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Elsayed NM, Luby JL, Barch DM. Contributions of socioeconomic status and cognition to emotion processes and internalizing psychopathology in childhood and adolescence: A systematic review. Neurosci Biobehav Rev 2023; 152:105303. [PMID: 37414378 DOI: 10.1016/j.neubiorev.2023.105303] [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: 12/19/2022] [Revised: 06/27/2023] [Accepted: 07/02/2023] [Indexed: 07/08/2023]
Abstract
This systematic review evaluated evidence from 25 manuscripts regarding three possible relationships of socioeconomic disadvantage (SESD) and cognition to emotion knowledge (EK), emotion regulation (ER), and internalizing psychopathology (IP) across development; a) independent contributions of disadvantage and cognition; b) cognition mediates relations of disadvantage; or c) cognition moderates' relations of disadvantage. Results support associations between SESD and cognition to emotion that differ by cognitive domain and developmental epoch. For EK, in early and middle childhood language and executive functions contribute to EK independent of SESD, and early childhood executive functions may interact with socioeconomic status (SES) to predict prospective EK. Regarding ER, language contributes to ER independent of SES across development and may mediate associations between SES and ER in adolescence. Regarding IP, SES, language, executive function, and general ability have independent contributions to IP across development; in adolescence executive function may mediate or moderate associations between SES and IP. Findings highlight the need for nuanced and developmentally sensitive research on the contributions of SESD and domains of cognition to emotion.
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Affiliation(s)
| | - Joan L Luby
- Washington University School of Medicine in St. Louis, MO, USA
| | - Deanna M Barch
- Washington University School of Medicine in St. Louis, MO, USA; Washington University in St. Louis, MO, USA
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2
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Yeunjoo K, Williams AI, Liu C, Zhou Q. Dynamic associations between emotion expressions and strategy use in Chinese American and Mexican American preschoolers. Emotion 2023; 23:460-472. [PMID: 35389732 PMCID: PMC9635258 DOI: 10.1037/emo0001100] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Previous studies of emotion regulation in young children commonly used between-person approaches, which limit our understanding of dynamic and temporal relations between emotion expressions and strategy use. Further, previous work has mainly focused on temperamental reactivity among White children, and it is unclear whether these findings can generalize to children of Asian and Latinx origins. In the current study, we examined the within-person temporal associations between emotion expressions and strategy use among 3- to 5-year-old children in low-income Chinese American (CA) and Mexican American (MA) families. Children's emotion expressions (positive and negative) and strategy use (gaze aversion, self-soothing, fidgeting, and language) during an unfair social interaction task were coded by 10-s epoch. Executive functions were examined as between-person level predictors of strategy use. Multilevel modeling was conducted to examine whether positive and negative emotion expressions at one epoch (t-1) predicted strategy use at the following epoch (t). The results indicate that positive emotion expressions predicted an increase in fidgeting at the next epoch (β = .34, p < .01). Executive functions were unrelated to strategy use. Cultural group differences were found: CA children displayed lower intensity of positive emotion and fewer strategy use compared with MA children. The present findings inform theories on the dynamics of emotion regulation in young children and have implications for interventions with underrepresented immigrant populations. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Green LM, Genaro BG, Ratcliff KA, Cole PM, Ram N. Investigating the developmental timing of self-regulation in early childhood. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2023; 47:101-110. [PMID: 36865026 PMCID: PMC9974174 DOI: 10.1177/01650254221111788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Self-regulation often refers to the executive influence of cognitive resources to alter prepotent responses. The ability to engage cognitive resources as a form of executive process emerges and improves in the preschool-age years while the dominance of prepotent responses, such as emotional reactions, begins to decline from toddlerhood onward. However, little direct empirical evidence addresses the timing of an age-related increase in executive processes and a decrease in age-related prepotent responses over the course of early childhood. To address this gap, we examined children's individual trajectories of change in prepotent responses and executive processes over time. At four age points (24 months, 36 months, 48 months, and 5 years), we observed children (46% female) during a procedure in which mothers were busy with work and told their children they had to wait to open a gift. Prepotent responses included children's interest in and desire for the gift and their anger about the wait. Executive processes included children's use of focused distraction, which is the strategy considered optimal for self-regulation in a waiting task. We examined individual differences in the timing of age-related changes in the proportion of time spent expressing a prepotent response and engaging executive processes using a series of nonlinear (generalized logistic) growth models. As hypothesized, the average proportion of time children expressed prepotent responses decreased with age, and the average proportion of time engaged in executive processes increased with age. Individual differences in the developmental timing of changes in prepotent responses and executive process were correlated r = .35 such that the timing of decrease in proportion of time expressing prepotent responses was coupled with the timing of increase in proportion of time engaging executive processes.
