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Sample records for child social emotional

  1. Child Care Teachers' Strategies in Children's Socialization of Emotion

    ERIC Educational Resources Information Center

    Ahn, Hey Jun

    2005-01-01

    An observational study was conducted to examine teachers' emotional socialization strategies in three child care centers. Qualitative analysis of the data suggests that teachers in child care centers respond to children's emotional expressions with various strategies. Teachers clearly expressed a preference for positive emotion through verbal…

  2. Mothers' Socialization Goals, Mothers' Emotion Socialization Behaviors, Child Emotion Regulation, and Child Socioemotional Functioning in Urban India

    ERIC Educational Resources Information Center

    Raval, Vaishali V.; Raval, Pratiksha H.; Deo, Neeraj

    2014-01-01

    Studies examining the link between parental socialization and child functioning in varying cultural contexts are scarce. Focusing on early adolescents in suburban middle-class families in India, the present study examined interrelations among reports of mothers' socialization goals, socialization behaviors in response to child emotion, child…

  3. Parent Emotion Socialization Practices and Child Self-regulation as Predictors of Child Anxiety: The Mediating Role of Cardiac Variability.

    PubMed

    Williams, Sarah R; Woodruff-Borden, Janet

    2015-08-01

    The importance of the parent-child relationship in emotional development is well supported. The parental role of facilitating a child's self-regulation may provide a more focused approach for examining the role of parenting in child anxiety. The current study hypothesized that parent emotion socialization practices would predict a child's abilities in self-regulation. Given that physiological arousal has been implicated in emotional development, this was hypothesized to mediate the relationship between parental emotion socialization and child emotion regulation to predict child anxiety. Eighty-five parent and child dyads participated in the study. Parents reporting higher degrees of unsupportive emotion socialization were more likely to have children with fewer abilities in emotion regulation. Cardiac responsiveness mediated the relationship between unsupportive emotion socialization and child emotion regulation. The model of cardiac responsiveness mediating the relationship between unsupportive emotion socialization and child emotion regulation failed to reach statistical significance in predicting child anxiety symptoms.

  4. Emotion socialization, child emotion understanding and regulation, and adjustment in urban African American families: differential associations across child gender.

    PubMed

    Cunningham, Jera Nelson; Kliewer, Wendy; Garner, Pamela W

    2009-01-01

    The prospective relation of maternal emotion philosophy to children's emotion understanding and regulation and positive and negative adjustment was investigated. Sixty-nine African American youth (50% male; M age = 11.29 years) and their maternal caregivers living in high violence areas of a midsized city participated in this interview study. Caregivers' meta-emotion philosophy predicted child emotion understanding and emotion regulation, which also were associated with Time 2 grades, internalizing behaviors, externalizing behaviors, and social skills after controlling for Time 1 adjustment. Emotional understanding mediated the relationship between caregivers' emotional socialization and boys' internalizing behaviors and between caregivers' emotional socialization and girls' social skills. In addition, emotion regulation mediated the relationships between emotional socialization and all four outcomes for boys. Implications for future work on emotion socialization and clinical intervention, particularly related to emotion regulation, are discussed.

  5. Parental pregnancy wantedness and child social-emotional development.

    PubMed

    Saleem, Haneefa T; Surkan, Pamela J

    2014-05-01

    To examine how maternal and paternal pregnancy wantedness and couple concordance regarding pregnancy wantedness predict children's social-emotional development in kindergarten. We used data from nationally representative US sample from the Early Childhood Longitudinal Study Birth Cohort. Exposures of interest were maternal and paternal pregnancy wantedness, and couple concordance regarding pregnancy wantedness. Children's social-emotional development was evaluated by the child's kindergarten teacher using an adapted version of the Preschool and Kindergarten Behavior Scales. We examined bivariate associations between pregnancy wantedness and key socio-demographic variables in relation to children's social-emotional development. Multiple linear regression was used to assess the relationship between each pregnancy wantedness predictor and children's social-emotional development scores. Items related to child concentration and attention appeared to be the components driving almost all the associations with social-emotional development. Maternal report of unwanted pregnancy, resident father's report of mistimed pregnancy, and discordance of parental pregnancy wantedness (specifically when the mother wanted but the father did not want the pregnancy) predicted lower children's social-emotional development scores. Results suggest that maternal unwanted pregnancy and couple discordance in pregnancy wantedness were associated with poorer social-emotional development, especially in the area of concentration and attention, in kindergarten.

  6. Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self-Regulation

    ERIC Educational Resources Information Center

    Cole, Pamela M.; Dennis, Tracy A.; Smith-Simon, Kristen E.; Cohen, Laura H.

    2009-01-01

    Preschool-age children's ability to verbally generate strategies for regulating anger and sadness, and to recognize purported effective strategies for these emotions, were examined in relation to child factors (child age, temperament, and language ability) and maternal emotion socialization (supportiveness and structuring in response to child…

  7. "Making the child understand:" socialization of emotion in urban India.

    PubMed

    Raval, Vaishali V; Martini, Tanya S

    2011-12-01

    Using a combination of quantitative and qualitative methods, this study examined mothers' socialization of child emotion in suburban middle-class families in Gujarat, India. In particular, a community sample of 602 children, 6 to 8 years, was screened for emotional/behavioral problems using a parent-report measure standardized with this population. Based on the screening, four groups of children were formed: those with internalizing problems (n = 31), externalizing problems (n = 32), and somatic complaints (n = 25), and an asymptomatic control group (n = 32). Mothers of children across groups completed a previously pilot-tested, forced-choice, self-report questionnaire of their emotions and behaviors in response to their children's anger, sadness, and physical pain, and an individual open-ended interview further exploring their socialization behaviors, immediate goals, and expectations from their children. Quantitative data revealed that mothers of children in internalizing, externalizing, and somatic complaints groups reported more negative emotions (anger, disappointment, embarrassment, restlessness) and punitive/ minimizing behaviors than the control group, with the somatic-complaints group also reporting less sympathy and emotion-/ problem-focused behaviors than the control group. Qualitative data provided a culturally grounded overarching framework to understand emotion socialization in this sample, and suggested variation across groups with respect to the type of mothers' behaviors, along with expectations for appropriate behavior.

  8. Parents' Emotion Expression as a Predictor of Child's Social Competence: Children with or without Intellectual Disability

    ERIC Educational Resources Information Center

    Green, S.; Baker, B.

    2011-01-01

    Background: Parents' expression of positive emotion towards children who are typically developing (TD) is generally associated with better social development. However, the association between parents' negative emotion expression and social development can be positive or negative depending upon a number of factors, including the child's emotion…

  9. Spanish-Speaking Parent-Child Emotional Narratives and Children's Social Skills

    ERIC Educational Resources Information Center

    Leyva, Diana; Berrocal, Monica; Nolivos, Virginia

    2014-01-01

    We examined whether parents' content and style when discussing past positive and negative emotional experiences with their children were concurrently and predictively linked to prekindergarteners' social skills. Sixty-five low-income Spanish-speaking parent-child dyads discussed a past positive and negative emotional experience at the beginning of…

  10. The combined effects of teacher-child and peer relationships on children's social-emotional adjustment.

    PubMed

    Wang, Cen; Hatzigianni, Maria; Shahaeian, Ameneh; Murray, Elizabeth; Harrison, Linda J

    2016-12-01

    Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6-7year-old children on their social-emotional adjustment at 8-9years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n=2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview. The analytic approach extends previous research by modeling TCR and peer relationships in combination, using cluster analysis to understand the nature of 6-7year-old children's social relationships in the classroom. Five distinct profiles of children were identified: adaptive, teacher-oriented, teacher-child conflict prominent, non-adaptive, and invisible. The adaptive profile had the best outcomes on all three aspects of social-emotional adjustment at age 8-9; the non-adaptive profile had the poorest outcomes, and the invisible group was mid-range. The teacher-oriented and teacher-child conflict prominent groups had mixed outcomes for social-emotional adjustment. Implications for school psychologists and teachers are discussed.

  11. [Regulation of Positive and Negative Emotions as Mediator between Maternal Emotion Socialization and Child Problem Behavior].

    PubMed

    Fäsche, Anika; Gunzenhauser, Catherine; Friedlmeier, Wolfgang; von Suchodoletz, Antje

    2015-01-01

    The present study investigated five to six year old children's ability to regulate negative and positive emotions in relation to psychosocial problem behavior (N=53). It was explored, whether mothers' supportive and nonsupportive strategies of emotion socialization influence children's problem behavior by shaping their emotion regulation ability. Mothers reported on children's emotion regulation and internalizing and externalizing problem behavior via questionnaire, and were interviewed about their preferences for socialization strategies in response to children's expression of negative affect. Results showed that children with more adaptive expression of adequate positive emotions had less internalizing behavior problems. When children showed more control of inadequate negative emotions, children were less internalizing as well as externalizing in their behavior. Furthermore, results indicated indirect relations of mothers' socialization strategies with children's problem behavior. Control of inadequate negative emotions mediated the link between non-supportive strategies on externalizing problem behavior. Results suggest that emotion regulatory processes should be part of interventions to reduce the development of problematic behavior in young children. Parents should be trained in dealing with children's emotions in a constructive way.

  12. Parents Interacting with Infants: Strengthening Parent-Child Relationships to Support Social and Emotional Development

    ERIC Educational Resources Information Center

    Yates, Tweety

    2011-01-01

    One of the findings from the ZERO TO THREE "Parenting Infants and Toddlers Today" (Hart Research Associates, 2009) parent survey was that while the majority of parents understood ways of promoting their child's development, their understanding of the milestones related to social and emotional development was less consistent. This is an important…

  13. Maternal Socialization and Child Temperament as Predictors of Emotion Regulation in Turkish Preschoolers

    ERIC Educational Resources Information Center

    Yagmurlu, Bilge; Altan, Ozge

    2010-01-01

    This study investigated the role of maternal socialization and temperament in Turkish preschool children's emotion regulation. Participants consisted of 145 preschoolers (79 boys, 69 girls; M[subscript age]= 62 months), their mothers, and daycare teachers from middle-high socioeconomic suburbs of Istanbul. Maternal child-rearing practices and…

  14. Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children

    ERIC Educational Resources Information Center

    Cheng, Yi-Ju; Ray, Dee C.

    2016-01-01

    The current study explored the effects of child-centered group play therapy (CCGPT) on social-emotional assets of kindergarten children and the therapeutic aspect of group sizes in CCGPT outcome. A total of 43 participants were randomly assigned to either the intervention or waitlist control groups. We used Parent and Teacher forms of Social…

  15. In-Home Child Care Providers, Training, and Social-Emotional Development of Young Children

    ERIC Educational Resources Information Center

    Hudson, Kelly P.

    2010-01-01

    Approximately 214,000 licensed child care homes operate in the United States servicing over 3 million children, while 5,300 homes are in Washington State servicing 175,000 children. Research suggests that children who acquire social-emotional skills between birth and age 5 are equipped for greater success in school and later adulthood. However,…

  16. Parents' emotional and social experiences of caring for a child through cleft treatment.

    PubMed

    Nelson, Pauline A; Kirk, Susan A; Caress, Ann-Louise; Glenny, Anne-Marie

    2012-03-01

    Little is known about the experiences of parents caring for a child through long-term treatment for cleft lip and/or cleft palate. We conducted in-depth interviews with 35 parents with children between the ages of 20 weeks and 21 years to explore experiences across the treatment program. We analyzed the data using a constructivist grounded theory approach and present in detail in this article one subcategory from the analysis: managing emotions. Throughout childhood and adolescence, parents experienced conflicting emotions about their child's impairment, uncertainty about cleft treatment, and stigmatizing attitudes. Although parents attempted to manage emotional tensions by pursuing cleft treatments, the interventions could themselves be a source of conflict for them. We suggest that routine assessment of parents' emotional and social well-being should be included in cleft treatment programs, and access to psychosocial support made available.

  17. Peer contagion in child and adolescent social and emotional development.

    PubMed

    Dishion, Thomas J; Tipsord, Jessica M

    2011-01-01

    In this article, we examine the construct of peer contagion in childhood and adolescence and review studies of child and adolescent development that have identified peer contagion influences. Evidence suggests that children's interactions with peers are tied to increases in aggression in early and middle childhood and amplification of problem behaviors such as drug use, delinquency, and violence in early to late adolescence. Deviancy training is one mechanism that accounts for peer contagion effects on problem behaviors from age 5 through adolescence. In addition, we discuss peer contagion relevant to depression in adolescence, and corumination as an interactive process that may account for these effects. Social network analyses suggest that peer contagion underlies the influence of friendship on obesity, unhealthy body images, and expectations. Literature is reviewed that suggests how peer contagion effects can undermine the goals of public education from elementary school through college and impair the goals of juvenile corrections systems. In particular, programs that "select" adolescents at risk for aggregated preventive interventions are particularly vulnerable to peer contagion effects. It appears that a history of peer rejection is a vulnerability factor for influence by peers, and adult monitoring, supervision, positive parenting, structure, and self-regulation serve as protective factors.

  18. Parental pregnancy wantedness and child social-emotional development

    PubMed Central

    Saleem, Haneefa T.; Surkan, Pamela J

    2015-01-01

    Objective To examine how maternal and paternal pregnancy wantedness and couple concordance regarding pregnancy wantedness predict children's socioemotional development in kindergarten. Methods We used data from nationally representative US sample from the Early Childhood Longitudinal Study Birth Cohort. Exposures of interest were maternal and paternal pregnancy wantedness, and couple concordance regarding wantedness. Children's socioemotional development was evaluated by the child's kindergarten teacher using an adapted version of the Preschool and Kindergarten Behavior Scales. We examined bivariate associations between pregnancy wantedness and key socio-demographic variables in relation to children's socioemotional development. Multiple linear regression was used to assess the relationship between each pregnancy wantedness predictor and children's socioemotional development scores. Results Maternal report of unwanted pregnancy was inversely associated with children's socioemotional development score (Adj. β=−0.11, 95% CI: −0.21, −0.02). In analyses examining resident fathers, paternal report of mistimed pregnancy was associated with poorer children's socioemotional development (Adj. β=−0.09, 95% CI: −0.16, −0.02). Likewise, discordance of parental pregnancy wantedness predicted lower children's socioemotional development scores, but only when the mother wanted and the father did not want the pregnancy (Adj. β=−0.13, 95% CI: −0.24, −0.01). Conclusion Results suggest that unwanted pregnancy was associated with poorer socioemotional development in kindergarten. Discordancy in pregnancy wantedness among couples was also adversely associated with children's socioemotional development. PMID:23793490

  19. Cumulative Risk, the Mother-Child Relationship, and Social-Emotional Competence in Latino Head Start Children

    ERIC Educational Resources Information Center

    Martí, Maria; Bonillo, Albert; Jané, Maria Claustre; Fisher, Elisa M.; Duch, Helena

    2016-01-01

    Research Findings: Supportive mother-child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother-child interaction. In spite of Latino children being disproportionately represented among children living in poverty, research on mother-child…

  20. Social, Emotional, and Academic Competence among Children Who Have Had Contact with Child Protective Services: Prevalence and Stability Estimates

    ERIC Educational Resources Information Center

    Jaffee, Sara R.; Gallop, Robert

    2007-01-01

    Objective: To estimate the prevalence and stability of social, emotional, and academic competence in a nationally representative sample of children involved with child protective services. Method: Children were assessed as part of the National Survey of Child and Adolescent Well-Being. Children (N = 2,065) ranged in age from 8 to 16 years and were…

  1. Double Jeopardy: Poorer Social-Emotional Outcomes for Children in the NICHD SECCYD Experiencing Home and Child-Care Environments that Confer Risk

    ERIC Educational Resources Information Center

    Watamura, Sarah Enos; Phillips, Deborah A.; Morrissey, Taryn W.; McCartney, Kathleen; Bub, Kristen

    2011-01-01

    Using data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD), the authors examined whether interactions between home and child-care quality affect children's social-emotional adjustment at 24, 36, and 54 months (N = 771). Triadic splits on quality of home and child care were used to…

  2. Child Refugees, Trauma and Education: Interactionist Considerations on Social and Emotional Needs and Development

    ERIC Educational Resources Information Center

    Hart, Robert

    2009-01-01

    This paper focuses on the social and emotional needs of children and young people who are refugees. It was inspired by casework undertaken by the author involving a 13-year-old boy who was a refugee from Montenegro. A vignette of the case is presented in addition to a review of relevant literature to illustrate and discuss the various sources of…

  3. Child Competence and Maternal Emotion Socialization Correlates of Attachment Q-Sort Variables.

    ERIC Educational Resources Information Center

    Denham, Susanne A.

    To validate a new approach to research on the attachment behavior of children beyond toddler age, this study investigated relations between Q-sort outcomes and preschool children's affective perspective-taking; prosocial responsiveness to emotion; social competence, as rated by their teachers; and their mothers' expression and handling of…

  4. Parental Socialization of Emotion

    PubMed Central

    Cumberland, Amanda; Spinrad, Tracy L.

    2006-01-01

    Recently, there has been a resurgence of research on emotion, including the socialization of emotion. In this article, a heuristic model of factors contributing to the socialization of emotion is presented. Then literature relevant to the socialization of children’s emotion and emotion-related behavior by parents is reviewed, including (a) parental reactions to children’s emotions, (b) socializers’ discussion of emotion, and (c) socializers’ expression of emotion. The relevant literature is not conclusive and most of the research is correlational. However, the existing body of data provides initial support for the view that parental socialization practices have effects on children’s emotional and social competence and that the socialization process is bidirectional. In particular, parental negative emotionality and negative reactions to children’s expression of emotion are associated with children’s negative emotionality and low social competence. In addition, possible moderators of effects such as level of emotional arousal are discussed. PMID:16865170

  5. Do child healthcare professionals and parents recognize social-emotional and behavioral problems in 1-year-old infants?

    PubMed

    Alakortes, Jaana; Kovaniemi, Susanna; Carter, Alice S; Bloigu, Risto; Moilanen, Irma K; Ebeling, Hanna E

    2017-04-01

    Growing evidence supports the existence of clinically significant social-emotional/behavioral (SEB) problems among as young as 1-year-old infants. However, a substantial proportion of early SEB problems remain unidentified during contacts with child healthcare professionals. In this study, child healthcare nurse (CHCN; N = 1008) and parental (N = 518) reports about SEB worries were gathered, along with the maternal and paternal Brief Infant-Toddler Social and Emotional Assessment (BITSEA) ratings, for 12-month-old infants randomly recruited through Finnish child health centers. Only 1.4-1.8 % of CHCNs, 3.9 % of mothers, and 3.2 % of fathers reported of being worried about the assessed child's SEB development. When the CHCNs' and parental reports were combined, 7.7 % (33/428) of the infants assessed each by all three adults had one (7.0 %), two (0.7 %) or three (0 %) worry reports. Even the combination of the CHCN's and parental worry reports identified only 7.0-13.8 % of the infants with the maternal and/or paternal BITSEA Problem or Competence rating in the of-concern range. Identified associations across the three informants' worry reports, parental BITSEA ratings and sociodemographic factors are discussed in the paper. Routine and frequent use of developmentally appropriate screening measures, such as the BITSEA, might enhance identification and intervening of early SEB problems in preventive child healthcare by guiding both professionals and parents to pay more attention to substantial aspects of young children's SEB development and encouraging them to discuss possible problems and worries.

  6. Teachers' Discussions of Emotion in Child Care Centers

    ERIC Educational Resources Information Center

    Ahn, Hey Jun

    2005-01-01

    Teachers have the opportunity to discuss the emotions of children as they occur in the context of the classroom. As such, teachers play an important role in the socialization of emotions of young children. This observational study examines teachers' discussions of emotions in three child care centers. The findings suggest that child care centers…

  7. Can parent training for parents with high levels of expressed emotion have a positive effect on their child's social anxiety improvement?

    PubMed

    Garcia-Lopez, Luis Joaquín; Díaz-Castela, Maria del Mar; Muela-Martinez, Jose Antonio; Espinosa-Fernandez, Lourdes

    2014-12-01

    The role that parents' involvement may play in improving their child's social anxiety is still under debate. This paper aimed to investigate whether training parents with high expressed emotion (EE) could improve outcomes for adolescent social anxiety intervention. Fifty-two socially anxious adolescents (aged 13-18 years), whose parents exhibited high levels of expressed emotion, were assigned to either (a) a school-based intervention with an added parent training component, or (b) a school-based program focused solely on intervening with the adolescent (no parental involvement). Post-treatment and 12-month follow-up findings showed that school-based intervention with parent training was superior to the adolescent-specific program, yielding significant reductions in diagnosis remission, social and depressive symptomatology, particularly when the EE status of parents changed. Overall, the findings suggest that high-EE parents of children with social anxiety need to be involved in their child's therapy.

  8. Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten

    ERIC Educational Resources Information Center

    Brock, Laura L.; Curby, Timothy W.

    2014-01-01

    Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's…

  9. Double jeopardy: poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk.

    PubMed

    Watamura, Sarah Enos; Phillips, Deborah A; Morrissey, Taryn W; McCartney, Kathleen; Bub, Kristen

    2011-01-01

    Using data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD), the authors examined whether interactions between home and child-care quality affect children's social-emotional adjustment at 24, 36, and 54 months (N = 771). Triadic splits on quality of home and child care were used to examine children in specific ecological niches, with a focus on those who experience the double jeopardy of poor quality home and child-care environments. Children in this niche exhibited the highest levels of mother-reported problem behavior and the lowest levels of prosocial behavior. However, there was evidence that children from lower quality home environments were able to benefit from the compensatory influence of high-quality child care. These results suggest policies aimed at the cross-context influences of protective and risky settings.

  10. On the Relationship between the Creative and Social-Emotional Development of Emotionally Handicapped Children.

    ERIC Educational Resources Information Center

    Paget, Kathleen D.

    1980-01-01

    A significant relationship was found between changes in social emotional status and creativity. Creative and social-emotional changes occurred independently of most variables known about a child at the beginning of treatment. (Author)

  11. Race, Emotions, and Socialization.

    ERIC Educational Resources Information Center

    Smith, James E.

    2002-01-01

    Investigated the connection between emotion and behavior, examining the connection between the construct of emotional intelligence and criminal behavior. Data collected from a group of men and women on probation from prison indicated that people received different socialization with regard to emotions based on gender and race. Results suggest that…

  12. Maternal Emotion Socialization in Maltreating and Non-Maltreating Families: Implications for Children's Emotion Regulation

    ERIC Educational Resources Information Center

    Shipman, Kimberly L.; Schneider, Renee; Fitzgerald, Monica M.; Sims, Chandler; Swisher, Lisa; Edwards, Anna

    2007-01-01

    This study investigated the socialization of children's emotion regulation in physically maltreating and non-maltreating mother-child dyads (N = 80 dyads). Mother-child dyads participated in the parent-child emotion interaction task (Shipman & Zeman, 1999) in which they talked about emotionally-arousing situations. The PCEIT was coded for maternal…

  13. Mother-Child Affect and Emotion Socialization Processes across the Late Preschool Period: Predictions of Emerging Behaviour Problems

    ERIC Educational Resources Information Center

    Newland, Rebecca P.; Crnic, Keith A.

    2011-01-01

    The current study examined concurrent and longitudinal relations between maternal negative affective behaviour and child negative emotional expression in preschool age children with (n=96) or without (n=126) an early developmental risk, as well as the predictions of later behaviour problems. Maternal negative affective behaviour, child…

  14. Social-Emotional Development, School Readiness, Teacher-Child Interactions, and Classroom Environment

    ERIC Educational Resources Information Center

    Heller, Sherryl Scott; Rice, Janet; Boothe, Allison; Sidell, Margo; Vaughn, Krystal; Keyes, Angela; Nagle, Geoffrey

    2012-01-01

    This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers' emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the…

  15. Delivering "Every Child Matters": The Central Role of Social and Emotional Learning in Schools

    ERIC Educational Resources Information Center

    Weare, Katherine

    2007-01-01

    Schools are seen as having a central role to play in the "Every Child Matters" (ECM) effort, which many are finding somewhat challenging, an additional pressure and something of a departure from their usual role. One way forward may be to help schools make links between ECM and other activities with which they are starting to engage but…

  16. Social and Emotional Outcomes of Child Sexual Abuse: A Clinical Sample in Turkey

    ERIC Educational Resources Information Center

    Ozbaran, Burcu; Erermis, Serpil; Bukusoglu, Nagehan; Bildik, Tezan; Tamar, Muge; Ercan, Eyyup Sabri; Aydin, Cahide; Cetin, Saniye Korkmaz

    2009-01-01

    Childhood sexual abuse is a traumatic life event that may cause psychiatric disorders such as posttraumatic stress disorder and depression. During 2003-2004, 20 sexually abused children were referred to the Child and Adolescent Psychiatry Clinic of Ege University in Izmir, Turkey. Two years later, the psychological adjustment of these children (M…

  17. Social and emotional outcomes of child sexual abuse: a clinical sample in Turkey.

    PubMed

    Ozbaran, Burcu; Erermis, Serpil; Bukusoglu, Nagehan; Bildik, Tezan; Tamar, Muge; Ercan, Eyyup Sabri; Aydin, Cahide; Cetin, Saniye Korkmaz

    2009-09-01

    Childhood sexual abuse is a traumatic life event that may cause psychiatric disorders such as posttraumatic stress disorder and depression. During 2003-2004, 20 sexually abused children were referred to the Child and Adolescent Psychiatry Clinic of Ege University in Izmir, Turkey. Two years later, the psychological adjustment of these children (M age = 9.4 years, SD = 3.63 years, range = 5 to 16 years) is evaluated. Semistructured interviews, a form for the sociodemographic characteristics, are used for evaluations by a child psychiatrist who is blind to the first evaluation. It is determined that sexually abused children have more psychiatric disorders within the first year than 2 years later. However, some behavior problems occur at both short-term and long-term follow-ups.

  18. Maternal Depressive Symptoms and Child Social Preference during the Early School Years: Mediation by Maternal Warmth and Child Emotion Regulation

    ERIC Educational Resources Information Center

    Kam, Chi-Ming; Greenberg, Mark T.; Bierman, Karen L.; Coie, John D.; Dodge, Kenneth A.; Foster, Michael E.; Lochman, John E.; McMahon, Robert J.; Pinderhughes, Ellen E.

    2011-01-01

    This longitudinal study examined processes that mediate the association between maternal depressive symptoms and peer social preference during the early school years. Three hundred and fifty six kindergarten children (182 boys) and their mothers participated in the study. During kindergarten, mothers reported their level of depressive…

  19. Examining the social, emotional and behavioral needs of youth involved in the child welfare and juvenile justice systems.

    PubMed

    Neely-Barnes, Susan; Whitted, Katheryn

    2011-01-01

    This study assesses the social, emotional and behavioral symptoms of 2,575 youth who were receiving behavioral health services from a private provider agency, either in an out of home placement (e.g., foster care home, a group home or a residential treatment facility) or in their own home (through the In-Home Services Program). The findings suggest the prevalence of symptoms in each of the domains (i.e., conduct problems, emotional problems, ADHD, and peer problems) were relatively high compared to the general population. Over 50% of the youth had conduct problems in the borderline or abnormal range, more than 35% had hyperactivity and peer problems subscale scores in the borderline or abnormal range, and almost 25% of the youth reported symptoms of emotional problems in the borderline or abnormal range. Youth's social, emotional and behavioral problems varied by gender, race/ethnicity and age group.

