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Shai D, Boris N, Brandtzaeg I, Torsteinson S, Spencer R, Haugaard K, Smith-Nielsen J. I'm with you, baby: Using parental embodied mentalizing in a pilot study to capture change following the circle of security parenting intervention. Scand J Psychol 2024; 65:321-330. [PMID: 37901937 DOI: 10.1111/sjop.12978] [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: 08/22/2022] [Revised: 10/04/2023] [Accepted: 10/11/2023] [Indexed: 10/31/2023]
Abstract
Supported by a large body of work demonstrating the impact of infant attachment representations on subsequent development, numerous therapeutic programs have been developed to promote secure attachment, with increasing focus on parental mentalizing. Nonetheless, empirical evidence supporting their effectiveness has yet to be fully established. The current pilot study (N = 24) was designed to evaluate whether and to what extent parents' shifts in parental mentalizing following a brief attachment-based group intervention, namely circle of security parenting (COSP; Cooper, Hoffman & Powell, 2009) can be captured using the parental embodied mentalizing instrument (PEM; Shai & Belsky, 2017). Compared to a waiting list-control group, this small-scale study examined whether community-based low-risk mothers of infants aged 5-48 months show an increase in their observed PEM capacities following the intervention. Secondary self-reported outcome variables parental stress, feeling of competence, and self-compassion. Findings show that PEM ratings improved significantly over time in the COSP group, but not in the control group. Intervention group mother-infant dyads also presented significantly longer embodied interactions communication post intervention compared to the control group. No effects of the COSP on parental stress, competence, or self-compassion were found. Despite the small sample size, these results tentatively suggest that COSP can improve embodied mentalizing abilities.
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Affiliation(s)
- Dana Shai
- SEED Center, Academic College Tel Aviv-Yaffo, Tel Aviv, Israel
| | - Neil Boris
- Circle of Security International, Spokane, Washington, USA
| | | | | | - Rose Spencer
- Anna Freud National Centre for Children and Families, London, UK
| | | | - Johanne Smith-Nielsen
- Center for Early Intervention and Family Studies, Department of Psychology, University of Copenhagen, Copenhagen, Denmark
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McClaine RN, Edler K, Lawson M, Valentino K. Maternal Autonomy Support in a Randomized Controlled Trial of the Reminiscing and Emotion Training Intervention. MENTAL HEALTH & PREVENTION 2023; 32:200304. [PMID: 39130496 PMCID: PMC11315423 DOI: 10.1016/j.mhp.2023.200304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/13/2024]
Abstract
Objective The Reminiscing and Emotion Training (RET) intervention targets and improves maltreating mothers' elaboration and sensitivity in reminiscing (conversations about past emotional events), as well as children's emotion knowledge. However, in previous studies of RET, improvements in mothers' elaborative and sensitive reminiscing did not explain improvements in children's emotion knowledge. Thus, we evaluated whether RET is associated with improved maternal autonomy support during reminiscing and whether improved autonomy support is associated with enhanced child emotion knowledge after RET. Methods The sample included 248 mothers (165 maltreating and 83 nonmaltreating) and their 3- to 6-year-old children involved in a randomized controlled trial of RET. At baseline, we assessed maternal and child receptive language, dyadic reminiscing, and children's emotion knowledge. Then, maltreating mothers were randomized either to receive RET or participate in an active control condition including case management and written parenting materials. Nonmaltreating mothers did not receive intervention and participated as an additional control group. Families then completed an eight-week follow-up assessment. Results Maltreating mothers displayed significantly less baseline autonomy support during reminiscing than nonmaltreating mothers (partial eta squared = .028). Contrary to hypotheses, RET did not significantly improve autonomy support. However, baseline autonomy support was significantly and positively correlated with children's emotion knowledge at baseline (r = .20) and follow-up (r = .18). Conclusion Autonomy support during reminiscing may play a role in the development of emotion knowledge. Implications for developmental theory and clinical practice are discussed.
