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Halse M, Steinsbekk S, Bjørklund O, Hammar Å, Wichstrøm L. Emotions or cognitions first? Longitudinal relations between executive functions and emotion regulation in childhood. Child Dev 2024. [PMID: 38590290 DOI: 10.1111/cdev.14096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/10/2024]
Abstract
Executive functions and emotion regulation develop from early childhood to adolescence and are predictive of important psychosocial outcomes. However, despite the correlation between the two regulatory capacities, whether they are prospectively related in school-aged children remains unknown, and the direction of effects is uncertain. In this study, a sample drawn from two birth cohorts in Norway was biennially examined between the ages of 6 and 14 (n = 852, 50.1% girls, 93% Norwegian). Parents completed the Emotion Regulation Checklist, and teachers completed the Behavior Rating Inventory of Executive Function. A random intercept cross-lagged panel model revealed that improved emotion regulation predicted increased executive functioning to the same extent throughout development, whereas enhanced executive functioning was unrelated to future changes in emotion regulation.
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Affiliation(s)
- Marte Halse
- Norwegian University of Science and Technology, Trondheim, Norway
| | - Silje Steinsbekk
- Norwegian University of Science and Technology, Trondheim, Norway
| | - Oda Bjørklund
- Norwegian University of Science and Technology, Trondheim, Norway
| | | | - Lars Wichstrøm
- Norwegian University of Science and Technology, Trondheim, Norway
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2
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Ansar N, Nissen Lie HA, Stiegler JR. The effects of emotion-focused skills training on parental mental health, emotion regulation and self-efficacy: Mediating processes between parents and children. Psychother Res 2024; 34:518-537. [PMID: 37311111 DOI: 10.1080/10503307.2023.2218539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Revised: 05/12/2023] [Accepted: 05/22/2023] [Indexed: 06/15/2023] Open
Abstract
Objective: Emotion-Focused Skills Training (EFST) is a short-term parental intervention based on humanistic principles. While studies have demonstrated the efficacy of EFST in alleviating child mental health symptoms, the mechanisms by which this happens is less clear. The present study investigated whether program participation led to improvements in the parents' own mental health, emotion regulation, and self-efficacy, and compared two versions of EFST: one experiential involving evocative techniques, and one psychoeducational involving didactic teaching of skills. Further, this study investigated whether improvements in parent outcomes mediated the effects on children's mental health. All parents received 2-days group training and 6 h of individual supervision. Methods: 313 parents (Mage = 40.5, 75.1% mothers) of 236 children (ages 6-13, 60.6% boys) with mental health difficulties within the clinical range and their teachers (N = 113, 82% female) were included. Participants were assessed at baseline, post-intervention, and 4-, 8- and 12-months follow-up. Results: Multilevel analysis showed significant improvements over time on all parental outcomes with large effects (drange0.6-1.1, ps < .001), with fathers benefitting more in terms of emotion regulation and self-efficacy (ps < .05). Significant differences were found between conditions on parental mental health and self-efficacy (all p's > .05). Cross-lagged panel models showed indirect effects of child symptoms at post-intervention on all parental outcomes at 12-months follow-up (βrange0.30-0.59, ps < .05). Bidirectional associations were observed between children's mental health symptoms and parental self-efficacy (βrange0.13-0.30, ps < .05). Conclusion: This study provides support for the effect of EFST on parent outcomes and the reciprocal relationship between the mental health of children's and their parents.Trial registration: ClinicalTrials.gov identifier: NCT03807336.
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Affiliation(s)
- Nadia Ansar
- Department of Research and Development, Norwegian Institute of Emotion-Focused Therapy, Bergen, Norway
- Department of Psychology, University of Oslo, Oslo, Norway
| | | | - Jan Reidar Stiegler
- Department of Research and Development, Norwegian Institute of Emotion-Focused Therapy, Bergen, Norway
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3
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Lin SC, Kehoe C, Pozzi E, Liontos D, Whittle S. Research Review: Child emotion regulation mediates the association between family factors and internalizing symptoms in children and adolescents - a meta-analysis. J Child Psychol Psychiatry 2024; 65:260-274. [PMID: 37803878 DOI: 10.1111/jcpp.13894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/07/2023] [Indexed: 10/08/2023]
Abstract
BACKGROUND Parental influence on children's internalizing symptoms has been well established; however, little is known about the underlying mechanisms. One possible mechanism is child emotion regulation given evidence (a) of its associations with internalizing symptoms and (b) that the development of emotion regulation during childhood and adolescence is influenced by aspects of the family environment. This meta-analysis aimed to systematically investigate the mediating role of child emotion regulation in the relationship between various family factors and internalizing symptoms in children and adolescents. METHODS We searched Medline, Embase, PsychInfo, and Web of Science for English articles up until November 2022. We included studies that examined child emotion regulation as a mediator between a family factor and child/adolescent internalizing symptoms. Random-effects models were used to calculate pooled indirect effects and total effects for nine family factors. Heterogeneity and mediation ratio were also calculated. RESULTS Of 49 studies with 24,524 participants in this meta-analysis, family factors for which emotion regulation mediated the association with child/adolescent internalizing symptoms included: unsupportive emotion socialization, psychological control, secure attachment, aversiveness, family conflict, parent emotion regulation and parent psychopathology, but not supportive emotion socialization and behavioral control. CONCLUSIONS Various family factors impact children's emotion regulation development, and in turn, contribute to the risk of internalizing symptoms in young people. Findings from this study highlight the need for interventions targeting modifiable parenting behaviors to promote healthy emotion regulation and better mental health in children and adolescents.
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Affiliation(s)
- Sylvia Chu Lin
- Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Vic., Australia
| | - Christiane Kehoe
- Mindful, Centre for Training and Research in Developmental Health, The University of Melbourne, Melbourne, Vic., Australia
| | - Elena Pozzi
- Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Vic., Australia
| | - Daniel Liontos
- Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Vic., Australia
| | - Sarah Whittle
- Melbourne Neuropsychiatry Centre, The University of Melbourne, Melbourne, Vic., Australia
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4
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Burkhardt SCA, Röösli P, Müller X. The Tuning in to Kids parenting program delivered online improves emotion socialization and child behavior in a first randomized controlled trial. Sci Rep 2024; 14:4979. [PMID: 38424200 PMCID: PMC10904363 DOI: 10.1038/s41598-024-55689-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Accepted: 02/26/2024] [Indexed: 03/02/2024] Open
Abstract
Emotion-focused parenting interventions have only rarely been evaluated systematically in Europe. This study investigates the effectiveness of "Tuning in to Kids" (TIK) from Australia delivered online in a randomized controlled trial. TIK is a six-week emotion-focused group parenting program that has shown to improve many aspects of parent emotion socialization as well as child problem behavior in several different countries across cultures. Parents (N = 141) of children between 3 and 6 years of age were included in the study and randomly assigned to an intervention and wait-list control group. The intervention was delivered online due to the worldwide COVID-19 pandemic in spring 2021 (intervention group) and one year later (control group) in Switzerland. Parents' beliefs about emotions, their reported reactions to the child's negative emotions, family emotional climate, and child behavior (internalizing and externalizing) improved after the intervention and stayed better until the 6 months follow-up in the intervention group, but not in the wait-list controls. Adherence to the program was very high. This study shows that parent emotion socialization practice is changeable with small effects even on child behavior and even after online delivery. This possibly makes Tuning in to Kids a promising emotion-focused parenting intervention when delivered online as an interactive group webinar.
