levels of analysis (e.g., subjective, physiological). The degree of concordance/discordance across such indices may mark psychopathology risk. The current study assessed associations between physiological and subjective indices of emotional responding among drinkers, with (n = 39) and without (n = 42) borderline personality disorder. Subjective changes in affect were assessed by calculating difference scores on the Positive and Negative Affective Schedule, administered before and following a lab-based stress task. Physiological dysregulation was indexed by respiratory sinus arrhythmia (RSA) reactivity. We created Discordance Index scores to examine the direction and magnitude of misalignment. More frequent alcohol use was associated with greater discordance between RSA and positive affect changes (β = -0.07, p-value = 0.009). Findings were confirmed with a response surface modeling analysis. Results highlight that individuals with greater discordance between indices of emotional responding may be at elevated risk for frequent alcohol use.

Convergence of behavioral and cardiac indicators of distress in toddlerhood: A systematic review and narrative synthesis

The objective of the current study was to systematically review the available literature on the relation between behavioral and cardiac indicators used to measure distress in toddlerhood. After ascertaining the eligibility of 2,424 articles through a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and PROSPERO (International Prospective Register of Systematic Reviews) guided search process, 22 articles ( N = 2,504) that investigated associations between behavioral and cardiac indicators of distress in toddlerhood were identified. The narrative synthesis described the overall relation (direction [positive, negative], strength [Cohen’s D]) between behavioral and cardiac indicators and was organized by cardiac indicator (i.e., heart rate [HR], heart period, respiratory sinus arrhythmia, pre-ejection period) and type of behavior measured (i.e., coding for expressed emotion behaviors vs. emotion regulation behaviors). Methodological characteristics (i.e., timing of measurement for behavioral and cardiac indicators [concurrent, predictive], length of measurement epochs, inclusion of covariates and moderators) were also described. HR was consistently positively ( D = .05 to .54) related to expressed emotion behaviors. No other cardiac and behavioral indicators were consistently related. Methodological differences related to behavioral and cardiac indicators utilized, timing of measurement, and length of measurement epochs may be responsible for heterogeneity in findings. The findings suggest that researchers might get divergent results depending on whether distress is measured with cardiac or behavioral indicators of distress in toddlerhood. Suggestions for future psychophysiological research with young children are offered.

"Be careful!" Perceptions of work-safety culture among hired Latinx child farmworkers in North Carolina

BACKGROUND

Children as young as 10 years of age can be hired to work on farms. Many of these hired child farmworkers are Latinx. Although these children experience high rates of injury, little research has addressed work-safety perceptions among hired Latinx child farmworkers.

METHODS

For this qualitative study, we conducted in-depth interviews in North Carolina in 2016 with 30 Latinx child farmworkers, ages 10 to 17. Our analysis used the work-safety culture conceptual framework to delineate their perceptions of the psychological, behavioral, and situational elements of safety culture.

RESULTS

The child farmworkers describe a weak work-safety culture. Psychologically, they understand that their parents want them to be safe, but they observe that safety is important to only a fraction of their supervisors and coworkers. Behaviorally, they recognize many of the hazards they confront while working, but it is not clear how well they use this knowledge to mitigate these hazards or to change their behaviors to avoid these hazards. Situationally, several children note that the only safety training they receive is the imperative to "be careful." Most receive little formal training, much of the training they receive is informally provided by family members and coworkers rather than supervisors, and their training is geared more toward how to complete a task than how to complete the task safely.

CONCLUSIONS

Child farmworkers perceive that work-safety culture is of limited importance in agriculture. Regulations are needed that improve work-safety culture in agriculture, especially for those vulnerable due to minority age.