  20. The Evocative Influence of Child Academic and Social-Emotional Adjustment on Parent Involvement in Inner-City Schools

    ERIC Educational Resources Information Center

    Hoglund, Wendy L. G.; Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence

    2015-01-01

    The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent…

  1. Preschool Teachers' Professional Training, Observational Feedback, Child-Centered Beliefs and Motivation: Direct and Indirect Associations with Social and Emotional Responsiveness

    ERIC Educational Resources Information Center

    Lang, Sarah N.; Mouzourou, Chryso; Jeon, Lieny; Buettner, Cynthia K.; Hur, Eunhye

    2017-01-01

    Background: Young children's social and emotional competence is a key predictor of their current and future academic and social success. Although preschool teachers are critical socializing agent of children's social and emotional development, we know little about factors associated with preschool teachers' social and emotional responsiveness.…

  2. Emotion Framing: Does It Relate to Children's Emotion Knowledge and Social Behavior?

    ERIC Educational Resources Information Center

    Colwell, Malinda J.; Hart, Sybil

    2006-01-01

    This study examined the associations between maternal emotion framing and mother--child relationship quality and children's emotional and social competence. Sixty-one mothers and their preschool children (33 boys) completed dyadic and individual measures. Observations were made of mother--child synchrony and maternal emotion framing. Children's…

  3. Social and Emotional Skills for Life and Career: Policy Levers That Focus on the Whole Child. Policy Snapshot

    ERIC Educational Resources Information Center

    Yoder, Nick

    2015-01-01

    Although Employers and colleges want candidates who are motivated and adaptable, are able to work well in teams and communicate effectively, have a strong work ethic, have solid interpersonal skills, and are strategic in their planning skills. Schools need to place a greater emphasis on social and emotional skills for students to prepare them for…

  4. Infant Frontal Asymmetry Predicts Child Emotional Availability

    ERIC Educational Resources Information Center

    Licata, Maria; Paulus, Markus; Kühn-Popp, Nina; Meinhardt, Jorg; Sodian, Beate

    2015-01-01

    While factors influencing maternal emotional availability (EA) have been well investigated, little is known about the development of child EA. The present longitudinal study investigated the role of frontal brain asymmetry in young children with regard to child EA (child responsiveness and involvement) in mother-child interaction in a sample of 28…

  5. Social and Emotional Learning Services and Child Outcomes in Third Grade: Evidence from a Cohort of Head Start Participants

    PubMed Central

    Zhai, Fuhua; Raver, C. Cybele; Jones, Stephanie M.

    2015-01-01

    A variety of universal school-based social and emotional learning (SEL) programs have been designed in the past decades to help children improve social-emotional and academic skills. Evidence on the effectiveness of SEL programs has been mixed in the literature. Using data from a longitudinal follow-up study of children (n = 414) originally enrolled in a clustered randomized controlled trial (RCT) when they were in Head Start, we examined whether universal SEL services in third grade were associated with the development of children from disadvantaged families. We took advantage of pairwise matching in the RCT design to compare children who had similar family background and preschool experiences but received different doses of SEL services in third grade. The results showed that the frequent (i.e., weekly to daily) exposure to SEL opportunities was associated with favorable social-emotional and academic development in third grade, including increased social skills, student-teacher relationship, and academic skills, as well as reduced impulsiveness. PMID:26236063

  6. Parental fear of negative child evaluation in child social anxiety.

    PubMed

    Schreier, Sina-Simone; Heinrichs, Nina

    2010-12-01

    Parental anxiety has been linked to child anxiety in various studies. However, specific mechanisms responsible for this relationship in the context of child social anxiety are still largely unknown. A potential mediator between parental and child social anxiety may be parental fear of negative child evaluation (FNCE). To investigate this concept, we collected self-reported data from families with 9- to 16-year old children in a non-clinical sample (458 mother-child dyads and 336 father-child dyads). While both paternal and maternal FNCE predicted child social anxiety, only maternal FNCE mediated the association between maternal and child social anxiety. Maternal report of FNCE was also found to mediate the association between maternal social anxiety and general childhood emotional problems but not externalising problems. Overall, this study is the first to identify a mediator variable that may explain the association between mother and child social anxiety in school-age children. The results shed new light on the mechanisms by which fear and anxiety may be transmitted across generations.

  7. From the child to the neighbourhood: Longitudinal ecological correlates of young adolescents' emotional, social, conduct, and academic difficulties.

    PubMed

    Rowe, Susan L; Zimmer-Gembeck, Melanie J; Hood, Michelle

    2016-06-01

    Guided by Bronfenbrenner's (1977) ecological framework, we investigated the correlates of changes in early adolescents' emotional, conduct, social and academic difficulties over a 2-year period of time. A representative sample of Australian early adolescents (N = 3797, 51% boys) completed questionnaires and interviews when they were age 10 (T1) and two years later at age 12 (T2). Parents also participated. Adolescents' difficulties increased over time, but there was no difference in academic difficulties between T1 and T2. Hierarchical regression analyses showed that temperamental factors of persistence and reactivity accounted for the most unique variance in adolescents' difficulties. Factors at each ecological level, including neighbourhood advantage, school connection, and family factors, were also uniquely associated with adolescents' change in difficulties over time. Although ecological effects were small, the study highlights the significant unique roles that proximal and distal social contexts play in the development of difficulties.

  8. Emotional mimicry as social regulation.

    PubMed

    Hess, Ursula; Fischer, Agneta

    2013-05-01

    Emotional mimicry is the imitation of the emotional expressions of others. According to the classic view on emotional mimicry (the Matched Motor Hypothesis), people mimic the specific facial movements that comprise a discrete emotional expression. However, little evidence exists for the mimicry of discrete emotions; rather, the extant evidence supports only valence-based mimicry. We propose an alternative Emotion Mimicry in Context view according to which emotional mimicry is not based on mere perception but rather on the interpretation of signals as emotional intentions in a specific context. We present evidence for the idea that people mimic contextualized emotions rather than simply expressive muscle movements. Our model postulates that (implicit or explicit) contextual information is needed for emotional mimicry to take place. It takes into account the relationship between observer and expresser, and suggests that emotional mimicry depends on this relationship and functions as a social regulator.

  9. You Get What You Get and You Don’t Throw A Fit!: Emotion Socialization and Child Physiology Jointly Predict Early Prosocial Development

    PubMed Central

    Scrimgeour, Meghan B.; Davis, Elizabeth L.; Buss, Kristin A.

    2015-01-01

    Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children’s prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children’s parasympathetic regulation have each been implicated in prosocial behavior, but are rarely examined together or prospectively. Given the transactional nature of parent-child relationships, the effects of maternal ES strategies on children’s prosocial behavior are likely moderated by children’s individual differences in parasympathetic regulation. As predicted, mothers’ reported use of problem-focused ES strategies predicted prosocial behavior at age 4. Additionally, children who showed parasympathetic reactivity consistent with more effective emotion regulation during a lab-based disappointment task were rated as more prosocial at age 4. Several interactions with maternal ES strategies emerged. Children’s parasympathetic regulation moderated the relations between observed physical comfort or cognitive reframing and prosocial behavior. Observed distraction (either behavioral or cognitive) moderated the link between mothers’ reported use of problem-focused ES strategies and children’s prosocial behavior. Findings suggest that children’s emerging prosocial behavior is shaped by the interactive contributions of inter-personal maternal ES as well as intra-personal intrinsic physiological regulation. PMID:26569566

  10. You get what you get and you don't throw a fit!: Emotion socialization and child physiology jointly predict early prosocial development.

    PubMed

    Scrimgeour, Meghan B; Davis, Elizabeth L; Buss, Kristin A

    2016-01-01

    Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children's prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children's parasympathetic regulation have each been implicated in prosocial behavior, but are rarely examined together or prospectively. Given the transactional nature of parent-child relationships, the effects of maternal ES strategies on children's prosocial behavior are likely moderated by children's individual differences in parasympathetic regulation. As expected, mothers' reported use of problem-focused ES strategies predicted prosocial behavior at age 4. Additionally, children who showed parasympathetic reactivity consistent with more effective emotion regulation during a lab-based disappointment task were rated as more prosocial at age 4. Several interactions with maternal ES strategies emerged. Children's parasympathetic regulation moderated the relations between observed physical comfort or cognitive reframing and prosocial behavior. Observed distraction (either behavioral or cognitive) moderated the link between mothers' reported use of problem-focused ES strategies and children's prosocial behavior. Findings suggest that children's emerging prosocial behavior is shaped by the interactive contributions of interpersonal maternal ES as well as intrapersonal intrinsic physiological regulation. (PsycINFO Database Record

  11. Parent-Child Attachment and Emotion Regulation

    ERIC Educational Resources Information Center

    Brumariu, Laura E.

    2015-01-01

    Given the centrality of both parent-child attachment and emotion regulation in children's development and adjustment, it is important to evaluate the relations between these constructs. This article discusses conceptual and empirical links between attachment and emotion regulation in middle childhood, highlights progress and challenges in the…

  12. [An inclusive misunderstanding--why noncategorization in special education for people with emotional and social behavior disorders complicates the cooperation with child and adolescent psychiatry].

    PubMed

    Ahrbeck, Bernd; Fickler-Stang, Ulrike

    2015-07-01

    The welcomed coeducation of children and adolescents with and without disabilities is going into dangerous territory since it has become burdened with a number of illusionary expectations. The constraints applied by real-life and meaningful circumstances should be taken into account, especially for children with emotional and social behavior disorders. Practicable prevention and intervention measurements cannot be generated without profound knowledge about disorders among this heterogeneous group of people. Abandoning all previously relevant terminology («noncategorization»), demanded by some radical inclusion advocates, leads to a situation that is helplessly confronted with its duties but lacks the basic skills and the necessary support stemming from an interdisciplinary dialogue. The contact with child and adolescent psychiatry is threatened to the disadvantage of the profession.

  13. The Universality of Emotional Child Abuse.

    ERIC Educational Resources Information Center

    Firestone, Robert W.

    Emotional child abuse is virtually inevitable in the context of the traditional nuclear family and often has a more detrimental effect on children than other, more widely publicized forms of maltreatment. This paper documents clinical, statistical, and empirical evidence showing that "normative" child-rearing practices in our culture have…

  14. Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.

    2015-01-01

    Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…

  15. Social and Emotional Learning in Montessori Education. Spotlight: Montessori Potpourri.

    ERIC Educational Resources Information Center

    Powell, Mark

    2001-01-01

    Identifies the dual development of independence and interdependence as a template for thinking about social and emotional education for children. Suggests integrating social, emotional, and academic learning to foster the child's individuality. Discusses Montessori's belief that personal freedom and responsibility are built on a foundation of…

  16. Understanding the behavioral and emotional consequences of child abuse.

    PubMed

    Stirling, John; Amaya-Jackson, Lisa; Amaya-Jackson, Lisa

    2008-09-01

    Children who have suffered early abuse or neglect may later present with significant behavior problems including emotional instability, depression, and a tendency to be aggressive or violent with others. Troublesome behaviors may persist long after the abusive or neglectful environment has changed or the child has been in foster care placement. Neurobiological research has shown that early abuse results in an altered physiological response to stressful stimuli, a response that deleteriously affects the child's subsequent socialization. Pediatricians can assist caregivers by helping them recognize the abused or neglected child's altered responses, formulate more effective coping strategies, and mobilize available community resources.

  17. Toddlers' Social-Emotional Competence in the Contexts of Maternal Emotion Socialization and Contingent Responsiveness in a Low-Income Sample

    ERIC Educational Resources Information Center

    Brophy-Herb, Holly E.; Schiffman, Rachel F.; Bocknek, Erika London; Dupuis, Sara B.; Fitzgerald, Hiram E.; Horodynski, Mildred; Onaga, Esther; Van Egeren, Laurie A.; Hillaker, Barbara

    2011-01-01

    Early social-emotional development occurs in the context of parenting, particularly via processes such as maternal emotion socialization and parent-child interactions. Results from structural equation modeling indicated that maternal contingent responsiveness partially mediated the relationship between maternal emotion socialization of toddlers (N…

  18. Associations of Preschool Type and Teacher-Child Relational Quality with Young Children's Social-Emotional Competence

    ERIC Educational Resources Information Center

    Garner, Pamela W.; Mahatmya, Duhita; Moses, Laurence Kimberly; Bolt, Elizabeth N.

    2014-01-01

    Research Findings: This study examined associations of preschool type (i.e., urban and suburban Head Start and university-affiliated center) and teacher-child variables with positive and negative child outcomes among 145 preschoolers (74 boys). Differences emerged across preschools, with urban Head Start children scoring lowest on the emotional…

  19. Emotional Development and Delay: The Child in the Context of the School Environment.

    ERIC Educational Resources Information Center

    Pendleton, Vicki Mitchell

    The paper reviews the interaction between a young child and the school environment in the development of emotional and behavior problems. Research on empathy development, the impact of the teacher-child relationship, and effects on self concept of social relationships with peers are considered. The origin and achievements of the Child and Family…

  20. Child cortisol moderates the association between family routines and emotion regulation in low-income children.

    PubMed

    Miller, Alison L; Song, Ju-Hyun; Sturza, Julie; Lumeng, Julie C; Rosenblum, Katherine; Kaciroti, Niko; Vazquez, Delia M

    2017-01-01

    Biological and social influences both shape emotion regulation. In 380 low-income children, we tested whether biological stress profile (cortisol) moderated the association among positive and negative home environment factors (routines; chaos) and emotion regulation (negative lability; positive regulation). Children (M age = 50.6, SD = 6.4 months) provided saliva samples to assess diurnal cortisol parameters across 3 days. Parents reported on home environment and child emotion regulation. Structural equation modeling was used to test whether cortisol parameters moderated associations between home environment and child emotion regulation. Results showed that home chaos was negatively associated with emotion regulation outcomes; cortisol did not moderate the association. Child cortisol level moderated the routines-emotion regulation association such that lack of routine was most strongly associated with poor emotion regulation among children with lower cortisol output. Findings suggest that underlying child stress biology may shape response to environmental influences.

  1. Emotional intelligence and social interaction.

    PubMed

    Lopes, Paulo N; Brackett, Marc A; Nezlek, John B; Schütz, Astrid; Sellin, Ina; Salovey, Peter

    2004-08-01

    Two studies found positive relationships between the ability to manage emotions and the quality of social interactions, supporting the predictive and incremental validity of an ability measure of emotional intelligence, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). In a sample of 118 American college students (Study 1), higher scores on the managing emotions subscale of the MSCEIT were positively related to the quality of interactions with friends, evaluated separately by participants and two friends. In a diary study of social interaction with 103 German college students (Study 2), managing emotions scores were positively related to the perceived quality of interactions with opposite sex individuals. Scores on this subscale were also positively related to perceived success in impression management in social interactions with individuals of the opposite sex. In both studies, the main findings remained statistically significant after controlling for Big Five personality traits.

  2. Personalization in Mother-Child Emotion Talk across Three Contexts

    ERIC Educational Resources Information Center

    Kucirkova, Natalia; Tompkins, Virginia

    2014-01-01

    An unexplored aspect of contextual variation in emotion talk is the extent to which the emotions mothers and children discuss relate to the child, mother, or another self. To establish the extent to which mothers and children personalize the emotions they discuss, we examined the emotion talk of 40 American mother-child dyads in three…

  3. Emotion Socialization in Families of Children with an Anxiety Disorder

    ERIC Educational Resources Information Center

    Suveg, Cynthia; Zeman, Janice; Flannery-Schroeder, Ellen; Cassano, Michael

    2005-01-01

    Compared emotion socialization in 26 children with anxiety disorders ages 8-12 years and their mothers to 26 nonclinical counterparts without psychopathology. Children and their mothers participated in an emotion interaction task in which they discussed occasions when the child felt worry, sadness, and anger. Responses were coded for length of…

  4. Parental Reactions to Toddlers' Negative Emotions and Child Negative Emotionality as Correlates of Problem Behavior at the Age of Three

    ERIC Educational Resources Information Center

    Engle, Jennifer M.; McElwain, Nancy L.

    2011-01-01

    Parent-reported reactions to children's negative emotions and child negative emotionality were investigated as correlates of internalizing and externalizing behaviors. Children (N = 107) and their parents participated in a short-term longitudinal study of social development. Mothers and fathers independently completed questionnaires assessing…

  5. Parental Involvement in Deaf Children's Education Programs as a Predictor of Child's Language, Early Reading, and Social-Emotional Development.

    ERIC Educational Resources Information Center

    Calderon, Rosemary

    2000-01-01

    This study examined the impact of parental involvement on four outcomes for 28 young children with hearing loss. Although parental involvement was a significant positive predictor of early reading skills, maternal communication skill and the child's degree of hearing loss were more significant predictors for positive language and academic…

  6. Parenting and the Child's World: Influences on Academic, Intellectual, and Social-Emotional Development. Monographs in Parenting.

    ERIC Educational Resources Information Center

    Borkowski, John G.; Ramey, Sharon Landesman; Bristol-Power, Marie

    Conceived around the notion that there are multiple sources of influence on children's development, this volume describes when, where, and how parenting matters and the major antecedents and moderators of effective parenting. The chapters of the volume are as follows: (1) "Beyond the Nurture Assumption: Testing Hypotheses about the Child's…

  7. Social Structure and Child Poverty

    ERIC Educational Resources Information Center

    Ferriss, Abbott L.

    2006-01-01

    Child poverty, as a critical indicator of the QOL, is intricately related to the social structure of the community. This hypothesis is explored for the 159 counties of Georgia for the year 2000. The influence of demographic, economic, family and health factors upon child poverty are explored through models of total, black and white child poverty.…

  8. The effect of toddler emotion regulation on maternal emotion socialization: Moderation by toddler gender.

    PubMed

    Premo, Julie E; Kiel, Elizabeth J

    2014-08-01

    Although developmental research continues to connect parenting behaviors with child outcomes, it is critical to examine how child behaviors influence parenting behaviors. Given the emotional, cognitive, and social costs of maladaptive parenting, it is vital to understand the factors that influence maternal socialization behaviors. The current study examined children's observed emotion regulatory behaviors in two contexts (low-threat and high-threat novelty) as one influence. Mother-child dyads (n = 106) with toddlers of 24 months of age participated in novelty episodes from which toddler emotion regulation behaviors (i.e., caregiver-focused, attention, and self-soothing) were coded, and mothers reported their use of emotion socialization strategies when children were 24 and 36 months. We hypothesized that gender-specific predictive relations would occur, particularly from regulatory behaviors in the low-threat contexts. Gender moderated the relation between caregiver-focused emotion regulation in low-threat contexts and nonsupportive emotion socialization. Results from the current study inform the literature on the salience of child-elicited effects on the parent-child relationship. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  9. You Get What You Get and You Don't Throw a Fit!: Emotion Socialization and Child Physiology Jointly Predict Early Prosocial Development

    ERIC Educational Resources Information Center

    Scrimgeour, Meghan B.; Davis, Elizabeth L.; Buss, Kristin A.

    2016-01-01

    Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children's prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children's parasympathetic regulation have each…

  10. Maternal emotion socialization differentially predicts third-grade children's emotion regulation and lability.

    PubMed

    Rogers, Megan L; Halberstadt, Amy G; Castro, Vanessa L; MacCormack, Jennifer K; Garrett-Peters, Patricia

    2016-03-01

    Numerous parental emotion socialization factors have been implicated as direct and indirect contributors to the development of children's emotional competence. To date, however, no study has combined parents' emotion-related beliefs, behaviors, and regulation strategies in one model to assess their cumulative-as well as unique-contributions to children's emotion regulation. We considered the 2 components that have recently been distinguished: emotion regulation and emotional lability. We predicted that mothers' beliefs about the value of and contempt for children's emotions, mothers' supportive and nonsupportive reactions to their children's emotions, as well as mothers' use of cognitive reappraisal and suppression of their own emotions would each contribute unique variance to their children's emotion regulation and lability, as assessed by children's teachers. The study sample consisted of an ethnically and socioeconomically diverse group of 165 mothers and their third-grade children. Different patterns emerged for regulation and lability: Controlling for family income, child gender, and ethnicity, only mothers' lack of suppression as a regulatory strategy predicted greater emotion regulation in children, whereas mothers' valuing of children's emotions, mothers' lack of contempt for children's emotions, mothers' use of cognitive reappraisal to reinterpret events, and mothers' lack of emotional suppression predicted less lability in children. These findings support the divergence of emotion regulation and lability as constructs and indicate that, during middle childhood, children's lability may be substantially and uniquely affected by multiple forms of parental socialization.

  11. Pregnant and Parenting Adolescents: A Study of Ethnic Identity, Emotional and Behavioral Functioning, Child Characteristics, and Social Support

    ERIC Educational Resources Information Center

    Sieger, Karin; Renk, Kimberly

    2007-01-01

    This study examined relationships among the ethnic identity, behavior problems, self-esteem, and social support of 166 ethnically diverse pregnant and parenting adolescents, the majority of whom were African American and Hispanic American, and their infants. Results indicated that pregnant and parenting adolescent females were experiencing…

  12. The plasticity of social emotions.

    PubMed

    Klimecki, Olga M

    2015-01-01

    Social emotions such as empathy or compassion greatly facilitate our interactions with others. Despite the importance of social emotions, scientific studies have only recently revealed functional neural plasticity associated with the training of such emotions. Using the framework of two antagonistic neural systems, the threat and social disconnection system on the one hand, and the reward and social connection system on the other, this article describes how training compassion and empathy can change the functioning of these systems in a targeted manner. Whereas excessive empathic sharing of suffering can increase negative feelings and activations in the insula and anterior cingulate cortex (corresponding to the threat and social disconnection system), compassion training can strengthen positive affect and neural activations in the medial orbitofrontal cortex and striatum (corresponding to the reward and social connection system). These neuroimaging findings are complemented by results from behavioral studies showing that compassion is linked to helping and forgiveness behavior, whereas empathic distress not only decreases helping behavior, but is even associated with increased aggressive behavior. Taken together, these data provide encouraging evidence for the plasticity of adaptive social emotions with wide-ranging implications for basic science and applied settings.

  13. Social and Emotional Aging

    PubMed Central

    Charles, Susan; Carstensen, Laura L.

    2014-01-01

    The past several decades have witnessed unidimensional decline models of aging give way to life-span developmental models that consider how specific processes and strategies facilitate adaptive aging. In part, this shift was provoked by the stark contrast between findings that clearly demonstrate decreased biological, physiological, and cognitive capacity with those suggesting that people are generally satisfied in old age and experience relatively high levels of emotional well-being. In recent years, this supposed “paradox” of aging has been reconciled through careful theoretical analysis and empirical investigation. Viewing aging as adaptation sheds light on resilience, wellbeing, and emotional distress across adulthood. PMID:19575618

  14. Child Emotional Aggression and Abuse: Definitions and Prevalence

    ERIC Educational Resources Information Center

    Slep, Amy M. Smith; Heyman, Richard E.; Snarr, Jeffery D.

    2011-01-01

    Objective: Research on and intervention for child emotional abuse and emotional aggression toward children have been severely hampered because there have been no agreed-upon, clinically usable definitions. Methods: We have (a) proposed and field-tested a set of criteria to operationally define child emotional abuse for clinical settings and (b)…

  15. Early Childhood Education Directors' Impact on Social-Emotional Teaching and Learning

    ERIC Educational Resources Information Center

    Zinsser, Katherine M.

    2013-01-01

    Early childhood education (ECE) centers are more than a series of contiguous classrooms. They are vibrant social communities where child and adult emotions are ever-present and integral to learning. Although much research has focused on classroom quality and teacher-child interactions that support children's social-emotional development,…

  16. Parental Emotion Coaching and Child Emotion Regulation as Protective Factors for Children with Oppositional Defiant Disorder

    ERIC Educational Resources Information Center

    Dunsmore, Julie C.; Booker, Jordan A.; Ollendick, Thomas H.

    2013-01-01

    We assessed linkages of mothers' emotion coaching and children's emotion regulation and emotion lability/negativity with children's adjustment in 72 mother-child dyads seeking treatment for oppositional defiant disorder (ODD). Dyads completed the questionnaires and discussed emotion-related family events. Maternal emotion coaching was associated…

  17. Addressing Social, Emotional, and Organizational Goals for a Child with an Autism Spectrum Disorder (ASD) Using the Cognitive Orientation to Daily Occupational Performance (CO-OP) Approach

    ERIC Educational Resources Information Center

    Czmowski, Gina M.; Willert, Shea L.; Nielsen, Sarah K.

    2014-01-01

    Children with autism spectrum disorders (ASDs) have social, emotional, and organizational skill deficits which are frequently addressed through behavioral-based skills training. However, these approaches often do not result in generalization of skills. This case study sought to understand if the Cognitive Orientation to daily Occupational…

  18. Mother-child emotion communication and childhood anxiety symptoms.

    PubMed

    Brumariu, Laura E; Kerns, Kathryn A

    2015-01-01

    This study examined whether several aspects of emotion communication in mother-child dyads relate to child anxiety symptoms. Mother and child behaviours related to emotion communication were coded based on videotaped mother-child interactions in a sample of 87 ten- to twelve-year olds, and children reported on their anxiety symptoms. Mothers of more anxious children were less supportive in that they engaged more in psychologically controlling behaviours designed to manipulate the child's emotional state, exhibited less warmth and interest in the child, and were less elaborative during conversations about an emotionally negative event. Further, more anxious children showed greater affect intensity and lower congruency of emotions and behaviours, and were less engaged in the conversation. Examining the role of child gender did not change the results significantly. Mother and child emotion communication behaviours each explained significant variance in child anxiety. The results showed that how mothers and children approached emotion-related conversations is important for child anxiety, and highlighted the need to consider mother and child behaviours related to emotion communication in assessment and interventions with anxious children.

  19. A Feeling for Books: Using Literature to Promote Social-Emotional Development

    ERIC Educational Resources Information Center

    Tunks, Karen W.; Gilles, Rebecca M.

    2013-01-01

    Social-emotional development is a fundamental part of a child's overall well-being. Healthy development forms a critical foundation for building positive relationships and a strong self-esteem. Social-emotional development includes the ability to express and manage emotions and to establish secure relationships. All children have a natural desire…

  20. Task Groups in the School Setting: Promoting Children's Social and Emotional Learning

    ERIC Educational Resources Information Center

    Van Velsor, Patricia

    2009-01-01

    Through social and emotional learning (SEL), individuals develop skill in negotiating relationships successfully and expressing emotions appropriately. The socially and emotionally intelligent child reaps benefits in school and later life. Counselors are best qualified to promote children's SEL and the task group in the classroom provides an…

  1. Coparental Affect, Children's Emotion Dysregulation, and Parent and Child Depressive Symptoms.

    PubMed

    Thomassin, Kristel; Suveg, Cynthia; Davis, Molly; Lavner, Justin A; Beach, Steven R H

    2017-03-01

    Children's emotion dysregulation and depressive symptoms are known to be affected by a range of individual (parent, child) and systemic (parent-child, marital, and family) characteristics. The current study builds on this literature by examining the unique role of coparental affect in children's emotion dysregulation, and whether this association mediates the link between parent and child depressive symptoms. Participants were 51 mother-father-child triads with children aged 7 to 12 (M age = 9.24 years). Triads discussed a time when the child felt sad and a time when the child felt happy. Maternal and paternal displays of positive affect were coded, and sequential analyses examined the extent to which parents were congruent in their displays of positive affect during the emotion discussions. Results indicated that interparental positive affect congruity (IPAC) during the sadness discussion, but not the happiness discussion, uniquely predicted parent-reported child emotion dysregulation, above and beyond the contributions of child negative affect and parental punitive reactions. The degree of IPAC during the sadness discussion and child emotion dysregulation mediated the association between maternal, but not paternal, depressive symptoms and child depressive symptoms. Findings highlight the unique role of coparental affect in the socialization of sadness in youth and offer initial support for low levels of IPAC as a risk factor for the transmission of depressive symptoms in youth.

  2. Boosting Social and Emotional Competence

    ERIC Educational Resources Information Center

    Beland, Kathy

    2007-01-01

    Beland maintains that high school students will need a high level of skill in the social and emotional arena to be ready for competitive employment in the 21st century. In a 2006 survey, human resource professionals said five skills were most crucial to high school graduates' success: professionalism/work ethic; teamwork; oral communications;…

  3. [Psycho-emotional impact of a child's disability on parents].