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Affiliation(s)
- Susan C A Burkhardt
- Institute for Educational Support for Behavior, Social-Emotional, and Psychomotor Development, University of Teacher Education in Special Needs, Zurich, Switzerland.
| | - Patrizia Röösli
- Institute for Educational Support for Behavior, Social-Emotional, and Psychomotor Development, University of Teacher Education in Special Needs, Zurich, Switzerland
| | - Xenia Müller
- Institute for Educational Support for Behavior, Social-Emotional, and Psychomotor Development, University of Teacher Education in Special Needs, Zurich, Switzerland
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Faur S, Valdes O, Vitaro F, Brendgen M, Boivin M, Laursen B. Reconsidering the failure model: Using a genetically controlled design to assess the spread of problems from reactive aggression to internalizing symptoms through peer rejection across the primary school years. Child Dev 2024; 95:261-275. [PMID: 37584073 PMCID: PMC10841186 DOI: 10.1111/cdev.13994] [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: 08/16/2022] [Revised: 05/21/2023] [Accepted: 06/15/2023] [Indexed: 08/17/2023]
Abstract
According to the failure model (Patterson & Capaldi, 1990), peer rejection is the intermediary link between problem behaviors and internalizing symptoms. The present study tested the model with 464 monozygotic and same-sex dizygotic twin pairs (234 female, 230 male dyads). Teacher-reported reactive aggression and internalizing symptoms, and peer-reported peer rejection were collected at ages 6, 7, and 10 (from 2001 to 2008). Support for the failure model emerged in conventional non-genetically controlled analyses, but not twin-difference score analyses (which remove shared environmental and genetic contributions). Univariate biometric models attributed minimal variance in failure model variables to shared environmental factors, suggesting that genetic factors play an important unacknowledged role in developmental pathways historically ascribed to nonshared experiences in the failure model.
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Affiliation(s)
- Sharon Faur
- Florida Atlantic University, Fort Lauderdale, Florida, USA
| | - Olivia Valdes
- Florida Atlantic University, Fort Lauderdale, Florida, USA
| | - Frank Vitaro
- University of Montreal, Montreal, Quebec, Canada
| | - Mara Brendgen
- University of Quebec at Montreal, Montreal, Quebec, Canada
| | | | - Brett Laursen
- Florida Atlantic University, Fort Lauderdale, Florida, USA
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6
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Lamoreau R, Obus E, Koren-Karie N, Gray SAO. The Protective Effects of Parent-Child Emotion Dialogues for Preschoolers Exposed to Intimate Partner Violence. Attach Hum Dev 2023; 25:613-639. [PMID: 37962391 PMCID: PMC10841411 DOI: 10.1080/14616734.2023.2272268] [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: 12/22/2022] [Accepted: 10/14/2023] [Indexed: 11/15/2023]
Abstract
Exposure to intimate partner violence (IPV) during early childhood is associated with self-regulation difficulties. Caregivers can facilitate children's self-regulation through emotion-focused conversations about past experiences, buffering downstream effects. However, caregivers experiencing violence may avoid distressing emotions activated by such conversations. This paper explores two different models of relational stress responses, one involving indirect effects (i.e. spillover effects) and the other moderation (i.e. buffering effects). Mothers (n = 117), oversampled for violence exposure, self-reported on IPV and participated in an emotional reminiscing task with children (aged 3-5 years); narratives were coded for maternal sensitive guidance. Maternal sensitive guidance was related to children's self-regulation. Sensitive guidance did not have indirect effects in the association between IPV exposure and children's self-regulation, but did buffer the association between physical IPV and self-regulation; this pattern did not hold for psychological IPV. Results suggest sensitive guidance during reminiscing may promote self-regulation in contexts of high IPV.
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Affiliation(s)
- Renee Lamoreau
- Department of Psychology, Tulane University School of Science and Engineering, New Orleans, Louisiana, USA
| | - Elsa Obus
- Department of Psychology, Tulane University School of Science and Engineering, New Orleans, Louisiana, USA
| | - Nina Koren-Karie
- Faculty of Social Welfare & Health Sciences, University of Haifa, Haifa, Israel
| | - Sarah A O Gray
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut, USA
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7
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Ding R, Wang S, Liu J, He W, Pan J. Maternal supportive responses to adolescents' negative emotions serve as protective factors for adolescents' hostile attribution bias longitudinally. FAMILY PROCESS 2023. [PMID: 37915232 DOI: 10.1111/famp.12946] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 02/09/2023] [Accepted: 10/03/2023] [Indexed: 11/03/2023]
Abstract
Existing literature has documented that parenting links to children's hostile attribution biases (HAB). However, little is known about the role played by parental emotion socialization in children's HAB. To address this research gap, the present study investigated the role of parental responses to children's negative emotions (PRCNE) in predicting adolescents' HAB using a longitudinal study. Adolescents (N = 203; Mage = 13.61 years old at Time 1), who were recruited from a city in mainland China, reported on their mothers' PRCNE and their own HAB at two waves over a year. The results showed that mothers' supportive responses (composed of emotion-focused responses and problem-focused responses) significantly predicted adolescents' reduced HAB over time; however, PRCNE including expressive encouragement, minimization, and nonsupportive responses (composed of punitive responses and parental distress) had no significant relation with adolescents' HAB. These findings add to the existing literature investigating antecedents to adolescents' social information processing deficits and biases.
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Affiliation(s)
- Ruyi Ding
- Department of Psychology, Sun Yat-Sen University, Guangzhou, China
| | - Shuangshuang Wang
- School of Public Administration, Southwest Jiaotong University, Chengdu, China
| | - Jin Liu
- Department of Educational and Developmental Science, College of Education, University of South Carolina, Columbia, South Carolina, USA
| | - Wei He
- School of Sport Management and Recreation, Guangzhou Sport University, Guangzhou, China
| | - Junhao Pan
- Department of Psychology, Sun Yat-Sen University, Guangzhou, China
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Bujor L, Turliuc MN. Do Emotion Regulation Strategies Mediate the Relationship of Parental Emotion Socialization with Adolescent and Emerging Adult Psychological Distress? Healthcare (Basel) 2023; 11:2620. [PMID: 37830657 PMCID: PMC10572692 DOI: 10.3390/healthcare11192620] [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: 08/04/2023] [Revised: 09/05/2023] [Accepted: 09/18/2023] [Indexed: 10/14/2023] Open
Abstract
A child's ability to cope with stress is shaped by experiences in a parent-child relationship. In this study, the direct effect of a parent's response to anger and happiness in childhood on adolescents' and emerging adults' psychological distress and the indirect effect through the mediating role of emotion regulation strategies-specifically, cognitive reappraisal and emotional suppression-were measured. To achieve our research aim, we tested four parallel mediation models using the bootstrapping method. A group of 497 participants aged between 14 and 35 years (M = 18.62; SD = 3.32), 66% female (n = 332) and 34% male (n = 165), completed a questionnaire comprising self-reporting measures. The results indicate direct effects between emotion socialization and distress for seven independent variables. The mother's and father's positive responses to anger and happiness are significant negative predictors of distress; the negative responses of both parents to happiness, and the mother's negative response to anger-but not the father's-are significant positive predictors of distress. The findings also provide support for the mediating role of expressive suppression and cognitive reappraisal for the mother's positive response to both anger and happiness, as well as for the mother's negative response to the child's expression of happiness. None of the father's responses-positive or negative, in relation to anger or happiness-are mediated by emotion regulation strategies in relation to distress. Our findings have practical implication for a preventative intervention program focused on the psychological growth of adolescents by adaptative emotional responses.