Rationale, design and methods for the RIGHT Track Health Study: pathways from childhood self-regulation to cardiovascular risk in adolescence

BACKGROUND

Cardiovascular risk factors during adolescence-including obesity, elevated lipids, altered glucose metabolism, hypertension, and elevated low-grade inflammation-is cause for serious concern and potentially impacts subsequent morbidity and mortality. Despite the importance of these cardiovascular risk factors, very little is known about their developmental origins in childhood. In addition, since adolescence is a time when individuals are navigating major life changes and gaining increasing autonomy from their parents or parental figures, it is a period when control over their own health behaviors (e.g. drug use, sleep, nutrition) also increases. The primary aim of this paper is to describe the rationale, design and methods for the RIGHT Track Health Study. This study examines self-regulation as a key factor in the development of cardiovascular risk, and further explores health behaviors as an explanatory mechanism of this association. We also examine potential moderators (e.g. psychosocial adversities such as harsh parenting) of this association.

METHOD/DESIGN

RIGHT Track is a longitudinal study that investigates social and emotional development. The RIGHT Track Health Study prospectively follows participants from age 2 through young adulthood in an effort to understand how self-regulatory behavior throughout childhood alters the trajectories of various cardiovascular risk factors during late adolescence via health behaviors. Individuals from RIGHT Track were re-contacted and invited to participate in adolescent data collection (~16.5, 17.5 and 18(+) years old). Individuals completed assessments of body composition, anthropometric indicators, fitness testing (via peak oxygen consumption), heart rate variability during orthostatic challenge, 7-day accelerometry for physical activity and sleep, 24-h dietary recalls, and blood analysis for biomarkers related to metabolic syndrome, inflammatory status and various hormones and cytokines. Individuals also completed extensive self-report measures on diet and eating regulation, physical activity and sedentary behaviors, sleep, substance use, medical history, medication use and a laboratory-day checklist, which chronicled previous day activities and menstrual information for female participants.

DISCUSSION

Insights emerging from this analysis can help researchers and public health policy administrators target intervention efforts in early childhood, when preventing chronic disease is most cost-effective and behavior is more malleable.

Assessing Biobehavioural Self-Regulation and Coregulation in Early Childhood: The Parent-Child Challenge Task

Researchers have argued for more dynamic and contextually relevant measures of regulatory processes in interpersonal interactions. In response, we introduce and examine the effectiveness of a new task, the Parent-Child Challenge Task, designed to assess the self-regulation and coregulation of affect, goal-directed behavior, and physiology in parents and their preschoolers in response to an experimental perturbation. Concurrent and predictive validity was examined via relations with children's externalizing behaviors. Mothers used only their words to guide their 3-year-old children to complete increasingly difficult puzzles in order to win a prize (N = 96). A challenge condition was initiated mid-way through the task with a newly introduced time limit. The challenge produced decreases in parental teaching and dyadic behavioral variability and increases in child negative affect and dyadic affective variability, measured by dynamic systems-based methods. Children rated lower on externalizing showed respiratory sinus arrhythmia (RSA) suppression in response to challenge, whereas those rated higher on externalizing showed RSA augmentation. Additionally, select task changes in affect, behavior, and physiology predicted teacher-rated externalizing behaviors four months later. Findings indicate the Parent-Child Challenge Task was effective in producing regulatory changes and suggest its utility in assessing biobehavioral self-regulation and coregulation in parents and their preschoolers.

Social-cognitive, physiological, and neural mechanisms underlying emotion regulation impairments: understanding anxiety in autism spectrum disorder

Anxiety is one of the most common clinical problems among children, adolescents, and adults with autism spectrum disorder (ASD), yet we know little about its etiology in the context of ASD. We posit that emotion regulation (ER) impairments are a risk factor for anxiety in ASD. Specifically, we propose that one reason why anxiety disorders are so frequently comorbid with ASD is because ER impairments are ubiquitous to ASD, stemming from socio-cognitive, physiological, and neurological processes related to impaired cognitive control, regulatory processes, and arousal. In this review, we offer a developmental model of how ER impairments may arise in ASD, and when (moderating influences) and how (meditational mechanisms) they result in anxiety.

[Knowledge of emotion-regulation strategies in preschool children from German and immigrant families]

OBJECTIVE

The present study investigated whether children with and without migration background differed in their assessment of the effectiveness of presented behavioral and mental strategies, and in the generation of effective behavioral and mental emotion-regulation strategies (knowledge of emotion regulation strategies).

METHOD

A sample of N = 210 children (age 36-72 months) with and without migration background was compared in their knowledge of emotion-regulation strategies.

