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Brophy-Herb HE, Choi HH, Senehi N, Martoccio TL, Bocknek EL, Babinski M, Krafchak S, Accorsi C, Azmoudeh R, Schiffman R. Stressed Mothers Receiving Infant Mental Health-Based Early Head Start Increase in Mind-Mindedness. Front Psychol 2022; 13:897881. [PMID: 35719560 PMCID: PMC9201035 DOI: 10.3389/fpsyg.2022.897881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Accepted: 04/19/2022] [Indexed: 11/24/2022] Open
Abstract
Maternal mind-mindedness is a characteristic of supportive parenting and contributes to many positive social–emotional outcomes in early childhood. However, there is limited knowledge of mind-mindedness among parents experiencing parenting stress from low-income settings. This is a critical gap in evidence given the robust role of supportive parenting in children’s development and the capacity of home-based interventions to improve children’s outcomes through enhancing supportive parenting. This study examined: (1) maternal mind-mindedness, operationalized as mothers’ appropriate mind-related comments (MRC), across toddlerhood in mothers of toddlers who participated in infant mental health (IMH) based Early Head Start (EHS) services; and (2) whether parenting stress moderated EHS program effects on appropriate MRC over time. Data from a primarily White midwestern site in the United States were collected at study enrollment and when toddlers were 14-, 24-, and 36-months of age (N = 152; mothers Mage = 22.4 years, SD = 5.1; toddlers Mage = 14.4 months, SD = 1.3; 51% females). Data included parent-completed questionnaires and observed parent–child interactions, which were coded for MRC. Although there were no main effects of EHS programming on mothers’ appropriate MRC over time, multilevel growth curve modeling indicated that parenting stress moderated EHS effects on mothers’ appropriate MRC over time. Among mothers with greater parenting stress, those who received IMH-based EHS services demonstrated greater proportions of MRC over time as compared to mothers with greater stress in the control group. IMH-based parenting interventions that target parenting stress may promote appropriate MRC in low-income populations during toddlerhood.
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Affiliation(s)
- Holly E. Brophy-Herb
- Department of Human Development and Family Studies, Michigan State University, East Lansing, MI, United States
- *Correspondence: Holly E. Brophy-Herb,
| | - Hailey Hyunjin Choi
- Department of Childhood Education and Family Studies, Missouri State University, Springfield, MO, United States
| | - Neda Senehi
- Department of Human Development and Family Studies, Michigan State University, East Lansing, MI, United States
| | - Tiffany L. Martoccio
- Department of Human Development and Quantitative Methodology, University of Maryland, Rockville, Rockville, MD, United States
| | - Erika London Bocknek
- Department of Educational Psychology, Wayne State University, Detroit, MI, United States
| | - Michal Babinski
- Department of Biology, Michigan State University, East Lansing, MI, United States
| | - Stephen Krafchak
- Department of Psychology, Michigan State University, East Lansing, MI, United States
| | - Courtney Accorsi
- Lyman Briggs College, Michigan State University, East Lansing, MI, United States
| | - Roxanna Azmoudeh
- Department of Genomics and Molecular Biology, Michigan State University, East Lansing, MI, United States
| | - Rachel Schiffman
- College of Nursing, University of Wisconsin, Milwaukee, WI, United States
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Garner PW, Toney T. The relations between maternal mental state talk and preschoolers’ behavioral adaptation and school readiness: moderation by emotion situation knowledge. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12477] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Pamela W. Garner
- School of Integrative Studies George Mason University Fairfax VA USA
| | - Tamera Toney
- School of Integrative Studies George Mason University Fairfax VA USA
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Zachary C, Jones DJ. The Role of Irritability in the Treatment of Behavior Disorders: A Review of Theory, Research, and a Proposed Framework. Clin Child Fam Psychol Rev 2020; 22:197-207. [PMID: 30617935 DOI: 10.1007/s10567-018-00272-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Research provides strong evidence that the symptoms of Oppositional Defiant Disorder (ODD) are comprised of at least two dimensions: irritability and defiance. Given that these two dimensions have distinct etiologies and long-term risk profiles, they may also warrant different treatment approaches. In particular, impaired emotion regulation plays a central role in the irritable dimension of ODD. As such, this subgroup of youth and their families may benefit from greater consideration of and attention to emotion-focused strategies than is standard in traditional Behavioral Parent Training (BPT) approaches. In support of this hypothesis, this review will (1) examine the etiological models guiding the theoretical approach to standard BPT; (2) evaluate theory and research on emotion socialization broadly and its role in the etiology and maintenance of irritability in children with BDs; (3) propose an emotion socialization-based etiological model for the irritable dimension of child oppositionality; and (4) argue for the use of emotion-focused parent training in the treatment of such youth. Clinical implications, gaps in the current state of the literature, and future directions for research will also be discussed.