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Affiliation(s)
- Liliana Bujor
- Faculty of Sciences of Education, Ştefan cel Mare University of Suceava, 720229 Suceava, Romania
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9
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Zahl-Olsen R, Severinsen L, Stiegler JR, Fernee CR, Simhan I, Rekdal SS, Bertelsen TB. Effects of emotionally oriented parental interventions: a systematic review and meta-analysis. Front Psychol 2023; 14:1159892. [PMID: 37519350 PMCID: PMC10374204 DOI: 10.3389/fpsyg.2023.1159892] [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: 02/06/2023] [Accepted: 06/26/2023] [Indexed: 08/01/2023] Open
Abstract
Objective This systematic review and meta-analysis investigates the effects of emotionally oriented parental interventions. Background Several emotionally oriented parental interventions have been developed during the last decade. Some of these have gained popularity and spread across several continents. The literature is growing and consists of qualitative studies; intervention only, quasi-experimental, case-control studies; and randomized controlled trials. They indicate effects for parents and children. However, no systematic review or meta-analysis has, to our knowledge, summarized the results. Method Using several search engines, we located 8,272 studies. After abstract and full-text screening, 33 studies were assessed for bias and included in the study. Outcomes for parents and children were extracted and combined into three constructs for parents and two for children. Meta-analyses were conducted for each construct to estimate the effect of the interventions using a robust Bayes meta-analysis. Results The results indicate the presence of a small to medium effect on parents' mental health, behavior, and use of emotionally oriented parenting, as well as on children's internalizing and externalizing difficulties. Most participants were recruited from the general population, and clinical settings were rare. The results show little evidence of publication bias. Conclusion There is evidence of a small to medium effect of emotionally oriented interventions on parents and children. Systematic review registration https://osf.io/un3q4/.
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Affiliation(s)
- Rune Zahl-Olsen
- Department of Child and Adolescent Mental Health, Sorlandet Hospital, Kristiansand, Norway
| | - Linda Severinsen
- Department of Child and Adolescent Mental Health, Sorlandet Hospital, Kristiansand, Norway
- Department of Psychology, University of Oslo, Oslo, Norway
| | | | - Carina Ribe Fernee
- Department of Child and Adolescent Mental Health, Sorlandet Hospital, Kristiansand, Norway
- Department of Sport Science and Physical Education, University of Agder, Kristiansand, Norway
| | - Indra Simhan
- Department of Child and Adolescent Mental Health, Sorlandet Hospital, Kristiansand, Norway
| | - Sondre Sverd Rekdal
- Department of Child and Adolescent Mental Health, Sorlandet Hospital, Kristiansand, Norway
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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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11
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Doyle FL, Morawska A, Higgins DJ, Havighurst SS, Mazzucchelli TG, Toumbourou JW, Middeldorp CM, Chainey C, Cobham VE, Harnett P, Sanders MR. Policies are Needed to Increase the Reach and Impact of Evidence-Based Parenting Supports: A Call for a Population-Based Approach to Supporting Parents, Children, and Families. Child Psychiatry Hum Dev 2023; 54:891-904. [PMID: 34989941 PMCID: PMC8733919 DOI: 10.1007/s10578-021-01309-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/14/2021] [Indexed: 01/23/2023]
Abstract
Parents can be essential change-agents in their children's lives. To support parents in their parenting role, a range of programs have been developed and evaluated. In this paper, we provide an overview of the evidence for the effectiveness of parenting interventions for parents and children across a range of outcomes, including child and adolescent mental and physical health, child and adolescent competencies and academic outcomes, parental skills and competencies, parental wellbeing and mental health, and prevention of child maltreatment and family violence. Although there is extensive research showing the effectiveness of evidence-based parenting programs, these are not yet widely available at a population level and many parents are unable to access support. We outline how to achieve increased reach of evidence-based parenting supports, highlighting the policy imperative to adequately support the use of these supports as a way to address high priority mental health, physical health, and social problems.
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Affiliation(s)
- Frances L. Doyle
- School of Psychology, Faculty of Science, The University of Sydney, Sydney, NSW Australia
- School of Psychology, The MARCS Institute for Brain Behaviour and Development, Transforming Early Education and Child Health (TeEACH) Research Centre, Translational Health Research Institute, Western Sydney University, Sydney, NSW Australia
| | - Alina Morawska
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD Australia
| | - Daryl J. Higgins
- Institute of Child Protection Studies, Australian Catholic University, Melbourne, VIC, Australia
| | - Sophie S. Havighurst
- Mindful: Centre for Training and Research in Developmental Health, The University of Melbourne, Melbourne, VIC, Australia
| | - Trevor G. Mazzucchelli
- School of Psychology, Curtin University, Perth, WA Australia
- School of Psychology, The University of Queensland, Brisbane, QLD Australia
| | - John W. Toumbourou
- Centre for Social and Early Emotional Development, Deakin University, Geelong, VIC, Australia
| | - Christel M. Middeldorp
- Child Health Research Centre, The University of Queensland, Brisbane, QLD Australia
- Child and Youth Mental Health Service, Children’s Health Queensland Hospital and Health Service, Brisbane, QLD Australia
| | - Carys Chainey
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD Australia
| | - Vanessa E. Cobham
- School of Psychology, The University of Queensland, Brisbane, QLD Australia
- Child and Youth Mental Health Service, Children’s Health Queensland Hospital and Health Service, Brisbane, QLD Australia
| | - Paul Harnett
- School of Criminology and Criminal Justice, Griffith University, Brisbane, QLD, Australia
| | - Matthew R. Sanders
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD Australia
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12
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England-Mason G, Andrews K, Atkinson L, Gonzalez A. Emotion socialization parenting interventions targeting emotional competence in young children: A systematic review and meta-analysis of randomized controlled trials. Clin Psychol Rev 2023; 100:102252. [PMID: 36706555 DOI: 10.1016/j.cpr.2023.102252] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 01/22/2023]
Abstract
BACKGROUND Although emotion socialization parenting interventions are supported by a growing body of literature, their effects have yet to be systematically examined. The present systematic review and meta-analysis assesses the evidence for emotion socialization parenting interventions for parents of young children. METHODS Six electronic databases were systematically searched from inception to October 5th, 2022. We conducted random effects meta-analyses of randomized controlled trials of emotion socialization interventions delivered to parents of children aged 18 months to 6 years 11 months. RESULTS Twenty-six studies which reported data from 15 individual trials met the inclusion criteria. Interventions had a positive effect on positive and negative emotion socialization parenting practices (g's = 0.50) and child emotional competence (g = 0.44). Interventions also had a positive effect on positive (g = 0.74) and negative parenting behaviors (g = 0.25), parent psychological well-being (g = 0.28), and child behavioral adjustment (g = 0.34). Findings remained significant after considering potential publication bias and conducting sensitivity analyses. Two significant moderating factors emerged. CONCLUSIONS Emotion socialization parenting interventions are effective for improving emotion socialization parenting practices and child emotional competence. Additional methodologically rigorous trials are needed to buttress the current evidence and provide evidence for additional moderating factors.
