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McCullen JR, Mirabile SP, Wuertz SM, Scott BG. Development and adaptation of the Emotion Regulation Skills Questionnaire for adolescents. J Adolesc 2024; 96:632-644. [PMID: 38143327 DOI: 10.1002/jad.12288] [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: 05/11/2023] [Revised: 12/07/2023] [Accepted: 12/09/2023] [Indexed: 12/26/2023]
Abstract
INTRODUCTION The ability to effectively regulate one's emotions is important for adolescent mental health. However, extant assessments of how adolescents regulate their emotions can be expanded upon in several ways, including incorporating more strategies (e.g., cultural and spiritual) and positive emotions, and being informed by adolescents and expert consultation during the development process. Thus, our study aimed to improve the construct validity of an emotion regulation measure by adapting and refining the Emotion Regulation Skills Questionnaire (ERSQ) into an adolescent self-report. METHODS We recruited 24 13-17-year-olds (12 males; 11 females; 1 gender fluid) via social media advertisement in the United States in 2020. We used an iterative qualitative approach in which we combined expert consultation, cognitive interviewing with adolescents, and top-down and bottom-up coding to review and provide feedback on the ERSQ. RESULTS Findings of thematic analysis showed that a need for clarity in wording and inclusion of strategy examples across all sections of the ERSQ was needed. Adolescents also identified the need to replace the Silly/Excited section with a more age-appropriate positive emotion section. CONCLUSION Findings indicate cognitive interviewing can be successfully completed in a virtual format when necessary, youth utilize a wider range of strategies to maintain or upregulate positive emotions than what is represented in current measures, and use of qualitative methods may have reduced construct underrepresentation and construct-irrelevant variance in the adapted ERSQ.
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Affiliation(s)
| | - Scott P Mirabile
- Department of Psychology, St. Mary's College of Maryland, St Mary's City, Maryland, USA
| | - Shelby M Wuertz
- Department of Psychology, Montana State University, Bozeman, Montana, USA
| | - Brandon G Scott
- Department of Psychology, Montana State University, Bozeman, Montana, USA
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Xu J, Wang H, Morrow KE, Xu Y, Gao MM, Hu Y, Suveg C, Han ZR. Respiratory sinus arrhythmia (RSA) dynamics matter for children's emotion regulation: RSA inertia and instability within a stress task. Child Dev 2024; 95:70-81. [PMID: 37467355 DOI: 10.1111/cdev.13976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2022] [Revised: 05/15/2023] [Accepted: 05/28/2023] [Indexed: 07/21/2023]
Abstract
The present study employed two key dynamic indicators (i.e., inertia and instability) to the psychophysiological research of child emotion regulation (ER) and examined whether respiratory sinus arrhythmia (RSA) dynamics were associated with child ER during a stress task. Eighty-nine Chinese school-age children (Mage = 8.77 years, SD = 1.80 years; 46.1% girls) and their primary caregivers participated in the study. After controlling for RSA static reactivity, multiple regression analyses indicated that lower RSA inertia was related to fewer in-task negative emotions rated by children and their caregivers, and higher RSA instability was associated with better child trait ER. This study introduces physiological indicators of the dynamic aspects of parasympathetic activity to the study of child ER.
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Affiliation(s)
- Jianjie Xu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Hui Wang
- Department of Psychology, Faculty of Arts and Sciences, Beijing Normal University at Zhuhai, Zhuhai, China
| | | | - Yang Xu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Mengyu Miranda Gao
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Yueqin Hu
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
| | - Cynthia Suveg
- Department of Psychology, University of Georgia, Athens, Georgia, USA
| | - Zhuo Rachel Han
- Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education, National Virtual Simulation Center for Experimental Psychology Education, Beijing Normal University, Beijing, China
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Ștefan CA, Dănilă I, Cristescu D. Assessing the effectiveness and the mechanisms of the Social-Emotional Prevention Program for Preschoolers: Findings from a universal school-based intervention. J Sch Psychol 2023; 98:206-223. [PMID: 37253580 DOI: 10.1016/j.jsp.2023.04.005] [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: 08/02/2022] [Revised: 01/24/2023] [Accepted: 04/20/2023] [Indexed: 06/01/2023]
Abstract
The Social-Emotional Prevention Program (SEP) encompasses a multifaceted approach (classroom curriculum, with teacher and parent training) intended to increase preschool children's social adjustment, as well as to reduce risk of emotional and behavioral problems. The present study's focus was on implementing the technology-assisted SEP version and was aimed at (a) investigating the program's effectiveness on children's social-emotional competencies and parental practices, as well as (b) testing the program's conceptual framework, with an emphasis on children's emotion regulation (ER) skills and parental emotion socialization practices as explanatory intervention mechanisms. A randomized-controlled trial (RCT) was conducted with five schools assigned to either the intervention or to a comparison condition (wait-list control). Structural equation models (SEM) and complier average causal effects (CACE) were conducted to evaluate SEP effectiveness on teacher- and parent-rated child outcomes (primary outcomes) and parenting behaviors (secondary outcomes). Findings from the present study indicated that (a) SEP fosters increased social-emotional competencies and increased use of adaptive ER strategies, with teacher and parent ratings converging to support these outcomes; (b) parental participation in the program increased the use of reappraisal and emotion coaching strategies; and (c) children's ER mediated the intervention's effect on social competence, whereas parental coaching and parental ER mediated SEP effects on children's ER. This study's findings suggest that the SEP may be an effective universal intervention for promoting preschoolers' social-emotional competence and may provide emerging evidence to support the program's hypothesized mechanisms of change.