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Lorenzo NE, Bahrick LE, Bagner DM. Examining the trajectory of parent emotion talk in mothers of toddlers: A predominantly Latine sample. Infant Behav Dev 2023; 70:101801. [PMID: 36525798 PMCID: PMC9870950 DOI: 10.1016/j.infbeh.2022.101801] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 12/01/2022] [Accepted: 12/02/2022] [Indexed: 12/15/2022]
Abstract
Supportive parent emotion socialization has been associated with greater child emotion understanding and expression and lower levels of externalizing behavior problems, with limited understanding on parent emotion socialization in toddlerhood. The current study examined the developmental trajectory of emotion socialization via emotion talk in mothers of toddlers from a predominantly Latine sample. Participants were 101 mother-toddler dyads assessed over three time points from ages 12-25 months. Overall, maternal emotion talk remained relatively stable over time, although there was a significant decrease between the first and second assessments before returning to initial rates at the third assessment. Maternal emotion talk did not predict child externalizing behavior over time. Interestingly, however, greater toddler externalizing behavior problems was associated with an increase in maternal emotion talk over time. These findings suggest maternal emotion talk is relatively stable for parents of children who are low on externalizing behaviors and may fluctuate (i.e., slowly increase) for mothers of children who are high in externalizing behaviors. Understanding these mechanisms further could help inform how we implement and personalize parenting interventions.
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Affiliation(s)
- N E Lorenzo
- American University, 4400 Massachusetts Ave NW, Washington, DC 20016, United States.
| | - L E Bahrick
- Florida International University, 11200 SW 8th St. Miami, FL 33199, United States
| | - D M Bagner
- Florida International University, 11200 SW 8th St. Miami, FL 33199, United States
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Callaghan BL, Choy T, O'Sullivan K, Routhier E, Cabrera N, Goode V, Klein T, Tottenham N. Being the third wheel: Toddlers use bystander learning to acquire cue-specific valence knowledge. J Exp Child Psychol 2022; 219:105391. [PMID: 35276421 DOI: 10.1016/j.jecp.2022.105391] [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: 09/10/2021] [Revised: 01/24/2022] [Accepted: 01/24/2022] [Indexed: 11/30/2022]
Abstract
Observing others is an important means of gathering information by proxy regarding safety and danger, a form of learning that is available as early as infancy. In two experiments, we examined the specificity and retention of emotional eavesdropping (i.e., bystander learning) on cue-specific discriminant learning during toddlerhood. After witnessing one adult admonish another for playing with Toy A (with no admonishment for Toy B), toddlers learned to choose Toy B for themselves regardless of whether they were tested immediately or 2 weeks later (Experiment 1). However, if asked to make a toy choice for someone else (i.e., when toddlers' personal risk was lower), approximately half the toddlers instead selected Toy A (Experiment 2). However, such choices were accompanied by toddlers' social monitoring of the adults, suggesting that toddlers may have been attempting to safely gain (via surrogacy) more information about risk contingencies. These findings suggest that toddlers can learn to discriminate valence in a cue-specific manner through social observation.