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Affiliation(s)
- Rachel N McClaine
- Department of Psychological Sciences, Case Western Reserve University, Mather Memorial Building, Room 103, 11220 Bellflower Road, Cleveland OH 44106 USA
| | - Katherine Edler
- Department of Psychology, University of Notre Dame, 390 Corbett Family Hall, Notre Dame, IN 46556 USA
| | - Monica Lawson
- Department of Psychology, University of Texas at San Antonio, One UTSA, Main Building 2.306, San Antonio, TX 78249 USA
| | - Kristin Valentino
- Department of Psychology, University of Notre Dame, 390 Corbett Family Hall, Notre Dame, IN 46556 USA
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3
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Ma Y, Ma C, Lan X. Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity. Front Psychol 2022; 13:1068751. [PMID: 36591055 PMCID: PMC9797674 DOI: 10.3389/fpsyg.2022.1068751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 11/11/2022] [Indexed: 12/23/2022] Open
Abstract
Introduction Given the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China. Methods To achieve the research objectives, the study involved 704 Han (M age = 12.57; 53.7% female) and 642 Hui adolescents (M age = 12.45; 49.4% female) who completed a suite of research questionnaires. Results The results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents. Discussion The finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors.
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Affiliation(s)
- Yongfeng Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Chunhua Ma
- College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
| | - Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, Oslo, Norway,*Correspondence: Xiaoyu Lan,
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Gao D, Liu J, Xu L, Mesman J, van Geel M. Early Adolescent Social Anxiety: Differential Associations for Fathers' and Mothers' Psychologically Controlling and Autonomy-Supportive Parenting. J Youth Adolesc 2022; 51:1858-1871. [PMID: 35639303 DOI: 10.1007/s10964-022-01636-y] [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: 02/26/2022] [Accepted: 05/18/2022] [Indexed: 10/18/2022]
Abstract
Although psychologically controlling and autonomy-supportive parenting are important indicators of social anxiety during early adolescence, less research has explored distinct roles of father and mother parenting, especially in interdependent-oriented culture. This 3-year longitudinal study examined the reciprocal associations between such parenting and early adolescent social anxiety from multi-informants in the Chinese context. A sample of 1,140 Chinese early adolescents (51.1% boys; Mage = 10.50 years) and their parents participated at Wave 1. The results did not reveal reciprocal relations between fathers' reported parenting and social anxiety, but indicated paternal parenting effects from boys' perceptions of autonomy support to social anxiety, and child effects from social anxiety to girls' perceived psychological control. Maternal parenting effects were present for boys' perceptions of autonomy support and girls' perceptions of psychological control. The findings highlight the distinct roles of father and mother parenting across child gender and suggest differentiated relations of parenting to social anxiety during early adolescence in the Chinese context.
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Affiliation(s)
- Dan Gao
- Institute of Education and Child Studies, Leiden University, Leiden, Netherlands
| | - Junsheng Liu
- Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
| | - Luyan Xu
- Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Judi Mesman
- Institute of Education and Child Studies, Leiden University, Leiden, Netherlands
| | - Mitch van Geel
- Institute of Education and Child Studies, Leiden University, Leiden, Netherlands
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5
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Sirois M, Bernier A, Gagné C, Mageau GA. Early maternal autonomy support as a predictor of child internalizing and externalizing behavior trajectories across early childhood. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12575] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Affiliation(s)
| | - Annie Bernier
- Department of Psychology University of Montreal Montreal QC Canada
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Cao Y, Chen G, Ji L, Zhang W. Inhibitory Control Mediates the Associations Between Parenting Practices and Depressive Symptoms in Adolescents: The Moderating Role of Catechol-O-Methyltransferase (COMT) Gene. J Youth Adolesc 2021; 50:2079-2095. [PMID: 34259955 DOI: 10.1007/s10964-021-01466-4] [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: 03/18/2021] [Accepted: 06/21/2021] [Indexed: 12/30/2022]
Abstract
Ample evidence suggested that parental responsiveness, demandingness, and autonomy granting protect adolescents from depressive symptoms. However, what is less well understood is how parenting practices reduce the risk of depressive symptoms. This study tested the protective effects of parenting practices and inhibitory control on depressive symptoms, along with the mediating role of inhibitory control and the moderating role of the COMT gene in linking parenting practices to depressive symptoms. The study utilized cross-sectional data from a community sample of Chinese Han adolescents (N = 943, Mage = 15.25 years, SD = 0.70 years; 51.9% girls). Results showed that parental responsiveness and autonomy granting promoted higher inhibitory control, which in turn was associated with lower depressive symptoms. Further, the mediation effects were moderated by the COMT gene. For adolescents with ValVal homozygotes, both responsiveness and autonomy granting were related to higher levels of inhibitory control, which reduced risk for depressive symptoms, but the mediation effects were not observed among Met allele carriers. The mediating role of inhibitory control did not hold in the parental demandingness model. Findings support the cognitive theory that inhibitory control is a proximal factor linking parenting practices to depressive symptoms exclusively in ValVal homozygotes. These results also suggested that differentiating different dimensions of parenting practices may help to further clarify the processes by which parenting practices eventuate depressive symptoms.