    PubMed

    Ben Thabet, J; Sallemi, R; Hasïri, I; Zouari, L; Kamoun, F; Zouari, N; Triki, C; Maâlej, M

    2013-01-01

    Care for a child with a disability is a stressful experience for parents. It triggers a range of emotions and feelings that require a set of behaviors and attitudes to manage daily life. To face this situation, parents use coping strategies. The purpose of this study was to assess the psychological reactions (depression and anxiety) of parents and the impact of a child's disability on their quality of life (QOL), and to determine their coping strategies. A survey of 50 parents of handicapped children, treated in the neurology department at the Sfax Teaching Hospital in Tunisia, was conducted in September 2010. The Beck Depression Inventory (BDI), the State Trait Anxiety Inventory (STAI), the SF-36, and the Brief COPE were used to assess, respectively, depression, anxiety, QOL, and coping strategies in parents. Among the group of parents studied, the anxiety and depression rates were, respectively, 68% and 52%. Depression was more frequent among mothers and was correlated with low educational and socioeconomic levels. Anxiety was found in 70.7% of mothers and 55.6% of fathers with no significant correlation. There was a correlation between anxiety and increased family burden related to the presence of a similar case in the family. The range of coping strategies used includes religion (16%), active coping (16%), planning (16%), acceptance (20%), focus and venting of feelings (10%), and seeking emotional social support (10%). Parents used emotion-focused coping in 68% of cases and problem-centered coping in 32% of cases. The coping strategy choice was significantly correlated with gender. Mothers preferentially used emotion-focused coping. Depressed or anxious parents more frequently used emotion-focused strategies. Religious faith was correlated with a strategy centered on religious coping. The length of follow-up (more than 2years) was correlated with a strategy focused on acceptance. Emotion-focused coping was also correlated with low levels of education and

  4. Social Emotional Learning Skills and Educational Stress

    ERIC Educational Resources Information Center

    Çelik, Ismail

    2013-01-01

    The basic aim of this research is to examine the predicting role of social emotional learning skills in educational stress. The participants were 238 adolescents at high school. In this study, the Social Emotional Learning Skills Scale and the Educational Stress Scale were used. The relationships between social emotional learning skills and…

  5. Social-Emotional Development

    ERIC Educational Resources Information Center

    Moran, Lyndsey R.; Lengua, Liliana J.; Zalewski, Maureen

    2013-01-01

    Interactions between reactive and regulatory dimensions of temperament may be particularly relevant to children's adjustment but are examined infrequently. This study investigated these interactions by examining effortful control as a moderator of the relations of fear and frustration reactivity to children's social competence, internalizing, and…

  6. Girl child and social change.

    PubMed

    Seth, P

    1995-01-01

    This article discusses the state of social change and the disparity between India's Constitutional aims and actual practice in addressing gender inequality and the special risks of female children in India. The second part of this article summarizes Constitutional articles and laws relating to protection of women and a girl child. Before birth, a female child is at risk of fetal death. A woman is at risk of poorly performed abortions and maternal mortality. After birth, a girl child is at risk of child care of younger siblings, housework, lack of education, wage work for the household, sexual abuse, vulnerability at work or school or on the street, murder by her parents, abuse, malnutrition, and desertion. The SAARC summit declared 1990 the Year of the Girl Child. UN conventions and a world summit focused on the Rights of the Child. A child has a right to freedom from exploitation, neglect and abuse, and access to food, health care, and education. Articles 14, 15, and 16 of India's Constitution guarantee protection from discrimination on grounds of religion, race, caste, sex, or place of birth and equality of opportunity in public employment. Article 23 prohibits trafficking in humans and forced labor. Article 24 prohibits child labor under the age of 14 years. Article 39 assures an adequate means of livelihood, equal pay, and protection from child abuse and economic pressure to work in jobs unsuitable to a child's age and strength. Article 45 provides for free and compulsory education up to 14 years of age. Article 51 prohibits derogatory practices against women. Article 325 and 326 prohibits sex discrimination. Other laws pertain to dowry, marriage age, prostitution, abortion, juvenile justice, kidnapping, obscenity, procurement of a minor, sexual offenses, divorce and child support, child care, maternity benefits, and cruelty by a husband or relatives. The girl child in India continues to live in perpetual threat, both physiological and psychological.

  7. Social control and expressed emotion.

    PubMed

    Greenley, J R

    1986-01-01

    Research shows a higher risk of relapse among schizophrenics in high "expressed emotion" families. In this paper, the measure called "expressed emotion" is conceptualized as an indicator of family attempts to socially control the schizophrenic person's behavior in a particular way. This social control conceptualization is supported by a review of the type of information in the measure. Hypotheses following from this view are examined to assess the construct validity of the measure conceptualized as a type of social control. First, attempts at control are hypothesized to be ways anxious and fearful families try to cope. Second, the family's recognition of the schizophrenic's problem as mental illness is hypothesized to reduce the fearful and anxious family's likelihood of an intense interpersonal social control coping response. This type of social control of involuntary illness behaviors would be abandoned as unjust and unlikely to be effective. Data from the pioneering 1972 study by Brown, Birley, and Wing (Br. J. Psychiatry 121:241-258) provide support for these hypotheses and thus provide support for this social control conceptualization.

  8. Conceptualizing Emotions in Social Studies Education

    ERIC Educational Resources Information Center

    Sheppard, Maia; Katz, Doran; Grosland, Tanetha

    2015-01-01

    This review of research investigates how the field of social studies education conceptualizes emotions within its literature. Analysis indicates a lack of theoretical and empirical engagement with emotions, even when the presence of emotions is explicitly acknowledged. Drawing on Michalinos Zembylas's framework for researching emotions in…

  9. The emotional child witness: effects on juror decision-making.

    PubMed

    Cooper, Alexia; Quas, Jodi A; Cleveland, Kyndra C

    2014-01-01

    Despite wide variations in child witness behavior while on the stand, little research has focused on how that behavior influences jurors' perceptions of the child's credibility or the case itself. In the current study, the impact of a child's emotional displays on credibility judgments and verdict preferences was examined in jury-eligible college students and jurors released from jury duty. No significant differences emerged in perceptions or verdicts based on whether a child was shown as crying or not while participants read a transcript of the child's testimony. However, participants who rated the child as more emotional (regardless of whether the image showed a crying child) were more likely to render guilty verdicts, were more certain of guilt, and found the child more credible and the defendant less credible than participants who rated the child as less emotional. Also, when the child was perceived as low in emotion, older children were rated as less credible than younger children. The results have implications for understanding how children's emotional displays and jurors' perceptions of children's emotionality influence decisions in sexual abuse cases.

  10. Discrepancies in Parents' and Children's Reports of Child Emotion Regulation

    ERIC Educational Resources Information Center

    Hourigan, Shannon E.; Goodman, Kimberly L.; Southam-Gerow, Michael A.

    2011-01-01

    The ability to regulate one's emotions effectively has been linked with many aspects of well-being. The current study examined discrepancies between mothers' and children's reports of child emotion regulation. This investigation examined patterns of discrepancies for key aspects of emotion regulation (i.e., inhibition and dysregulated expression)…

  11. Emotional Pedagogy and the Gendering of Social and Emotional Learning

    ERIC Educational Resources Information Center

    Evans, Rhiannon

    2017-01-01

    Social and emotional learning (SEL) has predominantly been conceptualised as a neurological process, which has precluded understanding of how social, cultural and material discourses inform the expression of emotional experiences. Gender remains a notable omission. This article explores the micro-practices through which gender structures the…

  12. Social and emotional development from a cultural perspective.

    PubMed

    Rubin, K H

    1998-07-01

    The study of social and emotional development is recognized for its complexity. To better understand developmental norms, and deviations thereof, researchers typically focus on individual (e.g., temperament), interactional (e.g., parenting behaviors), and relational (e.g., attachment, friendship) levels of analysis. Often forgotten, however, is the extent to which cultural beliefs and norms play a role in the interpretation of the acceptability of individual characteristics and the types and the ranges of interactions and relationships that are likely or permissible. This special issue comprises four sections in which culture is examined insofar as it relates to the aforementioned levels of social analysis: "Emotional Development," "Parenting and Parent-Child Relationships," "Social Cognition and Social Relationships," and "Social and Emotional Adjustment and Maladjustment." Each section is followed by a commentary.

  13. Discrepancies in parents' and children's reports of child emotion regulation.

    PubMed

    Hourigan, Shannon E; Goodman, Kimberly L; Southam-Gerow, Michael A

    2011-10-01

    The ability to regulate one's emotions effectively has been linked with many aspects of well-being. The current study examined discrepancies between mothers' and children's reports of child emotion regulation. This investigation examined patterns of discrepancies for key aspects of emotion regulation (i.e., inhibition and dysregulated expression) and for three emotions (anger, sadness, worry). A total of 61 mother-child dyads (mean children's age=9.3 years) participated. As hypothesized, discrepancies for inhibition subscales were of a larger magnitude than those for dysregulated expression subscales. Furthermore, age was related to discrepancies in both anger subscales, parent reports of child externalizing symptoms were related to anger dysregulated expression discrepancies, and child reports of internalizing symptoms were related to sadness dysregulated expression discrepancies. Overall, the findings suggest that patterns of discrepant reports are not random but rather may provide meaningful and useful information about the nature of emotion regulation.

  14. Maternal depressive symptoms, toddler emotion regulation, and subsequent emotion socialization.

    PubMed

    Premo, Julie E; Kiel, Elizabeth J

    2016-03-01

    Although many studies have examined how maternal depressive symptoms relate to parenting outcomes, less work has examined how symptoms affect emotion socialization, a parenting construct linked to a myriad of socioemotional outcomes in early childhood. In line with a transactional perspective on the family, it is also important to understand how children contribute to these emotional processes. The current study examined how toddler emotion regulation strategies moderated the relation between maternal depressive symptoms and emotion socialization responses, including nonsupportive responses (e.g., minimizing, responding punitively to children's negative emotions) and wish-granting, or the degree to which mothers give in to their children's demands in order to decrease their children's and their own distress. Mothers (n = 91) and their 24-month-old toddlers participated in laboratory tasks from which toddler emotion regulation behaviors were observed. Mothers reported depressive symptoms and use of maladaptive emotion socialization strategies concurrently and at a 1-year follow-up. The predictive relation between maternal depressive symptoms and emotion socialization was then examined in the context of toddlers' emotion regulation. Toddlers' increased use of caregiver-focused regulation interacted with depressive symptoms in predicting increased wish-granting socialization responses at 36 months. At high levels of toddlers' caregiver-focused regulation, depressive symptoms related to increased wish-granting socialization at 36 months. There was no relation for nonsupportive socialization responses. Results suggest that toddler emotional characteristics influence how depressive symptoms may put mothers at risk for maladaptive parenting. Family psychologists must strive to understand the role of both parent and toddler characteristics within problematic emotional interactions.

  15. Maternal Depressive Symptoms, Toddler Emotion Regulation, and Subsequent Emotion Socialization

    PubMed Central

    Premo, Julie E.; Kiel, Elizabeth J.

    2015-01-01

    Although many studies have examined how maternal depressive symptoms relate to parenting outcomes, less work has examined how symptoms affect emotion socialization, a parenting construct linked to a myriad of socioemotional outcomes in early childhood. In line with a transactional perspective on the family, it is also important to understand how children contribute to these emotional processes. The current study examined how toddler emotion regulation strategies moderated the relation between maternal depressive symptoms and emotion socialization responses, including non-supportive responses (e.g., minimizing, responding punitively to children’s negative emotions) and wish-granting, or the degree to which mothers give in to their children’s demands in order to decrease their children’s and their own distress. Mothers (n = 91) and their 24-month-old toddlers participated in laboratory tasks from which toddler emotion regulation behaviors were observed. Mothers reported depressive symptoms and use of maladaptive emotion socialization strategies concurrently and at a 1-year follow-up. The predictive relation between maternal depressive symptoms and emotion socialization was then examined in the context of toddlers’ emotion regulation. Toddlers’ increased use of caregiver-focused regulation interacted with depressive symptoms in predicting increased wish-granting socialization responses at 36 months. At high levels of toddlers’ caregiver-focused regulation, depressive symptoms related to increased wish granting socialization at 36 months. There was no relation for non-supportive socialization responses. Results suggest that toddler emotional characteristics influence how depressive symptoms may put mothers at risk for maladaptive parenting. Family psychologists must strive to understand the role of both parent and toddler characteristics within problematic emotional interactions. PMID:26461486

  16. Social and Emotional Education in the Classroom.

    ERIC Educational Resources Information Center

    Burke, Robert W.

    2002-01-01

    Students' social and emotional development is vital in today's education, especially in light of changing family structures. This paper examines implications of recent cultural changes which have resulted in positive and negative changes in students' social and emotional needs, then describes and presents approaches to social and emotional…

  17. Transactional and Cascading Relations between Early Spanking and Children's Social-Emotional Development

    ERIC Educational Resources Information Center

    Gromoske, Andrea N.; Maguire-Jack, Kathryn

    2012-01-01

    The authors tested a series of models linking spanking and child social-emotional outcomes using a sample of 3,870 families from the Fragile Families and Child Wellbeing study. Spanking was measured by the number of times the focal child was spanked by the mother at ages 1, 3, and 5. Internalizing and externalizing symptoms were assessed using the…

  18. Sleep and Social-Emotional Development in Infants and Toddlers.

    PubMed

    Mindell, Jodi A; Leichman, Erin S; DuMond, Courtney; Sadeh, Avi

    2017-01-01

    The aim of this study was to examine the cross-sectional and longitudinal relationships among variables related to sleep patterns and both social-emotional problems (i.e., internalizing, externalizing, and dysregulation) and healthy social development (i.e., social competence). Assessments were completed at 6, 12, and 18 months across 5 cohorts of children for a total of 117 mother-child dyads. Mothers completed the Brief Infant Sleep Questionnaire at 6, 12, and 18 months, as well as the Infant Toddler Social Emotional Assessment at 12 and 18 months. Later bedtimes and less total sleep across the 24-hr period predicted higher internalizing problem scores, which includes indices of depression/withdrawal, general anxiety, separation distress, and inhibition. In contrast, sleep fragmentation was minimally associated with decreased social competence but not with any negative social-emotional outcomes. These results indicate that sleep patterns, primarily later bedtimes and less total sleep, appear to be associated with and predictive of social-emotional problem areas, namely, internalizing issues, in infants and toddlers. These findings add to the growing literature on the role of sleep in early social-emotional development and suggest that sleep schedule and duration should be addressed in clinical assessment and interventions for infant sleep.

  19. Emotion socialization style in parents of children with callous-unemotional traits.

    PubMed

    Pasalich, Dave S; Waschbusch, Daniel A; Dadds, Mark R; Hawes, David J

    2014-01-01

    Children with callous-unemotional (CU) traits manifest a range of deficits in their emotional functioning, and parents play a key role in socializing children's understanding, experience, expression, and regulation of emotions. However, research examining emotion-related parenting in families of children with CU traits is scarce. In two independent studies we examined emotion socialization styles in parents of children high on CU traits. In Study 1, we assessed parents' self-reported beliefs and feelings regarding their own and their child's emotions, in a sample of 111 clinic-referred and community children aged 7-12 years. In Study 2, we directly observed parents' responding to child emotion during an emotional reminiscing task, in a clinic sample of 59 conduct-problem children aged 3-9 years. Taken together, the results were consistent in suggesting that the mothers of children with higher levels of CU traits are more likely to have affective attitudes that are less accepting of emotion (Study 1), and emotion socialization practices that are more dismissing of child emotion (Study 2). Fathers' emotion socialization beliefs and practices were unrelated to levels of CU traits. Our findings provide initial evidence for a relationship between CU traits and parents' emotion socialization style, and have significant implications for the design of novel family-based interventions targeting CU traits and co-occurring conduct problems.

  20. Peer emotion socialization and somatic complaints in adolescents.

    PubMed

    Parr, Naomi J; Zeman, Janice; Braunstein, Kara; Price, Natalee

    2016-07-01

    Somatic symptoms tend to increase during early adolescence and although youth's social environments and emotional functioning play a role in somatic symptoms, few studies have examined mechanisms through which social interaction could influence youth's somatic wellbeing. Participants were 132 youth (61.6% girls, Mage = 12.61 years, 84.7% Caucasian) and their mothers. Reciprocated best-friend dyads participated in a video-taped problem discussion task to assess peer emotion socialization responses. Two supportive friend responses (i.e., emotion-focused, problem-focused) and two unsupportive responses (i.e., punitive, neglect) were examined. Mothers reported on their child's somatic complaints. Friends who provided emotion-focused, problem-focused, punitive, and neglect responses to their close friend's emotional disclosures had significantly fewer somatic symptoms. However, youth who received punitive responses to their emotional disclosures from their close friends had more somatic complaints. These findings provide initial evidence of a link between emotion socialization responses within close friendships and somatic complaints in early adolescence.

  1. Mothers' responses to children's negative emotions and child emotion regulation: the moderating role of vagal suppression.

    PubMed

    Perry, Nicole B; Calkins, Susan D; Nelson, Jackie A; Leerkes, Esther M; Marcovitch, Stuart

    2012-07-01

    The current study examined the moderating effect of children's cardiac vagal suppression on the association between maternal socialization of negative emotions (supportive and nonsupportive responses) and children's emotion regulation behaviors. One hundred and ninety-seven 4-year-olds and their mothers participated. Mothers reported on their reactions to children's negative emotions and children's regulatory behaviors. Observed distraction, an adaptive self-regulatory strategy, and vagal suppression were assessed during a laboratory task designed to elicit frustration. Results indicated that children's vagal suppression moderated the association between mothers' nonsupportive emotion socialization and children's emotion regulation behaviors such that nonsupportive reactions to negative emotions predicted lower observed distraction and lower reported emotion regulation behaviors when children displayed lower levels of vagal suppression. No interaction was found between supportive maternal emotion socialization and vagal suppression for children's emotion regulation behaviors. Results suggest physiological regulation may serve as a buffer against nonsupportive emotion socialization.

  2. Strong Start--Grades K-2: A Social and Emotional Learning Curriculum

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Parisi, Danielle M.; Whitcomb, Sara A.

    2007-01-01

    Social-emotional competence--it is a critical part of every child's school success, and just like any academic subject, children need instruction in it. Developed by a top expert, these proven curricula will help promote the social-emotional competence and resilience of children and adolescents. Divided into four age levels from kindergarten…

  3. Strong Teens--Grades 9-12: A Social and Emotional Learning Curriculum

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.

    2007-01-01

    Social-emotional competence--it is a critical part of every child's school success, and just like any academic subject, children need instruction in it. Developed by a top expert, these proven curricula will help promote the social-emotional competence and resilience of children and adolescents. Divided into four age levels from kindergarten…

  4. Examination of the Social Emotional Assessment Measure (SEAM) Parent-Toddler Interval

    ERIC Educational Resources Information Center

    Magee, Aoife Rose

    2012-01-01

    Parent-child relationships serve as the foundation for social emotional competence in young children. To support the healthy social emotional development of their children, parents may need to acquire information, resources, and skills through interventions that are based upon assessment of parent competence. This manuscript presents results from…

  5. Strong Kids--Grades 6-8: A Social and Emotional Learning Curriculum

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Carrizales, Dianna; Feuerborn, Laura; Gueldner, Barbara A.; Tran, Oanh K.

    2007-01-01

    Social-emotional competence--it is a critical part of every child's school success, and just like any academic subject, children need instruction in it. Developed by a top expert, these proven curricula will help promote the social-emotional competence and resilience of children and adolescents. Divided into four age levels from kindergarten…

  6. Infants' Social-Emotional Adjustment within a Childcare Context of Korea

    ERIC Educational Resources Information Center

    Kim, Min-Hee; Moon, Hyukjun

    2011-01-01

    In a child day-care setting, the naturally occurring social-emotional behaviours and play interaction of 51 infants were observed and recorded. Individual differences in gender, age, temperament, and maternal parenting behaviours were examined to understand how these variables might be related to social-emotional adjustment of infants. The…

  7. Mothers' Acculturation and Beliefs about Emotions, Mother-Child Emotion Discourse, and Children's Emotion Understanding in Latino Families

    ERIC Educational Resources Information Center

    Perez Rivera, Marie Belle; Dunsmore, Julie C.

    2011-01-01

    Research Findings: We examined associations among Anglo acculturation, Latino enculturation, maternal beliefs, mother-child emotion talk, and emotion understanding in 40 Latino preschool-age children and their mothers. Mothers self-reported Anglo acculturation, Latino enculturation, and beliefs about the value/danger of children's emotions and…

  8. The NIMH Child Emotional Faces Picture Set (NIMH-ChEFS): a new set of children's facial emotion stimuli.

    PubMed

    Egger, Helen Link; Pine, Daniel S; Nelson, Eric; Leibenluft, Ellen; Ernst, Monique; Towbin, Kenneth E; Angold, Adrian

    2011-09-01

    With the emergence of new technologies, there has been an explosion of basic and clinical research on the affective and cognitive neuroscience of face processing and emotion perception. Adult emotional face stimuli are commonly used in these studies. For developmental research, there is a need for a validated set of child emotional faces. This paper describes the development of the National Institute of Mental Health Child Emotional Faces Picture Set (NIMH-ChEFS), a relatively large stimulus set with high quality, color images of the emotional faces of children. The set includes 482 photographs of fearful, angry, happy, sad and neutral child faces with two gaze conditions: direct and averted gaze. In this paper we describe the development of the NIMH-ChEFS and data on the set's validity based on ratings by 20 healthy adult raters. Agreement between the a priori emotion designation and the raters' labels was high and comparable with values reported for commonly used adult picture sets. Intensity, representativeness, and composite "goodness" ratings are also presented to guide researchers in their choice of specific stimuli for their studies. These data should give researchers confidence in the NIMH-ChEFS's validity for use in affective and social neuroscience research.

  9. Harsh Parenting in Relation to Child Emotion Regulation and Aggression

    PubMed Central

    Chang, Lei; Schwartz, David; Dodge, Kenneth A.; McBride-Chang, Catherine

    2009-01-01

    This study presents a model of harsh parenting that has an indirect effect, as well as a direct effect, on child aggression in the school environment through the mediating process of child emotion regulation. Tested on a sample of 325 Chinese children and their parents, the model showed adequate goodness of fit. Also investigated were interaction effects between parents’ and children’s gender. Mothers’ harsh parenting affected child emotion regulation more strongly than fathers’, whereas harsh parenting emanating from fathers had a stronger effect on child aggression. Fathers’ harsh parenting also affected sons more than daughters, whereas there was no gender differential effect with mothers’ harsh parenting. These results are discussed with an emphasis on negative emotionality as a potentially common cause of family perturbations, including parenting and child adjustment problems. PMID:14640808

  10. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.

    PubMed

    Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

    2015-02-01

    The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence.

  11. Emotion socialization within the family environment and adolescent depression.

    PubMed

    Schwartz, Orli S; Sheeber, Lisa B; Dudgeon, Paul; Allen, Nicholas B

    2012-08-01

    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.

  12. Measurement of Emotional/Psychological Child Maltreatment: A Review

    ERIC Educational Resources Information Center

    Tonmyr, Lil; Draca, Jasminka; Crain, Jennifer; MacMillan, Harriet L.

    2011-01-01

    Background: Emotional/psychological child maltreatment (ECM) is a major public health problem with serious consequences including emotional and behavioral problems. Nevertheless, ECM is an understudied area. Objectives: The aims of this review are to identify measures of ECM and to evaluate their psychometric properties and utilities. We provide a…

  13. Integrating Social Emotional Learning into Secondary Curriculum

    ERIC Educational Resources Information Center

    Lindsay, Marilyn

    2013-01-01

    When students are able to cope with, manage and maneuver the social and emotional landscapes of their lives, their ability to learn on all levels improves. Teaching Social / Emotional Learning (SEL), as a component of secondary education, not only increases academic performance, but prepares students to meet the challenges of lifelong learning in…

  14. Evaluating Social and Emotional Learning Programs.

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Resnik, Hank; Payton, John; O'Brien, Mary Utne

    2003-01-01

    After describing social-emotional learning, provides a framework for implementing an effective program that includes, for example, building connections between students and their schools, involving families and communities as partners. Describes three exemplary social and emotional learning programs for grades K-6: Caring School Community,…

  15. Social and Emotional Learning with Families

    ERIC Educational Resources Information Center

    Dinallo, Anna Marie

    2016-01-01

    A Community Based Participatory Research (CBPR) framework was used in this study to gather and analyze the perceptions of mothers involved in a critical family literacy program designed to foster social and emotional development. Through narrative inquiry, participants discussed perceptions of their children's social-emotional development and the…

  16. Social regulation of emotion: messy layers

    PubMed Central

    Kappas, Arvid

    2013-01-01

    Emotions are evolved systems of intra- and interpersonal processes that are regulatory in nature, dealing mostly with issues of personal or social concern. They regulate social interaction and in extension, the social sphere. In turn, processes in the social sphere regulate emotions of individuals and groups. In other words, intrapersonal processes project in the interpersonal space, and inversely, interpersonal experiences deeply influence intrapersonal processes. Thus, I argue that the concepts of emotion generation and regulation should not be artificially separated. Similarly, interpersonal emotions should not be reduced to interacting systems of intraindividual processes. Instead, we can consider emotions at different social levels, ranging from dyads to large scale e-communities. The interaction between these levels is complex and does not only involve influences from one level to the next. In this sense the levels of emotion/regulation are messy and a challenge for empirical study. In this article, I discuss the concepts of emotions and regulation at different intra- and interpersonal levels. I extend the concept of auto-regulation of emotions (Kappas, 2008, 2011a,b) to social processes. Furthermore, I argue for the necessity of including mediated communication, particularly in cyberspace in contemporary models of emotion/regulation. Lastly, I suggest the use of concepts from systems dynamics and complex systems to tackle the challenge of the “messy layers.” PMID:23424049

  17. A Study of Child Variance, Volume 3: The Future; Conceptual Project in Emotional Disturbance.

    ERIC Educational Resources Information Center

    Rhodes, William C.; Head, Sabin

    The third volume of a series on child variance discusses delivery systems that service emotionally disturbed children, including educational, legal-correctional, mental health, social welfare, religious, and counter-cultural institutions. Each type of institution is described extensively in terms of the history of its delivery systems in the…

  18. Distinguishing between Poor/Dysfunctional Parenting and Child Emotional Maltreatment

    ERIC Educational Resources Information Center

    Wolfe, David A.; McIsaac, Caroline

    2011-01-01

    Objective: This paper was intended to distinguish between poor parenting and child emotional maltreatment (CEM), to inform child welfare and public health policymakers of the need for differentiated responses. Methods: Scientific literature was integrated with current practice and assumptions relating to poor/dysfunctional parenting and child…

  19. Social support and child protection: Lessons learned and learning.

    PubMed

    Thompson, Ross A

    2015-03-01

    Social support has been a topic of research for nearly 50 years, and its applications to prevention and intervention have grown significantly, including programs advancing child protection. This article summarizes the central conclusions of the 1994 review of research on social support and the prevention of child maltreatment prepared for the U.S. Advisory Board on Child Abuse and Neglect, and surveys advances in the field since its publication. Among the lessons learned twenty years ago are (a) the diversity of the social support needs of at-risk families and their association with child endangerment, (b) the need to supplement the emotionally affirmative aspects of social support with efforts to socialize parenting practices and monitor child well-being, (c) the desirability of integrating formal and informal sources of social support for recipients, and (d) the importance of considering the complex recipient reactions to receiving support from others. The lessons we are now learning derive from research exploring the potential of online communication to enhance social support, the neurobiology of stress and its buffering through social support, and the lessons of evaluation research that are identifying the effective ingredients of social support interventions.

  20. Observing preschoolers' social-emotional behavior: structure, foundations, and prediction of early school success.

    PubMed

    Denham, Susanne A; Bassett, Hideko Hamada; Thayer, Sara K; Mincic, Melissa S; Sirotkin, Yana S; Zinsser, Katherine

    2012-01-01

    Social-emotional behavior of 352 3- and 4-year-olds attending private child-care and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test-retest reliability, and stability of both versions; and, using the shortened measure, to examine (b) age, gender, and risk status differences in social-emotional behaviors; (c) contributions of emotion knowledge and executive function to social-emotional behaviors; and (d) contributions of social-emotional behaviors to early school adjustment and kindergarten academic success. Results show that reliability of MPAC-R/S was as good, or better, than the MPAC-R. MPAC-R/S structure, at both times of observation, included emotionally negative/aggressive, emotionally regulated/prosocial, and emotionally positive/productive behaviors; MPAC-R structure was similar but less replicable over time. Age, gender, and risk differences were found. Children's emotion knowledge contributed to later emotionally regulated/prosocial behavior. Finally, preschool emotionally negative/aggressive behaviors were associated with concurrent and kindergarten school success, and there was evidence of social-emotional behavior mediating relations between emotion knowledge or executive function, and school outcomes. The importance of portable, empirically supported observation measures of social-emotional behaviors is discussed along with possible applications, teacher utilization, and implementation barriers.

