The Experts below are selected from a list of 8514 Experts worldwide ranked by ideXlab platform
Susanne A. Denham - One of the best experts on this subject based on the ideXlab platform.
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early childhood teachers as socializers of young children s emotional competence
Early Childhood Education Journal, 2012Co-Authors: Susanne A. Denham, Hideko H. Bassett, Katherine M. ZinsserAbstract:Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based on the findings from research on Parental Socialization of emotion, in this theoretical review we explore possible teacher roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early childhood teacher Socialization of emotion, and discuss theoretical and practical benefits of such research.
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gender differences in the Socialization of preschoolers emotional competence
New Directions for Child and Adolescent Development, 2010Co-Authors: Susanne A. Denham, Hideko H. Bassett, Todd M WyattAbstract:Preschoolers' Socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of Socialization of emotion do not usually differ for sons and daughters. They also found several themes in the prediction of preschoolers' emotion knowledge and regulation. For example, sometimes mother-father differences in emotional style actually seem to promote such competence, and girls seem particularly susceptible to Parental Socialization of emotion.
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prediction of externalizing behavior problems from early to middle childhood the role of Parental Socialization and emotion expression
Development and Psychopathology, 2000Co-Authors: Susanne A. Denham, Pamela M Cole, Elizabeth Workman, Carol S Weissbrod, Kimberly Kendziora, Carolyn Zahn WaxlerAbstract:Parental emotions and behaviors that contribute to continuity and change in preschool children's externalizing problems were examined. Mothers and fathers were observed interacting with their children, and child-rearing styles were reported. Teachers, mothers, and children reported children's antisocial, oppositional behavior. Externalizing problems showed strong continuity 2 and 4 years later. Proactive parenting (i.e., supportive presence, clear instruction, and limit setting) predicted fewer behavior problems over time, after controlling for initial problems; the converse was true for Parental anger. In contrast, the hypothesized ameliorative contribution of parents' positive emotion was not found. Parental contributions were most influential for children whose initial problems were in the clinical range. In particular, Parental anger predicted continuation of problems over time. Paternal, as well as maternal, influences were identified. Examination of Parental emotions and inclusion of fathers is important to research and intervention with young antisocial children.
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Parental Contributions to Preschoolers' Emotional Competence: Direct and Indirect Effects
Motivation and Emotion, 1997Co-Authors: Susanne A. Denham, Jennifer Mitchell-copeland, Katherine Strandberg, Sharon Auerbach, Kimberly BlairAbstract:The present study examines the contributions of (1) Parental Socialization of emotion and preschoolers' emotional interaction with parents to their emotional competence, and (2) Parental Socialization and child emotional competence to their general social competence. Both observational and self-report techniques were used to measure emotion Socialization, emotional competence, and social competence of preschoolers (average age = 49.8 months) from 60 middle-socioeconomic-status families. Data were collected in both classroom and home settings. In general, the results suggest that Parental modeling of expressive styles and emotional responsiveness to child emotions are important predictors of preschoolers' emotional competence and their overall social competence. Children whose parents were more affectively positive tended to display more positive emotion with peers, whereas children whose parents were more negative appeared less socially competent in the preschool. Parents who were better coaches of their children's emotions had children who understood emotions better. Age and sex moderated several of the study's key findings. The results are consistent with earlier research indicating that Parental Socialization of emotion impacts the child's emotional and social functioning both at home and in the preschool.
Stuart Marcovitch - One of the best experts on this subject based on the ideXlab platform.
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european american and african american mothers emotion Socialization practices relate differently to their children s academic and social emotional competence
Social Development, 2013Co-Authors: Jackie A Nelson, Esther M Leerkes, Nicole B Perry, Marion Obrien, Susan D Calkins, Stuart MarcovitchAbstract:The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European-American and African-American families. Two hundred mothers (137 European-American, 63 African-American) reported on their responses to their five-year-old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem-focused responses to children's negative emotions, which have traditionally been considered a supportive response, were positively associated with children's school competence for European-American children, but expressive encouragement, another response considered supportive, was negatively associated with children's competence for African-American children. The findings highlight the need to examine Parental Socialization practices from a culturally specific lens.
Nicholas B Allen - One of the best experts on this subject based on the ideXlab platform.
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Parental Emotion Socialization in Clinically Depressed Adolescents: Enhancing and Dampening Positive Affect
Journal of Abnormal Child Psychology, 2014Co-Authors: Lynn Fainsilber Katz, Nicholas B Allen, Joann Wu Shortt, Betsy Davis, Erin Hunter, Craig Leve, Lisa SheeberAbstract:This study compared Parental Socialization of adolescent positive affect in families of depressed and healthy adolescents. Participants were 107 adolescents (42 boys) aged 14 – 18 years and their parents. Half of the participants met criteria for major depressive disorder and the others were demographically matched adolescents without emotional or behavioral disorders. Results based on multi-source questionnaire and interview data indicated that mothers and fathers of depressed adolescents were less accepting of adolescents’ positive affect and more likely to use strategies that dampen adolescents’ positive affect than were parents of healthy adolescents. Additionally, fathers of depressed adolescents exhibited fewer responses likely to enhance the adolescents’ positive affect than were fathers of healthy adolescents. These findings build on those of previous work in examining Parental responses to adolescent emotions, focusing on positive emotions and including both mothers and fathers.