RESULTS

RESULTS show that the age has the greatest influence on the knowledge of emotion-regulation strategies in preschoolers. After statistical controlling for language skills, we show that immigrant background explained a significant part of the variance of effective presented by behavioral strategies. The effect of migration background on other strategies, however, is not significant.

CONCLUSIONS

These findings suggest that other factors besides migration background plays a role in the development of parts of knowledge of emotion-regulation strategies.

Early physiological regulation predicts the trajectory of externalizing behaviors across the preschool period

Early assessments of children's physiological functioning are shown to predict subsequent developmental outcomes. However, individual changes that occur in the development of physiological systems may be associated with the pattern of change in behavior across time. Thus, we examined change in respiratory sinus arrhythmia (RSA), an index of physiological regulation, as a time-varying predictor in order to assess whether RSA change at ages 3, 4, and 5 uniquely influenced the trajectory of externalizing behaviors from age 3 to 5. Results indicated that only at age 3 was RSA change significantly associated with decreases in externalizing behaviors over time. RSA change scores at ages 4 and 5 were unrelated to trajectories of externalizing behavior, suggesting that the ability to physiologically regulate by age 3 may contribute to the development of skills that facilitate more control over behavior throughout preschool, and therefore may be more strongly associated with the pattern of change in externalizing behaviors than later physiological regulation.

Emotion dysregulation and dyadic conflict in depressed and typical adolescents: evaluating concordance across psychophysiological and observational measures

Many depressed adolescents experience difficulty in regulating their emotions. These emotion regulation difficulties appear to emerge in part from socialization processes within families and then generalize to other contexts. However, emotion dysregulation is typically assessed within the individual, rather than in the social relationships that shape and maintain dysregulation. In this study, we evaluated concordance of physiological and observational measures of emotion dysregulation during interpersonal conflict, using a multilevel actor-partner interdependence model (APIM). Participants were 75 mother-daughter dyads, including 50 depressed adolescents with or without a history of self-injury, and 25 typically developing controls. Behavior dysregulation was operationalized as observed aversiveness during a conflict discussion, and physiological dysregulation was indexed by respiratory sinus arrhythmia (RSA). Results revealed different patterns of concordance for control versus depressed participants. Controls evidenced a concordant partner (between-person) effect, and showed increased physiological regulation during minutes when their partner was more aversive. In contrast, clinical dyad members displayed a concordant actor (within-person) effect, becoming simultaneously physiologically and behaviorally dysregulated. Results inform current understanding of emotion dysregulation across multiple levels of analysis.

Erfassung von Emotionsregulationsstrategien–eine Übersicht

Die vorliegende Übersicht stellt Verfahren zur Erfassung von Emotionsregulationsstrategien im Kindes-, Jugend- und Erwachsenenalter zusammen. Selbst- und Fremdbeurteilungsverfahren im Kindes- und Jugendalter sowie Fragebögen des Erwachsenenalters, für die eine validierte deutschsprachige Übersetzung vorliegt, werden betrachtet und hinsichtlich qualitativer Standards und psychometrischer Gütekriterien diskutiert. Es folgt die Darstellung der Methoden des Ecological Momentary Assessment, die es ermöglichen, emotionsregulierende Prozesse in der natürlichen Umwelt zu erfassen und Kontextfaktoren zu berücksichtigen. Der Beitrag schließt mit der Empfehlung, Emotionsregulationsstrategien multimethodal zu erfassen.

Attachment to parents and peers as a risk factor for adolescent depressive disorders: the mediating role of emotion regulation

This study examined emotion regulation as a mediator in the relationship of attachment and depression in adolescents. Participants (N girls = 127; M age = 14.50; N boys = 121; M age = 14.31) completed self-report questionnaires of attachment to parents and peers, emotion regulation and depression. Models with dysfunctional emotion regulation as a mediation variable were tested via hierarchical multiple regression analyses and bootstrapping procedure. Results revealed significant relations between attachment to parents and peers, dysfunctional emotion regulation and depression. For girls, internal-dysfunctional emotion regulation was a mediator in the relation of attachment to parents and depression and partly mediated the association of attachment to peers. For boys, internal- and external-dysfunctional emotion regulation acted as partly mediators in association of attachment to parents and depression. Results indicate important mechanisms that contribute to the refinement of conceptual models and provide indications for gender specific prevention and intervention for depressive disorders.