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Affiliation(s)
- Gillian England-Mason
- Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, Canada; Owerko Centre, Alberta Children's Hospital Research Institute, University of Calgary, Calgary, Canada.
| | - Krysta Andrews
- Department of Psychiatry & Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Leslie Atkinson
- Department of Psychology, Toronto Metropolitan University, Toronto, Canada
| | - Andrea Gonzalez
- Department of Psychiatry & Behavioural Neurosciences, McMaster University, Hamilton, Canada; Offord Centre for Child Studies, McMaster Innovation Park, Hamilton, Canada
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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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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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15
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Estimating effects of parents' cognitive and non-cognitive skills on offspring education using polygenic scores. Nat Commun 2022; 13:4801. [PMID: 35999215 PMCID: PMC9399113 DOI: 10.1038/s41467-022-32003-x] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Accepted: 07/12/2022] [Indexed: 12/12/2022] Open
Abstract
Understanding how parents' cognitive and non-cognitive skills influence offspring education is essential for educational, family and economic policy. We use genetics (GWAS-by-subtraction) to assess a latent, broad non-cognitive skills dimension. To index parental effects controlling for genetic transmission, we estimate indirect parental genetic effects of polygenic scores on childhood and adulthood educational outcomes, using siblings (N = 47,459), adoptees (N = 6407), and parent-offspring trios (N = 2534) in three UK and Dutch cohorts. We find that parental cognitive and non-cognitive skills affect offspring education through their environment: on average across cohorts and designs, indirect genetic effects explain 36-40% of population polygenic score associations. However, indirect genetic effects are lower for achievement in the Dutch cohort, and for the adoption design. We identify potential causes of higher sibling- and trio-based estimates: prenatal indirect genetic effects, population stratification, and assortative mating. Our phenotype-agnostic, genetically sensitive approach has established overall environmental effects of parents' skills, facilitating future mechanistic work.
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16
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Reynard S, Dias J, Mitic M, Schrank B, Woodcock KA. Digital Interventions for Emotion Regulation in Children and Early Adolescents: Systematic Review and Meta-analysis. JMIR Serious Games 2022; 10:e31456. [PMID: 35984681 PMCID: PMC9440412 DOI: 10.2196/31456] [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: 06/23/2021] [Revised: 05/02/2022] [Accepted: 05/27/2022] [Indexed: 11/24/2022] Open
Abstract
Background Difficulties in emotion regulation are common in adolescence and are associated with poor social and mental health outcomes. However, psychological therapies that promote adaptive emotion regulation may be inaccessible and unattractive to youth. Digital interventions may help address this need. Objective The aim of this systematic review and meta-analysis was to synthesize evidence on the efficacy, feasibility, and acceptability of emotion regulation digital interventions in children and early adolescents aged 8 to 14 years. Methods Systematic searches of Web of Science, MEDLINE, PsycINFO, EMBASE, Education Resources Information Centre, ACM Digital Library, and IEEE Xplore up to July 2020 identified 39 studies, of which 11 (28%) were included in the meta-analyses (n=2476 participants). A bespoke tool was used to assess risk of bias. Results The studies evaluated digital games (27/39, 69%), biofeedback (4/39, 10%), virtual or augmented reality (4/39, 10%), and program or multimedia (4/39, 10%) digital interventions in samples classified as diagnosed, at risk, healthy, and universal. The most consistent evidence came from digital games, which reduced negative emotional experience with a small significant effect, largely in youth at risk of anxiety (Hedges g=–0.19, 95% CI –0.34 to –0.04). In general, digital interventions tended to improve emotion regulation, but this effect was not significant (Hedges g=0.19, 95% CI –0.16 to 0.54). Conclusions Most feasibility issues were identified in diagnosed youth, and acceptability was generally high across intervention types and samples. Although there is cause to be optimistic about digital interventions supporting the difficulties that youth experience in emotion regulation, the predominance of early-stage development studies highlights the need for more work in this area.
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Affiliation(s)
- Sally Reynard
- Centre for Applied Psychology, University of Birmingham, Birmingham, United Kingdom
| | - Joao Dias
- Faculty of Science and Technology, University of Algarve, Faro, Portugal.,Algarve Centre of Marine Sciences, Faro, Portugal.,Institute of Systems and Computer Engineering: Research and Development, Lisbon, Portugal
| | - Marija Mitic
- Die Offene Tür Research Group for Mental Health of Children and Adolescents, Ludwig Boltzmann Society, Karl Landsteiner University of Health Sciences, Krems, Austria
| | - Beate Schrank
- Die Offene Tür Research Group for Mental Health of Children and Adolescents, Ludwig Boltzmann Society, Karl Landsteiner University of Health Sciences, Krems, Austria.,Department of Psychiatry and Psychotherapy, University Hospital Tulln, Tulln, Austria
| | - Kate Anne Woodcock
- Centre for Applied Psychology, University of Birmingham, Birmingham, United Kingdom.,Institute of Mental Health, University of Birmingham, Birmingham, United Kingdom
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17
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Group differences in the emotion regulation during test-taking scale: an explanatory item response modeling approach. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03202-y] [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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18
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Parenting dimensions/styles and emotion dysregulation in childhood and adolescence: a systematic review and Meta-analysis. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03037-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
AbstractEmotion dysregulation is a transdiagnostic factor in the development of various mental and behavioral disorders, thus requiring ample evidence for prevention and intervention approaches. The aim of the current systematic review and meta-analysis was to investigate the association between parenting dimensions/styles and emotion dysregulation in childhood and adolescence. Following the PRISMA guidelines, the review was registered (PROSPERO CRD42021251672) and search terms were entered in Web of Science, Scopus, PsycINFO, and PubMed in May 2021. Articles needed to report on empirical studies that examined the association between parenting dimensions/styles and emotion dysregulation in children/adolescents with primary data, and be published in English in a peer-reviewed journal. Additionally, articles were excluded based on certain designs and focus on special populations. The narrative synthesis includes 30 articles, and of which 27 are included in the meta-analysis. An NHLBI tool with 14 items (e.g., validity) was utilized for assessing the quality of the included studies. General trends indicate that positive parenting (e.g., warmth, supportiveness) is negatively associated with emotion dysregulation, whilst negative parenting (e.g., psychological control, authoritarian) is positively associated. The meta-analysis reveals an overall small yet significant effect, however, the heterogeneity of the studies is moderate to high. A funnel plot demonstrated no evidence of publication bias. Limitations include the varying conceptualizations of emotion dysregulation, as well as a lacking focus on specific types of emotion. Although more research is needed, addressing factors such as culture, gender, and age, the review provides first indications of the significance of parenting dimensions/styles for emotion dysregulation.
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19
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Marzilli E, Cerniglia L, Tambelli R, Cimino S. Children’s ADHD and Dysregulation Problems, DAT1 Genotype and Methylation, and their Interplay with Family Environment. CHILD & YOUTH CARE FORUM 2022. [DOI: 10.1007/s10566-022-09687-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Abstract
Background
International literature has underlined the complex interplay between genetic and environmental variables in shaping children’s emotional-behavioral functioning.
Objective
This study aimed to explore the dynamic relationship between children’s Dopamine Transporter (DAT1) genotype and methylation, and maternal and paternal affective environment, on children’s Attention Deficit Hyperactivity Disorder (ADHD) problems and dysregulation problems.
Method
In a community sample of 76 families with school-aged children, we assessed children’s DAT1 genotype and methylation, their own ADHD problems and dysregulation profile (CBCL 6–18 DP), and maternal and paternal psychopathological risk, parenting stress, and marital adjustment. Hierarchical regressions were carried out to verify the possible moderation of children’s genotype on the relationship between children’s methylation and psychopathological risk, parental environment and children’s methylation, and parental environment and children’s psychopathological risk.
Results
The levels of methylation at M1 CpG significantly predicted ADHD problems among children with 10/10 genotype, whereas high levels of methylation at M6 CpG predicted low ADHD problems for children with 9/x genotype. High levels of methylation at M3 CpG were associated with high scores of CBCL DP. DAT1 genotype moderated the relationship between maternal and paternal variables with children’s methylation and psychopathological risk. The scores of maternal and paternal Dyadic Adjustment Scale showed indirect effects on children’s methylation and psychopathological risk in relation to those exerted by risk factors.
