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Edler K, Hoegler Dennis S, Wang L, Valentino K, Davies PT, Cummings EM. Family-level profiles of parental reactions to emotions: Longitudinal associations with multi-informant reports of adolescent internalizing and externalizing symptoms. Child Dev 2024. [PMID: 39133049 DOI: 10.1111/cdev.14154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/13/2024]
Abstract
Longitudinal study of associations between family-level emotion socialization and adolescent adjustment is limited. When American children (53.5% girls) were in second grade (N = 213; Mage = 7.98; data collected 2002-2003), mothers and fathers (79.8% of mothers and 74.2% of fathers were White) reported on their reactions to children's emotions; in seventh, eighth, and ninth grade (Mage = 13.03, 14.17, 15.29, respectively; data collected 2007-2010), adolescents, mothers, and fathers reported on adolescent internalizing and externalizing symptoms. Four family-level profiles of reactions were identified. Profile differences emerged, suggesting that the emotion dismissing profile was longitudinally associated with elevated adolescent internalizing and externalizing symptoms and that fathering may especially foster child adjustment for families in a divergence profile.
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Affiliation(s)
- Katherine Edler
- Department of Psychology, University of Notre Dame, Notre Dame, Indiana, USA
| | | | - Lijuan Wang
- Department of Psychology, University of Notre Dame, Notre Dame, Indiana, USA
| | - Kristin Valentino
- Department of Psychology, University of Notre Dame, Notre Dame, Indiana, USA
| | - Patrick T Davies
- Department of Psychology, University of Rochester, Rochester, New York, USA
| | - E Mark Cummings
- Department of Psychology, University of Notre Dame, Notre Dame, Indiana, USA
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2
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Reaume C, Thomassin K. Parental linguistic content and distancing predict beliefs about emotion and child emotion regulation. Cogn Emot 2024:1-10. [PMID: 38863205 DOI: 10.1080/02699931.2024.2362371] [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: 12/14/2023] [Accepted: 05/27/2024] [Indexed: 06/13/2024]
Abstract
ABSTRACTEmploying a constructionist framework of emotion, this study examines whether parental language during emotion belief discussions predicts parents' self-reported beliefs about emotion and child emotion regulation (ER). 102 parents of children ages 8 through 12 participated in focus groups about emotion beliefs, and nine months later, completed questionnaires on their emotion beliefs and child ER. Focus group content was analyzed for positive and negative emotion talk, cognitive process talk, and an established linguistic marker of psychological distancing. Parents' positive emotion talk and parental linguistic distancing when discussing their child's (but not their own) emotion experiences positively predicted beliefs about children's emotional capabilities. Finally, negative emotion talk negatively predicted parental beliefs about children's capacity to control their own emotions and the value of anger expression as well as child ER. Current findings contribute to our understanding of how parental communication patterns about emotions may influence emotion beliefs and child emotion development.
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Affiliation(s)
- Chelsea Reaume
- Department of Psychology, University of Guelph, Guelph, Canada
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King GL, Macdonald JA, Greenwood CJ, Kehoe C, Dunsmore JC, Havighurst SS, Youssef GJ, Berkowitz TS, Westrupp EM. Profiles of parents' emotion socialization within a multinational sample of parents. Front Psychol 2023; 14:1161418. [PMID: 37637929 PMCID: PMC10447894 DOI: 10.3389/fpsyg.2023.1161418] [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: 02/08/2023] [Accepted: 07/17/2023] [Indexed: 08/29/2023] Open
Abstract
Introduction Seminal emotion socialization theories classify parents according to two patterns of parent emotion socialization processes: 'emotion coaching' (i.e., parents validate and teach children about emotions) versus 'emotion dismissing' parenting (i.e., parents minimize and dismiss their children's emotions). However, empirical evidence supporting this binary distinction of parents remains limited. Our objective was to investigate whether parents can be differentiated by distinct patterns in their (1) beliefs about children's emotions, (2) emotion regulation, and (3) emotion-related parenting practices. Method Participants were parents of children aged 4-10 years from the Child and Parent Emotion Study (N = 869) (https://bmjopen.bmj.com/content/10/10/e038124). Parents completed self-reported measures of emotion socialization processes via an online survey, which took 20-30 min to complete. Data included in the current study were collected May-August 2019. We conducted a latent profile analysis of parents' emotion socialization (13 indicators). To assess reliability of the profiles, we examined stability of the profiles across (1) parents of children in early versus middle childhood, and (2) fathers versus mothers, via measurement invariance testing. Further, to assess for construct validity of the profiles, we examined concurrent associations between six criterion constructs and parents' emotion socialization profiles. Results A three-profile model emerged characterizing parents by: (1) emotion coaching; (2) emotion dismissing; (3) emotion disengaged. There was strong support for construct validity and reliability. Discussion Our study provides empirical support for distinct differentiated classifications of emotion coaching and emotion dismissing parenting, aligned with emotion socialization theories. We further extend on extant theory and suggest a third 'emotion disengaged' classification, describing parents with moderate levels of emotion dismissing parenting and low levels of emotion coaching parenting. It should be noted that the profiles were derived with self-report data, therefore, data may have been biased by contextual factors. Furthermore, the study sample consisted of Western families from affluent backgrounds. The field should focus efforts on conducting person-centered studies with more diverse samples in future.