  1. Domestic Violence, Emotional Competence, and Child Adjustment

    ERIC Educational Resources Information Center

    Katz, Lynn Fainsilber; Hessler, Danielle M.; Annest, Amalia

    2007-01-01

    This article examined emotion competence in children exposed to domestic violence (DV). It also examined the hypothesis that children's emotional competence mediates relations between DV and children's later difficulties with peers and behavioral adjustment. DV was assessed when children were at the age of five, emotional competence was assessed…

  2. Emotion Socialization Practices in Latina and European American Mothers of Preschoolers with Behavior Problems

    PubMed Central

    Lugo-Candelas, Claudia I.; Harvey, Elizabeth A.; Breaux, Rosanna P.

    2015-01-01

    The present study examined mothers’ emotion socialization of 3-year-old children with behavior problems, to determine whether emotion socialization practices, as well as the relation between these practices and child functioning, varied across ethnicities. Participants were 134 preschoolers with behavior problems. Mothers were European American (n = 96) and Latina American (n = 38; predominately Puerto Rican). Audiotaped mother-child interactions were coded for emotion socialization behaviors. Latina and European American mothers used similar emotion socialization practices on most dimensions. Latina mothers were more likely to minimize or not respond to their children’s negative affect. However, this difference did not appear to have ramifications for children. This study provided evidence for both differences and similarities across ethnicities on emotion socialization practices. PMID:27042157

  3. Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping.

    PubMed

    Jeon, Lieny; Hur, Eunhye; Buettner, Cynthia K

    2016-12-01

    Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies. The sample consisted of 1129 preschool-aged classroom teachers in day care and public pre-K programs across the US. We first found that child-care chaos was directly associated with teachers' non-supportive reactions after controlling for multiple program and teacher characteristics. In addition, teachers in more chaotic child-care settings had less reappraisal and coping skills, which in turn, was associated with lower levels of positive responsiveness to children. Teachers reporting a higher degree of chaos used more suppression strategies, which in turn, was associated with teachers' non-supportive reactions and fewer expressive encouragement reactions to children's emotions. Results of this exploratory study suggest that it is important to prepare teachers to handle chaotic environments with clear guidelines and rules. In order to encourage teachers' supportive responses to children, intervention programs are needed to address teachers' coping and emotion regulation strategies in early childhood education.

  4. Emotion Socialization in Anxious Youth: Parenting Buffers Emotional Reactivity to Peer Negative Events.

    PubMed

    Oppenheimer, Caroline W; Ladouceur, Cecile D; Waller, Jennifer M; Ryan, Neal D; Allen, Kristy Benoit; Sheeber, Lisa; Forbes, Erika E; Dahl, Ronald E; Silk, Jennifer S

    2016-10-01

    Anxious youth exhibit heightened emotional reactivity, particularly to social-evaluative threat, such as peer evaluation and feedback, compared to non-anxious youth. Moreover, normative developmental changes during the transition into adolescence may exacerbate emotional reactivity to peer negative events, particularly for anxious youth. Therefore, it is important to investigate factors that may buffer emotional reactivity within peer contexts among anxious youth. The current study examined the role of parenting behaviors in child emotional reactivity to peer and non-peer negative events among 86 anxious youth in middle childhood to adolescence (Mean age = 11.29, 54 % girls). Parenting behavior and affect was observed during a social-evaluative laboratory speech task for youth, and ecological momentary assessment (EMA) methods were used to examine youth emotional reactivity to typical daily negative events within peer and non-peer contexts. Results showed that parent positive behaviors, and low levels of parent anxious affect, during the stressful laboratory task for youth buffered youth negative emotional reactivity to real-world negative peer events, but not non-peer events. Findings inform our understanding of parenting influences on anxious youth's emotional reactivity to developmentally salient negative events during the transition into adolescence.

  5. African American parents' racial and emotion socialization profiles and young adults' emotional adaptation.

    PubMed

    Dunbar, Angel S; Perry, Nicole B; Cavanaugh, Alyson M; Leerkes, Esther M

    2015-07-01

    The current study aimed to identify parents' profiles of racial and emotion socialization practices, to determine if these profiles vary as a function of family income and young adult child gender, and to examine their links with young adults' emotional adaptation. Participants included 192 African American young adults (70% women) who ranged in age from 18 to 24 years (M = 19.44 years). Four maternal profiles emerged: cultural-supportive (high cultural socialization and supportive responses to children's negative emotions), moderate bias preparation (moderate preparation for bias, promotion of mistrust, and nonsupportive responses to negative emotions), high bias preparation (high preparation for bias, promotion of mistrust, and nonsupportive responses), and low engaged (low across racial and socialization constructs). Three paternal profiles emerged: multifaceted (moderate across racial and emotion socialization constructs), high bias preparation, and low engaged. Men were more likely to have mothers in the high bias preparation and to have fathers in the multifaceted or high bias preparation profiles. Individuals with higher income were more likely to have mothers in the cultural-supportive profile and to have fathers in the multifaceted profile. Young adults whose mothers fit the cultural-supportive profile or the moderate bias preparation profile had lower levels of depressive symptoms than young adults whose mothers fit the high bias preparation profile.

  6. Measuring Emotional Contagion in Social Media

    PubMed Central

    2015-01-01

    Social media are used as main discussion channels by millions of individuals every day. The content individuals produce in daily social-media-based micro-communications, and the emotions therein expressed, may impact the emotional states of others. A recent experiment performed on Facebook hypothesized that emotions spread online, even in absence of non-verbal cues typical of in-person interactions, and that individuals are more likely to adopt positive or negative emotions if these are over-expressed in their social network. Experiments of this type, however, raise ethical concerns, as they require massive-scale content manipulation with unknown consequences for the individuals therein involved. Here, we study the dynamics of emotional contagion using a random sample of Twitter users, whose activity (and the stimuli they were exposed to) was observed during a week of September 2014. Rather than manipulating content, we devise a null model that discounts some confounding factors (including the effect of emotional contagion). We measure the emotional valence of content the users are exposed to before posting their own tweets. We determine that on average a negative post follows an over-exposure to 4.34% more negative content than baseline, while positive posts occur after an average over-exposure to 4.50% more positive contents. We highlight the presence of a linear relationship between the average emotional valence of the stimuli users are exposed to, and that of the responses they produce. We also identify two different classes of individuals: highly and scarcely susceptible to emotional contagion. Highly susceptible users are significantly less inclined to adopt negative emotions than the scarcely susceptible ones, but equally likely to adopt positive emotions. In general, the likelihood of adopting positive emotions is much greater than that of negative emotions. PMID:26544688

  7. Measuring Emotional Contagion in Social Media.

    PubMed

    Ferrara, Emilio; Yang, Zeyao

    2015-01-01

    Social media are used as main discussion channels by millions of individuals every day. The content individuals produce in daily social-media-based micro-communications, and the emotions therein expressed, may impact the emotional states of others. A recent experiment performed on Facebook hypothesized that emotions spread online, even in absence of non-verbal cues typical of in-person interactions, and that individuals are more likely to adopt positive or negative emotions if these are over-expressed in their social network. Experiments of this type, however, raise ethical concerns, as they require massive-scale content manipulation with unknown consequences for the individuals therein involved. Here, we study the dynamics of emotional contagion using a random sample of Twitter users, whose activity (and the stimuli they were exposed to) was observed during a week of September 2014. Rather than manipulating content, we devise a null model that discounts some confounding factors (including the effect of emotional contagion). We measure the emotional valence of content the users are exposed to before posting their own tweets. We determine that on average a negative post follows an over-exposure to 4.34% more negative content than baseline, while positive posts occur after an average over-exposure to 4.50% more positive contents. We highlight the presence of a linear relationship between the average emotional valence of the stimuli users are exposed to, and that of the responses they produce. We also identify two different classes of individuals: highly and scarcely susceptible to emotional contagion. Highly susceptible users are significantly less inclined to adopt negative emotions than the scarcely susceptible ones, but equally likely to adopt positive emotions. In general, the likelihood of adopting positive emotions is much greater than that of negative emotions.

  8. Mother and Child Emotions during Mathematics Homework

    ERIC Educational Resources Information Center

    Else-Quest, Nicole M.; Hyde, Janet S.; Hejmadi, Ahalya

    2008-01-01

    Mathematics is often thought of as a purely intellectual and unemotional activity. Recently, researchers have begun to question the validity of this approach, arguing that emotions and cognition are intertwined. The emotions expressed during mathematics work may be linked to mathematics achievement. We used behavioral measures to identify the…

  9. Believable Social and Emotional Agents.

    DTIC Science & Technology

    1996-05-01

    characters that appear to be emotional and are believable. It would be fairly simple to create characters that just added emotional adverbs with every...users judge the characters to be emotional, but if these adverbs are not controlled, it is likely that the characters would not be very believable...Weizenbaum66] Weizenbaum, J. Eliza. In Communications of the ACM. Vol. 9. 1966. [Wish76] Wish, M., Deutsch , M., and Kaplan, S. Perceived Dimen- sions of

  10. Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

    ERIC Educational Resources Information Center

    Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

    2015-01-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

  11. From Birth to Sixteen: Children's Health, Social, Emotional and Linguistic Development

    ERIC Educational Resources Information Center

    Cowie, Helen

    2012-01-01

    "From Birth to Sixteen" outlines children's physical, social, emotional and language development from infancy through to adolescence. In both its practical application of research and its contribution to the assessment of child development, this text provides essential reading for those studying, or indeed practising, child development in the…

  12. Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

    ERIC Educational Resources Information Center

    Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L.

    2016-01-01

    The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…

  13. Parental Socialization of Emotion: How Mothers Respond to Their Children's Emotions in Turkey

    ERIC Educational Resources Information Center

    Ersay, Ebru

    2014-01-01

    Several research studies suggest a link between parents' emotion socialization and children's social competence and behavior problems. Parents contribute to their children's emotion socialization, more directly, through responses to their children's emotions. Early emotion socialization experiences with parents establish patterns of emotion…

  14. Emotion socialization and internalizing behavior problems in diverse youth: A bidirectional relationship across childhood.

    PubMed

    Rodas, Naomi V; Chavira, Denise A; Baker, Bruce L

    2017-03-01

    Mothers' and fathers' emotion socialization (ES) practices have been widely associated with child socioemotional outcomes. To extend this research, we examined the bidirectional relationship between parent ES practices (supportive and non-supportive parenting) and internalizing behavior problems in children of Anglo and Latino parents. Participants were 182 mothers and 162 fathers and their children with or without intellectual disability (ID). We compared the stability of mother and father ES practices across child ages 4-8. We utilized cross-lagged panel modeling to examine the bidirectional relationship between parents' ES and child internalizing behavior problems. Emotion socialization practices differed across time by parent gender, with mothers displaying higher levels of supportive parenting and lower levels of non-supportive parenting than fathers. Cross-lagged panel models revealed differential relationships between child internalizing behaviors and emotion socialization practices by parent gender and by ethnicity. Implications for intervening with culturally diverse families of children with ID are discussed.

  15. Residential Treatment and the Invention of the Emotionally Disturbed Child in Twentieth-Century America.

    PubMed

    Doroshow, Deborah Blythe

    2016-01-01

    In the 1930s, children who were violent, depressed, psychotic, or suicidal would likely have been labeled delinquent and sent to a custodial training school for punitive treatment. But starting in the 1940s, a new group of institutions embarked on a new experiment to salvage and treat severely deviant children. In the process, psychiatrists, psychologists, and social workers at these residential treatment centers (RTCs) made visible, and indeed invented, a new patient population. This article uses medical literature, popular media, and archival sources from several RTCs to argue that staff members created what they called the "emotionally disturbed" child. While historians have described the identification of the mildly "troublesome" child in child guidance clinics, I demonstrate how a much more severely ill child was identified and defined in the process of creating residential treatment and child mental health as a professional enterprise.

  16. The Role of Parent Psychopathology in Emotion Socialization.

    PubMed

    Breaux, Rosanna P; Harvey, Elizabeth A; Lugo-Candelas, Claudia I

    2016-05-01

    This study examined the relation between parent psychopathology symptoms and emotion socialization practices in a sample of mothers and fathers of preschool-aged children with behavior problems (N = 109, M age = 44.60 months, 50 % male). Each parent completed a self-report rating scale of their psychopathology symptoms and audio-recorded naturalistic interactions with their children, which were coded for reactions to child negative affect. Results supported a spillover hypothesis for mothers. Specifically, mothers who reported greater overall psychopathology symptoms, anxiety symptoms, substance use, and borderline and Cluster A personality symptoms were more likely to exhibit non-supportive reactions. Additionally, mothers who reported greater anxiety and Cluster A personality symptoms were more likely to not respond to child negative affect. Compensatory and crossover hypotheses were also supported. Partners of mothers who reported high levels of anxiety were more likely to use supportive reactions to child negative affect. In contrast, partners of mothers who reported high levels of borderline and Cluster A personality symptoms and overall psychopathology symptoms were more likely to show non-supportive reactions. With the exception of borderline personality symptoms, fathers' psychopathology was unrelated to parental responses to child negative affect. Results highlight the importance of maternal psychopathology in parental emotion socialization practices.

  17. Functions of parent-child reminiscing about emotionally negative events.

    PubMed

    Fivush, Robyn; Berlin, Lisa J; Sales, Jessica McDermott; Mennuti-Washburn, Jean; Cassidy, Jude

    2003-03-01

    Parent-child reminiscing about negative experiences influences children's developing "emotional self-concept", which comprises three interrelated functions: self-defining (this is the kind of emotional person I am), self-in-relation (this is how I express and share my emotions with others), and coping (this is how I cope with and resolve negative emotion). In this study, we examined how 70 mostly white, middle-class mothers discuss three negative experiences (fear, anger, and sadness) with their 4-year-old children. Conversations about fear elaborate on the facts of the event and emotional resolutions, thus focusing on coping. Conversations about sadness contain evaluative feedback and emotional resolutions, thus focusing on self-in-relation and coping. Finally, conversations about anger highlight the emotional state itself, thus focusing on self-definition. Mothers are also more elaborative and more evaluative with daughters than with sons, and place emotional events in a more interpersonal context with daughters than sons. Thus girls may be forming a more elaborated and more interpersonal emotional self-concept than boys.

  18. Family Conflict, Emotional Security, and Child Development: Translating Research Findings into a Prevention Program for Community Families

    ERIC Educational Resources Information Center

    Cummings, E. Mark; Schatz, Julie N.

    2012-01-01

    The social problem posed by family conflict to the physical and psychological health and well-being of children, parents, and underlying family relationships is a cause for concern. Inter-parental and parent-child conflict are linked with children's behavioral, emotional, social, academic, and health problems, with children's risk particularly…

  19. Students' ratings of teacher support and academic and social-emotional well-being.

    PubMed

    Tennant, Jaclyn E; Demaray, Michelle K; Malecki, Christine K; Terry, Melissa N; Clary, Michael; Elzinga, Nathan

    2015-12-01

    Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and the Behavior Assessment Scale for Children, Second Edition, Adolescent Version, (BASC-2 SRP-A; Reynolds & Kamphaus, 2004). The purpose of the current study was to examine possible gender differences in perceptions of the frequency and importance of different types of teacher support and the related academic and social-emotional outcomes. Girls rated Emotional and Appraisal Support as more important than did boys. Teacher Emotional Support was significantly and positively related to grade point average (GPA) for boys and girls. For girls only, Emotional and Informational Support were significantly related to ITBS Reading scores, and Emotional, Informational, and Instrumental Support were significantly related to ITBS Math scores. Regarding social-emotional variables, Emotional Support was significantly and negatively related to School Problems, Internalizing Problems, Inattention/Hyperactivity, and overall Emotional Symptoms and positively related to Personal Adjustment for both boys and girls. Furthermore, Emotional Support from teachers was more strongly related to Inattention/Hyperactivity for girls than boys. These results emphasize the importance of providing teacher social support, especially emotional support, to students in early adolescence and recognizing gender differences in the function of specific types of teacher support.

  20. Teachers' Emotional and Behavioral Support and Preschoolers' Self-Regulation: Relations with Social and Emotional Skills during Play

    ERIC Educational Resources Information Center

    Broekhuizen, Martine L.; Slot, Pauline L.; van Aken, Marcel A. G.; Dubas, Judith S.

    2017-01-01

    Research Findings: Drawing from a Dutch sample of 113 Dutch children (M age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children's observed social integration and positive mood in a play…

  1. Enhancing Students Emotional Intelligence and Social Adeptness.

    ERIC Educational Resources Information Center

    Gore, Scott W.

    This action research project implemented and evaluated a curriculum designed to help students with varying degrees of emotional intelligence improve their social adeptness. The targeted population consisted of sixth-grade students in a large urban setting in central Illinois. The students' levels of social ineptness were determined and documented…

  2. Emotional availability, attachment, and intervention in center-based child care for infants and toddlers.

    PubMed

    Biringen, Zeynep; Altenhofen, Shannon; Aberle, Jennifer; Baker, Megan; Brosal, Aubrey; Bennett, Sera; Coker, Ellen; Lee, Carly; Meyer, Beatrice; Moorlag, Albertha; Swaim, Randall

    2012-02-01

    According to data from the 1997 NICHD Study of Child Care, center-based child care can have deleterious effects on children's social-emotional development. We hypothesized that training child care professionals to develop positive relationships with children in their care would improve the quality of center-based child care. Thirty-three professional caregiver-child pairs participated in the intervention group and 24 professional caregiver-child pairs were assigned to a care as usual comparison group. The intervention consisted of an informational and a practice component with an emotional availability (EA) coach. The infants and toddlers (ages 11 to 23 months) in the classrooms were enrolled in the project only if they spent at least 20 hr per week in center-based care. The measures included were (a) the EA Scales, (b) the Attachment Q-Sort, and (c) the Classroom Interaction Scale. The intervention group professional caregiver-child relationships showed improvements on the EA Scales, Attachment Q-Sort, and the Classroom Interaction Scale from pre- to posttest, compared to the comparison group, who showed some decrements over a comparable period of time.

  3. Effortful Control and Parents' Emotion Socialization Patterns Predict Children's Positive Social Behavior: A Person-Centered Approach

    ERIC Educational Resources Information Center

    Miller, Rachel L.; Dunsmore, Julie C.; Smith, Cynthia L.

    2015-01-01

    Research Findings: We examined relations of effortful control with parent emotion socialization practices and child social behavior using a person-centered approach in children ages 18 months to 5 years. A total of 76 parents (66 mothers, 10 fathers) completed questionnaires at screening and 6-month follow-up. There were no age differences in…

  4. Needed Research on Child Socialization. A Special Report of the USOE-Sponsored Grant Study: Critical Appraisal of Research in the Personality-Emotions-Motivation Domain.

    ERIC Educational Resources Information Center

    Gorsuch, Richard L.; And Others

    The task group report presented in this publication is one of a series prepared by eminent psychologists who have served as consultants in the U.S. Office of Education-sponsored grant study to conduct a Critical Appraisal of the Personality-Emotions-Motivation Domain. In order to achieve the goal of identifying important problems and areas for new…

  5. "Won't Somebody 'Think' of the Children?" Emotions, Child Poverty, and Post-Humanitarian Possibilities for Social Justice Education

    ERIC Educational Resources Information Center

    Jackson, Liz

    2014-01-01

    Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their…

  6. Pathways of Influence: Chinese Parents' Expectations, Parenting Styles, and Child Social Competence

    ERIC Educational Resources Information Center

    Ren, Lixin; Edwards, Carolyn Pope

    2015-01-01

    This study examines relations among Chinese parents' expectations for children's development of social-emotional skills, parenting styles, and child social competence. A total of 154 parents with preschool-aged children from mainland China completed questionnaires measuring their timing of expectations for children's mastery of social-emotional…

  7. Pathways between Social Support, Family Well Being, Quality of Parenting, and Child Resilience: What We Know

    ERIC Educational Resources Information Center

    Armstrong, Mary I.; Birnie-Lefcovitch, Shelly; Ungar, Michael T.

    2005-01-01

    We contribute to the theoretical and research knowledge base regarding the pathways between parental social support, family well being, quality of parenting, and the development of child resilience in families with a child with serious emotional problems. Little conceptual development has been done that provides a theoretical framework for…

  8. Child Emotional Security and Interparental Conflict.

    ERIC Educational Resources Information Center

    Davies, Patrick T.; Harold, Gordon T.; Goeke-Morey, Marcie C.; Cummings, E. Mark

    2002-01-01

    Four studies tested a theory that high interparental conflict increases child mental health risk by shaking children's sense of security in the family. Findings showed that children's fear, avoidance, and involvement were prominent responses, especially relative to reactions predicted by other theories. Interparental conflict related to greater…

  9. Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: a Child X Environment model.

    PubMed

    Gazelle, Heidi

    2006-11-01

    Classroom emotional climate was hypothesized to moderate psychosocial adjustment in 1st grade for children with an early childhood history of anxious solitude. Participants were 1,364 children in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and their mothers, child-care providers, and teachers. As anticipated, children with an early childhood history of anxious solitude were more rejected, poorly accepted (boys), and victimized (girls) by peers and demonstrated more depressive symptoms (girls) in 1st-grade classrooms with negative observed emotional climate. Results support a Child x Environment model of children's social and emotional adjustment.

  10. The Relationship between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

    ERIC Educational Resources Information Center

    Muelle, Christina More

    2010-01-01

    Social and emotional development has been considered an important factor in child development which has been placed at the end of the learning spectrum due to high stakes testing. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has…

  11. Family Day Care Educators: An Exploration of Their Understanding and Experiences Promoting Children's Social and Emotional Wellbeing

    ERIC Educational Resources Information Center

    Davis, Elise; Priest, Naomi; Davies, Belinda; Smyth, Lisa; Waters, Elizabeth; Herrman, Helen; Sims, Margaret; Harrison, Linda; Cook, Kay; Marshall, Bernie; Williamson, Lara

    2012-01-01

    This study aimed to explore family day care (FDC) educators' knowledge of child social and emotional wellbeing and mental health problems, the strategies used to promote children's wellbeing, and barriers and opportunities for promoting children's social and emotional wellbeing. Thirteen FDC educators participated in individual semi-structured…

  12. Attachment's Links With Adolescents' Social Emotions: The Roles of Negative Emotionality and Emotion Regulation.

    PubMed

    Murphy, Tia Panfile; Laible, Deborah J; Augustine, Mairin; Robeson, Lindsay

    2015-01-01

    Recent research has attempted to explain the mechanisms through which parental attachment affects social and emotional outcomes (e.g., Burnette, Taylor, Worthington, & Forsyth, 2007 ; Panfile & Laible, 2012 ). The authors' goal was to examine negative emotionality and emotion regulation as mediators of the associations that attachment has with empathy, forgiveness, guilt, and jealousy. One hundred forty-eight adolescents reported their parental attachment security, general levels of negative emotionality and abilities to regulate emotional responses, and tendencies to feel empathy, forgiveness, guilt, and jealousy. Results revealed that attachment security was associated with higher levels of empathy, forgiveness, and guilt, but lower levels of jealousy. In addition, emotion regulation mediated the links attachment shared with both empathy and guilt, such that higher levels of attachment security were linked with greater levels of emotion regulation, which led to greater levels of empathy and guilt. Alternatively, negative emotionality mediated the links attachment shared with both forgiveness and jealousy, such that higher levels of attachment security were associated with lower levels of negative emotionality, which in turn was linked to lower levels of forgiveness and higher levels of jealousy. This study provides a general picture of how attachment security may play a role in shaping an individual's levels of social emotions.

  13. Socialization in the Context of Risk and Psychopathology: Maternal Emotion Socialization in Children of Incarcerated Mothers

    PubMed Central

    Zeman, Janice; Dallaire, Danielle; Borowski, Sarah

    2015-01-01

    Children of incarcerated mothers are at increased risk for psychological, social, and emotional maladaptation. This research investigates whether perceived maternal socialization of sadness and anger may moderate these outcomes in a sample of 154 children (53.9% boys, 61.7% Black, M age = 9.38, range: 6 – 12), their 118 mothers (64.1% Black), and 118 caregivers (74.8% female, 61.9% grandparents, 63.2% Black). Using mother, caregiver, and child report, seven maternal socialization strategies were assessed in their interaction with incarceration-specific risk experiences predicting children’s adjustment. For sadness socialization, the results indicated that among children reporting maternal emotion-focused responses, incarceration-specific risk predicted increases in psychological problems, depressive symptoms, increased emotional lability, and poorer emotion regulation. For children who perceived a problem-focused response, incarceration-specific risk did not predict outcomes. There were no significant interactions with incarceration-specific risk and perceived maternal anger socialization strategies. These results indicate a critical need to examine how socialization processes may operate differently for children raised in atypical socializing contexts. PMID:27041822

  14. Socialization in the Context of Risk and Psychopathology: Maternal Emotion Socialization in Children of Incarcerated Mothers.

    PubMed

    Zeman, Janice; Dallaire, Danielle; Borowski, Sarah

    2016-02-01

    Children of incarcerated mothers are at increased risk for psychological, social, and emotional maladaptation. This research investigates whether perceived maternal socialization of sadness and anger may moderate these outcomes in a sample of 154 children (53.9% boys, 61.7% Black, M age = 9.38, range: 6 - 12), their 118 mothers (64.1% Black), and 118 caregivers (74.8% female, 61.9% grandparents, 63.2% Black). Using mother, caregiver, and child report, seven maternal socialization strategies were assessed in their interaction with incarceration-specific risk experiences predicting children's adjustment. For sadness socialization, the results indicated that among children reporting maternal emotion-focused responses, incarceration-specific risk predicted increases in psychological problems, depressive symptoms, increased emotional lability, and poorer emotion regulation. For children who perceived a problem-focused response, incarceration-specific risk did not predict outcomes. There were no significant interactions with incarceration-specific risk and perceived maternal anger socialization strategies. These results indicate a critical need to examine how socialization processes may operate differently for children raised in atypical socializing contexts.

  15. Toward the ABCs: Building a Healthy Social and Emotional Foundation for Learning and Living.

    ERIC Educational Resources Information Center

    Casas, Paula

    Noting that most individuals working with young children and their families lack the knowledge and skills to identify early warning signs of significant child distress and that most communities lack resources and expertise to address early social and emotional concerns, this report discusses the importance of healthy social and emotional…

  16. Assessing the Transition-Related Social Behavior of Seriously Emotionally Disturbed Adolescents.

    ERIC Educational Resources Information Center

    Bullis, Michael

    1990-01-01

    The newsletter describes two projects of the Teaching Research Infant and Child Center (Oregon) which are developing assessment systems for use with severely emotionally disturbed (SED) adolescents. The first project focuses on job-related social behavior while the second project addresses social behavior in community settings. An introductory…

  17. Profiling Social, Emotional and Behavioural Difficulties of Children Involved in Direct and Indirect Bullying Behaviours

    ERIC Educational Resources Information Center

    Smith, H.; Polenik, K.; Nakasita, S.; Jones, A. P.

    2012-01-01

    Being involved in bullying places a child at risk of poor psychosocial and educational outcomes. This study aimed to examine the profile of behavioural, emotional and social functioning for two subtypes of bullying: direct and indirect (relational). Pupils aged between 7 and 11 years completed sociometric measures of social inclusion and bullying…

  18. Influences of Parent and Child Negative Emotionality on Young Children’s Everyday Behaviors

    PubMed Central

    Slatcher, Richard B.; Trentacosta, Christopher J.

    2012-01-01

    Negative emotionality is linked to unfavorable life outcomes, but studies have yet to examine negative emotionality of parents and children as predictors of children’s problem behaviors and negative emotion word use in everyday life. This study used a novel naturalistic recording device called the Electronically Activated Recorder (EAR) to investigate the separate and interactive influences of parent and child negative emotionality on daily child behaviors in a sample of 35 preschool-aged children over two time points separated by one year. Fathers’ negative emotionality predicted children’s whining at Time 1; mothers’ negative emotionality predicted children’s negative emotion word use at Time 1 and increases in children’s arguing/fighting from Time 1 to Time 2. Parents’ ratings of child negative emotionality also were associated with increases in children’s arguing/fighting from Time 1 to Time 2, and child negative emotionality moderated the association between mothers’ negative emotionality and children’s arguing/fighting. Further, children with mothers high in negative emotionality displayed higher levels of problem behaviors when their mothers self-reported low levels of positive emotional expressiveness and/or high levels of negative emotional expressiveness. These findings offer preliminary evidence linking parent and child negative emotionality to everyday child behaviors, and suggest that emotional expressiveness may play a key role in moderating the links between maternal negative emotionality and child behavioral problems. PMID:22390707

  19. Can we develop a neurobiological model of human social-emotional development? Integrative thoughts on the effects of separation on parent-child interactions.