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Affiliation(s)
- Yanmiao Cao
- Department of Psychology, Shandong Normal University, No. 88 East Wenhua Road, Jinan, 250014, Shandong Province, China
| | - Guanghui Chen
- Department of Psychology, Shandong Normal University, No. 88 East Wenhua Road, Jinan, 250014, Shandong Province, China.
| | - Linqin Ji
- Department of Psychology, Shandong Normal University, No. 88 East Wenhua Road, Jinan, 250014, Shandong Province, China
| | - Wenxin Zhang
- Department of Psychology, Shandong Normal University, No. 88 East Wenhua Road, Jinan, 250014, Shandong Province, China
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Linkiewich D, Martinovich VV, Rinaldi CM, Howe N, Gokiert R. Parental autonomy support in relation to preschool aged children's behavior: Examining positive guidance, negative control, and responsiveness. Clin Child Psychol Psychiatry 2021; 26:810-822. [PMID: 33691509 PMCID: PMC8264621 DOI: 10.1177/1359104521999762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
This study evaluated the relationship between parental autonomy support and preschool-aged children's display of autonomy. Specifically, we examined if mothers' and fathers' use of positive guidance, negative control, and responsiveness during parent-child interactions predicted children's autonomous behavior. One hundred families comprised of mothers, fathers, and their children participated. Parent-child dyads were filmed engaging in an unstructured play task and interactions were coded using the Parent-Child Interaction System. Mothers' use of negative control and father's use of positive guidance, negative control, and responsiveness predicted children's displays of autonomy, whereas mothers' positive guidance and responsiveness did not. The results offer insight into how parents play unique roles in promoting their children's autonomy, which has implications for practitioners and researchers who work with families. Our findings provide examples of behaviors that parents can employ to promote their children's autonomy.
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Affiliation(s)
| | | | - Christina M Rinaldi
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
| | - Nina Howe
- Department of Education, Concordia University, Montreal, QC, Canada
| | - Rebecca Gokiert
- School of Public Health, University of Alberta, Edmonton, Canada
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Gagliardi M. How Our Caregivers Shape Who We Are: The Seven Dimensions of Attachment at the Core of Personality. Front Psychol 2021; 12:657628. [PMID: 34276482 PMCID: PMC8280313 DOI: 10.3389/fpsyg.2021.657628] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2021] [Accepted: 06/09/2021] [Indexed: 11/13/2022] Open
Abstract
Psychology defines personality as the stable traits of an individual, and cognitive research suggests that a set of core beliefs is at the root of these traits. From this perspective, two major questions remain unanswered: (1) What are the core beliefs that make up personality? (2) How are they acquired? An interesting answer is provided by attachment theory, according to which attachment is at the basis of personality. The current theoretical formulation, however, does not sufficiently clarify the relationship between the two. Adopting a cognitive-clinical approach, we put forward a novel version of attachment theory, arguing that it can better account for the relationship between attachment and personality, thereby providing more convincing answers to questions (1) and (2). In particular, we propose that: (A) attachment information is acquired over seven dimensions; (B) the acquisition of each dimension is induced by a specific caregiving feature and (C) realized through a specific acquisition mechanism - imprinting. In a nutshell, we propose an Attachment-Personality Model (APM) according to which seven attachment dimensions constitute the knowledge core of personality. We finally discuss the significant implications of the model, especially its clinical application in terms of conception, assessment, and treatment of mental disorders. The model can be empirically tested, and we suggest three ways to do that.