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Affiliation(s)
- Chloe Zachary
- University of North Carolina at Chapel Hill, Chapel Hill, USA.
| | - Deborah J Jones
- University of North Carolina at Chapel Hill, Chapel Hill, USA
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Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2019.101107] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Farkas C, Santelices MP, Vallotton CD, Brophy-Herb HE, Iglesias M, Sieverson C, Cuellar MDP, Álvarez C. Children’s storybooks as a source of mental state references: Comparison between books from Chile, Colombia, Scotland and USA. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2019.100845] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Silva DID, Mello DFD, Mazza VDA, Toriyama ATM, Veríssimo MDLÓR. DYSFUNCTIONS IN THE SOCIO EMOTIONAL DEVELOPMENT OF INFANTS AND ITS RELATED FACTORS: AN INTEGRATIVE REVIEW. TEXTO & CONTEXTO ENFERMAGEM 2019. [DOI: 10.1590/1980-265x-tce-2017-0370] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to synthesize factors related to dysfunctions in the socioemotional development of infants. Method: integrative review carried out between April and August 2016 with defined criteria for inclusion and exclusion of studies, search strategies, extraction and synthesis of data. The exposure factors underwent categorical thematic analysis and systematization according to the levels of the context (Microsystem, Mesosystem, Exosystem and Macrosystem) of the Bioecological Model of Human Development. Results: in the context of the Microsystem and Mesosystem, the factors found were: limitations in care; adversities in family relationships and in the social support and illness situation of the caregivers that influence the proximal processes. In the Exosystem and the Macrosystem, they were: social vulnerabilities of caregivers and fragilities of public policies that determine the material and social conditions of the family. Conclusion: the synthesis of evidence on exposure factors favors the construction of measurement scales of the contextual elements related to the social emotional development of young children. Beyond the milestones, present or not, in the evaluation of a child, these technologies can be predictive, with great potential of anticipation of the factors of exposure and prevention of developmental dysfunctions.
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Paschall KW, Barnett MA, Mastergeorge AM, Mortensen JA. FAMILY CONFLICT MODERATES EARLY PARENT-CHILD BEHAVIORAL TRANSACTIONS. Infant Ment Health J 2017; 38:588-601. [PMID: 28842913 DOI: 10.1002/imhj.21660] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
The reciprocal transactions that shape early parent-child relationships are influenced by contextual stress, such as family conflict. Although family conflict is a salient stressor to the family system, few studies have considered how parent-child transactions vary according to exposure to family conflict. The present study examined how family conflict alters early parent-child behavioral transactions. We utilized three waves of data from a multisite longitudinal study of low-income families (N = 2, 876), child age 14 months, 24 months, and 36 months, to identify behavioral transactions of positive and negative maternal (supportiveness, negative regard) and child (engagement, negativity) behaviors. Results indicated that family conflict at 14 months diminished the positive association between maternal supportiveness and child engagement, and amplified the inverse association between maternal negativity and child engagement. Family conflict at 14 months also was associated with increased stability of child negativity and subsequent increased maternal negative regard at 36 months, in part via increases in 24-month child negativity. In sum, family conflict occurring early in childhood predicted and moderated behavioral transactions between young children and their mothers.