    PubMed

    Nelson, Charles A

    2003-12-01

    After summarizing the main points raised in articles by Kaslow et al. and Plotsk, a number of questions that derive from these authors' work are listed. Additional questions are then posed, the answers to which will likely facilitate one's ability to translate animal models of child psychopathology into human terms. After summarizing the various advantages and disadvantages to models using mice, rats, and monkeys, several examples of recent research that have attempted to meld animal models with human studies are described.

  20. Social Skills in Children Adopted from Socially-Emotionally Depriving Institutions

    PubMed Central

    Julian, Megan M.; McCall, Robert B.

    2016-01-01

    This study assessed social skills in post-institutionalized (PI) children with respect to age-at-adoption, age-at-assessment, and gender. Parent ratings of social skills (Social Skills Rating System) and behavior problems (Child Behavior Checklist) were obtained for 214 children and 127 adolescents who were adopted from socially-emotionally depriving Russian institutions. Results showed that children adopted before 18 months of age have better social skills than those adopted after this age; those assessed in childhood demonstrate better social skills than those assessed in adolescence. PI females, especially later-adopted adolescents, have particularly poor social skills. Children with poor social skills tend to have higher rates of behavior problems. PMID:27087772

  1. Associations between child emotional eating and general parenting style, feeding practices, and parent psychopathology.

    PubMed

    Braden, Abby; Rhee, Kyung; Peterson, Carol B; Rydell, Sarah A; Zucker, Nancy; Boutelle, Kerri

    2014-09-01

    Emotional eating is the tendency to eat in response to negative emotions. Prior research has identified a relationship between parenting style and child emotional eating, but this has not been examined in clinical samples. Furthermore, the relationship between specific parenting practices (e.g., parent feeding practices) and child emotional eating has not yet been investigated. The current study examined relationships between child emotional eating and both general and specific parenting constructs as well as maternal symptoms of depression and binge eating among a treatment-seeking sample of overweight children. Participants included 106 mother-child dyads who attended a baseline assessment for enrollment in a behavioral intervention for overeating. Ages of children ranged from 8 to 12  years old. Mothers completed self-report measures of their child's emotional eating behavior, their own feeding practices, and symptoms of depression and binge eating. Children completed a self-report measure of their mothers' general parenting style. A stepwise regression analysis was conducted to identify the parent variable that was most strongly related to child emotional eating, controlling for child age and gender. Emotional feeding behavior (i.e., a tendency to offer food to soothe a child's negative emotions) was the parent factor most significantly related to child emotional eating. Findings suggest that emotional feeding practices in parents may be related to emotional eating in children. Treatment with overweight children who engage in emotional eating may be improved by targeting parent feeding practices.

  2. Child Maltreatment Severity and Adult Trauma Symptoms: Does Perceived Social Support Play a Buffering Role?

    PubMed Central

    Evans, Sarah E.; Steel, Anne; DiLillo, David

    2013-01-01

    Objectives The current study investigates the moderating effect of perceived social support on associations between child maltreatment severity and adult trauma symptoms. We extend the existing literature by examining the roles of severity of multiple maltreatment types (i.e., sexual, physical, and emotional abuse; physical and emotional neglect) and gender in this process. Methods The sample included 372 newlywed individuals recruited from marriage license records. Participants completed a number of self-report questionnaires measuring the nature and severity of child maltreatment history, perceived social support from friends and family, and trauma-related symptoms. These questionnaires were part of a larger study, investigating marital and intrapersonal functioning. We conducted separate, two-step hierarchical multiple regression models for perceived social support from family and perceived social support from friends. In each of these models, total trauma symptomatology was predicted from each child maltreatment severity variable, perceived social support, and the product of the two variables. In order to examine the role of gender, we conducted separate analyses for women and men. Results As hypothesized, increased severity of several maltreatment types (sexual abuse, emotional abuse, emotional neglect, and physical neglect) predicted greater trauma symptoms for both women and men, and increased physical abuse severity predicted greater trauma symptoms for women. Perceived social support from both family and friends predicted lower trauma symptoms across all levels of maltreatment for men. For women, greater perceived social support from friends, but not from family, predicted decreased trauma symptoms. Finally, among women, perceived social support from family interacted with child maltreatment such that, as the severity of maltreatment (physical and emotional abuse, emotional neglect) increased, the buffering effect of perceived social support from family on

  3. Relations among Teachers' Emotion Socialization Beliefs and Practices and Preschoolers' Emotional Competence

    ERIC Educational Resources Information Center

    Morris, Carol A. S.; Denham, Susanne A.; Bassett, Hideko H.; Curby, Timothy W.

    2013-01-01

    Research Findings: Utilizing a 3-part model of emotion socialization that included modeling, contingent responding, and teaching, this study examined the associations between 44 teachers' self-reported and observed emotion socialization practices and 326 preschoolers' emotion knowledge and observed emotional behavior. Multilevel analyses…

  4. Gender Differences in the Socialization of Preschoolers' Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko Hamada; Wyatt, Todd M.

    2010-01-01

    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…

  5. Social approach and emotion recognition in fragile X syndrome.

    PubMed

    Williams, Tracey A; Porter, Melanie A; Langdon, Robyn

    2014-03-01

    Evidence is emerging that individuals with Fragile X syndrome (FXS) display emotion recognition deficits, which may contribute to their significant social difficulties. The current study investigated the emotion recognition abilities, and social approachability judgments, of FXS individuals when processing emotional stimuli. Relative to chronological age- (CA-) and mental age- (MA-) matched controls, the FXS group performed significantly more poorly on the emotion recognition tasks, and displayed a bias towards detecting negative emotions. Moreover, after controlling for emotion recognition deficits, the FXS group displayed significantly reduced ratings of social approachability. These findings suggest that a social anxiety pattern, rather than poor socioemotional processing, may best explain the social avoidance observed in FXS.

  6. Event-Related Potentials and Emotion Processing in Child Psychopathology

    PubMed Central

    Chronaki, Georgia

    2016-01-01

    In recent years there has been increasing interest in the neural mechanisms underlying altered emotional processes in children and adolescents with psychopathology. This review provides a brief overview of the most up-to-date findings in the field of event-related potentials (ERPs) to facial and vocal emotional expressions in the most common child psychopathological conditions. In regards to externalizing behavior (i.e., ADHD, CD), ERP studies show enhanced early components to anger, reflecting enhanced sensory processing, followed by reductions in later components to anger, reflecting reduced cognitive-evaluative processing. In regards to internalizing behavior, research supports models of increased processing of threat stimuli especially at later more elaborate and effortful stages. Finally, in autism spectrum disorders abnormalities have been observed at early visual-perceptual stages of processing. An affective neuroscience framework for understanding child psychopathology can be valuable in elucidating underlying mechanisms and inform preventive intervention. PMID:27199803

  7. Family income, parenting styles and child behavioural-emotional outcomes.

    PubMed

    Dooley, Martin; Stewart, Jennifer

    2007-02-01

    A positive relationship between income and child outcomes has been observed in data from numerous countries. A key question concerns the extent to which this association represents a causal relationship as opposed to unobserved heterogeneity. We use data from the National Longitudinal Survey of Children and Youth to implement a series of empirical strategies for estimating the existence and size of the effect of income on behavioural-emotional outcomes. We also examine the role of parenting style. Our results indicate that there is little evidence of an effect of income on behavioural-emotional scores. The exclusion of parenting style from the models was found to not bias the estimated income effect, but parenting style was found to have a consistent impact on child outcomes.

  8. Making Whole-Child Education the Norm: How Research and Policy Initiatives Can Make Social and Emotional Skills a Focal Point of Children's Education

    ERIC Educational Resources Information Center

    García, Emma; Weiss, Elaine

    2016-01-01

    The importance of so-called noncognitive skills--which include abilities and traits such as critical thinking skills, problem solving skills, social skills, persistence, creativity, and self-control--manifests itself in multiple ways throughout life. This policy brief, which focuses on a set of skills that can and should be taught in schools, is…

  9. Prediction of Emotional Understanding and Emotion Regulation Skills of 4-5 Age Group Children with Parent-Child Relations

    ERIC Educational Resources Information Center

    Dereli, Esra

    2016-01-01

    The objective of the present study is to examine whether personal attributes, family characteristics of the child and parent-child relations predict children's emotional understanding and emotion regulation skills. The study was conducted with relational screening model, one of the screening models. Study sample included 423 children between the…

  10. Social Factors Influencing Child Health in Ghana

    PubMed Central

    Quansah, Emmanuel; Ohene, Lilian Akorfa; Norman, Linda; Mireku, Michael Osei; Karikari, Thomas K.

    2016-01-01

    Objectives Social factors have profound effects on health. Children are especially vulnerable to social influences, particularly in their early years. Adverse social exposures in childhood can lead to chronic disorders later in life. Here, we sought to identify and evaluate the impact of social factors on child health in Ghana. As Ghana is unlikely to achieve the Millennium Development Goals’ target of reducing child mortality by two-thirds between 1990 and 2015, we deemed it necessary to identify social determinants that might have contributed to the non-realisation of this goal. Methods ScienceDirect, PubMed, MEDLINE via EBSCO and Google Scholar were searched for published articles reporting on the influence of social factors on child health in Ghana. After screening the 98 articles identified, 34 of them that met our inclusion criteria were selected for qualitative review. Results Major social factors influencing child health in the country include maternal education, rural-urban disparities (place of residence), family income (wealth/poverty) and high dependency (multiparousity). These factors are associated with child mortality, nutritional status of children, completion of immunisation programmes, health-seeking behaviour and hygiene practices. Conclusions Several social factors influence child health outcomes in Ghana. Developing more effective responses to these social determinants would require sustainable efforts from all stakeholders including the Government, healthcare providers and families. We recommend the development of interventions that would support families through direct social support initiatives aimed at alleviating poverty and inequality, and indirect approaches targeted at eliminating the dependence of poor health outcomes on social factors. Importantly, the expansion of quality free education interventions to improve would-be-mother’s health knowledge is emphasised. PMID:26745277

  11. [Relationship Between Child Behavior and Emotional Problems and School Based Effort Avoidance].

    PubMed

    Weber, Hanna Maria; Büttner, Peter; Rücker, Stefan; Petermann, Franz

    2015-01-01

    The present study has examined the relationship between school based effort avoidance tendencies and problem behavior in children aged 9 to 16 years. Effort avoidance tendencies were assessed in 367 children with and without child care. Teachers and social workers rated children on behavioral and emotional problems with the Strengths and Difficulties Questionnaire (SDQ). Results confirmed significant but low correlations between teacher ratings of behavior and emotional problems in children and selected subscales of self-reported effort avoidance in school, especially for children in child care institutions. For them "conduct problems" were significantly correlated with three of the four subscales and the total sum score of effort avoidance whereas "hyperactivity" was the only scale which was significantly associated with the fourth subscale. In the school sample only "hyperactivity" and "peer problems" were significantly correlated with one subscale of school-based effort avoidance. The findings suggest that more problem behavior is in relation to more school based effort avoidance tendencies.

  12. The stimuli drive the response: an fMRI study of youth processing adult or child emotional face stimuli.

    PubMed

    Marusak, Hilary A; Carré, Justin M; Thomason, Moriah E

    2013-12-01

    Effective navigation of the social world relies on the correct interpretation of facial emotions. This may be particularly important in formative years. Critically, literature examining the emergence of face processing in youth (children and adolescents) has focused on the neural and behavioral correlates of processing adult faces, which are relationally different from youth participants, and whose facial expressions may convey different meaning than faces of their peers. During a functional magnetic resonance imaging (fMRI) scan, we compared concurrent neural and behavioral responses as youth (N=25) viewed validated, emotionally varied (i.e., anger, fear, happy, and neutral) adult and child face stimuli. We observed that participants made fewer errors when matching adult, compared to child, face stimuli, and that while similar brain regions were involved in processing both adult and child faces, activation in the face processing neural network was greater for adult than child faces. This was true across emotions, and also when comparing neutral adult versus neutral child faces. Additionally, a valence by stimuli-type effect was observed within the amygdala. That is, within adult face stimuli, negative and neutral face stimuli elicited the largest effects, whereas within child face stimuli, happy face stimuli elicited the largest amygdala effects. Thus, heightened engagement of the amygdala was observed for happy child and angry adult faces, which may reflect age-specific salience of select emotions in early life. This study provides evidence that the relational age of the perceived face influences neural processing in youth.

  13. Binding Action and Emotion in Social Understanding

    PubMed Central

    Ferri, Francesca; Ebisch, Sjoerd J. H.; Costantini, Marcello; Salone, Anatolia; Arciero, Giampiero; Mazzola, Viridiana; Ferro, Filippo Maria; Romani, Gian Luca; Gallese, Vittorio

    2013-01-01

    In social life actions are tightly linked with emotions. The integration of affective- and action-related information has to be considered as a fundamental component of appropriate social understanding. The present functional magnetic resonance imaging study aimed at investigating whether an emotion (Happiness, Anger or Neutral) dynamically expressed by an observed agent modulates brain activity underlying the perception of his grasping action. As control stimuli, participants observed the same agent either only expressing an emotion or only performing a grasping action. Our results showed that the observation of an action embedded in an emotional context (agent’s facial expression), compared with the observation of the same action embedded in a neutral context, elicits higher neural response at the level of motor frontal cortices, temporal and occipital cortices, bilaterally. Particularly, the dynamic facial expression of anger modulates the re-enactment of a motor representation of the observed action. This is supported by the evidence that observing actions embedded in the context of anger, but not happiness, compared with a neutral context, elicits stronger activity in the bilateral pre-central gyrus and inferior frontal gyrus, besides the pre-supplementary motor area, a region playing a central role in motor control. Angry faces not only seem to modulate the simulation of actions, but may also trigger motor reaction. These findings suggest that emotions exert a modulatory role on action observation in different cortical areas involved in action processing. PMID:23349792

  14. Gender differences in the socialization of preschoolers' emotional competence.

    PubMed

    Denham, Susanne A; Bassett, Hideko Hamada; Wyatt, Todd M

    2010-01-01

    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.

  15. Maternal Depression and Child Internalizing: The Moderating Role of Child Emotion Regulation

    ERIC Educational Resources Information Center

    Silk, Jennifer S.; Shaw, Daniel S.; Forbes, Erika E.; Lane, Tonya L.; Kovacs, Maria

    2006-01-01

    This study tests a model of children's emotion regulation (ER) as a moderator of the link between maternal depression and child internalizing problems. Participants were 78 children (ages 4 to 7), including 45 children of mothers with a history of childhood-onset depression (COD) and 33 children of mothers who had never been depressed. ER was…

  16. Convergent Validity of and Bias in Maternal Reports of Child Emotion

    ERIC Educational Resources Information Center

    Durbin, C. Emily; Wilson, Sylia

    2012-01-01

    This study examined the convergent validity of maternal reports of child emotion in a sample of 190 children between the ages of 3 and 6. Children completed a battery of 10 emotion-eliciting laboratory tasks; their mothers and untrained naive observers rated child emotions (happiness, surprise, fear, sadness, and anger) following each task, and…

  17. Social Emotional Learning and Educational Stress: A Predictive Model

    ERIC Educational Resources Information Center

    Arslan, Serhat

    2015-01-01

    The purpose of this study is to examine the relationship between social emotional learning and educational stress. Participants were 321 elementary students. Social emotional learning and educational stress scale were used as measures. The relationships between social emotional learning and educational stress were examined using correlation…

  18. Infusing Social Emotional Learning into the Teacher Education Curriculum

    ERIC Educational Resources Information Center

    Waajid, Badiyyah; Garner, Pamela W.; Owen, Julie E.

    2013-01-01

    Research supports the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting young children's social and emotional readiness for classroom learning has been recognized, but instruction in children's well-being and social emotional competence is a low priority in teacher…

  19. Gender Differences in Positive Social-Emotional Functioning

    ERIC Educational Resources Information Center

    Romer, Natalie; Ravitch, N. Kathryn; Tom, Karalyn; Merrell, Kenneth W.; Wesley, Katherine L.

    2011-01-01

    We investigated gender differences of children and adolescents on positive social and emotional competencies using a new strength-based measure of positive social-emotional attributes and resilience--the Social-Emotional Assets and Resilience Scales (SEARS) cross-informant system. Caregivers, teachers, and students in grades kindergarten through…

  20. Using food to soothe: Maternal attachment anxiety is associated with child emotional eating.

    PubMed

    Hardman, Charlotte A; Christiansen, Paul; Wilkinson, Laura L

    2016-04-01

    Attachment anxiety (fear of abandonment) is associated with disinhibited eating in adults. Both maternal disinhibited eating and use of emotional feedings strategies are associated with emotional eating in children. On this basis, the current study sought to determine whether attachment anxiety is an underlying maternal characteristic that predicts parental reports of child emotional over-eating via its effects on maternal disinhibited eating and emotional feeding. Mothers of a preadolescent child (N = 116) completed an internet-delivered questionnaire. Maternal attachment anxiety and dietary disinhibition were assessed by the Experiences in Close Relationships questionnaire and the Three Factor Eating Questionnaire, respectively. The Parental Feeding Strategies Questionnaire and the Child Eating Behaviour Questionnaire were used to quantify emotional feeding and child emotional over-eating, respectively. Bias-corrected bootstrapping indicated a significant direct effect of maternal attachment anxiety on child emotional over-eating (i.e., controlling for maternal disinhibited eating and emotional feeding). There was also a significant indirect effect of maternal attachment anxiety on child emotional over-eating via emotional feeding strategies. In a subsequent model to investigate bi-directional relationships, the direct effect of maternal attachment anxiety on emotional feeding strategies was not statistically significant after controlling for child emotional over-eating. There was, however, a significant indirect effect of maternal attachment anxiety on emotional feeding strategies via child emotional over-eating. These findings highlight the influence of maternal attachment anxiety on parental reports of aberrant eating behaviour in children. While this may be partly due to use of emotional feeding strategies, there is stronger evidence for a "child-responsive" model whereby anxiously-attached mothers use these feeding practices in response to perceived

  1. Child Negative Emotionality and Parenting from Infancy to Preschool: A Meta-Analytic Review

    ERIC Educational Resources Information Center

    Paulussen-Hoogeboom, Marja C.; Stams, Geert Jan J. M.; Hermanns, Jo M. A.; Peetsma, Thea T. D.

    2007-01-01

    This meta-analytic review (k = 62 studies; N = 7,613 mother-child dyads) shows that effect sizes for the association between child negative emotionality and parenting were generally small and were moderated by sample and measurement characteristics. The association between more child negative emotionality and less supportive parenting was…

  2. Caregiver Emotional Expressiveness, Child Emotion Regulation, and Child Behavior Problems among Head Start Families

    ERIC Educational Resources Information Center

    McCoy, Dana Charles; Raver, C. Cybele

    2011-01-01

    The present study examined the relationships between caregivers' self-reported positive and negative emotional expressiveness, observer assessments of children's emotion regulation, and teachers' reports of children's internalizing and externalizing behaviors in a sample of 97 primarily African American and Hispanic Head Start families. Results…

  3. The Contribution of Childhood Emotional Abuse to Teen Dating Violence among Child Protective Services-Involved Youth

    ERIC Educational Resources Information Center

    Wekerle, Christine; Leung, Eman; Wall, Anne-Marie; MacMillan, Harriet; Boyle, Michael; Trocme, Nico; Waechter, Randall

    2009-01-01

    Objective: For child protective services (CPS) youth who may have experienced more than one form of maltreatment, the unique contribution of emotional abuse may be over-looked when other forms are more salient and more clearly outside of accepted social norms for parenting. This study considers the unique predictive value of childhood emotional…

  4. Are emotion and mind understanding differently linked to young children's social adjustment? Relationships between behavioral consequences of emotions, false belief, and SCBE.

    PubMed

    Deneault, Joane; Ricard, Marcelle

    2013-01-01

    According to empirical findings, emotional knowledge and false belief understanding seem to be differently linked to social adjustment. However, whereas false belief is assessed through the capacity to identify its behavioral consequences, emotion tasks usually rely on the comprehension of facial expressions and of the situational causes of emotions. The authors examined if the documented relationship between social adjustment and emotion knowledge in children extends to the understanding of behavioral consequences of emotions. Eighty French-speaking preschoolers undertook false belief and consequence-of-emotion tasks. Their social adjustment was measured by the Social Competence and Behavior Evaluation. Children's language ability, their parent's level of education, and the familial socioeconomic score were taken into account. Results showed that children's social adjustment was significantly predicted by their knowledge of emotion, but not by their understanding of false belief. The findings confirm the special status of emotion among mental states for social adaptation and specify which dimensions of adaptation to peers and adults are predicted by the child's emotion understanding. They also suggest that the distinction between mind and emotion understanding may be conceptual rather than methodological.

  5. Narrative Structure and Emotional References in Parent-Child Reminiscing: Associations with Child Gender, Temperament, and the Quality of Parent-Child Interactions

    ERIC Educational Resources Information Center

    Bost, Kelly K.; Choi, Eunsil; Wong, Maria S.

    2010-01-01

    The present research examined child gender, temperament, and the quality of parent-child interactions as predictors of narrative style and references to emotion during mother-child and father-child reminiscing. Although models predicting parents' narrative styles were non-significant, results revealed significant interactions between parental…

  6. Mothers' depressive symptoms and infant negative emotionality in the prediction of child adjustment at age 3: testing the maternal reactivity and child vulnerability hypotheses.

    PubMed

    Dix, Theodore; Yan, Ni

    2014-02-01

    This study examined individual differences in how mothers' depressive symptoms affect children's early adjustment. It tested whether problematic development among children high in negative emotionality is accentuated by (a) maternal reactivity, the negative reactivity of mothers with depressive symptoms to difficult child characteristics; and (b) child vulnerability, the susceptibility of negatively emotional children to the negative parenting of mothers with depressive symptoms. Based on 1,364 participants from the NICHD Study of Early Child Care, results showed that mothers' depressive symptoms predicted greater risk for adjustment problems at age 3 among children who as infants were high rather than low in negative emotionality. Increased risk was evident for behavior problems, low responsiveness, high separation distress, and low social competence. Mediational tests suggested that increased risk reflected maternal reactivity: the stronger mothers' depressive symptoms, the more they responded with negative parenting to children high in negative emotionality. The proposal that child vulnerability mediates the greater impact of mothers' depressive symptoms on negatively emotional children was verified only for separation distress. The results support the proposal that, when mothers are high in depressive symptoms, aversive characteristics of children and their behavior increasingly influence early adjustment and do so because they elicit negative parent behavior.

  7. Intragroup Emotions: Physiological Linkage and Social Presence.

    PubMed

    Järvelä, Simo; Kätsyri, Jari; Ravaja, Niklas; Chanel, Guillaume; Henttonen, Pentti

    2016-01-01

    We investigated how technologically mediating two different components of emotion-communicative expression and physiological state-to group members affects physiological linkage and self-reported feelings in a small group during video viewing. In different conditions the availability of second screen text chat (communicative expression) and visualization of group level physiological heart rates and their dyadic linkage (physiology) was varied. Within this four person group two participants formed a physically co-located dyad and the other two were individually situated in two separate rooms. We found that text chat always increased heart rate synchrony but HR visualization only with non-co-located dyads. We also found that physiological linkage was strongly connected to self-reported social presence. The results encourage further exploration of the possibilities of sharing group member's physiological components of emotion by technological means to enhance mediated communication and strengthen social presence.

  8. Which Social Emotional Competencies Are Enhanced at a Social Emotional Learning Camp?

    ERIC Educational Resources Information Center

    Ee, Jessie; Ong, Chew Wei

    2014-01-01

    Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both…

  9. The interaction of social and emotional processes in the brain.

    PubMed

    Norris, Catherine J; Chen, E Elinor; Zhu, David C; Small, Steven L; Cacioppo, John T

    2004-12-01

    Social stimuli function as emotional barometers for the immediate environment are the catalysts for many emotional reactions, and have inherent value for relationships and survival independent of their current emotional content. We, therefore, propose that the neural mechanisms underlying social and emotional information processing may be interconnected. In the current study, we examined the independent and interactive effects of social and emotional processes on brain activation. Whole-brain images were acquired while participants viewed and categorized affective pictures that varied on two dimensions: emotional content (i. e., neutral, emotional) and social content (i. e., faces/people, objects/scenes). Patterns of activation were consistent with past findings demonstrating that the amygdala and part of the visual cortex were more active to emotionally evocative pictures than to neutral pictures and that the superior temporal sulcus was more active to social than to nonsocial pictures. Furthermore, activation of the superior temporal sulcus and middle occipito-temporal cortex showed evidence of the interactive processing of emotional and social information, whereas activation of the amygdala showed evidence of additive effects. These results indicate that interactive effects occur early in the stream of processing, suggesting that social and emotional information garner greater attentional resources and that the conjunction of social and emotional cues results in synergistic early processing, whereas the amygdala appears to be primarily implicated in processing biologically or personally relevant stimuli, regardless of the nature of the relevance (i. e., social, emotional, or both).

  10. Treating Conduct Problems and Strengthening Social and Emotional Competence in Young Children: The Dina Dinosaur Treatment Program.

    ERIC Educational Resources Information Center

    Webster-Stratton, Carolyn; Reid, M. Jamila

    2003-01-01

    This article describes the Dina Dinosaur Social, Emotional and Problem Solving Child Training Program for young children with conduct problems. The program emphasizes training children in skills such as emotional literacy, empathy or perspective taking, friendship and communication skills, anger management, interpersonal problem solving, and…

  11. Mothers' Socialization of Emotion Regulation: The Moderating Role of Children's Negative Emotional Reactivity

    ERIC Educational Resources Information Center

    Mirabile, Scott P.; Scaramella, Laura V.; Sohr-Preston, Sara L.; Robison, Sarah D.

    2009-01-01

    During the toddler period, children begin to shift from being primarily dependent on parents to regulate their emotions to managing their emotions independently. The present study considers how children's propensity towards negative emotional arousal interacts with mothers' efforts to socialize emotion regulation. Fifty-five low income mothers and…

  12. Emotional Correlates of Social Competence in Children's Peer Relationships.

    ERIC Educational Resources Information Center

    Hubbard, Julie A.; Coie, John D.

    1994-01-01

    Reviews research that provides connections between the constructs of emotional functioning and social competence in children, focusing on such areas as children's understanding and identification of emotions, emotion regulation, emotion display rules, sympathetic responding, and children's mood states. Finds some support for the idea that high…

  13. Early Childhood Teachers as Socializers of Young Children's Emotional Competence

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine

    2012-01-01

    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…

  14. The Incredible Years Therapeutic Social and Emotional Skills Programme: A Pilot Study

    ERIC Educational Resources Information Center

    Hutchings, Judy; Bywater, Tracey; Gridley, Nicole; Whitaker, Christopher J.; Martin-Forbes, Pam; Gruffydd, Stella

    2012-01-01

    The Incredible Years (IY) universal child Classroom Dinosaur and Teacher Classroom Management programmes are delivered in all 102 primary schools in Gwynedd County, Wales. This article describes a pilot study of the IY Therapeutic (small group) Dinosaur School social and emotional coaching programme, developed as a treatment programme, in one such…

  15. It Takes Two: Sensitive Caregiving across Contexts and Children's Social, Emotional, and Academic Outcomes

    ERIC Educational Resources Information Center

    Vesely, Colleen K.; Brown, Elizabeth Levine; Mahatmya, Duhita

    2013-01-01

    Research Findings: Using longitudinal survey data from the Welfare, Children, and Families Study: A Three-City Study ("n" = 135), this study examines how congruence in maternal and child care provider sensitivities contributes to young children's social, emotional, and academic outcomes among low-income minority families. Congruence…

  16. Sex Differential Item Functioning in the Inventory of Early Development III Social-Emotional Skills

    ERIC Educational Resources Information Center

    Beaver, Jessica L.; French, Brian F.; Finch, W. Holmes; Ullrich-French, Sarah C.