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Affiliation(s)
- Marcantonio Gagliardi
- Department of Computer Science, The University of Sheffield, Sheffield, United Kingdom
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Diercks CM, Lunkenheimer E, Brown KM. The dynamics of maternal scaffolding vary by cumulative risk status. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2021; 35:203-212. [PMID: 33001677 PMCID: PMC8012400 DOI: 10.1037/fam0000806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Parental scaffolding, or parenting behaviors that support children's independence and competence, can foster children's self-regulation development. Children facing higher cumulative risk may experience less scaffolding and more directives from parents, but it is unclear how cumulative risk affects the dynamics of parent-child interactions in real time. We examined the role of cumulative risk in mothers' moment-to-moment use of scaffolding and directives in response to preschoolers' off- and on-task behaviors (N = 117). Mothers answered questionnaires about cumulative risk at child age 2.5 years and completed a challenging puzzle task with their preschoolers at age 3 years. Continuous-time multilevel survival analyses revealed differences by cumulative risk in the likelihood of mothers' parenting responses following children's off- and on-task behavioral transitions over the course of the interaction. Specifically, when children went off-task, higher cumulative risk was associated with a lower likelihood of maternal scaffolding, but a comparable likelihood of directives, compared to lower risk mothers. When children got on-task, mothers with higher cumulative risk were less likely to respond with scaffolding and more likely to respond with directives than lower risk mothers. These results suggest that parents at higher risk respond with less scaffolding regardless of child behavior and respond with more directive commands when they may be unnecessary. Findings provide novel, real-time descriptive information about how and when parents experiencing cumulative risk use scaffolding and directive strategies, thus informing microlevel targets for intervention. Implications for the development of self-regulation in children at risk are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
| | | | - Kayla M Brown
- Department of Psychology, The Pennsylvania State University
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10
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Dong S, Dubas JS, Deković M, Wang Z. Cool and hot effortful control moderate how parenting predicts child internalization in Chinese families. J Exp Child Psychol 2021; 206:105099. [PMID: 33631633 DOI: 10.1016/j.jecp.2021.105099] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 01/12/2021] [Accepted: 01/13/2021] [Indexed: 11/30/2022]
Abstract
Internalization of external rules is a behavioral manifestation of moral development during childhood, and its development has come to be understood from the view of a complex parenting-by-temperament process. To examine this developmental process, the current research investigated how maternal parenting behaviors and child effortful control foretell internalization throughout early to middle childhood with two longitudinal samples of Chinese mother-child dyads. In Study 1 (N = 226), maternal respect for autonomy and negative control during free plays at 15 months of age were observed. At 25 months, child cool and hot effortful control were measured with a Stroop-like categorization task and an externally imposed delay task. At 37 months, observed internalization of maternal rules was assessed. Results showed that for toddlers with high levels of cool effortful control, maternal respect for autonomy positively predicted later internalization. In Study 2 (N = 88), maternal respect for autonomy and negative control during free plays at 38 months of age were coded. At 60 months, child cool and hot effortful control were measured with a Stroop-like inhibition task and a delay-of-gratification task. Observed internalization of maternal and experimenter rules and mother-reported internalization in everyday life were assessed at 60 and 84 months. Results showed that for children low on either cool or hot effortful control, maternal respect for autonomy negatively predicted later internalization during childhood. Together, the current findings support an age-relevant goodness-of-fit model for internalization development in Chinese children throughout the first 7 years of life.
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Affiliation(s)
- Shuyang Dong
- Beijing Key Lab of "Learning and Cognition", School of Psychology, Capital Normal University, 100037 Beijing, China; Department of Developmental Psychology, Utrecht University, 3584 CS Utrecht, the Netherlands
| | - Judith Semon Dubas
- Department of Developmental Psychology, Utrecht University, 3584 CS Utrecht, the Netherlands
| | - Maja Deković
- Department of Clinical Child and Family Studies, Utrecht University, 3584 CS Utrecht, the Netherlands
| | - Zhengyan Wang
- Beijing Key Lab of "Learning and Cognition", School of Psychology, Capital Normal University, 100037 Beijing, China.
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Rademacher A, Koglin U. Selbstregulation als Mediator für den Zusammenhang zwischen Erziehung und der Entwicklung von Verhaltensproblemen und sozial-emotionalen Kompetenzen bei Grundschulkindern. KINDHEIT UND ENTWICKLUNG 2020. [DOI: 10.1026/0942-5403/a000297] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Der Einfluss elterlicher Erziehung auf die Entwicklung von externalisierenden Verhaltensproblemen und sozial-emotionalen Kompetenzen bei Kindern wurde in vielzähligen Studien hervorgehoben. Zu den erklärenden Mechanismen für diese Zusammenhänge liegen bisher nur wenige Erkenntnisse vor. Das Ziel dieser Studie ist es, die Rolle der kindlichen Selbstregulation als möglichen Mediator für den Einfluss von den Erziehungsstilen Liebe, Strenge und Selbstständigkeit auf die Entwicklung von sozial-emotionalen Kompetenzen und externalisierenden Problemverhaltensweisen zu untersuchen. Die vorliegenden Pfadanalysen basieren auf Fragebogendaten über N = 445 Kinder und ihre Familien. Die Ergebnisse dieser Studie zeigen indirekte Effekte für die Zusammenhänge zwischen dem Erziehungsstil und kindlichen Verhaltensproblemen und Kompetenzen auf. Die Fähigkeit zur Selbstregulation kann in dieser Beziehung als eine Art Weiche für die Entwicklung von Kindern verstanden werden.