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emotion Socialization within the family environment and adolescent depression
Clinical Psychology Review, 2012Co-Authors: Orli Schwartz, Lisa B Sheeber, Paul Dudgeon, Nicholas B AllenAbstract:Abstract This review evaluates research addressing the association between parent–child emotional interactions and the development and maintenance of depression in adolescence, with a focus on studies using observational research methods that assess Parental responses to children and adolescents' emotional displays. We argue that Parental Socialization behaviors in response to different emotions expressed by youths may have distinct associations with depressive outcomes. In particular, Parental behaviors that reinforce depressive behavior, reciprocate aggression, and fail to positively reinforce positive behavior have each been associated with youth depression. This review identifies a need for more observational research, including prospective, longitudinal studies, to better understand these behaviors, elucidate the directionality of influence between Parental Socialization behaviors and youth depression, and more clearly identify protective Parental Socialization behaviors. However, the use of existing findings to inform family-based interventions may improve prevention and treatment efforts directed at youth depression.
Janice Zeman - One of the best experts on this subject based on the ideXlab platform.
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Parental Socialization of sadness regulation in middle childhood the role of expectations and gender
Developmental Psychology, 2010Co-Authors: Michael Cassano, Janice ZemanAbstract:The authors of this study investigated mothers' and fathers' Socialization of their children's sadness. The particular focus was an examination of how Socialization practices changed when parents' expectancies concerning their child's sadness management abilities were violated. Methods included an experimental manipulation and direct observation of parent-child interactions in 62 families of White, middle-class children in 3rd and 4th grades. Families were randomly assigned to 1 of 2 conditions. After parents were provided with a description of normative child behavior on a sadness-induction task, feedback was manipulated such that parents in the control condition were told their child had demonstrated typical regulation while parents in the violated-expectancy condition were informed their child did not manage sadness as well as peers. The hypothesis that violated expectancies influence Socialization processes was supported, with greater evidence emerging for fathers than mothers. In certain circumstances within the violated-expectancy condition, there was more Parental similarity in Socialization practices than in the control condition. Further, mother-father comparisons indicated differences in Socialization as a function of parent and child gender that were generally consistent with gender stereotypes.
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Influence of Gender on Parental Socialization of Children's Sadness Regulation
Social Development, 2007Co-Authors: Michael Cassano, Carisa Perry-parrish, Janice ZemanAbstract:Mothers' (N = 60) and fathers' (N = 53) perceptions of and desire for change in their 6- to 11-year-old daughters' (N = 59) and sons' (N = 54) sadness regulation behaviors (i.e., inhibition, dysregulation, coping) were examined in addition to Parental responses to children's hypothetical sadness displays. Results of multivariate analyses of variance and regression analyses suggest that Parental perceptions of and desired change in children's sadness behavior differ as a function of parent gender, child gender and child age (younger (grades 1, 2), older (grades 4, 5)), and predict the likelihood of contingent responses to children's sadness behavior. Overall, fathers reported being likely to respond to sadness with minimization whereas mothers reported being likely to respond with expressive encouragement and problem-focused strategies. These parent-reported Socialization response tendencies, however, were more fully explained by the interaction between perceptions of children's sadness regulation behaviors and satisfaction with these behaviors. These findings highlight the need to include parent gender and Parental cognitions as important variables in emotion Socialization research.
Paul D Hastings - One of the best experts on this subject based on the ideXlab platform.
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applying the polyvagal theory to children s emotion regulation social context Socialization and adjustment
Biological Psychology, 2008Co-Authors: Paul D Hastings, William T Utendale, Jacob N Nuselovici, Julie Coutya, Kelly E Mcshane, Caroline SullivanAbstract:Effective emotion regulation is essential for children’s positive development. Polyvagal theory provides a framework for understanding how parasympathetic regulation of cardiac activity contributes to children’s adaptive versus maladaptive functioning. Maintenance of cardiac respiratory sinus arrhythmia (RSA) under social challenge should support emotion regulation and behavioral adjustment. Children’s effective parasympathetic regulation and behavioral adjustment should be supported by appropriate Parental Socialization. These proposals were evaluated in a short-term longitudinal study of 94 preschool-aged children. Parenting and basal RSA were measured at home, then 6–10 months later behavioral adjustment and RSA in lab baseline and socially challenging contexts were measured. Children with relatively higher RSA in social challenge than at baseline ( DRSA) had fewer internalizing problems (IP) and externalizing problems (EP), and better behavioral self-regulation (SR). Mothers who used more negative control had children with lower DRSA, more IP and EP, and less SR. Structural equation modeling showed that vagal regulation mediated associations between maternal negative control and children’s adjustment; maternal negative control did not predict EP or SR after accounting for DRSA. Associations were consistent across boys and girls, with one exception: Higher DRSA was significantly associated with fewer EP in boys only. These findings suggest that the practical significance of physiological regulation might be best revealed in ecologically valid procedures, and that children’s physiological mechanisms of emotion regulation are shaped by their experiences of Parental Socialization.