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Affiliation(s)
| | - Jacqui A. Macdonald
- School of Psychology, Deakin University, Geelong, VIC, Australia
- Centre for Social and Early Emotional Development, Deakin University, Geelong, VIC, Australia
- Department of Pediatrics, The University of Melbourne, Melbourne, VIC, Australia
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
| | - Christopher J. Greenwood
- Centre for Social and Early Emotional Development, Deakin University, Geelong, VIC, Australia
- Department of Pediatrics, The University of Melbourne, Melbourne, VIC, Australia
- Murdoch Children’s Research Institute, Melbourne, VIC, Australia
| | - Christiane Kehoe
- Mindful, Department of Psychiatry, The University of Melbourne, Melbourne, VIC, Australia
| | - Julie C. Dunsmore
- Human Development and Family Sciences, Department of Psychological, Health, and Learning Sciences, University of Houston, Houston, TX, United States
| | - Sophie S. Havighurst
- Mindful, Department of Psychiatry, The University of Melbourne, Melbourne, VIC, Australia
| | - George J. Youssef
- School of Psychology, Deakin University, Geelong, VIC, Australia
- Department of Pediatrics, The University of Melbourne, Melbourne, VIC, Australia
| | | | - Elizabeth M. Westrupp
- School of Psychology, Deakin University, Geelong, VIC, Australia
- Centre for Social and Early Emotional Development, Deakin University, Geelong, VIC, Australia
- Judith Lumley Centre, La Trobe University, Melbourne, VIC, Australia
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Howe SL, Zimmer-Gembeck MJ. Maternal socialization profiles, child gender, and later child regulation and internalizing symptoms. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/04/2023]
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Zhang Y, Zhou M, Zhang X. What really matters? Comparing parents’ and adolescents’ perceptions of parental meta-emotion philosophy as predictors of adolescents’ positive mental health. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04346-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
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Abaied JL, Stanger SB, Cheaito A, Ramirez V. Latent profiles of parent socialization of coping in emerging adulthood. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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7
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Reaume C, Seddon JA, Colwell S, Sack L, Do Rosario S, Thomassin K. Racial-ethnic differences in positive emotion socialization: Links to child emotional lability. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Zhu D, Dunsmore JC. Family functioning and emotion socialization in Chinese two‐parent households: A person‐centered approach. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12605] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Danhua Zhu
- Department of Psychology Virginia Tech Blacksburg Virginia USA
| | - Julie C. Dunsmore
- Department of Psychological Health, & Learning Sciences University of Houston Houston Texas USA
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McKee LG, DiMarzio K, Parent J, Dale C, Acosta J, O'Leary J. Profiles of Emotion Socialization Across Development and Longitudinal Associations with Youth Psychopathology. Res Child Adolesc Psychopathol 2022; 50:193-210. [PMID: 34081230 DOI: 10.31234/osf.io/y9pr8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/20/2021] [Indexed: 05/20/2023]
Abstract
Although there is relative consensus in the literature regarding associations between certain emotion socialization (ES) strategies and youth behavioral health, there is very limited research from a person-centered perspective. To address this gap, the current study examined patterns of ES strategies in families and explored predictors and youth outcomes associated with those patterns. An economically-diverse sample of 229 predominately White mothers and fathers of youth aged 3-12 years was recruited online for a longitudinal study. Latent profile analysis was used to determine the optimal number of family clusters with similar ES profiles. Model fit supported a four-class model, which consisted of an Emotion Coaching profile, characterized by the lowest levels of putatively labeled unsupportive ES practices and the highest levels of putatively labeled supportive ES practices, a Moderate profile characterized by moderate levels of both unsupportive and supportive ES practices, a Limited Engagement profile characterized by low levels of both unsupportive and supportive ES practices, and an Emotion Dismissing profile characterized by the highest levels of unsupportive ES practices and the lowest levels of supportive ES practices. Cross-sectional and longitudinal differences were observed across the ES profiles with regard to demographic and parent emotional competence predictors and youth outcomes. The current study extends the literature on ES by providing evidence on how distinct ES profiles differentially predict youth behavioral health outcomes. Findings also underscore the importance of examining parent emotional competence as a catalyst for adaptive change in the family system.