Conclusion
Our study has supported the emerging evidence on the complex nature of children’s emotional-behavioral functioning and the associated risk and protective factors, with important implications for the planning of preventive programs.
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20
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Lupien SJ, Leclaire S, Majeur D, Raymond C, Jean Baptiste F, Giguère CE. ‘Doctor, I am so stressed out!’ A descriptive study of biological, psychological, and socioemotional markers of stress in individuals who self-identify as being ‘very stressed out’ or ‘zen’. Neurobiol Stress 2022; 18:100454. [PMID: 35573809 PMCID: PMC9092258 DOI: 10.1016/j.ynstr.2022.100454] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 03/25/2022] [Accepted: 04/18/2022] [Indexed: 01/01/2023] Open
Abstract
Surveys report that about three-quarters of visits to general practitioners in America are for stress-related complaints. Animal and human studies have consistently demonstrated that exposure to acute and/or chronic stress leads to the activation of the autonomic nervous system (ANS) and/or hypothalamic-pituitary-adrenal (HPA) axis, and to the production of catecholamines and glucocorticoids. Yet, many studies performed in humans do not report significant associations between subjective feelings of stress and increases in these stress biomarkers. Consequently, it is not clear whether the stress-related complaints of individuals are associated with significant increases in these stress biomarkers. In the present study, we measured whether individuals who self-identify as being ‘very stressed out’ or ‘zen’ present differences in psychological (depression and anxiety symptoms), biological (basal and reactive levels of glucocorticoids and alpha-amylase) and socioemotional (emotion regulation, mind wandering, personality, resilience and positive mental health) factors associated with stress. Salivary levels of cortisol and alpha-amylase were obtained in the home environment and in reaction to the Trier Social Stress Test in 123 adults aged between 19 and 55 years. All participants completed questionnaires assessing the psychological and socioemotional factors described above. The results showed that groups significantly differed on almost all psychological and socioemotional factors, although we found no significant group differences on biological markers of stress (cortisol or alpha-amylase). These results suggest that when people complain of being ‘very stressed out’, what they may really be alluding to is an experience of psychological distress that is related to poor emotion regulation capacities. It is thus possible that the construct of stress used by people to discuss their internal state of 'stress' is quite different than the construct of stress measured in animal and human laboratories using biomarkers of 'stress'. ‘Very stressed out’ individuals present more symptoms of depression and anxiety than ‘zen’ individuals. They also present more difficulties in emotion regulation and more mind wandering. However, there is no difference between groups on basal alpha-amylase and reactive cortisol and alpha-amylase. ‘Stress’ in the public may be more related to difficulties in emotion regulation capacities than to dysregulations of stress biomarkers.
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Affiliation(s)
- Sonia J. Lupien
- Research Center of the University Institute in Mental Health of Montreal, Canada
- Centre for Studies on Human Stress, Canada
- Department of Psychiatry, University of Montreal, Canada
- Corresponding author. Centre for Studies on Human Stress, Research Centre, Montreal Mental Health University Institute, 7401, Hochelaga Stress, Montréal, Quebec, Canada, H1N 3M5.
| | - Sarah Leclaire
- Department of Neurosciences, University of Montreal, Canada
- Research Center of the University Institute in Mental Health of Montreal, Canada
- Centre for Studies on Human Stress, Canada
| | - Danie Majeur
- Department of Neurosciences, University of Montreal, Canada
- Research Center of the University Institute in Mental Health of Montreal, Canada
- Centre for Studies on Human Stress, Canada
| | - Catherine Raymond
- Department of Neurosciences, University of Montreal, Canada
- Research Center of the University Institute in Mental Health of Montreal, Canada
- Centre for Studies on Human Stress, Canada
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21
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Breaux R, Lewis J, Cash AR, Shroff DM, Burkhouse KL, Kujawa A. Parent Emotion Socialization and Positive Emotions in Child and Adolescent Clinical Samples: A Systematic Review and Call to Action. Clin Child Fam Psychol Rev 2022; 25:204-221. [PMID: 35201539 DOI: 10.1007/s10567-022-00388-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/14/2022] [Indexed: 11/03/2022]
Abstract
The majority of the emotion socialization behaviors (ESB) literature has focused on community samples and socialization of negative emotions. However, it is becoming increasingly apparent that ESB are also critical in setting the foundations for the healthy development of positive emotions, with implications for developmental psychopathology. We conducted a systematic review of research examining parent ESB and youth positive emotions in clinical child and adolescent samples. A literature search was conducted in March 2021, resulting in 563 abstracts being reviewed. Two reviewers independently screened the titles and abstracts to identify relevant papers, with 53 articles being reviewed in full. Seven articles (four cross-sectional and correlational, three intervention) were included in the current review, of which one was with an internalizing sample, three were with an externalizing sample, and three were with a neurodevelopmental disorder sample. Results varied regarding the role of parent ESB in youth positive emotions across clinical populations. In correlational studies, minimal evidence was found for the association between parent ESB and youth positive emotions, but across the three intervention studies, there was evidence that both parent ESB and children's positive emotions can be improved through intervention. We present a preliminary model of relations between youth psychopathology, parent ESB, and child positive emotions, with consideration of potential moderators of links between ESB and positive emotions. Finally, we discuss limitations of the existing body of research, and offer specific recommendations for future research directions.
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Affiliation(s)
- Rosanna Breaux
- Department of Psychology, Virginia Polytechnic Institute and State University, 460 Turner St. NW, Suite 207, Blacksburg, VA, 24061, USA.
| | - Jasmine Lewis
- Department of Psychology, Virginia Polytechnic Institute and State University, 460 Turner St. NW, Suite 207, Blacksburg, VA, 24061, USA
| | - Annah R Cash
- Department of Psychology, Virginia Polytechnic Institute and State University, 460 Turner St. NW, Suite 207, Blacksburg, VA, 24061, USA
| | - Delshad M Shroff
- Department of Psychology, Virginia Polytechnic Institute and State University, 460 Turner St. NW, Suite 207, Blacksburg, VA, 24061, USA
| | - Katie L Burkhouse
- Department of Psychiatry, University of Illinois at Chicago, Chicago, IL, USA
| | - Autumn Kujawa
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
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22
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Leonard JA, Lydon-Staley DM, Sharp SDS, Liu HZ, Park AT, Bassett DS, Duckworth AL, Mackey AP. Daily fluctuations in young children's persistence. Child Dev 2022; 93:e222-e236. [PMID: 34904237 PMCID: PMC8930564 DOI: 10.1111/cdev.13717] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Children's behavior changes from day to day, but the factors that contribute to its variability are understudied. We developed a novel repeated measures paradigm to study children's persistence by capitalizing on a task that children complete every day: toothbrushing (N = 81; 48% female; 36-47 months; 80% white, 14% Multiracial, 10% Hispanic, 2% Asian, 1% Black; 1195 observations collected between January 2019 and March 2020). Children brushed longer on days when their parents used more praise (d = .23) and less instruction (d = -.22). Sensitivity to mood, sleep, and parent stress varied across children, suggesting that identifying the factors that shape an individual child's persistence could lead to personalized interventions.