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Affiliation(s)
| | - Ute Koglin
- Carl von Ossietzky Universität Oldenburg
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12
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Chen Y, Li R, Liu X. The relationships among parental psychological control/autonomy support, self-trouble, and internalizing problems across adolescent genders. Scand J Psychol 2019; 60:539-547. [PMID: 31483068 DOI: 10.1111/sjop.12573] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2018] [Accepted: 07/15/2019] [Indexed: 11/30/2022]
Abstract
This study aimed to explore the relationships among early adolescents' perceived parental psychological control/autonomy support, self-trouble, and internalizing problems as well as the potential gender differences in these relationships. Multiple-group path analysis was performed on the data collected from 1,089 adolescents in Beijing junior high schools. Results revealed that parental psychological control (autonomy support) was associated with adolescents' more (fewer) internalizing problems, and self-trouble acted as a mediator in these two relationships. Moreover, only the indirect relationship between parental autonomy support and internalizing problems via self-trouble was moderated by gender, with girls showing a little stronger indirect effect than boys, and specifically, it was the relationship between autonomy support and self-trouble that existed gender differences, with girls showing higher coefficient than boys. The relationship between parental psychological control/autonomy support and early adolescents' internalizing problems was discussed with regard to self-trouble and gender differences.
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Affiliation(s)
- Yunxiang Chen
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, PR China.,Faculty of Psychology, Beijing Normal University, Beijing, PR China
| | - Ruoxuan Li
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, PR China
| | - Xiangping Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, PR China.,Faculty of Psychology, Beijing Normal University, Beijing, PR China
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Wei R, Ronfard S, Leyva D, Rowe ML. Teaching a novel word: Parenting styles and toddlers' word learning. J Exp Child Psychol 2019; 187:104639. [PMID: 31306916 DOI: 10.1016/j.jecp.2019.05.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Revised: 05/13/2019] [Accepted: 05/16/2019] [Indexed: 10/26/2022]
Abstract
We examined the styles that parents adopted while teaching a novel word to their toddlers and whether those styles related to children's word learning and engagement during the task. Participants were 36 parents and their toddlers (Mage = 20 months). Parents were videotaped while teaching their children a name for a novel object. Parental utterances were transcribed verbatim and coded for cognitive and autonomy support. Children's utterances were coded for elicited and spontaneous contributions. Children's ability to recognize and process the novel word was assessed using the Looking-While-Listening task. Two parental cognitive support styles were identified via cluster analysis: "Cognitive Scaffolders," who combined a diversity of teaching moves, and "Labelers," who focused on labeling the novel object for the children. Similarly, two parental autonomy support styles were identified: "Followers," who focused on following the children's lead and providing positive feedback, and "Non-followers," who used diverse communicative ways to engage the children. Compared with parents who were Labelers, parents who were Cognitive Scaffolders were not more or less likely to be Followers. Children of Cognitive Scaffolders were better at recognizing the novel word, and children of Followers were more engaged (provided more elicited and spontaneous contributions) in the word-teaching task. Children's ability to recognize the novel word was not related to their engagement. Findings highlight the unique contributions of parental cognitive and autonomy support to children's word learning and engagement.
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Affiliation(s)
- Ran Wei
- Harvard University, Cambridge, MA 02138, USA.