    2014-01-01

    Social-emotional (SE) skills in the early developmental years of children influence outcomes in psychological, behavioral, and learning domains. The adult ratings of a child's SE skills can be influenced by sex stereotypes. These rating differences could lead to differential conclusions about developmental progress or risk. To ensure that…

  17. Interactive Effects between Maternal Parenting and Negative Emotionality on Social Functioning among Very Young Chinese Children

    ERIC Educational Resources Information Center

    Ren, Lixin; Zhang, Xiao; Zhou, Ning; Ng, Mei Lee

    2017-01-01

    Research Findings: This study examined how child negative emotionality interacted with mothers' self-reported parenting in predicting different aspects of social functioning among very young Chinese children. A total of 109 Chinese nursery children in Hong Kong participated with their parents. Maternal supportive and aversive parenting practices…

  18. The Relation between Chinese Preschoolers' Social-Emotional Competence and Preacademic Skills

    ERIC Educational Resources Information Center

    Ren, Lixin; Knoche, Lisa L.; Edwards, Carolyn Pope

    2016-01-01

    Research Findings: The current study examines the relations between Chinese preschoolers' social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of…

  19. The Center on the Social and Emotional Foundations for Early Learning.

    ERIC Educational Resources Information Center

    Corso, Rob

    2003-01-01

    Describes the work and organization of the Center, which focuses on strengthening the capacity of child care and Head Start programs to improve social and emotional outcomes for young children. Specifically examines two main activities: creation of a series of What Works Briefs and development of a set of comprehensive training modules. (SD)

  20. Differential Effects of Maternal Sensitivity to Infant Distress and Nondistress on Social-Emotional Functioning

    ERIC Educational Resources Information Center

    Leerkes, Esther M.; Blankson, A. Nayena; O'Brien, Marion

    2009-01-01

    Associations between maternal sensitivity to infant distress and nondistress and infant social-emotional adjustment were examined in a subset of dyads from the NICHD Study of Early Child Care (N = 376). Mothers reported on infant temperament at 1 and 6 months postpartum, and maternal sensitivity to distress and nondistress were observed at 6…

  1. Trajectories of maternal depressive symptoms across the birth of a child: associations with toddler emotional development.

    PubMed

    Guyon-Harris, Katherine; Huth-Bocks, Alissa; Lauterbach, Dean; Janisse, Heather

    2016-02-01

    Depression during the perinatal period is common and impacts the physical and psychological well-being of those who experience it. One area of particular significance is the course of maternal depression across time, including the differential effects of depression trajectories during the perinatal period on early child development. The current study explored trajectories of maternal depressive symptoms from pregnancy through 2 years postpartum and their relation to toddler emotional development. Participants included 120 primarily low-income, ethnically diverse women and their toddlers. Depression was assessed during pregnancy, at 3 months postpartum, and at 1 and 2 years postpartum. Toddler emotional development was assessed at age 2 via video observations and mother report. Results indicated a four-class model that best fits the data: low-decreasing (47.5 %), stable-low (22.5 %), stable-moderate (21.7 %), and increasing (8.3 %) trajectories of maternal depressive symptoms. Women in the increasing group reported significantly more toddler social and emotional problems at age 2 than women in all other groups, and women in the stable-moderate group reported significantly more toddler social and emotional problems at age 2 than women in the stable-low group. No associations between trajectories and observed toddler affect expression were found. Results highlight variable courses of depressive symptoms for women across the birth of a child as well as the importance of reducing depression for the benefit of both mother and child. It is important for clinicians working with pregnant and postpartum mothers to assess for depressive symptoms over time and not just at a single time point.

  2. Warming the Emotional Climate of the Classroom: Can Teachers' Social-Emotional Skills Change?

    ERIC Educational Resources Information Center

    Harvey, Shane T.; Evans, Ian M.; Hill, Rhys V. J.; Henricksen, Annette; Bimler, David

    2016-01-01

    Emotional skills underpin what teachers do. However, relatively few studies have investigated whether these skills can be formally learnt by teachers and the benefits enhancing teachers' social-emotional skills may have on students. The current research aimed to develop an intervention to improve teachers' social-emotional skills in the classroom…

  3. Physiology and Functioning: Parents' Vagal Tone, Emotion Socialization, and Children's Emotion Knowledge

    ERIC Educational Resources Information Center

    Perlman, Susan B.; Camras, Linda A.; Pelphrey, Kevin A.

    2008-01-01

    This study examined relationships among parents' physiological regulation, their emotion socialization behaviors, and their children's emotion knowledge. Parents' resting cardiac vagal tone was measured, and parents provided information regarding their socialization behaviors and family emotional expressiveness. Their 4- or 5-year-old children (N…

  4. The Use of Emotions in Social Work Education

    ERIC Educational Resources Information Center

    Ikebuchi, Johnathan; Rasmussen, Brian Michael

    2014-01-01

    The role of emotions, although central to social work practice, has been relatively neglected in the process of teaching and learning social work. This article explores how social work educators can incorporate an understanding of the role of emotions in both the teaching and practice of social work. Attention is drawn toward evolutionary and…

  5. Developing Social and Emotional Aspects of Learning: The American Experience

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Moceri, Dominic C.

    2012-01-01

    Developments in American policy, research and professional development to promote social and emotional learning in schools have drawn on work carried out by the Collaborative for Academic, Social, and Emotional Learning (CASEL), encouraged by the popular and political catalyst of Daniel Goleman's work on emotional intelligence. Based on CASEL's…

  6. Social Approach and Emotion Recognition in Fragile X Syndrome

    ERIC Educational Resources Information Center

    Williams, Tracey A.; Porter, Melanie A.; Langdon, Robyn

    2014-01-01

    Evidence is emerging that individuals with Fragile X syndrome (FXS) display emotion recognition deficits, which may contribute to their significant social difficulties. The current study investigated the emotion recognition abilities, and social approachability judgments, of FXS individuals when processing emotional stimuli. Relative to…

  7. [Emotional intelligence, social support and affect regulation].

    PubMed

    Verissimo, Ramiro

    2005-01-01

    The aim of the present study was to gain additional information about the relationship between emotional intelligence, social support, and affectivity. The subjects were 64 university students who completed the short form of the Trait Meta-Mood Scale (TMMS-30), the Social Support Questionnaire, and the Multiple Affect Adjective Check List (MAACL). The results show that Social Support is high and significantly related with both Mood Repair, on one hand, and more Positive Affects and Sensation Seeking, on the other. These findings are consistent with the hypothesis that social support can be considered, somehow, as a way of mood repair; and thus not surprisingly is also associated with more Positive Affects and Sensation Seeking.

  8. Emotional Intelligence and Social-Emotional Learning: An Overview

    ERIC Educational Resources Information Center

    Basu, Anamitra; Mermillod, Martial

    2011-01-01

    The term "EI (emotional intelligence)" was first used in 1990 by Salovey and Mayer. EI involves: (1) the ability to perceive accurately, appraise and express emotion; (2) the ability to access and/or generate feelings when they facilitate thought; (3) the ability to understand emotion and emotional knowledge; and (4) the ability to regulate…

  9. Tuning in to Kids: an effectiveness trial of a parenting program targeting emotion socialization of preschoolers.

    PubMed

    Wilson, Katherine R; Havighurst, Sophie S; Harley, Ann E

    2012-02-01

    This article reports on an effectiveness trial of the Tuning in to Kids (TIK) parenting program. TIK aims to improve emotion socialization practices in parents of preschool children; it is a universal prevention program that teaches parents the skills of emotion coaching and also targets parents' own emotion awareness and regulation. The present study followed a 2 × 2 (Treatment Condition × Time) design. One hundred twenty-eight parents of children ages 4.0-5.11 years were recruited from preschools and randomized into intervention and waitlist conditions. Parents in the intervention condition (n = 62) attended a six-session group parenting program delivered by community practitioners who followed intervention fidelity protocols. Parents and preschool teachers completed questionnaires twice during the preschool year: at preintervention and at follow-up (approximately 7 months later). Parents reported on their emotion socialization beliefs and practices, other parenting practices, and on child behavior. Teachers reported on child behavior (Social Competence and Anger-Aggression). Data were analyzed using multilevel modeling. At follow-up, compared to the control group, intervention parents were significantly less emotionally dismissive in their beliefs, less dismissive and more coaching in their practices in response to children's negative emotions, and more positively involved. Although there were improvements in both conditions over time for parent-reported child behavior and teacher-reported social competence, compared to the waitlist group, intervention parents reported a significantly greater reduction in number of behavior problems. This trial demonstrates the potential for community agencies and practitioners in real-world settings to deliver a new parenting program that targets emotional communication in parent-child relationships.

  10. An Increase in Emotional Support, a Reduction in Negative Social Emotional Skills, or Both?: Examining How Universal Social Emotional Programs Achieve Reductions in Aggression

    ERIC Educational Resources Information Center

    Portnow, Sam; Downer, Jason; Brown, Josh

    2015-01-01

    Participation in Social Emotional Learning (SEL) programs reduces aggressive and antisocial behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Theoretically, SEL programs foster social and emotionally intelligent youth through improving children's social and emotional skills, defined in the present study as the ability to…

  11. Predicting Emotional and Social Competence during Early Childhood from Toddler Risk and Maternal Behavior

    PubMed Central

    Blandon, Alysia Y.; Calkins, Susan D.; Keane, Susan P.

    2010-01-01

    The longitudinal associations between maternal parenting behavior and toddler risk with children’s emotional and social competence were examined during the transition to kindergarten, in a sample of 253 children. Toddler risk was characterized by early externalizing behavior and poor emotion regulation skills. Given that we were interested in the multiple pathways that may result in emotional and social competence, we examined the interactions among maternal parenting behavior and toddler risk. There were some significant interactions; although the pattern of results was not consistent across all competence outcomes. Maternal parenting behavior was not directly associated with children’s emotional and social competence. In some instances, maternal control has differential implications for children’s emotional and social competence dependent upon the child’s level of early risk and maternal positive parenting. Specifically, maternal control tended to be more detrimental for children’s emotional competence during the transition to kindergarten, when children exhibit higher levels of risk. Overall, it appears that there are multiple developmental pathways, depending on child and maternal characteristics that lead to early emotional and social competence. PMID:20102651

  12. Parental Social Networks and Child Development.

    ERIC Educational Resources Information Center

    Homel, R.; Burns, A.

    This paper looks at the relationship between parents' social networks and aspects of child development. It has often been suggested that parents' links with kin, neighbors, friends, and local and non-local organizations are likely to have many effects on their children's development. These effects, however, have never been systematically…

  13. Child Maltreatment: Testing the Social Isolation Hypothesis.

    ERIC Educational Resources Information Center

    Coohey, Carol

    1996-01-01

    This paper examines the construct of social isolation in child maltreatment and reports on a study comparing 300 maltreating and nonmaltreating low-income mothers. Considerable variation was found between the two groups' structural network properties, perception of support, and types of resources received. However, maltreating mothers were not…

  14. Social Neuroscience of Child and Adolescent Depression

    ERIC Educational Resources Information Center

    Miller, Anita

    2007-01-01

    The social neuroscience of child and adolescent depression is inherently multidisciplinary. Depressive disorders beginning early in life can have serious developmental and functional consequences. Psychopathology research has described depression's defining clinical and contextual features, and intervention research has characterized its response…

  15. Emotion Talk: Helping Caregivers Facilitate Emotion Understanding and Emotion Regulation

    ERIC Educational Resources Information Center

    Brinton, Bonnie; Fujiki, Martin

    2011-01-01

    This article focuses on two aspects of emotional intelligence, emotion understanding and emotion regulation. These abilities are important because of their impact on social communication and the way in which they influence a child's access to knowledge. Caregivers who engage their children in emotion talk may strengthen the ability of their…

  16. Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

    PubMed Central

    Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L.

    2016-01-01

    The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis model included features of parenting, emotion regulation, preschool language skills, and attention to predict child outcomes in 1st grade. Early caregiving environments were directly predictive of peer relationship satisfaction, oppositional behavior, social skills, and classroom competence over and above significant mediated effects through preschool self regulation (language, inattention, and anger/frustration). These results suggest that the characteristics of supportive and stimulating caregiving shift in valence over time, such that qualities of the infant-child relationship that are significant in predicting early childhood outcomes are not the same as the caregiving qualities that move to the foreground in predicting primary school outcomes. Implications for school-readiness programming are discussed, including interventions in the early caregiving system to encourage sensitive and supportive parent child interactions to bolster school readiness via the development of social-emotional competence. PMID:27616805

  17. Emotional insecurity about the community: A dynamic, within-person mediator of child adjustment in contexts of political violence.

    PubMed

    Cummings, E Mark; Merrilees, Christine; Taylor, Laura K; Goeke-Morey, Marcie; Shirlow, Peter

    2017-02-01

    Over 1 billion children worldwide are exposed to political violence and armed conflict. The current conclusions are qualified by limited longitudinal research testing sophisticated process-oriented explanatory models for child adjustment outcomes. In this study, consistent with a developmental psychopathology perspective emphasizing the value of process-oriented longitudinal study of child adjustment in developmental and social-ecological contexts, we tested emotional insecurity about the community as a dynamic, within-person mediating process for relations between sectarian community violence and child adjustment. Specifically, this study explored children's emotional insecurity at a person-oriented level of analysis assessed over 5 consecutive years, with child gender examined as a moderator of indirect effects between sectarian community violence and child adjustment. In the context of a five-wave longitudinal research design, participants included 928 mother-child dyads in Belfast (453 boys, 475 girls) drawn from socially deprived, ethnically homogenous areas that had experienced political violence. Youth ranged in age from 10 to 20 years and were 13.24 (SD = 1.83) years old on average at the initial time point. Greater insecurity about the community measured over multiple time points mediated relations between sectarian community violence and youth's total adjustment problems. The pathway from sectarian community violence to emotional insecurity about the community was moderated by child gender, with relations to emotional insecurity about the community stronger for girls than for boys. The results suggest that ameliorating children's insecurity about community in contexts of political violence is an important goal toward improving adolescents' well-being and adjustment. These results are discussed in terms of their translational research implications, consistent with a developmental psychopathology model for the interface between basic and intervention

  18. Father Locus of Control and Child Emotional and Behavioral Outcomes: A Prospective Study

    ERIC Educational Resources Information Center

    Tone, Erin B.; Goodfellow, Stephanie; Nowicki, Stephen, Jr.

    2012-01-01

    In a prospective longitudinal study the authors examined the associations between parent locus of control of reinforcement (LOCR), measured before the birth of a child, and behavioral-emotional outcomes in that child at age 7 years. A total of 307 couples completed questionnaires regarding their emotional status and LOCR at their first prenatal…

  19. Emotion Recognition in Fathers and Mothers at High-Risk for Child Physical Abuse

    ERIC Educational Resources Information Center

    Asla, Nagore; de Paul, Joaquin; Perez-Albeniz, Alicia

    2011-01-01

    Objective: The present study was designed to determine whether parents at high risk for physical child abuse, in comparison with parents at low risk, show deficits in emotion recognition, as well as to examine the moderator effect of gender and stress on the relationship between risk for physical child abuse and emotion recognition. Methods: Based…

  20. Shifting Definitions of Emotional Maltreatment: An Analysis Child Welfare Investigation Laws and Practices in Canada

    ERIC Educational Resources Information Center

    Trocme, Nico; Fallon, Barbara; MacLaurin, Bruce; Chamberland, Claire; Chabot, Martin; Esposito, Tonino

    2011-01-01

    Objective: Although there is growing evidence that the emotional dimensions of child maltreatment are particularly damaging, the feasibility and appropriateness of including emotional maltreatment (EM) in child welfare statutes continues to be questioned. Unlike physical and sexual abuse where investigations focus on discreet incidents of…

  1. Social and Emotional Learning in a Freshman Seminar

    ERIC Educational Resources Information Center

    Wyatt, Jeannette B.; Bloemker, Geraldine A.

    2013-01-01

    First year college students are challenged both socially and academically in their transition to college life. The literature suggests that social and emotional competence skills can help with this transition. This article describes the course content for a University freshman seminar that teaches skills in social and emotional competence in order…

  2. The Impact of Perinatal Depression on Children's Social-Emotional Development: A Longitudinal Study.

    PubMed

    Junge, Carolin; Garthus-Niegel, Susan; Slinning, Kari; Polte, Carolin; Simonsen, Tone Breines; Eberhard-Gran, Malin

    2017-03-01

    Objectives This longitudinal population study aimed to investigate if maternal depression at different time points during the perinatal period impacts children's social-emotional development at 2 years of age. Methods Participants were women (n = 1235) who gave birth at Akershus University Hospital in Norway. Maternal depressive symptoms were assessed by using the Edinburgh Postnatal Depression Scale at pregnancy week 32 and at 8 weeks and 2 years postpartum, whereas children's social-emotional development at the age of 2 years was assessed by using the Ages and Stages Questionnaire: Social-Emotional. Bi- and multivariate logistic regression analyses were conducted to examine the linkage between maternal perinatal depression and children's early social-emotional development. Results Multivariate analyses showed that social-emotional problems in the child 2 years after birth were strongly associated with maternal depression at pregnancy week 32 (adjusted odds ratio (aOR) 3.4; 95 % CI 1.4-8.0), depression at 8 weeks postpartum (aOR 3.8; 95 % CI 1.7-8.6), and with depression at both time points (aOR 3.7; 95 % CI 1.5-10.1). Conclusion Findings indicate pre- and postnatal depression each bears an independent, adverse impact on children's social-emotional development.

  3. Emotional intelligence and social functioning in persons with schizotypy.

    PubMed

    Aguirre, Fabian; Sergi, Mark J; Levy, Cynthia A

    2008-09-01

    The present study is the first to examine emotional intelligence in persons with schizotypy. Over 2100 undergraduates were screened for schizotypy with the Schizotypal Personality Questionnaire-Brief Version. Forty participants identified as persons with high schizotypy and 56 participants identified as persons with low schizotypy completed assessments of emotional intelligence (Mayer-Salovey-Caruso Emotional Intelligence Test), social functioning (Social Adjustment Scale-Self Report), verbal episodic (secondary) memory (California Verbal Learning Test), and executive functioning (Wisconsin Card Sorting Test). Persons high in schizotypy were impaired in overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions. Persons high in schizotypy were also impaired in three aspects of social functioning: peer relationships, family relationships, and academic functioning. Group differences in verbal episodic (secondary) memory and executive functioning were not observed. For persons with high schizotypy, overall emotional intelligence and two aspects of emotional intelligence, the ability to perceive emotions and the ability to manage emotions, were associated with peer relationship functioning. Overall emotional intelligence was associated with verbal episodic (secondary) memory, but not executive functioning, in persons with high schizotypy. The current findings suggest that emotional intelligence is impaired in persons with schizotypy and that these impairments affect their social functioning.

  4. Developmental Relations between Emotion Management and Social Control.

    ERIC Educational Resources Information Center

    Saarni, Carolyn

    The present research examined the developing awareness in children that one's emotional state need not correspond to how one appears expressively to others. Descriptive data were collected on children's own views about emotion management in interpersonal conflict scenarios and in general hypothetical situations. All of the child variables provide…

  5. Predicting symptoms of depression from social anhedonia and emotion regulation.

    PubMed

    Atherton, Brennan D; Nevels, Robert M; Moore, Michael T

    2015-03-01

    The literature examining social anhedonia, emotion regulation, and symptoms of depression in psychiatric inpatients has been limited. However, some studies have shown that difficulties in emotion regulation and social anhedonia were independently associated with depression. The current study attempted to examine the effects of these two potential predictors of unipolar depressed mood. Fifty-nine (73% female) psychiatric inpatients were given the measures of emotion regulation, symptoms of anxiety and depression, and social anhedonia. Results showed that difficulties in emotion regulation, specifically dysfunctional emotion regulation strategies and emotional clarity, served as significant predictors of depressive symptoms above and beyond contributions from social anhedonia. These results highlight the importance of attending to emotion regulation in the study and treatment of depression in inpatient samples.

  6. The relation of parenting, child temperament, and attachment security in early childhood to social competence at school entry.

    PubMed

    Rispoli, Kristin M; McGoey, Kara E; Koziol, Natalie A; Schreiber, James B

    2013-10-01

    A wealth of research demonstrates the importance of early parent-child interactions on children's social functioning. However, less is known about the interrelations between child and parent characteristics and parent-child interactions in early childhood. Moreover, few studies have broadly examined the longitudinal relations between these constructs and social competence. This study is an examination of the relations between parent responsiveness, negativity, and emotional supportiveness, attachment security, and child temperament, and their impact on children's social competence from infancy to kindergarten entry. The sample was derived from the Early Childhood Longitudinal Study--Birth Cohort and included 6850 parent-child dyads. Observational and rating scale data were used. The proposed model was nearly fully supported by path analysis, and it provides insight into the complex relations between early parenting behaviors, child characteristics, and parent-child interactions in the development of social competence.

  7. Psychological control in daily parent-child interactions increases children's negative emotions.

    PubMed

    Aunola, Kaisa; Tolvanen, Asko; Viljaranta, Jaana; Nurmi, Jari-Erik

    2013-06-01

    The aim of the present study was to investigate the temporal dynamics between parental behaviors in daily interactions with their offspring, that is, affection and psychological control, and children's negative emotions. The participants were 152 Finnish families with a 6- to 7-year-old child. Children's negative emotions and parental affection and psychological control in interactions with their child were measured daily using diary questionnaires filled in by the mothers and fathers over 7 successive days. The results of multilevel modeling showed that psychological control applied by mothers and fathers in daily interactions with their child leads to an increase in negative emotions in the child. Parental affection in daily interactions with their child was not associated with the child's negative emotions.

  8. Emotion Socialization Strategies of Mothers With Borderline Personality Disorder Symptoms: The Role of Maternal Emotion Regulation and Interactions With Infant Temperament.

    PubMed

    Kiel, Elizabeth J; Viana, Andres G; Tull, Matthew T; Gratz, Kim L

    2016-06-20

    Although the interpersonal difficulties associated with borderline personality disorder (BPD) are well established, their manifestations within the context of parent-child relationships remain understudied. The current study investigated the relation of maternal BPD symptoms to nonsupportive emotion socialization (i.e., the extent to which mothers punish or minimize their young children's displays of negative emotions), as well as the mediating role of maternal emotion regulation difficulties in this relation. The authors also investigated the moderating role of maternal BPD symptoms in the relation between infant temperamental anger and fear and punitive/minimizing emotion socialization. Using a sample of 99 mother-infant dyads, the authors found that maternal BPD symptoms were significantly related to punitive/minimizing emotion socialization and that maternal emotion regulation difficulties mediated this relation. Moreover, maternal BPD symptoms strengthened the association between mother-reported infant anger and punitive/minimizing emotion socialization. These results extend the growing literature on the impact of maternal BPD on child development.

  9. Intragroup Emotions: Physiological Linkage and Social Presence

    PubMed Central

    Järvelä, Simo; Kätsyri, Jari; Ravaja, Niklas; Chanel, Guillaume; Henttonen, Pentti

    2016-01-01

    We investigated how technologically mediating two different components of emotion—communicative expression and physiological state—to group members affects physiological linkage and self-reported feelings in a small group during video viewing. In different conditions the availability of second screen text chat (communicative expression) and visualization of group level physiological heart rates and their dyadic linkage (physiology) was varied. Within this four person group two participants formed a physically co-located dyad and the other two were individually situated in two separate rooms. We found that text chat always increased heart rate synchrony but HR visualization only with non-co-located dyads. We also found that physiological linkage was strongly connected to self-reported social presence. The results encourage further exploration of the possibilities of sharing group member's physiological components of emotion by technological means to enhance mediated communication and strengthen social presence. PMID:26903913

  10. Emotions, affects and the production of social life.

    PubMed

    Fox, Nick J

    2015-06-01

    While many aspects of social life possess an emotional component, sociology needs to explore explicitly the part emotions play in producing the social world and human history. This paper turns away from individualistic and anthropocentric emphases upon the experience of feelings and emotions, attending instead to an exploration of flows of 'affect' (meaning simply a capacity to affect or be affected) between bodies, things, social institutions and abstractions. It establishes a materialist sociology of affects that acknowledges emotions as a part, but only a part, of a more generalized affective flow that produces bodies and the social world. From this perspective, emotions are not a peculiarly remarkable outcome of the confluence of biology and culture, but part of a continuum of affectivity that links human bodies to their physical and social environment. This enhances sociological understanding of the part emotions play in shaping actions and capacities in many settings of sociological concern.

  11. Relationships between a Social-Emotional Learning Program and Emotional Intelligence in Middle School Students

    ERIC Educational Resources Information Center

    Brown, Katherine Marie

    2013-01-01

    This study examined the relationships between a social-emotional learning program and the 5 dimensions of emotional intelligence and whether the relationships were moderated by gender. The problem addressed in the study was the lack of research focused on the development of emotional intelligence at the middle school level. The participants…

  12. Social and Emotional Pedagogies: Critiquing the New Orthodoxy of Emotion in Classroom Behaviour Management

    ERIC Educational Resources Information Center

    Gillies, Val

    2011-01-01

    This paper examines new structured attempts to address and manage emotions in the classroom. Critical analysis focuses on the broad emotional literacy agenda operating within schools, and more specifically the Social and Emotional Aspects of Learning (SEAL) programme. Data are drawn on from an ethnographic study located in Behaviour Support Units…

  13. Mediating and moderating effects of social support in the study of child abuse and adult physical and mental health.

    PubMed

    Herrenkohl, Todd I; Jung, Hyunzee; Klika, J Bart; Mason, W Alex; Brown, Eric C; Leeb, Rebecca T; Herrenkohl, Roy C

    2016-01-01

    A number of cross-sectional and a few longitudinal studies have shown a developmental relationship between child abuse and adult physical and mental health. Published findings also suggest that social support can lessen the risk of adverse outcomes for some abused children. However, few studies have investigated whether social support mediates or moderates the relationship between child abuse and adult physical and mental health. Structural equation modeling was used to examine data on these topics from a longitudinal study of more than 30 years. While a latent construct of physical and emotional child abuse did not predict adult health outcomes directly, child abuse did predict outcomes indirectly through social support. A test of variable moderation for child abuse and social support was nonsignificant. Results suggest that social support may help explain the association between child abuse and health outcomes at midlife. Implications of the findings for prevention and treatment are discussed. (PsycINFO Database Record

  14. Mediating and Moderating Effects of Social Support in the Study of Child Abuse and Adult Physical and Mental Health

    PubMed Central

    Herrenkohl, Todd I.; Jung, Hyunzee; Klika, J. Bart; Mason, W. Alex; Brown, Eric C.; Leeb, Rebecca T.; Herrenkohl, Roy. C.

    2016-01-01

    A number of cross-sectional and a few longitudinal studies have shown a developmental relationship between child abuse and adult physical and mental health. Published findings also suggest that social support can lessen the risk of adverse outcomes for some abused children. However, few studies have investigated whether social support mediates or moderates the relationship between child abuse and adult physical and mental health. Structural equation modeling was used to examine data on these topics from a longitudinal study of more than 30 years. While a latent construct of physical and emotional child abuse did not predict adult health outcomes directly, child abuse did predict outcomes indirectly through social support. A test of variable moderation for child abuse and social support was nonsignificant. Results suggest that social support may help explain the association between child abuse and health outcomes at midlife. Implications of the findings for prevention and treatment are discussed. PMID:26845043

  15. Emotions, Social Work Practice and Supervision: An Uneasy Alliance?

    PubMed Central

    Ingram, Richard

    2012-01-01

    This paper examines the place of emotions within social work practice. The perceived tensions between emotions and rational decision making are explored and it is argued that their relationship is compatible and necessary. A model for the co-creation of emotionally intelligent supervision is developed to support this vision of practice. PMID:24764612

  16. The affective structure of supportive parenting: depressive symptoms, immediate emotions, and child-oriented motivation.

    PubMed

    Dix, Theodore; Gershoff, Elizabeth T; Meunier, Leah N; Miller, Pamela C

    2004-11-01

    This study investigated the maternal concerns and emotions that may regulate one form of sensitive parenting, support for children's immediate desires or intentions. While reviewing a videotape of interactions with their 1-year-olds, mothers who varied on depressive symptoms reported concerns and emotions they had during the interaction. Emotions reflected outcomes either to children (child-oriented concerns) or to mothers themselves (parent-oriented concerns). Child-oriented concerns were associated with fewer negative emotions and more supportive behavior. Supportive parenting was high among mothers who experienced high joy and worry and low anger, sadness, and guilt. However, relations depended on whether emotions were child or parent oriented: Supportive behavior occurred more when emotions were child oriented. In addition, as depressive symptoms increased, mothers reported fewer child-oriented concerns, fewer child-oriented positive emotions, and more parent-oriented negative emotions. They also displayed less supportive behavior. Findings suggest that support for children's immediate intentions may be regulated by parents' concerns, immediate emotions, and depressive symptoms.