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Affiliation(s)
- Laura G McKee
- Department of Psychology, Georgia State University, Atlanta, GA, USA.
| | - Karissa DiMarzio
- Center for Children and Families, Florida International University, Miami, FL, USA
| | - Justin Parent
- Center for Children and Families, Florida International University, Miami, FL, USA
| | - Chelsea Dale
- Center for Children and Families, Florida International University, Miami, FL, USA
| | - Juliana Acosta
- Center for Children and Families, Florida International University, Miami, FL, USA
| | - Jessica O'Leary
- Frances L. Hiatt School of Psychology, Clark University, Worcester, MA, USA
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McKee LG, DiMarzio K, Parent J, Dale C, Acosta J, O'Leary J. Profiles of Emotion Socialization Across Development and Longitudinal Associations with Youth Psychopathology. Res Child Adolesc Psychopathol 2022; 50:193-210. [PMID: 34081230 PMCID: PMC8639825 DOI: 10.1007/s10802-021-00829-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/20/2021] [Indexed: 02/03/2023]
Abstract
Although there is relative consensus in the literature regarding associations between certain emotion socialization (ES) strategies and youth behavioral health, there is very limited research from a person-centered perspective. To address this gap, the current study examined patterns of ES strategies in families and explored predictors and youth outcomes associated with those patterns. An economically-diverse sample of 229 predominately White mothers and fathers of youth aged 3-12 years was recruited online for a longitudinal study. Latent profile analysis was used to determine the optimal number of family clusters with similar ES profiles. Model fit supported a four-class model, which consisted of an Emotion Coaching profile, characterized by the lowest levels of putatively labeled unsupportive ES practices and the highest levels of putatively labeled supportive ES practices, a Moderate profile characterized by moderate levels of both unsupportive and supportive ES practices, a Limited Engagement profile characterized by low levels of both unsupportive and supportive ES practices, and an Emotion Dismissing profile characterized by the highest levels of unsupportive ES practices and the lowest levels of supportive ES practices. Cross-sectional and longitudinal differences were observed across the ES profiles with regard to demographic and parent emotional competence predictors and youth outcomes. The current study extends the literature on ES by providing evidence on how distinct ES profiles differentially predict youth behavioral health outcomes. Findings also underscore the importance of examining parent emotional competence as a catalyst for adaptive change in the family system.
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Affiliation(s)
- Laura G McKee
- Department of Psychology, Georgia State University, Atlanta, GA, USA.
| | - Karissa DiMarzio
- Center for Children and Families, Florida International University, Miami, FL, USA
| | - Justin Parent
- Center for Children and Families, Florida International University, Miami, FL, USA
| | - Chelsea Dale
- Center for Children and Families, Florida International University, Miami, FL, USA
| | - Juliana Acosta
- Center for Children and Families, Florida International University, Miami, FL, USA
| | - Jessica O'Leary
- Frances L. Hiatt School of Psychology, Clark University, Worcester, MA, USA
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Fernandes C, Santos AF, Fernandes M, Santos AJ, Bost K, Verissimo M. Caregivers' Perceived Emotional and Feeding Responsiveness toward Preschool Children: Associations and Paths of Influence. Nutrients 2021; 13:1334. [PMID: 33920602 PMCID: PMC8073367 DOI: 10.3390/nu13041334] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2021] [Revised: 04/10/2021] [Accepted: 04/16/2021] [Indexed: 11/23/2022] Open
Abstract
Although there is a large body of research connecting emotion to eating behaviors, little is known about the role of caregivers' responses to children's emotions in the context of child feeding. The purpose of this study was to analyze the relation between caregivers' emotional responsiveness and feeding responsiveness. The mothers of 137 children between 2 and 6 years of age reported on their responses to children's negative emotions using the Coping with Children's Negative Emotions Scale and on their feeding practices using the Comprehensive Feeding Practices Questionnaire. The results showed that mothers' supportive emotion responses (e.g., problem-focused, emotion-focused, and expressive encouragement reactions) tend to be positively associated with responsive feeding practices (e.g., encouraging, modelling, and teaching healthy food-related behaviors). Instead, mothers' unsupportive responses (e.g., distress, punitive and minimization reactions) tend to be positively associated with nonresponsive feeding practices (e.g., food as reward or to regulate emotions, and pressure to eat) and negatively associated with responsive feeding practices. Our results suggest that emotional and feeding responsiveness may be intertwined and that differences in parent's emotional responsiveness may translate into differences in their feeding styles, setting the stage for parents' use of positive vs. negative feeding practices.
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Affiliation(s)
- Carla Fernandes
- William James Center for Research, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal; (C.F.); (A.F.S.); (M.F.); (A.J.S.)
| | - Ana F. Santos
- William James Center for Research, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal; (C.F.); (A.F.S.); (M.F.); (A.J.S.)
| | - Marilia Fernandes
- William James Center for Research, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal; (C.F.); (A.F.S.); (M.F.); (A.J.S.)
| | - António J. Santos
- William James Center for Research, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal; (C.F.); (A.F.S.); (M.F.); (A.J.S.)
| | - Kelly Bost
- Human Development and Family Studies, University of Illinois, Champaign, IL 61801, USA;
| | - Manuela Verissimo
- William James Center for Research, ISPA-Instituto Universitário, 1149-041 Lisboa, Portugal; (C.F.); (A.F.S.); (M.F.); (A.J.S.)
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