| | - Samuel Ronfard
- University of Toronto Mississauga, Mississauga, Ontario L5L 1C6, Canada
| | - Diana Leyva
- University of Pittsburgh, Pittsburgh, PA 15260, USA
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Silva DID, Mello DFD, Mazza VDA, Toriyama ATM, Veríssimo MDLÓR. DYSFUNCTIONS IN THE SOCIO EMOTIONAL DEVELOPMENT OF INFANTS AND ITS RELATED FACTORS: AN INTEGRATIVE REVIEW. TEXTO & CONTEXTO ENFERMAGEM 2019. [DOI: 10.1590/1980-265x-tce-2017-0370] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to synthesize factors related to dysfunctions in the socioemotional development of infants. Method: integrative review carried out between April and August 2016 with defined criteria for inclusion and exclusion of studies, search strategies, extraction and synthesis of data. The exposure factors underwent categorical thematic analysis and systematization according to the levels of the context (Microsystem, Mesosystem, Exosystem and Macrosystem) of the Bioecological Model of Human Development. Results: in the context of the Microsystem and Mesosystem, the factors found were: limitations in care; adversities in family relationships and in the social support and illness situation of the caregivers that influence the proximal processes. In the Exosystem and the Macrosystem, they were: social vulnerabilities of caregivers and fragilities of public policies that determine the material and social conditions of the family. Conclusion: the synthesis of evidence on exposure factors favors the construction of measurement scales of the contextual elements related to the social emotional development of young children. Beyond the milestones, present or not, in the evaluation of a child, these technologies can be predictive, with great potential of anticipation of the factors of exposure and prevention of developmental dysfunctions.
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Costa S, Barberis N, Gugliandolo MC, Larcan R, Cuzzocrea F. The intergenerational transmission of trait emotional intelligence: The mediating role of parental autonomy support and psychological control. J Adolesc 2018; 68:105-116. [DOI: 10.1016/j.adolescence.2018.07.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2018] [Revised: 07/11/2018] [Accepted: 07/12/2018] [Indexed: 11/17/2022]
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Elad D, Barak S, Silberg T, Brezner A. Sense of autonomy and daily and scholastic functioning among children with cerebral palsy. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 80:161-169. [PMID: 30029069 DOI: 10.1016/j.ridd.2018.06.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2017] [Revised: 04/17/2018] [Accepted: 06/19/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND There is growing evidence that children's sense of autonomy is an important psychological need closely linked with the development of self-esteem and motivation. Among children with physical disabilities, motor or cognitive limitations may negatively affect child's sense of autonomy (CSA) and competency. PURPOSE To examine how sense of autonomy among children with cerebral palsy (CP) directly and indirectly relates to their activity of daily living (ADL) and scholastic performance. METHODS Seventy-three children with CP and their mothers participated in this study. Child's ADL skills and scholastic performance were assessed using the Pediatric Evaluation Disability Inventory (PEDI) and the Scholastic Skills Rating Scale (SSRS), respectively. Level of impairment was assessed using the Gross Motor Function Measure-66 (GMFM-66). CSA was established via videotaped mother-child interactions. Regression analyses were conducted to examine factors predicting child's functional level (ADL and scholastic). The overall model was tested for goodness-of-fit and test of mediation. RESULTS GMFM and CSA significantly predicted child's ADL and scholastic functioning. GMFM explained 15% of the variance for CSA, 84% for PEDI, and 24% for scholastic functioning. CSA positively mediated the association between GMFM and child's ADL skills. GMFM was positively associated with CSA. CONCLUSION Motor impairment has a substantial impact on child's level of functioning. However, child's functioning is a complex construct that is also affected by her or his sense of autonomy. Therefore, sense of autonomy can serve as a potential point of intervention to improve functioning among children with CP.
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Affiliation(s)
- Dina Elad
- The Edmond and Lily Safra Children's Hospital, The Chaim Sheba Medical Center, Ramat Gan, Israel
| | - Sharon Barak
- The Edmond and Lily Safra Children's Hospital, The Chaim Sheba Medical Center, Ramat Gan, Israel; Kaye Academic College of Education, Ber-Sheva, Ramat Gan, Israel.
| | - Tamar Silberg
- The Edmond and Lily Safra Children's Hospital, The Chaim Sheba Medical Center, Ramat Gan, Israel; The Department of Psychology, Bar Ilan University, Ramat Gan, Israel
| | - Amichai Brezner
- The Edmond and Lily Safra Children's Hospital, The Chaim Sheba Medical Center, Ramat Gan, Israel
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Dégeilh F, Bernier A, Leblanc É, Daneault V, Beauchamp MH. Quality of maternal behaviour during infancy predicts functional connectivity between default mode network and salience network 9 years later. Dev Cogn Neurosci 2018; 34:53-62. [PMID: 30056292 PMCID: PMC6969303 DOI: 10.1016/j.dcn.2018.06.003] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2017] [Revised: 04/30/2018] [Accepted: 06/27/2018] [Indexed: 01/05/2023] Open
Abstract
The relation between parenting and children’s brain networks connectivity was examined. Higher-quality maternal behaviour during infancy predicted child DMN-SN connectivity. Maternal behaviour may affect brain maturation via experience-dependent processes. Experiences provided by positive maternal behaviour may promote DMN-SN connectivity.