  17. Exploring Entrainment Patterns of Human Emotion in Social Media.

    PubMed

    He, Saike; Zheng, Xiaolong; Zeng, Daniel; Luo, Chuan; Zhang, Zhu

    2016-01-01

    Emotion entrainment, which is generally defined as the synchronous convergence of human emotions, performs many important social functions. However, what the specific mechanisms of emotion entrainment are beyond in-person interactions, and how human emotions evolve under different entrainment patterns in large-scale social communities, are still unknown. In this paper, we aim to examine the massive emotion entrainment patterns and understand the underlying mechanisms in the context of social media. As modeling emotion dynamics on a large scale is often challenging, we elaborate a pragmatic framework to characterize and quantify the entrainment phenomenon. By applying this framework on the datasets from two large-scale social media platforms, we find that the emotions of online users entrain through social networks. We further uncover that online users often form their relations via dual entrainment, while maintain it through single entrainment. Remarkably, the emotions of online users are more convergent in nonreciprocal entrainment. Building on these findings, we develop an entrainment augmented model for emotion prediction. Experimental results suggest that entrainment patterns inform emotion proximity in dyads, and encoding their associations promotes emotion prediction. This work can further help us to understand the underlying dynamic process of large-scale online interactions and make more reasonable decisions regarding emergency situations, epidemic diseases, and political campaigns in cyberspace.

  18. Exploring Entrainment Patterns of Human Emotion in Social Media

    PubMed Central

    Luo, Chuan; Zhang, Zhu

    2016-01-01

    Emotion entrainment, which is generally defined as the synchronous convergence of human emotions, performs many important social functions. However, what the specific mechanisms of emotion entrainment are beyond in-person interactions, and how human emotions evolve under different entrainment patterns in large-scale social communities, are still unknown. In this paper, we aim to examine the massive emotion entrainment patterns and understand the underlying mechanisms in the context of social media. As modeling emotion dynamics on a large scale is often challenging, we elaborate a pragmatic framework to characterize and quantify the entrainment phenomenon. By applying this framework on the datasets from two large-scale social media platforms, we find that the emotions of online users entrain through social networks. We further uncover that online users often form their relations via dual entrainment, while maintain it through single entrainment. Remarkably, the emotions of online users are more convergent in nonreciprocal entrainment. Building on these findings, we develop an entrainment augmented model for emotion prediction. Experimental results suggest that entrainment patterns inform emotion proximity in dyads, and encoding their associations promotes emotion prediction. This work can further help us to understand the underlying dynamic process of large-scale online interactions and make more reasonable decisions regarding emergency situations, epidemic diseases, and political campaigns in cyberspace. PMID:26953692

  19. Toward Greater Specificity in Identifying Associations among Interparental Aggression, Child Emotional Reactivity to Conflict, and Child Problems

    ERIC Educational Resources Information Center

    Davies, Patrick T.; Cicchetti, Dante; Martin, Meredith J.

    2012-01-01

    This study examined specific forms of emotional reactivity to conflict and temperamental emotionality as explanatory mechanisms in pathways among interparental aggression and child psychological problems. Participants of the multimethod, longitudinal study included 201 two-year-old children and their mothers who had experienced elevated violence…

  20. Social and emotional self-efficacy at work.

    PubMed

    Loeb, Carina; Stempel, Christiane; Isaksson, Kerstin

    2016-04-01

    Research has shown that self-efficacy is often one of the most important personal resources in the work context. However, because this research has focused on cognitive and task-oriented self-efficacy, little is known about social and emotional dimensions of self-efficacy at work. The main aim of the present study was to investigate social and emotional self-efficacy dimensions at work and to compare them to a cognitive and task-oriented dimension. Scales to measure social and emotional self-efficacy at work were developed and validated and found to be well differentiated from the cognitive task-oriented occupational self-efficacy scale. Confirmatory factor analyses of data from 226 Swedish and 591 German employees resulted in four separate but correlated self-efficacy dimensions: (1) occupational; (2) social; (3) self-oriented emotional; and (4) other-oriented emotional. Social self-efficacy explained additional variance in team climate and emotional self-efficacy in emotional irritation and emotional exhaustion, over and above effects of occupational self-efficacy. Men reported higher occupational self-efficacy, whereas social and emotional self-efficacy revealed no clear gender differences. The scales have strong psychometric properties in both Swedish and German language versions. The positive association between social self-efficacy and team climate, and the negative relationships between self-oriented emotional self-efficacy and emotional irritation and emotional exhaustion may provide promising tools for practical applications in work settings such as team-building, staff development, recruitment or other training programs aiming for work place health promotion. The next step will be to study how social and emotional self-efficacy relate to leadership, well-being and health over time.

  1. Mother--Child and Father--Child Emotional Expressiveness in Mexican-American Families and Toddlers' Peer Interactions

    ERIC Educational Resources Information Center

    Lindsey, Eric W.; Caldera, Yvonne M.; Rivera, Mitzie

    2013-01-01

    The present investigation explored the association of mother--child and father--child emotional expressiveness during toddlerhood to children's prosocial and aggressive behaviour with peers. Data were collected from 62 Mexican-American families with toddlers (29 females, 33 males) during a home visit. Children's peer interactions were also…

  2. Deriving meaning from others’ emotions: attribution, appraisal, and the use of emotions as social information

    PubMed Central

    van Doorn, Evert A.; van Kleef, Gerben A.; van der Pligt, Joop

    2015-01-01

    Emotional expressions constitute a rich source of information. Integrating theorizing on attribution, appraisal processes, and the use of emotions as social information, we examined how emotional expressions influence attributions of agency and responsibility under conditions of ambiguity. Three vignette studies involving different scenarios indicate that participants used information about others’ emotional expressions to make sense of ambiguous social situations. Expressions of regret fueled inferences that the expresser was responsible for an adverse situation, whereas expressions of anger fueled inferences that someone else was responsible. Also, expressions of anger were interpreted as a sign of injustice, and expressions of disappointment increased prosocial intentions (i.e., to help the expresser). The results show that emotional expressions can help people understand ambiguous social situations by informing attributions that correspond with each emotion’s associated appraisal structures. The findings advance understanding of the ways in which emotional expressions help individuals understand and coordinate social life. PMID:26284001

  3. Socialization of emotion: who influences whom and how?

    PubMed

    Zahn-Waxler, Carolyn

    2010-01-01

    Emotion socialization begins within the family setting and extends outward as children transition into expanded social worlds. Children contribute to their socialization from the first years of life, so the dynamics between parents and children are reciprocal in nature. Because socialization influences are best inferred from patterns that unfold over time, longitudinal research can help to untangle these processes. Laboratory observations of emotion exchanges and discussions or experimental manipulations of environmental processes also provide valuable information about causal influences and direction of effects. Parents and children must be studied within the same research designs to understand emotion socialization.

  4. Child-Rearing Practices toward Children with Hemophilia: The Relative Importance of Clinical Characteristics and Parental Emotional Reactions.

    ERIC Educational Resources Information Center

    Banis, S.; Suurmeijer, Th. P. B. M.; van Peer, D. R.

    1999-01-01

    Addresses the relative importance of clinical characteristics of the child and parental emotional reactions, to child-rearing practices towards children with hemophilia. Results indicate that mother's emotional reactions appear to have a stronger influence on child-rearing uncertainty and overprotection than clinical characteristics of the child.…

  5. Social neuroscience of child and adolescent depression

    PubMed Central

    Miller, Anita

    2007-01-01

    The social neuroscience of child and adolescent depression is inherently multidisciplinary. Depressive disorders beginning early in life can have serious developmental and functional consequences. Psychopathology research has described depression’s defining clinical and contextual features, and intervention research has characterized its response to treatment and prevention programs. Neuroendocrine, electrophysiological, and neuroimaging studies have identified core neurobiological aspects of early-onset mood disorders. These areas are reviewed using a developmental social neuroscience perspective for integrating disparate observations. The paper introduces a dynamic adaptive systems framework, and it discusses hedonic capacity, stress sensitivity, ruminative self-focus, and attentional impairments as fundamental components of mood disorders. PMID:17624647

  6. How Are Trait Emotional Intelligence and Social Skills Related to Emotional and Behavioural Difficulties in Adolescents?

    ERIC Educational Resources Information Center

    Poulou, Maria S.

    2014-01-01

    Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students' global…

  7. Social Emotional Optimization Algorithm for Nonlinear Constrained Optimization Problems

    NASA Astrophysics Data System (ADS)

    Xu, Yuechun; Cui, Zhihua; Zeng, Jianchao

    Nonlinear programming problem is one important branch in operational research, and has been successfully applied to various real-life problems. In this paper, a new approach called Social emotional optimization algorithm (SEOA) is used to solve this problem which is a new swarm intelligent technique by simulating the human behavior guided by emotion. Simulation results show that the social emotional optimization algorithm proposed in this paper is effective and efficiency for the nonlinear constrained programming problems.

  8. Emotion Responsivity, Social Cognition, and Functional Outcome in Schizophrenia

    PubMed Central

    Mathews, Jennifer R.; Barch, Deanna M.

    2010-01-01

    Social functioning deficits have long been a defining feature in schizophrenia, but relatively little research has examined how emotion responsivity influences functional outcome in this disorder. The goal of the current study was to begin to elucidate the relationships between emotion responsivity, social cognition, and functional outcome in schizophrenia. Participants were 40 outpatients with DSM-IV schizophrenia or schizoaffective disorder and 40 controls. Each participant was administered measures of emotion responsivity, social cognition (both emotion and social perception), and functional outcome. Individuals with schizophrenia demonstrated somewhat reduced emotion responsivity for positive and negative stimuli, as well as deficits in both social cognition and functional outcome compared to controls. Additionally, results indicated that both social perception and emotional responsivity were positively correlated with functional outcome. Importantly, the relationship of emotion responsivity to functional outcome was not mediated by social perception, and showed a significant relationship to functional outcome independent of social cognition. This finding suggests that emotion responsivity is an important factor in understanding functional outcome in schizophrenia. PMID:20141242

  9. Circle Time for Social and Emotional Learning in Primary School

    ERIC Educational Resources Information Center

    Cefai, Carmel; Ferrario, Erika; Cavioni, Valeria; Carter, Audrey; Grech, Tracy

    2014-01-01

    This paper discusses the findings and implications of a semi-randomised control trial study on the effectiveness of circle time (CT) on primary school students' social and emotional learning, as well as classroom teachers' and students' experience of CT. A social and emotional learning programme was delivered through CT by trained classroom…

  10. Social Information Processing and Emotional Understanding in Children with LD

    ERIC Educational Resources Information Center

    Bauminger, Nirit; Edelsztein, Hany Schorr; Morash, Janice

    2005-01-01

    The present study aimed to comprehensively examine social cognition processes in children with and without learning disabilities (LD), focusing on social information processing (SIP) and complex emotional understanding capabilities such as understanding complex, mixed, and hidden emotions. Participants were 50 children with LD (age range 9.4-12.7;…

  11. The Effect of Reappraising Social Exclusion on Emotional Distress

    ERIC Educational Resources Information Center

    Kitchens, Michael B.; Gohm, Carol L.

    2010-01-01

    The purpose of this investigation was to examine whether reappraisal, which is a strategy where the personal meaning of an event is reevaluated, would influence participants' emotional reactions to social exclusion feedback. It was expected that reappraising this event would reduce the emotional distress that accompanies social exclusion, but…

  12. Emotion Socialization in Adolescence: The Roles of Mothers and Fathers

    ERIC Educational Resources Information Center

    Brand, Ann E.; Klimes-Dougan, Bonnie

    2010-01-01

    This chapter provides a review of the literature that examines the role of mothers and fathers in socializing emotion in their sons and daughters during adolescence. Within the context of this chapter, we focus on mother-father similarities, differences, and coordinated efforts in socializing the emotion of their adolescent children. Empirical…

  13. Do Students Experience "Social Intelligence," Laughter, and Other Emotions Online?

    ERIC Educational Resources Information Center

    Meyer, Katrina A.; Jones, Stephanie J.

    2012-01-01

    Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed social intelligence. Laughter, chuckling, and smiling occurred "sometimes" as did other…

  14. Flexibility and attractors in context: family emotion socialization patterns and children's emotion regulation in late childhood.

    PubMed

    Lunkenheimer, Erika S; Hollenstein, Tom; Wang, Jun; Shields, Ann M

    2012-07-01

    Familial emotion socialization practices relate to children's emotion regulation (ER) skills in late childhood, however, we have more to learn about how the context and structure of these interactions relates to individual differences in children's ER. The present study examined flexibility and attractors in family emotion socialization patterns in three different conversational contexts and their relation to ER in 8-12 year olds. Flexibility was defined as dispersion across the repertoire of discrete emotion words and emotion socialization functions (emotion coaching, dismissing, and elaboration) in family conversation, whereas attractors were defined as the average duration per visit to each of these three emotion socialization functions using state space grid analysis. It was hypothesized that higher levels of flexibility in emotion socialization would buffer children's ER from the presence of maladaptive attractors, or the absence of adaptive attractors, in family emotion conversation. Flexibility was generally adaptive, related to children's higher ER across all contexts, and also buffered children from maladaptive attractors in select situations. Findings suggest that the study of dynamic interaction patterns in context may reveal adaptive versus maladaptive socialization processes in the family that can inform basic and applied research on children's regulatory problems.

  15. Does Social Labelling Encourage Child Schooling and Discourage Child Labour in Nepal?

    ERIC Educational Resources Information Center

    Chakrabarty, Sayan; Grote, Ulrike; Luchters, Guido

    2011-01-01

    This paper explores the determinants of child labour vis-a-vis child schooling. It further examines the influence of non-governmental organisations (NGOs) which are engaged in social labelling, on the incidence of child labour and schooling trade-off. The empirical results show that the probability of child schooling increases as well as child…

  16. Maternal psychological absence and toddlers' social-emotional development: interpretations from the perspective of boundary ambiguity theory.

    PubMed

    Bocknek, Erika L; Brophy-Herb, Holly E; Fitzgerald, Hiram; Burns-Jager, Kathleen; Carolan, Marsha T

    2012-12-01

    The current study tests a novel latent construct reflecting psychological absence and examines its relations with maternal depression, mother-toddler interactions, and toddlers' social-emotional outcomes in a low-income sample (N = 2,632). Structural equation modeling confirmed a psychological absence construct and revealed that psychological absence, measured at the child's 36-month birthday-related assessment, is a significant predictor of children's social-emotional development at 36 months, mediated by mother-child interaction. Results are interpreted within a boundary ambiguity framework.

  17. Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions.

    PubMed

    Quarto, Tiziana; Blasi, Giuseppe; Maddalena, Chiara; Viscanti, Giovanna; Lanciano, Tiziana; Soleti, Emanuela; Mangiulli, Ivan; Taurisano, Paolo; Fazio, Leonardo; Bertolino, Alessandro; Curci, Antonietta

    2016-01-01

    The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI). Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain "somatic marker circuitry" (SMC) sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC). Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid) about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific.

  18. Association between Ability Emotional Intelligence and Left Insula during Social Judgment of Facial Emotions

    PubMed Central

    Quarto, Tiziana; Blasi, Giuseppe; Maddalena, Chiara; Viscanti, Giovanna; Lanciano, Tiziana; Soleti, Emanuela; Mangiulli, Ivan; Taurisano, Paolo; Fazio, Leonardo; Bertolino, Alessandro; Curci, Antonietta

    2016-01-01

    The human ability of identifying, processing and regulating emotions from social stimuli is generally referred as Emotional Intelligence (EI). Within EI, Ability EI identifies a performance measure assessing individual skills at perceiving, using, understanding and managing emotions. Previous models suggest that a brain “somatic marker circuitry” (SMC) sustains emotional sub-processes included in EI. Three primary brain regions are included: the amygdala, the insula and the ventromedial prefrontal cortex (vmPFC). Here, our aim was to investigate the relationship between Ability EI scores and SMC activity during social judgment of emotional faces. Sixty-three healthy subjects completed a test measuring Ability EI and underwent fMRI during a social decision task (i.e. approach or avoid) about emotional faces with different facial expressions. Imaging data revealed that EI scores are associated with left insula activity during social judgment of emotional faces as a function of facial expression. Specifically, higher EI scores are associated with greater left insula activity during social judgment of fearful faces but also with lower activity of this region during social judgment of angry faces. These findings indicate that the association between Ability EI and the SMC activity during social behavior is region- and emotion-specific. PMID:26859495

  19. Child Abuse, Child Development, and Social Policy. Advances in Applied Developmental Psychology: Volume 8.

    ERIC Educational Resources Information Center

    Cicchetti, Dante, Ed.; Toth, Sheree L., Ed.

    This book is devoted to the problems of family violence, child abuse, and child maltreatment, including the legal, social, psychological, and community issues. Articles contained in this volume are as follows: (1) "Child Maltreatment Research and Social Policy: The Neglected Nexus" (D. Cicchetti and S. Toth); (2) "Defining Child…

  20. Emotional and Social Factors influence Poker Decision Making Accuracy.

    PubMed

    Laakasuo, Michael; Palomäki, Jussi; Salmela, Mikko

    2015-09-01

    Poker is a social game, where success depends on both game strategic knowledge and emotion regulation abilities. Thus, poker provides a productive environment for studying the effects of emotional and social factors on micro-economic decision making. Previous research indicates that experiencing negative emotions, such as moral anger, reduces mathematical accuracy in poker decision making. Furthermore, various social aspects of the game—such as losing against "bad players" due to "bad luck"—seem to fuel these emotional states. We designed an Internet-based experiment, where participants' (N = 459) mathematical accuracy in five different poker decision making tasks were assessed. In addition, we manipulated the emotional and social conditions under which the tasks were presented, in a 2 × 2 experimental setup: (1) Anger versus neutral emotional state—participants were primed either with an anger-inducing, or emotionally neutral story, and (2) Social cue versus non-social cue—during the tasks, either an image of a pair of human eyes was "following" the mouse cursor, or an image of a black moving box was presented. The results showed that anger reduced mathematical accuracy of decision making only when participants were "being watched" by a pair of moving eyes. Experienced poker players made mathematically more accurate decisions than inexperienced ones. The results contribute to current understanding on how emotional and social factors influence decision making accuracy in economic games.

  1. The Role of Child Development and Social Interaction in the Selection of Children's Literature To Promote Literacy Acquisition.

    ERIC Educational Resources Information Center

    Johnson, C. Denise

    2003-01-01

    Noting that linguistic, social, emotional, and cognitive development are complementary processes that ultimately work together to shape a child's literacy growth, this article discusses the relationship between children's development and their social interaction with knowledgeable others on the selection of children's literature for the promotion…

  2. Socialization of Emotion: Who Influences Whom and How?

    ERIC Educational Resources Information Center

    Zahn-Waxler, Carolyn

    2010-01-01

    Emotion socialization begins within the family setting and extends outward as children transition into expanded social worlds. Children contribute to their socialization from the first years of life, so the dynamics between parents and children are reciprocal in nature. Because socialization influences are best inferred from patterns that unfold…

  3. Henri Wallon's Theory of Early Child Development: The Role of Emotions

    PubMed

    Veer

    1996-12-01

    The present paper gives an account of part of the stage theory of early child development of the French theorist Henri Wallon (1879-1962). Unlike his contemporary Jean Piaget, Wallon concentrated his efforts upon a description of the child's emotional development and the role emotions play in establishing the bond between child and caregiver. The description of Wallon's stage theory is preceded by biographical information and a presentation of his methodological views. It is argued that Wallon's theory is unique in its focus, exerted influence upon theorists such as Lev Vygotsky, and is basically compatible with modern insights about the nature of child development and the growth of intersubjectivity.

  4. Emotion Socialization in the Context of Risk and Psychopathology: Maternal Emotion Coaching Predicts Better Treatment Outcomes for Emotionally Labile Children with Oppositional Defiant Disorder

    PubMed Central

    Dunsmore, Julie C.; Booker, Jordan A.; Ollendick, Thomas H.; Greene, Ross W.

    2015-01-01

    We examined whether maternal emotion coaching at pre-treatment predicted children's treatment response following a 12-week program addressing children's Oppositional Defiant Disorder (ODD) symptoms. Eighty-nine mother-child dyads participated. At pre-treatment, mothers and children engaged in an emotion talk task. Mothers also reported their beliefs about emotions at pre-treatment and their child's disruptive behavior symptoms, emotion regulation, and emotion lability/negativity at pre-, mid-, and post-treatment. Clinicians reported children's symptom severity at pre- and post-treatment. Children's emotion lability/negativity moderated effects of maternal emotion coaching on children's post-treatment ODD symptoms, with stronger benefits of emotion coaching for children high in emotion lability/negativity. Results suggest that emotion coaching may promote treatment response for children with ODD who are especially at risk due to their emotionality. PMID:26848211

  5. Emotion dysregulation mediates the relationship between child maltreatment and psychopathology: A structural equation model.

    PubMed

    Jennissen, Simone; Holl, Julia; Mai, Hannah; Wolff, Sebastian; Barnow, Sven

    2016-12-01

    The present study investigated the mediating effects of emotion dysregulation on the relationship between child maltreatment and psychopathology. An adult sample (N=701) from diverse backgrounds of psychopathology completed the Childhood Trauma Questionnaire (CTQ), the Difficulties in Emotion Regulation Scale (DERS), the Brief Symptom Inventory (BSI), and the negative affect subscale of the Positive and Negative Affect Schedule (PANAS) in a cross-sectional online survey. Correlational analyses showed that all types of child maltreatment were uniformly associated with emotion dysregulation, and dimensions of emotion dysregulation were strongly related to psychopathology. Limited access to strategies for emotion regulation emerged as the most powerful predictor. Structural equation modeling analyses revealed that emotion dysregulation partially mediated the relationship between child maltreatment and psychopathology, even after controlling for shared variance with negative affect. These findings emphasize the importance of emotion dysregulation as a possible mediating mechanism in the association between child maltreatment and later psychopathology. Additionally, interventions targeting specific emotion regulation strategies may be effective to reduce psychopathology in victims of child maltreatment.

  6. Social cognition: feeling voices to recognize emotions.

    PubMed

    Adolphs, Ralph

    2010-12-21

    Our understanding of how we simulate other people's actions and feelings to recognize their emotional states is extended by a new study which finds that premotor and somatosensory cortices are required to process the emotional meaning of sounds.

  7. A randomized controlled trial of a parent training and emotion socialization program for families of hyperactive preschool-aged children.

    PubMed

    Herbert, Sharonne D; Harvey, Elizabeth A; Roberts, Jasmin L; Wichowski, Kayla; Lugo-Candelas, Claudia I

    2013-06-01

    The present study evaluated the effectiveness of a parent training and emotion socialization program designed specifically for hyperactive preschoolers. Participants were 31 preschool-aged children whose parents were randomly assigned to a parent training (PT) or waitlist (WL) control group. PT parents took part in a 14-week parenting program that involved teaching parenting strategies for managing hyperactive and disruptive behavior as well as emotion socialization strategies for improving children's emotion regulation. Compared to WL mothers, PT mothers reported significantly less child inattention, hyperactivity, oppositional defiance, and emotional lability; were observed using significantly more positive and less negative parenting; and reported significantly less maternal verbosity and unsupportive emotion socialization practices. Results provide some support for the effectiveness of this parenting program for reducing attention-deficit hyperactivity disorder (ADHD) symptoms and associated problems in preschool-aged children.

  8. The role of emotion awareness and mood: somatic complaints and social adjustment in late childhood.

    PubMed

    Villanueva, Lidón; Górriz, Ana Belén; Prado-Gascó, Vicente; González, Remedios

    2015-01-01

    Emotion awareness is a key concept related to different child adjustment outcomes. This relationship, influenced by mood, has been found in the preadolescent and adolescent population for somatic complaints. However, little is known in the case of younger children and when other adjustment outcomes are included. The objective of this work is to analyze the contribution of emotion awareness and mood upon different adjustment outcomes (somatic complaints, maladjustment, and peer sociometric status), in children aged 8-12 years old. Self-reported questionnaires and peer-nomination scales were administered to 1423 children (mean age = 9.8 years old). Results support the influence of emotion awareness reinforced by mood, not only upon somatic complaints, but also upon new indicators of personal and social maladjustment, within an age bracket that has not been considered previously. These results stress the importance of emotional abilities and the corresponding affective moods in children's daily life.

  9. Electrified emotions: Modulatory effects of transcranial direct stimulation on negative emotional reactions to social exclusion.

    PubMed

    Riva, Paolo; Romero Lauro, Leonor J; Vergallito, Alessandra; DeWall, C Nathan; Bushman, Brad J

    2015-01-01

    Social exclusion, ostracism, and rejection can be emotionally painful because they thwart the need to belong. Building on studies suggesting that the right ventrolateral prefrontal cortex (rVLPFC) is associated with regulation of negative emotions, the present experiment tests the hypothesis that decreasing the cortical excitability of the rVLPFC may increase negative emotional reactions to social exclusion. Specifically, we applied cathodal transcranial direct current stimulation (tDCS) over the rVLPFC and predicted an increment of negative emotional reactions to social exclusion. In Study 1, participants were either socially excluded or included, while cathodal tDCS or sham stimulation was applied over the rVLPFC. Cathodal stimulation of rVLPFC boosted the typical negative emotional reaction caused by social exclusion. No effects emerged from participants in the inclusion condition. To test the specificity of tDCS effects over rVLPFC, in Study 2, participants were socially excluded and received cathodal tDCS or sham stimulation over a control region (i.e., the right posterior parietal cortex). No effects of tDCS stimulation were found. Our results showed that the rVLPFC is specifically involved in emotion regulation and suggest that cathodal stimulation can increase negative emotional responses to social exclusion.

  10. Maternal and child contributions to cortisol response to emotional arousal in young children from low-income, rural communities.

    PubMed

    Blair, Clancy; Granger, Douglas A; Kivlighan, Katie T; Mills-Koonce, Roger; Willoughby, Michael; Greenberg, Mark T; Hibel, Leah C; Fortunato, Christine K

    2008-07-01

    Relations of maternal and child characteristics to child cortisol reactivity to and recovery from emotional arousal were examined prospectively at approximately 7 months of age (infancy) and then again at approximately 15 months of age (toddlerhood). The sample was diverse and population based (N = 1,292 mother-infant dyads) and included families from predominantly low-income, rural communities. Maternal behavior, family income-to-need ratio and social advantage, and child temperament, attention, and mental development were assessed, and children's saliva was sampled before and after standardized procedures designed to elicit emotional arousal. Maternal engagement in infancy was associated with greater cortisol reactivity at the infancy assessment and with reduced overall cortisol level at the toddler assessment. Also at the toddler assessment, child attention, mental development, and temperamental distress to novelty were associated with increased cortisol reactivity and regulation, whereas temperamental distress to limitations and African American ethnicity were associated with reduced cortisol reactivity. Findings are consistent with prior work linking early caregiving to the development of the hypothalamic-pituitary-adrenal axis stress response system and with a conceptual model in which developing temperament is characterized by the interplay of emotional reactivity and the emergence of the ability to effortfully regulate this reactivity using attention.

  11. Social development and the girl child.

    PubMed

    Gangrade, K D

    1995-01-01

    This article discusses the social development of female children in India. Social development is "not merely an effort to provide ad hoc growth targets in each of the sectors of planning," but an integrative concept. Sustainable human development, according to Gus Speth (1994), is development that not only generates economic growth, it distributes its benefits equitably, regenerates the environment, and empowers people. India is ranked as 5th out of 132 countries in the 1994 World Bank Report, but 135th out of 173 in the Human Development Report. In India, there were 9000 dowry-related deaths in 1993. Son preference occurs regardless of social class. The sex ratio declined as low as 811 females per 1000 males in Jaisalmer district of Rajasthan. The government of India developed a National Action Plan that is committed to the survival, protection, and development of female children. The Integrated Child Development Scheme, in 2696 blocks with a coverage of 250,000 villages and 224 urban slum areas, has demonstrated its effectiveness in increased child nutrition. Survival of girl children is 50% less than male survival in the first 30 days of life. Under 50% of girls are enrolled in schools. Bihar state is particularly backward in enhancing girls' status through modernization and increased female enrollments. Child labor may contribute about 25-29% of gross national product. Bihar, Madhya Pradesh, Rajasthan, and Uttar Pradesh, with 40% of the total population, have over 60% of their females marrying below the age of 20 years. Recommended are universal enrollment of all children from scheduled caste and tribes; nonformal educational options for school drop outs, working children, and girls who cannot attend school; and increasing upper school education of girls. A variety of other recommendations are made on improving the status of women for working women, unmarried single women, and women in general.