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Affiliation(s)
- Bridget L Callaghan
- Department of Psychology, Columbia University, New York, NY 10027, USA; Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095, USA.
| | - Tricia Choy
- Department of Psychology, Columbia University, New York, NY 10027, USA
| | - Kaitlin O'Sullivan
- Department of Emergency Medicine, School of Medicine, Georgetown University, Washington, DC 20007, USA
| | - Emma Routhier
- Barnard Center for Toddler Development, Barnard College, Columbia University, New York, NY 10027, USA
| | - Nora Cabrera
- Barnard Center for Toddler Development, Barnard College, Columbia University, New York, NY 10027, USA
| | - Victoria Goode
- Barnard Center for Toddler Development, Barnard College, Columbia University, New York, NY 10027, USA
| | - Tovah Klein
- Barnard Center for Toddler Development, Barnard College, Columbia University, New York, NY 10027, USA
| | - Nim Tottenham
- Department of Psychology, Columbia University, New York, NY 10027, USA
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Bendezú JJ, Thai M, Wiglesworth A, Cullen KR, Klimes-Dougan B. Adolescent stress experience-expression-physiology correspondence: Links to depression, self-injurious thoughts and behaviors, and frontolimbic neural circuity. J Affect Disord 2022; 300:269-279. [PMID: 34954334 PMCID: PMC9062769 DOI: 10.1016/j.jad.2021.12.098] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Revised: 12/10/2021] [Accepted: 12/20/2021] [Indexed: 12/31/2022]
Abstract
BACKGROUND Dysregulated stress responsivity is implicated in adolescent risk for depression and self-injurious thoughts and behaviors (STBs). However, studies often examine levels of the stress response in isolation, precluding understanding of how coordinated disturbance across systems confers risk. The current study utilized a novel person-centered approach to identify stress correspondence profiles and linked them to depressive symptoms, STBs, and neural indices of self-regulatory capacity. METHOD Adolescents with and without a major depressive disorder diagnosis (N = 162, Mage = 16.54, SD = 1.96, 72.8% White, 66.5% female) completed the Trier Social Stress Test (TSST), questionnaires, and clinical interviews. Stress experience (self-report), expression (observed), and physiology (salivary cortisol) were assessed during the experimental protocol. Adolescents also underwent a magnetic resonance imaging scan. RESULTS Multitrajectory modeling revealed four profiles. High Experience-High Expression-Low Physiology (i.e., lower stress correspondence) adolescents were more likely to report depressive symptoms, lifetime nonsuicidal self-injury, and suicidal ideation relative to all other subgroups reflecting higher stress correspondence: Low Experience-Low Expression-Low Physiology, Moderate Experience-Moderate Expression-Moderate Physiology, High Experience-High Expression-High Physiology. High Experience-High Expression-Low Physiology adolescents also exhibited less positive amygdala-ventromedial prefrontal cortex resting state functional connectivity relative to Moderate Experience-Moderate Expression-Moderate Physiology. LIMITATIONS Data were cross-sectional, precluding inference about our profiles as etiological risk factors or mechanisms of risk. CONCLUSIONS Findings illustrate meaningful heterogeneity in adolescent stress correspondence with implications for multimodal, multilevel assessment and outcome monitoring in depression prevention and intervention efforts.
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Affiliation(s)
- Jason José Bendezú
- The Institute of Child Development, University of Minnesota, Minneapolis, MN 55455, United States; Department of Psychology, University of Minnesota, Minneapolis, MN 55455, United States.