Emotionsregulation und aggressives Verhalten im Jugendalter

Die Störungen des Sozialverhaltens treten im Jugendalter häufig auf und sind mit schwerwiegenden Konsequenzen verbunden. Einen proximalen Risikofaktor dafür stellt wahrscheinlich eine defizitäre Emotionsregulation dar. In der vorliegenden Studie wurde daher der Zusammenhang zwischen Emotionsregulation und aggressivem Verhalten im Grundschulalter untersucht. 278 Jugendliche (12 – 17 Jahre) füllten Selbstberichtsfragebögen zu internalen, externalen, funktionalen sowie dysfunktionalen Emotionsregulationsstrategien und aggressivem Verhalten aus. Hierarchische multiple Regressionsanalysen analysieren den Einfluss von Emotionsregulationsmustern auf verschiedene Formen der Aggression. Die Ergebnisse zeigen zwar signifikante Geschlechtsunterschiede bei der Häufigkeit der Anwendung von Regulationsstrategien, die sich jedoch nicht im Ausmaß aggressiven Verhaltens äußern. Internal- und external-dysfunktionale Emotionsregulation waren bedeutsame Prädiktoren oppositionell-aggressiven Verhaltens und allgemein aggressiven Verhaltens. Allein die external-dysfunktionale Emotionsregulation war Prädiktor aggressiv-dissozialen Verhaltens. Die Ergebnisse zeigen, dass unterschiedliche Formen aggressiven Verhaltens in differenzierter Weise mit Emotionsregulationsdefiziten in Beziehung stehen. Gezielte Interventionen zur Förderung der Emotionsregulation könnten zukünftig verbreitete Maßnahmen zur Therapie der Störung des Sozialverhaltens ergänzen.

Dyadic Flexibility in Early Parent-Child Interactions: Relations with Maternal Depressive Symptoms and Child Negativity and Behaviour Problems

Lower levels of parent-child affective flexibility indicate risk for children's problem outcomes. This short-term longitudinal study examined whether maternal depressive symptoms were related to lower levels of dyadic affective flexibility and positive affective content in mother-child problem-solving interactions at age 3.5 years (N=100) and whether these maternal and dyadic factors predicted child emotional negativity and behaviour problems at a 4-month follow-up. Dyadic flexibility and positive affect were measured using dynamic systems-based modelling of second-by-second affective patterns during a mother-child problem-solving task. Results showed that higher levels of maternal depressive symptoms were related to lower levels of dyadic affective flexibility, which predicted children's higher levels of negativity and behaviour problems as rated by teachers. Mothers' ratings of child negativity and behaviour problems were predicted by their own depressive symptoms and individual child factors, but not by dyadic flexibility. There were no effects of dyadic positive affect. Findings highlight the importance of studying patterns in real-time dyadic parent-child interactions as potential mechanisms of risk in developmental psychopathology.

Predicting social functioning in children with a cochlear implant and in normal-hearing children: the role of emotion regulation

OBJECTIVE

The purpose of the present study was to compare children with a cochlear implant and normal hearing children on aspects of emotion regulation (emotion expression and coping strategies) and social functioning (social competence and externalizing behaviors) and the relation between emotion regulation and social functioning.

METHODS

Participants were 69 children with cochlear implants (CI children) and 67 normal hearing children (NH children) aged 1.5-5 years. Parents answered questionnaires about their children's language skills, social functioning, and emotion regulation. Children also completed simple tasks to measure their emotion regulation abilities.

RESULTS

Cochlear implant children had fewer adequate emotion regulation strategies and were less socially competent than normal hearing children. The parents of cochlear implant children did not report fewer externalizing behaviors than those of normal hearing children. While social competence in normal hearing children was strongly related to emotion regulation, cochlear implant children regulated their emotions in ways that were unrelated with social competence. On the other hand, emotion regulation explained externalizing behaviors better in cochlear implant children than in normal hearing children. While better language skills were related to higher social competence in both groups, they were related to fewer externalizing behaviors only in cochlear implant children.