Infants’ experiences are considered to determine to a large degree the strength and effectiveness of neural connections and fine tune the development of brain networks. As one of the most pervasive and potent relational experiences of infancy, parent-child relationships appear to be prime candidates to account for experience-driven differences in children’s brain development. Yet, studies linking parenting and functional connectivity are surprisingly scarce, and restricted to the connectivity of limbic structures. Accordingly, this longitudinal study explored whether normative variation in the quality of early maternal behaviour predicts the functional connectivity of large-scale brain networks in late childhood. Maternal mind-mindedness and autonomy support were assessed with 28 children when they were 13 and 15 months old respectively. When children were 10 years of age, children underwent a resting-state functional MRI exam. Functional connectivity was assessed between key regions of the default mode network (DMN), salience network (SN), and frontal-parietal central executive network (CEN). Results revealed that higher mind-mindedness and autonomy support predicted stronger negative connectivity between DMN and SN regions. These findings are the first to provide preliminary evidence suggestive of a long-lasting impact of variation within the normative range of early maternal behaviour on functional connectivity between large-scale brain networks.
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Affiliation(s)
- Fanny Dégeilh
- Department of Psychology, University of Montreal, Quebec, Canada; Sainte-Justine Research Center, Montreal, Quebec, Canada
| | - Annie Bernier
- Department of Psychology, University of Montreal, Quebec, Canada.
| | - Élizabel Leblanc
- Department of Psychology, University of Montreal, Quebec, Canada
| | - Véronique Daneault
- Department of Psychology, University of Montreal, Quebec, Canada; Functional Neuroimaging Unit, Montreal Geriatric University Institute, Quebec, Canada; Center for Advanced Research in Sleep Medicine, Montreal Sacré-Cœur Hospital, Quebec, Canada
| | - Miriam H Beauchamp
- Department of Psychology, University of Montreal, Quebec, Canada; Sainte-Justine Research Center, Montreal, Quebec, Canada
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18
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Sparks LA, Trentacosta CJ, Owusu E, McLear C, Smith-Darden J. Family cumulative risk and at-risk kindergarteners' social competence: the mediating role of parent representations of the attachment relationship. Attach Hum Dev 2017; 20:406-422. [PMID: 29285992 DOI: 10.1080/14616734.2017.1414861] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Secure attachment relationships have been linked to social competence in at-risk children. In the current study, we examined the role of parent secure base scripts in predicting at-risk kindergarteners' social competence. Parent representations of secure attachment were hypothesized to mediate the relationship between lower family cumulative risk and children's social competence. Participants included 106 kindergarteners and their primary caregivers recruited from three urban charter schools serving low-income families as a part of a longitudinal study. Lower levels of cumulative risk predicted greater secure attachment representations in parents, and scores on the secure base script assessment predicted children's social competence. An indirect relationship between lower cumulative risk and kindergarteners' social competence via parent secure base script scores was also supported. Parent script-based representations of the attachment relationship appear to be an important link between lower levels of cumulative risk and low-income kindergarteners' social competence. Implications of these findings for future interventions are discussed.
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Affiliation(s)
- Lauren A Sparks
- a Department of Psychology , Wayne State University , Detroit , MI , USA
| | | | - Erika Owusu
- a Department of Psychology , Wayne State University , Detroit , MI , USA
| | - Caitlin McLear
- a Department of Psychology , Wayne State University , Detroit , MI , USA
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19
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Doiron KM, Stack DM. Coregulation and the Quality of the Relationship in Full-Term and Very Low-Birthweight Preterm Infant-Mother Dyads During Face-To-Face Interactions. INFANCY 2017. [DOI: 10.1111/infa.12187] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Kelly M. Doiron
- Department of Psychology; Concordia University and Centre for Research in Human Development
| | - Dale M. Stack
- Department of Psychology; Concordia University and Centre for Research in Human Development
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Harvey B, Matte-Gagné C, Stack DM, Serbin LA, Ledingham JE, Schwartzman AE. Risk and protective factors for autonomy-supportive and controlling parenting in high-risk families. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1016/j.appdev.2015.12.004] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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