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Affiliation(s)
- Julia A. Leonard
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Psychology, Yale University, New Haven, CT, 06511 USA,Corresponding author: Julia Leonard,
| | - David M. Lydon-Staley
- Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA 19104 USA,Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Sophie D. S. Sharp
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Hunter Z. Liu
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Anne T. Park
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Danielle S. Bassett
- Department of Bioengineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA 19104 USA,Leonard Davis Institute of Health Economics, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Electrical & Systems Engineering, School of Engineering & Applied Science, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Neurology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Physics & Astronomy, College of Arts & Sciences, University of Pennsylvania, Philadelphia, PA 19104 USA,Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104 USA,Santa Fe Institute, Santa Fe, NM 87501 USA
| | - Angela L. Duckworth
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
| | - Allyson P. Mackey
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104 USA
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23
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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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24
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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: 3] [Impact Index Per Article: 1.5] [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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25
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McDonnell CG, Lawson M, Speidel R, Fondren K, Valentino K. The Structure of Emotion Dialogues: Maternal Reminiscing Factors Differentially Relate to Child Language and Socio-Emotional Outcomes. Res Child Adolesc Psychopathol 2022; 50:837-851. [PMID: 35091869 DOI: 10.1007/s10802-021-00889-8] [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] [Accepted: 12/14/2021] [Indexed: 11/27/2022]
Abstract
Mother-child reminiscing about past emotional experiences is one aspect of emotion socialization that facilitates child socio-emotional and cognitive outcomes. To advance understanding of the multidimensional nature of this clinically significant transdiagnostic process, the current investigation examined the structure of maternal reminiscing and how emergent factors related to child outcomes across two diverse samples (total N = 337). Sample one included 102 mothers and their preschool-aged children from community agencies, and sample two included 235 mothers and their preschool-aged children, the majority of whom had experienced substantiated maltreatment. Dyads completed a reminiscing task coded for multiple aspects of maternal reminiscing style (frequency and scale-based coding), assessments of child receptive language and internalizing and externalizing problems, and measures of parenting. Factor analyses confirmed that maternal reminiscing was best defined by three factors: (1) structural elaborations, (2) emotional attributions, and (3) sensitive guidance, and this three-factor structure was invariant across samples, maltreatment, maternal race, and child sex. When controlling for other dimensions of caregiver-reported parenting behavior, reminiscing sensitive guidance was significantly positively associated with child language and negatively with child internalizing and externalizing symptoms. In contrast, emotional elaborations were associated with higher child internalizing concerns. When controlling for caregiver-reported parenting and observed maternal sensitivity, structural elaborations negatively and emotional attributions positively related to child internalizing symptoms, whereas reminiscing factors did not significantly predict child externalizing symptoms nor child language. Distinct aspects of maternal reminiscing behavior are differentially related to child outcomes. Limitations and implications for understanding and measuring emotion socialization interactions are discussed.
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Affiliation(s)
| | - Monica Lawson
- Department of Psychology, University of Texas at San Antonio, San Antonio, TX, 78249, USA
| | - Ruth Speidel
- Department of Psychology, University of Notre Dame, Notre Dame, IN, 46556, United States
| | - Kaitlin Fondren
- Department of Psychology, University of Notre Dame, Notre Dame, IN, 46556, United States
| | - Kristin Valentino
- Department of Psychology, University of Notre Dame, Notre Dame, IN, 46556, United States
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26
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Sanders MR, Divan G, Singhal M, Turner KMT, Velleman R, Michelson D, Patel V. Scaling Up Parenting Interventions is Critical for Attaining the Sustainable Development Goals. Child Psychiatry Hum Dev 2022; 53:941-952. [PMID: 33948778 PMCID: PMC8096135 DOI: 10.1007/s10578-021-01171-0] [Citation(s) in RCA: 22] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/06/2021] [Indexed: 11/30/2022]
Abstract
Of all the potentially modifiable influences affecting children's development and mental health across the life course, none is more important than the quality of parenting and family life. In this position paper, we argue that parenting is fundamentally linked to the development of life skills that children need in order to achieve the United Nations Sustainable Development Goals. We discuss key principles that should inform the development of a global research and implementation agenda related to scaling up evidence-based parenting support programs. Research over the past 50 years has shown that parenting support programs of varied intensity and delivery modality can improve a wide range of developmental, emotional, behavioral and health outcomes for parents and their children. Such findings have been replicated across culturally and socioeconomically diverse samples, albeit primarily in studies from Western countries. We highlight the evidence for the relevance of parenting interventions for attaining the SDGs globally, and identify the barriers to and strategies for achieving their scale-up. The implications of the global COVID-19 pandemic for the delivery of evidence-based parenting support are also discussed.
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Affiliation(s)
- Matthew R Sanders
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD, 4072, Australia.
| | | | - Meghna Singhal
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD, 4072, Australia
- , Goa & New Delhi, Sangath, India
| | - Karen M T Turner
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD, 4072, Australia
| | - Richard Velleman
- , Goa & New Delhi, Sangath, India
- Department of Psychology, University of Bath, Bath, UK
| | | | - Vikram Patel
- , Goa & New Delhi, Sangath, India
- Department of Global Health and Social Medicine, Harvard Medical School, Boston, USA
- Harvard TH Chan School of Public Health, Boston, USA
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27
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Longitudinal Effects of Reminiscing and Emotion Training on Child Maladjustment in the Context of Maltreatment and Maternal Depressive Symptoms. Res Child Adolesc Psychopathol 2022; 50:13-25. [PMID: 33666794 PMCID: PMC8418621 DOI: 10.1007/s10802-021-00794-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/21/2021] [Indexed: 01/03/2023]
Abstract
Exposure to child maltreatment and maternal depression are significant risk factors for the development of psychopathology. Difficulties in caregiving, including poor emotion socialization behavior, may mediate these associations. Thus, enhancing supportive parent emotion socialization may be a key transdiagnostic target for preventive interventions designed for these families. Reminiscing and Emotion Training (RET) is a brief relational intervention designed to improve maternal emotion socialization behavior by enhancing maltreating mothers' sensitive guidance during reminiscing with their young children. This study evaluated associations between maltreatment, maternal depressive symptoms, and the RET intervention with changes in children's maladjustment across one year following the intervention, and examined the extent to which intervention-related improvement in maternal emotion socialization mediated change in children's maladjustment. Participants were 242 children (aged 36 to 86 months) and their mothers from maltreating (66%) and nonmaltreating (34%) families. Results indicated that RET intervention-related improvement in maternal sensitive guidance mediated the effects of RET on reduced child maladjustment among maltreated children one year later. By comparison, poor sensitive guidance mediated the effects of maltreatment on higher child maladjustment among families that did not receive the RET intervention. Direct effects of maternal depressive symptoms on child maladjustment were also observed. This suggests RET is effective in facilitating emotional and behavioral adjustment in maltreated children by improving maltreating mothers' emotional socialization behaviors.
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28
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Breaux R, McQuade JD, Musser ED. Introduction to the Special Issue: Transdiagnostic Implications of Parental Socialization of Child and Adolescent Emotions. Res Child Adolesc Psychopathol 2022; 50:1-11. [PMID: 34468902 PMCID: PMC8732313 DOI: 10.1007/s10802-021-00864-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/19/2021] [Indexed: 10/20/2022]
Abstract
Developmental research suggests that parent emotion socialization plays a critical role in children's development of emotion-related skills and their risk for psychopathology. Adaptive emotion socialization practices can shape children's capacities to understand and regulate their own emotions, and when maladaptive, these practices can confer risk for both internalizing and externalizing problems, suggesting transdiagnsotic significance. Yet, emerging work suggests that the effects of parent emotion socialization are not universal and may differ based on children's unique vulnerabilities, highlighting the need to examine both parent and child factors within transactional models. Given the developmental shifts in emotion regulation capacities and autonomy across development, there is a great need for longitudinal emotion socialization research, as well as work that accounts for alternative interpretations, in this domain. Additionally, to-date much of the work in this regard has utilized parental report in isolation, making the need for cutting-edge, multi-method approaches highly salient. Further, translating scientific research into parent emotion socialization interventions is still in its infancy, with the majority of available treatments focusing on young children. As such, contributors to this special issue help address these gaps in the literature and examine the implications of a range of parent emotion socialization behaviors in the context of both adaptive and maladaptive child and adolescent emotional development. In this introduction, we highlight major themes of the special issue; further discussion and future directions are offered in the commentary accompanying this special issue.