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Parasympathetic Regulation and Parental Socialization of Emotion: Biopsychosocial Processes of Adjustment in Preschoolers
Social Development, 2008Co-Authors: Paul D Hastings, Ishani DeAbstract:Variations in parents' emotion Socialization have been linked to children's social competence (SC) and behavior problems, but Parental influences do not act independently of children's characteristics. A biopsychosocial model was tested, in which children's parasympathetic regulation of cardiac function and paternal and maternal Socialization of negative emotions were examined as joint predictors of young children's SC and behavior problems at daycare and preschool. Mothers and fathers responded differently to children's emotions, and cardiac vagal tone moderated the relations between parents' emotion Socialization and children's behavior in early childcare settings. Both maternal and paternal emotion Socialization strategies were more strongly associated with preschool adjustment for children with relatively less parasympathetic self-regulatory capacities than for more self-regulated children. Paternal reactions to children's anger, and maternal responses to children's sadness and fear, were particularly closely tied to variations in SC and internalizing and externalizing problems.
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Parental Socialization vagal regulation and preschoolers anxious difficulties direct mothers and moderated fathers
Child Development, 2008Co-Authors: Paul D Hastings, Caroline Sullivan, Kelly Mcshane, Robert J Coplan, William T Utendale, Johanna D VynckeAbstract:Parental supportiveness and protective overcontrol and preschoolers' parasympathetic regulation were examined as predictors of temperamental inhibition, social wariness, and internalizing problems. Lower baseline vagal tone and weaker vagal suppression were expected to mark poorer dispositional self-regulatory capacity, leaving children more susceptible to the influence of Parental Socialization. Less supportive mothers had preschoolers with more internalizing problems. One interaction between baseline vagal tone and maternal protective overcontrol, predicting social wariness, conformed to the moderation hypothesis. Conversely, vagal suppression moderated several links between paternal Socialization and children's anxious difficulties in the expected pattern. There were more links between mothers' self-reported parenting and child outcomes than were noted for direct observations of maternal behavior, whereas the opposite tended to be true for fathers.
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ready to make nice Parental Socialization of young sons and daughters prosocial behaviors with peers
Journal of Genetic Psychology, 2007Co-Authors: Paul D Hastings, Kelly Mcshane, Richard J Parker, Farriola LadhaAbstract:In this study, the authors examined the extent to which maternal and paternal parenting styles, cognitions, and behaviors were associated with young girls' and boys' more compassionate (prototypically feminine) and more agentic (prototypically masculine) prosocial behaviors with peers. Parents of 133 preschool-aged children reported on their authoritative parenting style, attributions for children's prosocial behavior, and responses to children's prosocial behavior. Approximately 6 months later, children's more feminine and more masculine prosocial behaviors were observed during interactions with unfamiliar peers and reported on by their preschool teachers. Boys and girls did not differ in the observed and teacher-reported measures of prosocial behavior. Compared to other parents, fathers of boys were less likely to express affection or respond directly to children's prosocial behavior. Mothers' authoritative style, internal attributions for prosocial behavior, and positive responses to prosocial behavior predicted girls' displays of more feminine prosocial actions and boys' displays of more masculine prosocial actions toward peers. Relations were similar but weaker for fathers' parenting, and after accounting for mother' scores, fathers' scores accounted for unique variance in only one analysis: Teachers reported more masculine prosocial behavior in boys of fathers who discussed prosocial behavior. Overall, the results support a model of Parental Socialization of sex-typed prosocial behavior and indicate that mothers contribute more strongly than do fathers to both daughters' and sons' prosocial development.
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links among gender inhibition and Parental Socialization in the development of prosocial behavior
Merrill-palmer Quarterly, 2005Co-Authors: Paul D Hastings, Kenneth H Rubin, Laura M DeroseAbstract:Prosocial behavior encompasses sympathetic, helpful, and caring responses toward others. Temperamental characteristics and experiences of child rearing are associated with children’s prosocial behavior. However, little research has examined the associations between prosocial behavior and either temperamental inhibition or paternal child rearing. This study examined the contributions of maternal and paternal parenting and inhibition at 2 years to displays of prosocial behavior toward mothers and unfamiliar adults by 46 male and 42 female preschoolers. There were no direct links between toddler inhibition or fathers’ parenting and prosocial behavior 2 years later, although protective maternal parenting predicted prosocial behavior. Toddlers’ inhibition and gender moderated the links between maternal parenting and prosocial behavior. Maternal parenting was most strongly predictive of the prosocial behavior of more highly inhibited girls, suggesting there may be temperament- and gender-specific pathways for the development of positive characteristics.