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Chapman JK, Hart SL. THE TRANSITION FROM MOTHER-OF-ONE TO MOTHER-OF-TWO: MOTHERS’ PERCEPTIONS OF THEMSELVES AND THEIR RELATIONSHIPS WITH THEIR FIRSTBORN CHILDREN. Infant Ment Health J 2017; 38:475-485. [DOI: 10.1002/imhj.21650] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Hallas D, Koslap-Petraco M, Fletcher J. Social-Emotional Development of Toddlers: Randomized Controlled Trial of an Office-Based Intervention. J Pediatr Nurs 2017; 33:33-40. [PMID: 27974224 DOI: 10.1016/j.pedn.2016.11.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/27/2016] [Revised: 11/01/2016] [Accepted: 11/20/2016] [Indexed: 11/28/2022]
Abstract
PURPOSE During the toddler years, temper tantrums and impulsive behaviors are the norm. These behaviors can frustrate even the most experienced mothers. DESIGN AND METHODS A prospective, double blind, randomized controlled trial using pre-test/post-test experimental design was used to examine the effectiveness of an office-based educational program to improve maternal confidence and the social-emotional development of toddlers. The Toddler Care Questionnaire (TCQ) was administered to all mothers as a pre and post intervention test. The treatment intervention was a videotaped (DVD) parenting skills intervention on the social-emotional development of toddlers and on maternal confidence in caring for toddlers. RESULTS Sixty mothers and 60 toddlers entered the study with 29 mothertoddler dyads randomized to the treatment group and 31 to the control group. Twenty-six (26) mother-toddler dyads in the treatment and 25 mother-toddler dyads in the control group completed the study. Pairwise comparisons of adjusted means showed significant improvements for both toddler groups on the Brigance toddler screen, and no statistically significant difference in gains between the groups. The mixed model results for the TCQ showed an overall significant improvement from preto post-test, and a non-significant interaction between group and time indicting no significant difference in gains seen by treatment groups. CONCLUSIONS Brief educational programs on DVD's are an efficient way to offer information to mothers while in the office waiting area. PRACTICE IMPLICATIONS Pediatric nurses who encounter mothers who struggle with caring for their toddlers may find brief-office based interventions a valuable tool for educating parents.
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Affiliation(s)
- Donna Hallas
- New York University Rory Meyers College of Nursing, New York, NY, United States.
| | - Mary Koslap-Petraco
- Long Island University Post, Brookville, NY, United States; Suffolk County Department of Health, Coordinator Child Health, Great River, NY, United States.
| | - Jason Fletcher
- Long Island University Post, Brookville, NY, United States.
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Hughes C, Aldercotte A, Foley S. Maternal Mind-Mindedness Provides a Buffer for Pre-Adolescents at Risk for Disruptive Behavior. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 45:225-235. [PMID: 27177743 PMCID: PMC5241335 DOI: 10.1007/s10802-016-0165-5] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Maternal mind-mindedness, defined as the propensity to view one's child as an agent with independent thoughts and feelings, mitigates the impact of low maternal education on conduct problems in young children (Meins et al. 2013), but has been little studied beyond the preschool years. Addressing this gap, we applied a multi-measure and multi-informant approach to assess family adversity and disruptive behavior at age 12 for a socially diverse sample of 116 children for whom ratings of disruptive behavior at age 6 were available. Each mother was asked to describe her child and transcripts of these five-minute speech samples were coded for (i) mind-mindedness (defined by the proportion of child attributes that were mental rather than physical or behavioral) and (ii) positivity (defined by the proportion of child attributes that were positive rather than neutral or negative). Our regression results showed that, independent of associations with prior adjustment, family adversity, child gender and low maternal monitoring, mothers' mind-mindedness (but not positivity) predicted unique variance in disruptive behavior at age 12. In addition, a trend interaction term provided partial support for the hypothesis that pre-adolescents exposed to family adversity may benefit in particular from maternal mind-mindedness. We discuss the possible mechanisms underpinning these findings and their implications for clinical interventions to reduce disruptive behavior in adolescence.
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Affiliation(s)
- Claire Hughes
- Centre for Family Research, University of Cambridge, Cambridge, CB2 3RQ, UK.
| | - Amanda Aldercotte
- Centre for Family Research, University of Cambridge, Cambridge, CB2 3RQ, UK
| | - Sarah Foley
- Centre for Family Research, University of Cambridge, Cambridge, CB2 3RQ, UK
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