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Affiliation(s)
- Rosanna Breaux
- Department of Psychology, Virginia Tech, 460 Turner Street NW, Suite 207, Blacksburg, VA, 24061, USA.
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Bølstad E, Havighurst SS, Tamnes CK, Nygaard E, Bjørk RF, Stavrinou M, Espeseth T. A Pilot Study of a Parent Emotion Socialization Intervention: Impact on Parent Behavior, Child Self-Regulation, and Adjustment. Front Psychol 2021; 12:730278. [PMID: 34721193 PMCID: PMC8554311 DOI: 10.3389/fpsyg.2021.730278] [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: 06/24/2021] [Accepted: 09/16/2021] [Indexed: 12/04/2022] Open
Abstract
Adequate emotion regulation in children is crucial for healthy development and is influenced by parent emotion socialization. The current pilot study aimed to test, for the first time in a Scandinavian population, whether an emotion-focused intervention, Tuning in to Kids (TIK), had positive effects on parent emotion-related socialization behaviors (ERSBs), and children's self-regulation, anxiety, and externalizing behavior problems. We conducted a controlled trial of the 6-week evidence-based TIK parenting program with 20 parents of preschool children aged 5–6 years and 19 wait-list controls. Assessments at baseline and 6 months after the intervention included parent-report questionnaires on parent ERSBs and child adjustment, as well as aspects of children's self-regulation assessed with two behavioral tasks, the Emotional Go/No-Go task (EGNG) and the AX-Continuous Performance Task (AX-CPT). Results showed a significant increase in reported parent emotion coaching behavior and an uncorrected significant decrease in parents' report of child externalizing problems in intervention participants compared to controls. The behavioral data showed an uncorrected significant improvement in child emotion discrimination in the control condition compared to the intervention condition, while measures of children's executive control improved from baseline to follow-up for both conditions but were not significantly different between conditions. These findings suggest that this emotion-focused parenting intervention contributed to improvement in parents' emotion coaching and their appraisal of child externalizing problems, while children's self-regulation showed mainly normative developmental improvements. Further research with a larger sample will be the next step to determine if these pilot findings are seen in an adequately powered study.
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Affiliation(s)
| | - Sophie S Havighurst
- Mindful: Centre for Training and Research in Developmental Health, Department of Psychiatry, University of Melbourne, Melbourne, VIC, Australia
| | - Christian K Tamnes
- Department of Psychology, University of Oslo, Oslo, Norway.,PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway.,NORMENT, Institute of Clinical Medicine, University of Oslo, Oslo, Norway.,Department of Psychiatric Research, Diakonhjemmet Hospital, Oslo, Norway
| | - Egil Nygaard
- Department of Psychology, University of Oslo, Oslo, Norway
| | | | - Maria Stavrinou
- Department of Psychology, University of Oslo, Oslo, Norway.,Division of Radiology and Nuclear Medicine, Department of Diagnostic Physics, Oslo University Hospital, Oslo, Norway
| | - Thomas Espeseth
- Department of Psychology, University of Oslo, Oslo, Norway.,Department of Psychology, Bjørknes College, Oslo, Norway
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Mastromanno BK, Kehoe CE, Wood CE, Havighurst SS. A randomised-controlled pilot study of the one-to-one delivery of Tuning in to Kids: impact on emotion socialisation, reflective functioning, and childhood behaviour problems. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2021. [DOI: 10.1080/13632752.2021.1984208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Bianca K. Mastromanno
- Department of Psychological Sciences, Swinburne University of Technology, Hawthorn, VIC, Australia
| | - Christiane E. Kehoe
- Department of Psychiatry, University of Melbourne, Building C, Travancore, Vic, Australia
| | - Catherine E. Wood
- Department of Psychological Sciences, Swinburne University of Technology, Hawthorn, VIC, Australia
| | - Sophie S. Havighurst
- Department of Psychiatry, University of Melbourne, Building C, Travancore, Vic, Australia
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DeLucia EA, McKenna MP, Andrzejewski TM, Valentino K, McDonnell CG. A Pilot Study of Self-Regulation and Behavior Problems in Preschoolers with ASD: Parent Broader Autism Phenotype Traits Relate to Child Emotion Regulation and Inhibitory Control. J Autism Dev Disord 2021; 52:4397-4411. [PMID: 34655010 DOI: 10.1007/s10803-021-05322-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/02/2021] [Indexed: 10/20/2022]
Abstract
Little is known about the development of self-regulation processes during the preschool period in autism spectrum disorder (ASD). How parental characteristics such as the broader autism phenotype (BAP) relate to children's self-regulation is not well understood. Preschool-aged children with (n = 24) and without ASD (n = 21) completed an inhibitory control task and mothers reported on child emotion regulation and their own BAP traits. Children with ASD had lower emotion regulation, and emotion regulation was a protective factor in the association between ASD and internalizing behavioral concerns. Lability/negativity was highly overlapping with externalizing. Maternal BAP characteristics were differentially associated with all self-regulation outcomes across groups. Parental factors should be considered in emotion regulation interventions for young children with ASD.
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Affiliation(s)
- Elizabeth A DeLucia
- Department of Psychology, Virginia Polytechnic Institute and State University, Williams Hall, Blacksburg, VA, 24060, USA.
| | - Madeline P McKenna
- Case Western Reserve University School of Medicine, 9501 Euclid Ave, Cleveland, OH, 44106, USA
| | - Theresa M Andrzejewski
- Department of Psychology, Virginia Polytechnic Institute and State University, Williams Hall, Blacksburg, VA, 24060, USA
| | - Kristin Valentino
- William J. Shaw Center for Children and Families, University of Notre Dame, 1602 N Ironwood Dr, South Bend, IN, 46635, USA
| | - Christina G McDonnell
- Department of Psychology, Virginia Polytechnic Institute and State University, Williams Hall, Blacksburg, VA, 24060, USA
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Silvers JA. Adolescence as a pivotal period for emotion regulation development for consideration at current opinion in psychology. Curr Opin Psychol 2021; 44:258-263. [PMID: 34781238 DOI: 10.1016/j.copsyc.2021.09.023] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2021] [Revised: 09/27/2021] [Accepted: 09/29/2021] [Indexed: 11/30/2022]
Abstract
Adolescence is a dynamic period for the development of emotion regulation. For many individuals, emotion regulation skills improve dramatically during adolescence; however, for some youth, adolescence marks the beginning or worsening of psychopathology characterized by difficulties with emotion regulation. In the present review, I describe evidence that caregiving experiences play an outsized role in shaping interindividual variability in emotion regulation during adolescence. After describing work demonstrating links between caregiving - with an emphasis on parental socialization practices - and emotion regulation outcomes, I characterize our current understanding of how behavioral and neurobiological indices of emotion regulation develop normatively across adolescence. Using cognitive reappraisal as an exemplar emotion regulation strategy, I outline ways that caregiving might impact interindividual variability in emotion regulation neurodevelopment. I conclude by identifying two key future directions for adolescent emotion regulation research.