| | - Michelle Thai
- Department of Psychology, University of Minnesota, Minneapolis, MN 55455, United States
| | - Andrea Wiglesworth
- Department of Psychology, University of Minnesota, Minneapolis, MN 55455, United States
| | - Kathryn R Cullen
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis, MN 55455, United States
| | - Bonnie Klimes-Dougan
- Department of Psychology, University of Minnesota, Minneapolis, MN 55455, United States
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Byrd AL, Lee AH, Frigoletto OA, Zalewski M, Stepp SD. Applying new RDoC dimensions to the development of emotion regulation: Examining the influence of maternal emotion regulation on within-individual change in child emotion regulation. Dev Psychopathol 2021; 33:1821-1836. [PMID: 36060231 PMCID: PMC9438406 DOI: 10.1017/s0954579421000948] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
While the Research Domain Criteria (RDoC) acknowledges that environmental and developmental influences represent important elements of the RDoC framework, there is little specificity regarding how and when to systematically examine the impact of these dimensions on domains of function. The primary aims of this paper are to demonstrate the ways in which the RDoC can be expanded to include an explicit emphasis on 1) examining within-individual change in developmental processes over time and 2) evaluating the extent to which selective and measurable environmental influences drive meaningful change during key developmental periods. We provide data from an ongoing randomized control trial as a proof of concept to highlight how repeated assessments within an experimental intervention design affords the unique opportunity to test the impact of environmental influences on within-individual change. Using preliminary data from 77 mother-child dyads repeatedly assessed across 12 months during the preschool period, we demonstrate the influence of changes in maternal emotion regulation (ER) on within-individual growth in child ER and link that growth to fewer teacher-reported externalizing problems. In line with this Special Issue, findings are discussed within the context of expanding and clarifying the existing RDoC framework to explicitly incorporate environmental and developmental dimensions.
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Affiliation(s)
- Amy L Byrd
- University of Pittsburgh, Department of Psychiatry
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Rautakoski P, Ursin PA, Carter AS, Kaljonen A, Nylund A, Pihlaja P. Communication skills predict social-emotional competencies. JOURNAL OF COMMUNICATION DISORDERS 2021; 93:106138. [PMID: 34182379 DOI: 10.1016/j.jcomdis.2021.106138] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Revised: 05/26/2021] [Accepted: 06/01/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Studies have shown that many children with early language difficulties also have delays in social-emotional competencies as well as social-emotional and behavioral problems. It is unclear if these conditions are causally related, if they share a common underlying etiology, or if there are bidirectional effects. Studies investigating these associations have mostly involved children who are already using words to communicate, but it is important to know whether delays in preverbal communication and language development have any effects on these associations. The aim of the present study was to examine associations between preverbal communication and early verbal skills in infancy and subsequent social-emotional competencies and ensuing social-emotional and behavioral problems in early toddlerhood. The role of background factors known to influence early language development was also examined. METHODS The sample consisted of 395 children (51.6% boys) from the Finnish Steps Study cohort. Language was assessed at age 13 months (+ 1 month) with the MacArthur Communicative Development Inventory for Infants (CDI-I), and the social-emotional domain was assessed at age < 17 months with the Brief Infant-Toddler Social and Emotional Assessment (BITSEA). RESULTS Infants with lower preverbal gestural communication and receptive language skills had a higher risk of delays in social-emotional competencies in toddlerhood than children with better communication skills, but not of elevated social-emotional and behavioral problems. CONCLUSIONS The results indicate that lower early communication skills can predict delays in the development of social-emotional competencies, which has been found to be a risk factor for later development of social-emotional and behavioral problems. It is important to monitor early communication skills to provide guidance to parents in supporting early pragmatic communication and language development in infancy, if needed.
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Affiliation(s)
- Pirkko Rautakoski
- Department of Speech and Language Pathology, Abo Akademi University, Turku, Finland.
| | - Piia Af Ursin
- Department of Education, University of Turku, Turku, Finland.
| | - Alice S Carter
- Department of Psychology, University of Massachusetts Boston, Boston, USA.
| | - Anne Kaljonen
- Statistics of the STEPS study (Steps to the Healthy Development and Well-being of Children), University of Turku, Turku, Finland.
| | - Annette Nylund
- Department of Speech and Language Pathology, Abo Akademi University, Turku, Finland.
| | - Päivi Pihlaja
- Department of Education, University of Helsinki, Helsinki, Finland.