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Affiliation(s)
- Catrinel A Ștefan
- Department of Psychology, Babeş-Bolyai University, 37 Republicii Street, Cluj-Napoca 400015, Romania.
| | - Ingrid Dănilă
- Department of Psychology, Babeş-Bolyai University, 37 Republicii Street, Cluj-Napoca 400015, Romania.
| | - Delia Cristescu
- Department of Psychology, Babeş-Bolyai University, 37 Republicii Street, Cluj-Napoca 400015, Romania; Department of Psychology, Ion Creangă State Pedagogical University, 1 Ion Creangă Street, Chișinău MD-2069, Republic of Moldova.
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Pereira AI, Santos C, Barros L, Roberto MS, Rato J, Prata A, Marques C. Patterns of Parental Reactions to Their Children's Negative Emotions: A Cluster Analysis with a Clinical Sample. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19116844. [PMID: 35682427 PMCID: PMC9180051 DOI: 10.3390/ijerph19116844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 05/28/2022] [Accepted: 06/01/2022] [Indexed: 12/07/2022]
Abstract
Parents’ emotion socialization practices are an important source of influence in the development of children’s emotional competencies This study examined parental reactions to child negative emotions in a clinical sample using a cluster analysis approach and explored the associations between clusters of parents’ reactions and children’s and parents’ adjustment. The sample comprised 80 parents of Portuguese children (aged 3–13 years) attending a child and adolescent psychiatry unit. Measures to assess parental reactions to children’s negative emotions, parents’ psychopathological symptoms, parents’ emotion dysregulation, and children’s adjustment were administered to parents. Model-based cluster analysis resulted in three clusters: low unsupportive, high supportive, and inconsistent reactions clusters. These clusters differed significantly in terms of parents’ psychopathological symptoms, emotion dysregulation, and children’s adjustment. A pattern characterized by high supportive reactions to the child’s emotions was associated with higher levels of children’s adjustment. On the other hand, an inconsistent reactions pattern was associated with the worst indicators of children’s adjustment and parental emotion dysregulation. These results suggest the importance of supporting parents of children with emotional and behavioural problems so that they can be more responsive to their children’s emotional manifestations.
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Affiliation(s)
- Ana Isabel Pereira
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal; (L.B.); (M.S.R.)
- Correspondence:
| | - Catarina Santos
- Hospital D. Estefânia, Centro Hospitalar Lisboa Central, 1169-045 Lisboa, Portugal; (C.S.); (A.P.); (C.M.)
| | - Luísa Barros
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal; (L.B.); (M.S.R.)
| | - Magda Sofia Roberto
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal; (L.B.); (M.S.R.)
| | - Joana Rato
- Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal;
| | - Ana Prata
- Hospital D. Estefânia, Centro Hospitalar Lisboa Central, 1169-045 Lisboa, Portugal; (C.S.); (A.P.); (C.M.)
| | - Cristina Marques
- Hospital D. Estefânia, Centro Hospitalar Lisboa Central, 1169-045 Lisboa, Portugal; (C.S.); (A.P.); (C.M.)
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Armour JA, Joussemet M, Mageau GA, Varin R. Perceived Parenting and Borderline Personality Features during Adolescence. Child Psychiatry Hum Dev 2022:10.1007/s10578-021-01295-3. [PMID: 35013846 DOI: 10.1007/s10578-021-01295-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/28/2021] [Indexed: 11/27/2022]
Abstract
This study investigates the associations between perceived parenting and borderline personality disorder (BPD) in adolescents. The relations between components of parenting and BPD features were explored. Participants (N = 270; mean age = 15.3) assessed their own BPD features (Personality Assessment Inventory) and both of their parents' parenting practices (Parents as Social Context Questionnaire; Perceived Parental Autonomy Support Scale). SEM results suggest that controlling, rejecting and chaotic parenting all predicted global BPD, and all these parenting components were significantly associated with at least one BPD feature. Chaotic parenting, a relatively neglected construct in the BPD literature, seems to play an important role in early BPD.