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Affiliation(s)
- Jennifer A Silvers
- Department of Psychology, University of California, Los Angeles, California, 90095, USA.
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Prout TA, Rice T, Chung H, Gorokhovsky Y, Murphy S, Hoffman L. Randomized controlled trial of Regulation Focused Psychotherapy for children: A manualized psychodynamic treatment for externalizing behaviors. Psychother Res 2021; 32:555-570. [PMID: 34583626 DOI: 10.1080/10503307.2021.1980626] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
OBJECTIVE This article examines outcomes of the first randomized controlled trial of Regulation Focused Psychotherapy for Children (RFP-C), a manualized, short-term, psychodynamic intervention for decreasing symptoms of the oppositional defiant disorder (ODD) in school-aged children. METHOD Participants (n = 43) were school-aged children who were randomly assigned to RFP-C or a waitlist control group. Symptoms of ODD and explicit emotion regulation capacities were assessed at baseline, end of waitlist, and end of treatment. Multilevel modeling was used to account for patient and therapist factors in outcomes. RESULTS At the end of treatment, parents reported significant reductions in children's ODD symptoms on the primary outcome measure. There were no observed changes in explicit emotion regulation. Reliable change index scores indicated that 79.4% of children were recovered or improved after 10 weeks of treatment. There were no identifiable patient or therapist effects. Treatment adherence and completion was high. CONCLUSION This study is the first randomized controlled trial of a manualized psychodynamic intervention for children with ODD. Participants demonstrated significant reductions in symptoms of ODD after 10 weeks of treatment. Further investigation is needed to compare RFP-C relative to active treatment, assess changes in implicit emotion, and to determine long-term maintenance of symptom improvement.Clinical trial registration information: Evaluation of Regulation Focused Psychotherapy for Children (RFP-C); https://clinicaltrials.gov/ct2/show/NCT03594253.
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Affiliation(s)
- Tracy A Prout
- Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, NY, USA
| | - Timothy Rice
- Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Hyewon Chung
- Department of Education, Chungnam National University, Daejeon, South Korea
| | - Yulia Gorokhovsky
- Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, NY, USA
| | - Sean Murphy
- New York Psychoanalytic Society & Institute and Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Leon Hoffman
- New York Psychoanalytic Society & Institute and Icahn School of Medicine at Mount Sinai, New York, NY, USA
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Highlander A, Zachary C, Jenkins K, Loiselle R, McCall M, Youngstrom J, McKee LG, Forehand R, Jones DJ. Clinical Presentation and Treatment of Early-Onset Behavior Disorders: The Role of Parent Emotion Regulation, Emotion Socialization, and Family Income. Behav Modif 2021; 46:1047-1074. [PMID: 34378434 PMCID: PMC9364231 DOI: 10.1177/01454455211036001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Parent emotion regulation and socialization have been linked to various aspects
of child functioning. In the case of early-onset behavior disorders in
particular, parent emotion regulation may be an important correlate of the
coercive cycle implicated in early-onset behavior disorders thus, symptom
presentation at baseline. Further, emotion socialization may be complicated by a
pattern of parent-child interactions in which both supportive or unsupportive
parenting behaviors in response to behavioral dysregulation may increase
vulnerability for problem behavior in the future. Some work suggests standard
Behavioral Parent Training may impact parent emotion regulation and
socialization. Still little is known, however, about how such processes may vary
by family income, which is critical given the overrepresentation of low-income
children in statistics on early-onset behavior disorders. This study explored
parent emotion regulation, socialization, and family income in a sample of
socioeconomically diverse treatment-seeking families of young (3–8 years old)
children. Findings suggest relations between parental emotion regulation,
socialization, and child behavior although the pattern of associations differed
at baseline and post-treatment and varied by family income. Clinical
implications and future directions are discussed.
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Affiliation(s)
- April Highlander
- University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | | | - Kaeley Jenkins
- University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Raelyn Loiselle
- University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Madison McCall
- University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | | | | | | | - Deborah J Jones
- University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
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Impact of the COVID-19 Pandemic on Habilitating Residential Communities for Unaccompanied Minors during the First Lockdown in Italy: The Educators' Relational Perspective. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18116166. [PMID: 34200324 PMCID: PMC8201084 DOI: 10.3390/ijerph18116166] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/08/2021] [Revised: 06/01/2021] [Accepted: 06/04/2021] [Indexed: 11/22/2022]
Abstract
(1) Background: Italian residential communities for unaccompanied minors suffered a long period of closure during the SARS-COV2 lockdown. Professional educators who work inside these institutions with the aim to habilitate children toward life-span achievements faced a great challenge and responsibility during this period. In this context, the psychological well-being and development of unaccompanied children were at high risk. The aim of this study was to investigate the impact of the lockdown on children living in residential communities from the educators’ perspective and to explore whether the educators’ relational lens was related to their perception and sense-making. (2) Methods: We conducted a mix-method study enrolling 21 educators in 10 residential communities who completed an interview and a self-construal scale. (3) Results: The interview was analyzed by a qualitative content method revealing 10 themes (social relationships, stand-by, emotions, new activities, new norms acceptance, end of lockdown, time, space, resilience, and achievements). Moreover, correlation analyses were performed to test the possible association between RISC and themes that emerged from the interviews, showing significant associations with four interview themes. (4) Conclusions: Our study highlights considerable lockdown effects on residential communities and the importance of educators’ relational approach, a tool for habilitating children and a protective factor against emotional overwhelming.
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Emotion-focused parenting interventions for prevention and treatment of child and adolescent mental health problems: a review of recent literature. Curr Opin Psychiatry 2020; 33:586-601. [PMID: 32858599 DOI: 10.1097/yco.0000000000000647] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
PURPOSE OF REVIEW To review recent studies on emotion-focused parenting interventions to provide clinicians with knowledge about how these approaches might be used in prevention and treatment of mental health difficulties for children, adolescents and their families. RECENT FINDINGS A number of emotion-focused parent interventions are reported in the literature, including emotion coaching/communication parenting programs, emotion-focused family therapy, attachment-focused parenting interventions (including those that address parental reflective functioning/mentalization), mindfulness parenting programs and behavioral programs with added emotion components. All target emotions or emotional communication to assist parents and children understand and work through emotional experiences so they are less likely to impede healthy functioning. These interventions target four main domains: exploring family of origin or early attachment/relational experiences with emotion, targeting parents' own emotion awareness and regulation, shifting parents responses to or communication with their children when emotions occur, and promoting parents' skills for assisting children to regulate emotions and behavior. This review from the last 18 months found 50 studies that evaluated programs addressing these domains. SUMMARY Whilst the dominant approach in evidence-based parenting programs has been teaching behavioral strategies, it has been recognized that a focus on emotion-related processes is important. This is especially when working to improve the attachment relationship or when parents and children experience emotion dysregulation. This review demonstrates extensive evidence to support emotion-focused parenting interventions.
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Zalewski M, Maliken AC, Lengua LJ, Martin CG, Roos LE, Everett Y. Integrating dialectical behavior therapy with child and parent training interventions: A narrative and theoretical review. CLINICAL PSYCHOLOGY-SCIENCE AND PRACTICE 2020. [DOI: 10.1111/cpsp.12363] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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England-Mason G. Emotion Regulation as a Transdiagnostic Feature in Children with Neurodevelopmental Disorders. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2020. [DOI: 10.1007/s40474-020-00200-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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