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Bierman KL, Heinrichs BS, Welsh JA, Nix RL. Reducing Adolescent Psychopathology in Socioeconomically Disadvantaged Children With a Preschool Intervention: A Randomized Controlled Trial. Am J Psychiatry 2021; 178:305-312. [PMID: 33297720 PMCID: PMC8016721 DOI: 10.1176/appi.ajp.2020.20030343] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
OBJECTIVE Living in poverty increases exposure to adversities that undermine healthy development, impeding growth in the social-emotional and language skills that support adaptive coping and promote mental health. Evidence-based programs have the potential to improve current preschool practice and strengthen these early skills, potentially reducing risk for later psychopathology. The authors tested the hypothesis that an enrichment program in preschool would be associated with reduced levels of psychopathology symptoms at the transition from middle to secondary school. METHODS The Head Start REDI (Research-Based, Developmentally Informed) intervention was used to enrich preschool classrooms serving children from low-income families with an evidence-based social-emotional learning (SEL) program and a coordinated interactive reading program. Centers were randomly assigned to the intervention or usual practice, and 356 4-year-olds (58% White, 25% Black, 17% Latino; 54% female) were followed into early adolescence. Hierarchical linear models were used to evaluate intervention effects on teacher-rated psychopathology symptoms using the Strengths and Difficulties Questionnaire in grade 7 (ages 12-13) and grade 9 (ages 14-15), 8-10 years after the end of the intervention. RESULTS Statistically significant intervention-related reductions were observed in conduct problems and emotional symptoms in the intervention group. In addition, the proportion of youths with clinically significant levels of conduct problems, emotional symptoms, and peer problems was reduced in the intervention group, with rates one-third of those in the control group. CONCLUSIONS The study findings indicate that enriching preschool programs serving at-risk children with a relatively inexpensive evidence-based SEL program with interactive reading substantially improved the later benefits for adolescent emotional and behavioral health. This kind of SEL enrichment represents an approach that can leverage public investments in preschool programs to enhance public health.
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Affiliation(s)
- Karen L Bierman
- Department of Psychology, College of the Liberal Arts (Bierman, Heinrichs), and Prevention Research Center, College of Health and Human Development, Pennsylvania State University, University Park (Welsh); Department of Human Development and Family Studies, School of Human Ecology, University of Wisconsin-Madison (Nix)
| | - Brenda S Heinrichs
- Department of Psychology, College of the Liberal Arts (Bierman, Heinrichs), and Prevention Research Center, College of Health and Human Development, Pennsylvania State University, University Park (Welsh); Department of Human Development and Family Studies, School of Human Ecology, University of Wisconsin-Madison (Nix)
| | - Janet A Welsh
- Department of Psychology, College of the Liberal Arts (Bierman, Heinrichs), and Prevention Research Center, College of Health and Human Development, Pennsylvania State University, University Park (Welsh); Department of Human Development and Family Studies, School of Human Ecology, University of Wisconsin-Madison (Nix)
| | - Robert L Nix
- Department of Psychology, College of the Liberal Arts (Bierman, Heinrichs), and Prevention Research Center, College of Health and Human Development, Pennsylvania State University, University Park (Welsh); Department of Human Development and Family Studies, School of Human Ecology, University of Wisconsin-Madison (Nix)
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Noroña-Zhou AN, Tung I. Developmental patterns of emotion regulation in toddlerhood: Examining predictors of change and long-term resilience. Infant Ment Health J 2021; 42:5-20. [PMID: 32583449 PMCID: PMC9844509 DOI: 10.1002/imhj.21877] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
Emotion regulation is critical for optimal functioning across a wide range of domains and may be even more important for individuals in high-risk environments. While evidence suggests that childhood is generally a period of emotion regulation growth and development, research is needed to examine factors that may contribute to deviations from a typical trajectory. In a prospective study of 1,905 children, latent class growth analysis (LCGA) was used to identify trajectory groups of emotion regulation across toddlerhood (age 14-36 months), examine predictors of those trajectory groups from child temperament, parenting behaviors, and environmental risk, and explore predictions of resilience in 5th grade from the identified groups. LGCA supported a three-class model, with a Stable Incline group, a Decline group, and a Catch-Up group. Child negative emotionality, positive and negative parenting, and environmental risk predicted group membership. These trajectory groups in toddlerhood were predictive of child resilient functioning in the 5th grade. Our findings highlight the importance of utilizing developmental models of emotion regulation and provide implications for prevention and early intervention services to enhance emotion regulation development in early childhood.