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Affiliation(s)
- Jessie-Ann Armour
- Department of Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Mireille Joussemet
- Department of Psychology, Université de Montréal, Montréal, Québec, Canada.
| | - Geneviève A Mageau
- Department of Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Rose Varin
- Department of Psychology, Université de Montréal, Montréal, Québec, Canada
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Stefan CA, Negrean D. Parent‐ and teacher‐rated emotion regulation strategies in relation to preschoolers’ attachment representations: A longitudinal perspective. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12542] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
| | - Diana Negrean
- Department of Psychology Babeş‐Bolyai University Cluj‐Napoca Romania
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Teacher-Derived Emotional Socialization Predicts the Development of Emotion Regulation and Knowledge in Preschool Children. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-021-09635-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Infant’s Negative Emotionality as a Potential Moderator Between Teacher’s Emotion-Related Socialization Behaviors and Infant’s Emotional Intelligence. ADONGHAKOEJI 2021. [DOI: 10.5723/kjcs.2021.42.2.159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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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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Hipson WE, Coplan RJ, Séguin DG. Active emotion regulation mediates links between shyness and social adjustment in preschool. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12372] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Will E. Hipson
- Department of Psychology Carleton University Ottawa Ontario Canada
| | - Robert J. Coplan
- Department of Psychology Carleton University Ottawa Ontario Canada
| | - Daniel G. Séguin
- Department of Psychology Mount Saint Vincent University Halifax Nova Scotia Canada
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11
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Shadur JM, Hussong AM. Conceptualization and Measurement of Parent Emotion Socialization among Mothers in Substance Abuse Treatment. JOURNAL OF CHILD AND FAMILY STUDIES 2019; 28:325-342. [PMID: 33456295 PMCID: PMC7810341 DOI: 10.1007/s10826-018-1269-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The current study examined emotion socialization behaviors within a clinical sample of substance-dependent mothers. Interviews were conducted with N=74 mothers in substance abuse treatment (outpatient and residential with or without opiate agonist medication). Each mother had a biological child between the ages of 3-8 years. We examined the factor structure of a widely-used emotion socialization measure (Coping with Children's Negative Emotions Scale) and included a novel subscale to capture the level of consistency of maternal reactions to children's emotions as a unique and salient component of emotion socialization. We found that, overall, mothers reported engaging in "emotion-coaching" styles of socialization, involving more consistent and supportive than non-supportive reactions to children's negative emotions, consistent with general population studies. However, compared to community sample mothers, substance-dependent mothers reported significantly greater levels of both supportive and non-supportive reactions to children's negative emotions, perhaps reflecting over-involved emotion socialization behaviors. The context of maternal drug use negatively impacted how well mothers balanced these types of reactions, such that mothers engaged in significantly higher levels of non-supportive and inconsistent reactions during periods of problematic drug use compared to periods of sobriety. These findings underscore the need to consider contextual risk as a predictor of emotion socialization and suggest that emotion socialization behaviors vary both within and across such contexts. Implications of this work highlight the importance of examining consistency as a characteristic of emotion socialization in its own right, particularly within families impacted by parental drug use and related contexts of high risk.
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Affiliation(s)
- Julia M Shadur
- The University of Maryland at College Park, Department of Human Development and Quantitative Methodology, and the Department of Psychology, Center for Addictions, Personality, and Emotion Research, College Park, MD
| | - Andrea M Hussong
- The University of North Carolina at Chapel Hill, Department of Psychology, Chapel Hill, NC
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Mirabile SP, Oertwig D, Halberstadt AG. Parent emotion socialization and children's socioemotional adjustment: when is supportiveness no longer supportive? SOCIAL DEVELOPMENT 2016. [DOI: 10.1111/sode.12226] [Citation(s) in RCA: 44] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Scott P. Mirabile
- Department of Psychology; St. Mary's College of Maryland; St. Mary's City Maryland USA
| | - Dejah Oertwig
- Department of Psychology, North Carolina State University; Raleigh North Carolina USA
| | - Amy G. Halberstadt
- Department of Psychology, North Carolina State University; Raleigh North Carolina USA
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13
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Mirabile SP. Ignoring Children's Emotions: A novel ignoring subscale for the Coping with Children's Negative Emotions Scale. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2015. [DOI: 10.1080/17405629.2015.1037735] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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