CONCLUSIONS

Our results indicate that cochlear implant children have less adequate emotion-regulation strategies and less social competence than normal hearing children. Since they received their implants relatively recently, they might eventually catch up with their hearing peers. Longitudinal studies should further explore the development of emotion regulation and social functioning in cochlear implant children.

The integrative effects of cognitive reappraisal on negative affect: associated changes in secretory immunoglobulin A, unpleasantness and ERP activity

Although the regulatory role of cognitive reappraisal in negative emotional responses is widely recognized, this reappraisal's effect on acute saliva secretory immunoglobulin A (SIgA), as well as the relationships among affective, immunological, and event-related potential (ERP) changes, remains unclear. In this study, we selected only people with low positive coping scores (PCSs) as measured by the Trait Coping Style Questionnaire to avoid confounding by intrinsic coping styles. First, we found that the acute stress of viewing unpleasant pictures consistently decreased SIgA concentration and secretion rate, increased perceptions of unpleasantness and amplitude of late positive potentials (LPPs) between 200–300 ms and 400–1000 ms. After participants used cognitive reappraisal, their SIgA concentration and secretion rate significantly increased and their unpleasantness and LPP amplitudes significantly decreased compared with a control condition. Second, we found a significantly positive correlation between the increases in SIgA and the decreases in unpleasantness and a significantly negative correlation between the increases in SIgA and the increases in LPP across the two groups. This study is the first to demonstrate that cognitive reappraisal reverses the decrease of SIgA. In addition, it revealed strong correlations among affective, SIgA and electrophysiological changes with convergent multilevel evidence.

Differentiating Processes of Control and Understanding in the Early Development of Emotion and Cognition

In this study we examined the hypothesis that preschoolers' performance on emotion and cognitive tasks is organized into discrete processes of control and understanding within the domains of emotion and cognition. Additionally, we examined the relations among component processes using mother report, behavioral observation, and physiological measures of emotion control. Participants were 263 children (42% non-White) and their mothers. Results indicated that the three approaches of measuring emotion control were unrelated. Regardless of the measurement method, a four-factor solution differentiating emotion control and understanding and cognitive control and understanding fit the data better than did either of two 2-factor models, one based on domains of emotion and cognition across processes, and one based on processes of control and understanding across domains. Results of this research replicate those of Leerkes et al. (2008) in describing a differentiated underlying structure of emotion and cognition processes in early childhood while also extending these conclusions across samples and across measurement approaches for assessing emotion control.

Frühe Emotionsdysregulation: Ein Indikator für psychische Störungen im Kindesalter?

Die Rolle der Emotionsregulation im Säuglings- und Kleinkindalter für die Entwicklung psychischer Störungen findet bisher wenig Beachtung und soll diskutiert werden. Zunächst ist zu klären, was Emotionsregulation eigentlich bedeutet und welche konkreten Emotionsregulationsstrategien im frühen Kindesalter Anwendung finden. Auch der Emotionsdysregulation mangelt es an einer einheitlichen Definition. Es wird die Frage aufgeworfen, ob die für das DSM-V vorgeschlagene „Temper Dysregulation Disorder with Dysphoria“ Emotionsdysregulation diagnostiziert. Ferner muss Emotionsdysregulation in ihrem Zusammenhang mit psychischen Störungen betrachtet werden, wobei hier wenige Befunde für das frühe Kindesalter vorliegen. Dies macht die Klärung der Rolle der Emotionsregulation in der frühen Kindheit zum großen Problem.

Marital aggression predicts infant orienting toward mother at six months

Links between marital aggression and infant orienting toward mother in fearful and frustrating contexts were examined in 92 mother-infant dyads when infants were six months. Results demonstrated that marital aggression was linked with less orienting toward mothers in frustrating situations, in fearful situations marital aggression was linked with less orienting among infants who were high on fear reactivity only.