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Affiliation(s)
- Amanda N Noroña-Zhou
- Department of Psychiatry, University of Colorado Anschutz, Aurora, Colorado
- Department of Psychology, University of Denver, Denver, Colorado, USA
| | - Irene Tung
- Department of Psychiatry, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
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Lloyd-Esenkaya V, Forrest CL, Jordan A, Russell AJ, Clair MCS. What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2021; 6:23969415211005307. [PMID: 36381529 PMCID: PMC9620689 DOI: 10.1177/23969415211005307] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Background and aims Children with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern of social interaction profiles remain unclear. This qualitative study aimed to document the nature of social interactions between children with LDs and their peers, and to evaluate explanations for their social behaviour, as understood by parents and practitioners. Methods This study focused on children with LDs who spend school hours with other children with LDs. Three parent focus groups (n = 8) and three practitioner focus groups (n = 10) were conducted with parents of children aged 4-12 attending specialist language schools and practitioners working at these schools. This was a mixed clinical sample. All children of participating parents had LD as their primary area of need, which was the reason they required specialist schooling. Focus groups were conducted across two specialist schools in the UK between March and June 2018. Results An inductive reflective thematic analysis of the data identified three themes; social knowledge, coping strategies, and emotional competence. Parents and school staff reported that children with LDs experience difficulties managing peer interactions due to a combination of challenges including difficulties with understanding and regulating emotions, and difficulties understanding social situations. Some of the children with LDs were described as having developed strategies to cope with their challenges, for example imposing structure on their social interactions to manage uncertainty, which has implications for their social interactions with peers. Conclusions Children with LDs have difficulties understanding emotions, difficulties understanding their peer's intentions and difficulties resolving conflict situations independently according to their parents and practitioners working with these children. Participants proposed a novel explanation that social withdrawal may be used adaptively by children with LDs to process information. This study demonstrates the complexity of the relationship between Language Disorders and peer interaction profiles.Implications: Suggestions are offered regarding future research directions, such as investigating the specific contribution language skills make to children's emotion understanding, to better understand the reasons for peer interaction difficulties in children with Language Disorders.
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Affiliation(s)
| | - Claire L Forrest
- Department of Psychology and Human Development, UCL Institute of Education, London, UK
| | - Abbie Jordan
- Department of Psychology, University of Bath, Bath, UK
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Russell CG, Russell A. A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research. Obes Rev 2019; 20:725-749. [PMID: 30768750 DOI: 10.1111/obr.12838] [Citation(s) in RCA: 50] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Revised: 12/16/2018] [Accepted: 01/07/2019] [Indexed: 12/12/2022]
Abstract
Childhood obesity has reached alarming proportions in many countries. There is consensus that both biological (especially genetic) and environmental (including psychosocial) factors contribute to weight gain and obesity in childhood. Research has identified extensive risk or predictive factors for childhood obesity from both of these domains. There is less consensus about the developmental processes or pathways showing how these risk factors lead to overweigh/obesity (OW/OB) in childhood. We outline a biopsychosocial process model of the development of OW/OB in childhood. The model and associated scholarship from developmental theory and research guide an analysis of research on OW/OB in childhood. The model incorporates biological factors such as genetic predispositions or susceptibility genes, temperament, and homeostatic and allostatic processes with the psychosocial and behavioral factors of parenting, parental feeding practices, child appetitive traits, food liking, food intakes, and energy expenditure. There is an emphasis on bidirectional and transactional processes linking child biology and behavior with psychosocial processes and environment. Insights from developmental theory and research include implications for conceptualization, measurement, research design, and possible multiple pathways to OW/OB. Understanding the developmental processes and pathways involved in childhood OW/OB should contribute to more targeted prevention and intervention strategies in childhood.
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Affiliation(s)
- Catherine G Russell
- Faculty of Health, School of Exercise and Nutrition Sciences, Centre for Advanced Sensory Science, Deakin University, Burwood, Australia
| | - Alan Russell
- College of Education, Psychology and Social Work, Flinders University, Bedford Park, South Australia
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