  12. Reading emotion cues: social communication difficulties in pediatric populations.

    PubMed

    Timler, Geralyn R

    2003-05-01

    Speech-language pathologists frequently address social communication difficulties in children with diverse linguistic profiles. Of consequence to effective management of social communication skills is that some children with language disorders may also have difficulty understanding emotional cues. The ability to recognize and comprehend the emotional meaning of messages is accomplished through integration of linguistic cues (e.g., what the speaker says), nonlinguistic cues (e.g., the speaker's facial expressions), and situational cues (e.g., predicting how the speaker is likely to feel about the particular topic). This article explores children's comprehension of emotion as expressed through facial expressions and situational cues. First, development of emotion comprehension in children with normal development is summarized. This is followed by a brief review of studies investigating emotion comprehension in clinical populations. Suggestions for assessment and intervention of children's emotion comprehension skills are presented.

  13. The relationship between puberty and social emotion processing.

    PubMed

    Goddings, Anne-Lise; Burnett Heyes, Stephanie; Bird, Geoffrey; Viner, Russell M; Blakemore, Sarah-Jayne

    2012-11-01

    The social brain undergoes developmental change during adolescence, and pubertal hormones are hypothesized to contribute to this development. We used fMRI to explore how pubertal indicators (salivary concentrations of testosterone, oestradiol and DHEA; pubertal stage; menarcheal status) relate to brain activity during a social emotion task. Forty-two females aged 11.1 to 13.7 years underwent fMRI scanning while reading scenarios pertaining either to social emotions, which require the representation of another person's mental states, or to basic emotions, which do not. Pubertal stage and menarcheal status were used to assign girls to early or late puberty groups. Across the entire sample, the contrast between social versus basic emotion resulted in activity within the social brain network, including dorsomedial prefrontal cortex (DMPFC), the posterior superior temporal sulcus, and the anterior temporal cortex (ATC) in both hemispheres. Increased hormone levels (independent of age) were associated with higher left ATC activity during social emotion processing. More advanced age (independent of hormone levels) was associated with lower DMPFC activity during social emotion processing. Our results suggest functionally dissociable effects of pubertal hormones and age on the adolescent social brain.

  14. The relation of parent-child interaction qualities to social skills in children with and without autism spectrum disorders.

    PubMed

    Haven, Erin L; Manangan, Christen N; Sparrow, Joanne K; Wilson, Beverly J

    2014-04-01

    This study examined associations between parent-child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent-child interaction qualities would be related to children's social skills and would mediate the negative relation between children's developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent-child cohesiveness. Emotional support and cohesiveness were significantly related to children's social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R (2) = .29, p = .02, and R (2) = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children's developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children's social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders.

  15. Social anxiety and emotion regulation in daily life: spillover effects on positive and negative social events.

    PubMed

    Farmer, Antonina Savostyanova; Kashdan, Todd B

    2012-01-01

    To minimize the possibility of scrutiny, people with social anxiety difficulties exert great effort to manage their emotions, particularly during social interactions. We examined how the use of two emotion regulation strategies, emotion suppression and cognitive reappraisal, predict the generation of emotions and social events in daily life. Over 14 consecutive days, 89 participants completed daily diary entries on emotions, positive and negative social events, and their regulation of emotions. Using multilevel modeling, we found that when people high in social anxiety relied more on positive emotion suppression, they reported fewer positive social events and less positive emotion on the subsequent day. In contrast, people low in social anxiety reported fewer negative social events on days subsequent to using cognitive reappraisal to reduce distress; the use of cognitive reappraisal did not influence the daily lives of people high in social anxiety. Our findings support theories of emotion regulation difficulties associated with social anxiety. In particular, for people high in social anxiety, maladaptive strategy use contributed to diminished reward responsiveness.

  16. Emotion regulation abilities and the quality of social interaction.

    PubMed

    Lopes, Paulo N; Salovey, Peter; Coté, Stéphane; Beers, Michael

    2005-03-01

    Emotion regulation abilities, measured on a test of emotional intelligence, were related to several indicators of the quality of individuals' social interactions with peers. In a sample of 76 college students, emotion regulation abilities were associated with both self-reports and peer nominations of interpersonal sensitivity and prosocial tendencies, the proportion of positive vs. negative peer nominations, and reciprocal friendship nominations. These relationships remained statistically significant after controlling for the Big Five personality traits as well as verbal and fluid intelligence.

  17. The Impact of Childhood Emotional Abuse: An Extension of the Child Abuse and Trauma Scale.

    ERIC Educational Resources Information Center

    Kent, Angela; Waller, Glenn

    1998-01-01

    A study of 239 British female undergraduates explored the potential of using the Child Abuse and Trauma Scale to measure childhood emotional abuse. The concurrent validity and internal consistency of this new childhood emotional-abuse subscale were found to be at an acceptable level. (Author/CR)

  18. Emotional Indicators on the Bender-Gestalt and the Devereux Child Behavior Rating Scale

    ERIC Educational Resources Information Center

    Gregory Mary K.

    1977-01-01

    A heterogeneous group of elementary school children referred for psycho-educational diagnosis were rated on the Devereux Child Behavior Rating Scale and the Bender Visual-Motor Gestalt Test, scoring for Koppitz Emotional Indicators. Findings suggests that certain DCB factors may be more predictive of emotional problems than others in the scale.…

  19. Positive and Negative Emotions and Coping as Mediators of Mother-Child Attachment and Peer Relationships

    ERIC Educational Resources Information Center

    Abraham, Michelle M.; Kerns, Kathryn A.

    2013-01-01

    This study examined whether emotions and coping explain (mediate) the association between mother-child attachment and peer relationships. Attachment, positive and negative emotion experience, coping, and peer relationships were examined in 106 fourth-grade through sixth-grade girls attending a 6-day residential camp. Attachment, experience of…

  20. Changing emotion dynamics: individual differences in the effect of anticipatory social stress on emotional inertia.

    PubMed

    Koval, Peter; Kuppens, Peter

    2012-04-01

    Emotional inertia-the degree to which people's feelings carry over from one moment to the next-is an important property of the temporal dynamics of emotions. Thus far, emotional inertia has only been examined as a stable, trait-like characteristic. However, internal or external events (e.g., stress) may trigger changes in people's emotion dynamics, particularly among individuals with heightened sensitivity to such events. The current study investigated how emotional inertia is influenced by the anticipation of social stress, and how this effect is moderated by individual differences in depression, self-esteem, and fear of negative evaluation. We measured participants' (n = 71) emotional inertia in daily life using experience sampling before and after experimentally manipulating anticipatory social stress. Consistent with previous research, psychological maladjustment was associated with higher emotional inertia during "normal" daily life. However, when anticipating a socially stressful event, levels of emotional inertia dropped, particularly among participants scoring high on depression and fear of negative evaluation and low on self-esteem. These results demonstrate that emotion dynamics can vary as a function of contextual factors and identify moderators of such variation.

  1. Measuring Elementary School Students' Social and Emotional Skills: Providing Educators with Tools to Measure and Monitor Social and Emotional Skills That Lead to Academic Success. Publication #2014-37

    ERIC Educational Resources Information Center

    Scarupa, Harriet J., Ed.

    2014-01-01

    Mounting research evidence points to social and emotional skills as playing a central role in shaping student achievement, workplace readiness, and adult wellbeing. This report describes the rigorous, collaborative work undertaken by the Tauck Family Foundation and Child Trends, a national leader in measuring children's development and wellbeing,…

  2. Group Emotions: The Social and Cognitive Functions of Emotions in Argumentation

    ERIC Educational Resources Information Center

    Polo, Claire; Lund, Kristine; Plantin, Christian; Niccolai, Gerald P.

    2016-01-01

    The learning sciences of today recognize the tri-dimensional nature of learning as involving cognitive, social and emotional phenomena. However, many computer-supported argumentation systems still fail in addressing the socio-emotional aspects of group reasoning, perhaps due to a lack of an integrated theoretical vision of how these three…

  3. Teacher-Student Relationships, Social and Emotional Skills, and Emotional and Behavioural Difficulties

    ERIC Educational Resources Information Center

    Poulou, Maria

    2015-01-01

    In this study, the role of teacher-student relationships and students' social and emotional skills as potential predictors of students' emotional and behavioural difficulties was investigated by tapping into 962 primary school students' perceptions via questionnaires. While significant correlations were found linking teachers' interpersonal…

  4. Emotional Competence and Emotion Socialization in Preschoolers: The Viewpoint of Preschool Teachers

    ERIC Educational Resources Information Center

    Kiliç, Sükran

    2015-01-01

    The aim of this research is to thoroughly investigate preschool teachers' opinions about emotional competence and emotion socialization. The study group was comprised of 20 preschool teachers working in preschools in the city-center of Aksaray. A semi-structured interview form prepared by the researcher was used as the data collection tool. Data…

  5. "OK This Is Hard": Doing Emotions in Social Justice Dialogue

    ERIC Educational Resources Information Center

    Kuby, Candace R.

    2013-01-01

    In this article, I explore emotions in relation to social justice dialogue and share vignettes to illustrate how emotions are embodied, situated and fissured, drawing upon narrative, critical sociocultural and rhizomatic theories. Data comes from a practitioner inquiry while teaching 5- and 6-year-olds in a summer enrichment program in a…

  6. Bridging Emotion Research: From Biology to Social Structure

    ERIC Educational Resources Information Center

    Rogers, Kimberly B.; Kavanagh, Liam

    2010-01-01

    Emotion research demonstrates that problems of theoretical interest or practical significance are not divided neatly along disciplinary boundaries. Researchers acknowledge both organic and social underpinnings of emotion, but the intersections between biological and structural processes can be difficult to negotiate. In this article, the authors…

  7. Parenting Style as a Context for Emotion Socialization

    ERIC Educational Resources Information Center

    Chan, Siu Mui; Bowes, Jennifer; Wyver, Shirley

    2009-01-01

    Research Findings: The purpose of this study was to examine parenting style in the domain of emotion socialization through studying the relationships among parenting styles, emotion-related parental practices, and parental goals of Hong Kong-Chinese mothers. Data were collected from 189 Hong Kong-Chinese mothers of 6- to 8-year-old children. Hong…

  8. Social-Emotional Learning in the Primary Curriculum

    ERIC Educational Resources Information Center

    Mindess, Mary; Chen, Min-hua; Brenner, Ronda

    2008-01-01

    The authors advocate that every primary grade program needs a carefully planned social-emotional component. All children--those who enter first or second grade with an ability to control their emotions and make friends and those for whom these skills are more difficult--benefit from intentional teaching in this area. Some school systems adopt a…

  9. Testing a Social Ecological Model for Relations between Political Violence and Child Adjustment in Northern Ireland

    PubMed Central

    Cummings, E. Mark; Merrilees, Christine E.; Schermerhorn, Alice C.; Goeke-Morey, Marcie C.; Shirlow, Peter; Cairns, Ed

    2013-01-01

    Relations between political violence and child adjustment are matters of international concern. Past research demonstrates the significance of community, family and child psychological processes in child adjustment, supporting study of inter-relations between multiple social ecological factors and child adjustment in contexts of political violence. Testing a social ecological model, 300 mothers and their children (M= 12.28 years, SD = 1.77) from Catholic and Protestant working class neighborhoods in Belfast, Northern Ireland completed measures of community discord, family relations, and children’s regulatory processes (i.e., emotional security) and outcomes. Historical political violence in neighborhoods based on objective records (i.e., politically motivated deaths) were related to family members’ reports of current sectarian and non-sectarian antisocial behavior. Interparental conflict and parental monitoring and children’s emotional security about both the community and family contributed to explanatory pathways for relations between sectarian antisocial behavior in communities and children’s adjustment problems. The discussion evaluates support for social ecological models for relations between political violence and child adjustment and its implications for understanding relations in other parts of the world. PMID:20423550

  10. Testing a social ecological model for relations between political violence and child adjustment in Northern Ireland.

    PubMed

    Cummings, E Mark; Merrilees, Christine E; Schermerhorn, Alice C; Goeke-Morey, Marcie C; Shirlow, Peter; Cairns, Ed

    2010-05-01

    Relations between political violence and child adjustment are matters of international concern. Past research demonstrates the significance of community, family, and child psychological processes in child adjustment, supporting study of interrelations between multiple social ecological factors and child adjustment in contexts of political violence. Testing a social ecological model, 300 mothers and their children (M = 12.28 years, SD = 1.77) from Catholic and Protestant working class neighborhoods in Belfast, Northern Ireland, completed measures of community discord, family relations, and children's regulatory processes (i.e., emotional security) and outcomes. Historical political violence in neighborhoods based on objective records (i.e., politically motivated deaths) were related to family members' reports of current sectarian antisocial behavior and nonsectarian antisocial behavior. Interparental conflict and parental monitoring and children's emotional security about both the community and family contributed to explanatory pathways for relations between sectarian antisocial behavior in communities and children's adjustment problems. The discussion evaluates support for social ecological models for relations between political violence and child adjustment and its implications for understanding relations in other parts of the world.

  11. Child Depressive Symptoms, Spanking, and Emotional Support: Differences between African American and European American Youth

    ERIC Educational Resources Information Center

    Christie-Mizell, C. Andre; Pryor, Erin M.; Grossman, Elizabeth R. B.

    2008-01-01

    Using data from the National Longitudinal Survey of Youth-Mother and Child samples, we explored the relationships among child and adolescent depressive symptoms, spanking, and emotional support offered to youth. We present cross-sectional and change models for both African Americans and European Americans. Findings showed that regardless of race,…

  12. Child Care and Employed Parents of Children with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Rosenzweig, Julie M.; Brennan, Eileen M.; Huffstutter, Katherine; Bradley, Jennifer R.

    2008-01-01

    Lack of appropriate child care is frequently reported by parents of children with disabilities as a major obstacle to finding and maintaining their employment. Care for children with emotional or behavioral disorders is particularly difficult to locate because child care providers often lack adequate training. Findings are presented from…

  13. Social and Emotional Development of Learning Disabled Children.

    ERIC Educational Resources Information Center

    Blanton, Gloria H.

    The social and emotional development of learning disabled students needs to be addressed in education programming effort. Social skills, which are essential to academic as well as social success, can be taught through such methods as role playing, games, grouping, puppetry, behavior modification, and problem-solving exercises. In addition,…

  14. Character Education: Lessons for Teaching Social and Emotional Competence

    ERIC Educational Resources Information Center

    Richardson, Rita Coombs; Tolson, Homer; Huang, Tse-Yang; Lee, Yi-Hsuan

    2009-01-01

    The purpose of this study was to investigate whether a social skills program, "Connecting with Other: Lessons for Teaching Social and Emotional Competence," would enable students with disabilities in inclusive classrooms to develop skills to facilitate socialization with peers with and without disabilities. Students' growth was measured only in…

  15. An Investigation of Turkish Elementary Social Studies Textbooks in Terms of Social Emotional Learning

    ERIC Educational Resources Information Center

    Usakli, Hakan

    2017-01-01

    Social emotional learning (SEL) is very important to the well-being of students and their academic achievement in school. The purpose of this study was to search any relation between social studies text books [SSTB] and social emotional learning. This study was conducted as a qualitative study. 9 SSTBs were investigated by 21 fourth grade…

  16. Co-Occurrence of Parental Substance Abuse and Child Serious Emotional Disturbance: Understanding Multiple Pathways to Improve Child and Family Outcomes.

    PubMed

    Becci, A Akin; Brook, Jody; Lloyd, Margaret H

    2015-01-01

    This study is a mixed-methods examination of the prevalence and impact of parental substance abuse among families involved in foster care who have a child with a serious emotional disturbance. Data utilized for this study were both administrative and assessment data collected by case managers and parents as part of a federally funded demonstration project in a Midwestern state. At baseline, parent self-report and case manager ratings of family functioning found that parents affected by substance abuse fared worse in domains related to socioeconomics, parental trauma, parental mental health, and social supports when compared to families without parental substance abuse. Case managers and independent raters scored parents affected by substance abuse higher on effective parenting than parents not affected by substance abuse. While all children in the sample have a serious emotional disturbance, parents and case managers rated children's functioning higher among children whose families were characterized by parental substance abuse. These results suggest that, among families who have children with a serious emotional disturbance and are in foster care, those with and without substance abuse may represent two distinct service groups, each with a unique set of needs and contextual factors. For families with parental substance abuse, findings suggest that an appropriate child welfare response should attend to both children's and parent's behavioral health needs and include strategies that are well matched to the families' socioeconomic and social support needs.

  17. Randomized Social Policy Experiments and Research on Child Development

    ERIC Educational Resources Information Center

    Romich, Jennifer L.

    2006-01-01

    Randomized social policy experiments (SPEs) are an important methodology for investigating topics in child development. This article provides a framework for understanding how evidence from SPEs can add to knowledge about child development. The use of SPEs for child development questions to date is summarized and lessons from the applied economics…

  18. Children's judgements and emotions about social exclusion based on weight.

    PubMed

    Nguyen, Christine; Malti, Tina

    2014-09-01

    This study examined children's judgements and emotions associated with weight-based social exclusion using an ethnically diverse sample of one hundred and seventeen 9- and 13-year-old children. Children were interviewed about three scenarios depicting weight-based exclusion in athletic, academic, and social contexts. Children's judgements of exclusion, emotions attributed to the excluder and excluded targets, and justifications for judgements and emotions were examined. Overall, children judged weight-based exclusion to be wrong for moral reasons. However, they viewed weight-based exclusion in athletic contexts as less wrong compared with academic contexts, and they used more social-conventional reasoning to justify judgements and emotions attributed to excluders in athletic contexts compared with academic and social contexts. Children also expected excluded targets to feel negative emotions, whereas a range of positive and negative emotions was attributed to excluders. In addition, older children were more accepting of weight-based exclusion in athletic contexts than in academic and social contexts. We discuss the results in relation to the development of children's understanding of, and emotions associated with, exclusion based on weight.

  19. Intellectual, Emotional and Social Deficits of Abused Children: A Review.

    ERIC Educational Resources Information Center

    Cryan, John R.

    1985-01-01

    This research review examines the findings of those studies of empirically sound methodology which compare matching groups of abused and non-abused children. The evidence consistently demonstrates detrimental consequences in intellectual, emotional, and social development. (Author/DST)

  20. Perspectives on Social/Emotional Development: Guest Editorial Comment.

    ERIC Educational Resources Information Center

    Slavenas, Rosemarie

    1985-01-01

    Briefly highlights the artificial dualism between the affective and cognitive areas of human functioning in terms of history, physiology, and psychology. Previews topics of current research and theory in the area of social/emotional development. (DST)

  1. Fidelity and Scaling-Up in the Context of a Social-Emotional Intervention for Early Childhood Education

    ERIC Educational Resources Information Center

    Rojas, Natalia; Lloyd, Chrishana M.; Mattera, Shira

    2013-01-01

    Head Start, the largest federally funded early childhood education program in the United States, provides comprehensive services to low-income children and their families. These services historically have a whole child approach, fostering social-emotional well-being, physical and mental health, and cognitive and language development, as well as…

  2. Early Childhood Intervention and Early Adolescent Social and Emotional Competence: Second-Generation Evaluation Evidence from the Chicago Longitudinal Study

    ERIC Educational Resources Information Center

    Niles, Michael D.; Reynolds, Arthur J.; Roe-Sepowitz, Dominique

    2008-01-01

    Background: To explore whether social or emotional outcomes for high-risk early adolescent youth that attended an established preventive intervention called the Chicago Child-Parent Center Preschool Program (CPC) are moderated by individual, family and program variations. Purpose: Two questions are addressed: (1) Do the effects of CPC preschool…

  3. Drumming as a Medium to Promote Emotional and Social Functioning of Children in Middle Childhood in Residential Care

    ERIC Educational Resources Information Center

    Flores, Kim; van Niekerk, Caroline; le Roux, Liana

    2016-01-01

    This study explores the potential of drumming to enhance emotional and social functioning of children in residential care. Fifteen children (aged 7-12) from a child and youth care centre in South Africa attended four months of weekly drumming sessions. Gestalt theory principles informed the workshops' theoretical foundation and interpretation of…

  4. Families Created by the New Reproductive Technologies: Quality of Parenting and Social and Emotional Development of the Children.

    ERIC Educational Resources Information Center

    Golombok, Susan; And Others

    1995-01-01

    Compared family relationships and the social and emotional development of children in families created by new reproductive technologies with those of natural and adoptive families. Found that quality of parenting in experimental families was superior to that of families with a naturally conceived child. No group differences were found for measures…

  5. The Importance of Early Parenting in At-Risk Families and Children’s Social-Emotional Adaptation to School

    PubMed Central

    McFarlane, Elizabeth; Dodge, Rachel A. B.; Burrell, Lori; Crowne, Sarah; Cheng, Tina L.; Duggan, Anne K.

    2010-01-01

    Objective To determine the specific aspects of early parenting in psychosocially at-risk families most strongly related to children’s social-emotional adaptation to school. Methods Cohort study of families (n=318) identified as at-risk for maltreatment of their newborns. Quality of early parenting was observed in the home when the child was one year old. Social-emotional adaptation to school was reported by teachers in first grade. Multivariable models assessed the independent influence of early parenting variables on social-emotional adaptation. Results Early parenting and social-emotional adaptation to school varied greatly across families. Parental warmth was associated with lower teacher ratings of shyness, concentration problems, and peer rejection. Parental lack of hostility was associated with decreased teacher ratings of concentration problems and peer rejection. Parental encouragement of developmental advance was associated with lower ratings of aggression and peer rejection. Provision of materials to promote learning and literacy was associated with lower ratings of concentration problems. Conclusions In this sample of families with multiple psychosocial risks for child maltreatment, specific aspects of early parenting were associated with better social-emotional adaptation to school in the first grade in theoretically predicted ways. Improving parental knowledge about positive parenting via anticipatory guidance should be a focus of well child visits. Well child visit-based interventions to improve the quality of early parenting especially among at-risk families should be studied for their impact on parenting behavior and on children’s successful social-emotional adaptation to school. Primary care providers should reinforce complementary services, such as home visiting, that seek to promote positive parenting. PMID:20816655

  6. Links Among Italian Preschoolers' Socio-Emotional Competence, Teacher-Child Relationship Quality and Peer Acceptance.

    PubMed

    Sette, Stefania; Spinrad, Tracy; Baumgartner, Emma

    2013-01-01

    The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to peer likability.

  7. Social Labelling to Combat Child Labour: Some Considerations.

    ERIC Educational Resources Information Center

    Hilowitz, Janet

    1997-01-01

    Social labels, which inform consumers about the social conditions under which an item or service was produced, can contribute to elimination of child labor. Effective use requires a sympathetic public, cooperation from retail stores, and adequate financing. (SK)

  8. Social Support and Child Maltreatment: A Review of the Evidence.

    ERIC Educational Resources Information Center

    Seagull, Elizabeth A. W.

    1987-01-01

    Review of the research found little evidence that lack of social support plays a significant role in the etiology of physical child abuse. Stronger evidence exists which suggests that neglectful parents are socially isolated. (Author/DB)

  9. Social hierarchy and depression: the role of emotion suppression.

    PubMed

    Langner, Carrie A; Epel, Elissa S; Matthews, Karen A; Moskowitz, Judith T; Adler, Nancy E

    2012-01-01

    Position in the social hierarchy is a major determinant of health outcomes. We examined the associations between aspects of social hierarchy and depressive symptoms with a specific focus on one potential psychological mechanism: emotion suppression. Suppressing negative emotion has mental health costs, but individuals with low social power and low social status may use these strategies to avoid conflict. Study 1 assessed perceived social power, tendency to suppress negative emotion, and depressive symptoms in a community sample of women. Low social power was related to greater depressive symptoms, and this relationship was partially mediated by emotion suppression. Study 2 examined education as a proxy for social hierarchy position, anger suppression, and depressive symptoms in a national, longitudinal cohort study (The coronary artery risk development in young adults [CARDIA] study; Cutter et al., 1991). Much as in study 1, low education levels were correlated with greater depressive symptoms, and this relationship was partially mediated by anger suppression. Further, suppression mediated the relationship between low education and subsequent depression up to 15 years later. These findings support the theory that social hierarchy affects mental health in part through a process of emotion suppression.

  10. Social Hierarchy and Depression: The Role of Emotion Suppression

    PubMed Central

    Langner, Carrie A.; Epel, Elissa; Matthews, Karen; Moskowitz, Judith T.; Adler, Nancy

    2017-01-01

    Position in the social hierarchy is a major determinant of health outcomes. We examined the associations between aspects of social hierarchy and depressive symptoms with a specific focus on one potential psychological mechanism: emotion suppression. Suppressing negative emotion has mental health costs, but individuals with low social power and low social status may use these strategies to avoid conflict. Study 1 assessed perceived social power, tendency to suppress negative emotion, and depressive symptoms in a community sample of women. Low social power was related to greater depressive symptoms, and this relationship was partially mediated by emotion suppression. Study 2 examined education as a proxy for social hierarchy position, anger suppression, and depressive symptoms in a national, longitudinal cohort study (The Coronary Artery Risk Development in Young Adults (CARDIA) study). Similar to Study 1, low education levels were correlated with greater depressive symptoms, and this relationship was partially mediated by anger suppression. Further, suppression mediated the relationship between low education and subsequent depression up to 15 years later. These findings support the theory that social hierarchy affects mental health in part through a process of emotion suppression. PMID:22808688

  11. Emotional Disclosure Through Journal Writing: Telehealth Intervention for Maternal Stress and Mother-Child Relationships.

    PubMed

    Whitney, Rondalyn V; Smith, Gigi

    2015-11-01

    This study examines emotional disclosure through the activity of journaling as a means of coping with maternal stress associated with parenting a child with disruptive behaviors. Through a randomized control and pre-test post-test study design of an online journal writing intervention, change to maternal stress and quality of mother-child relationship for children with ASD, ADHD and SPD was addressed. Behavioral symptoms were found to be the primary source of parenting stress for mothers and a significant relationship between child characteristics and maternal stress was identified. Emotional disclosure through the online journal writing program (especially in the presence of high disclosure of negative emotions) was shown to reduce maternal stress and improve the quality of mother-child relationship. These findings suggest cost-effective telehealth interventions may support maternal health. Important clinical implications are discussed.

  12. Temperament in the Classroom: Children Low in Surgency are More Sensitive to Teachers' Reactions to Emotions

    ERIC Educational Resources Information Center

    Bassett, Hideko Hamada; Denham, Susanne A.; Fettig, Nicole B.; Curby, Timothy W.; Mohtasham, Mandana; Austin, Nila

    2017-01-01

    Based on the emotion socialization and bioecological models, the present study examined the contributions of teacher emotion socialization (i.e., teacher reactions to child emotions) on children's social-emotional behaviors, and the moderating effect of child temperamental surgency on these relations in the preschool context. A total of 337…

  13. HIPPOCAMPAL CONTRIBUTIONS TO THE PROCESSING OF SOCIAL EMOTIONS

    PubMed Central

    Immordino-Yang, Mary Helen; Singh, Vanessa

    2012-01-01

    Inducing and experiencing emotions about others’ mental and physical circumstances is thought to involve self-relevant processing and personal memories of similar experiences. The hippocampus is important for self-referential processing during recall and prospection; however, its contributions during social emotions have not been systematically investigated. We use event-related averaging and Granger causal connectivity mapping to investigate hippocampal contributions during the processing of varieties of admiration and compassion pertaining to protagonists’ mental versus physical circumstances (admiration for virtue, AV, versus for skill; compassion for social/psychological pain, CSP, versus for physical pain). Data were collected using a multistep emotion induction paradigm that included psychosocial interviews, BOLD fMRI and simultaneous psychophysiological recording. Given that mnemonic demands were equivalent among conditions, we tested whether: (1) the hippocampi would be recruited more strongly and for a longer duration during the processing of AV and CSP; (2) connectivity between the hippocampi and cortical systems involved in visceral somatosensation/emotional feeling, social cognitive, and self-related processing would be more extensive during AV and CSP. Results elucidate the hippocampus’ facilitative role in inducing and sustaining appropriate emotional reactions, the importance of self-related processing during social emotions, and corroborate the conception that varieties of emotional processing pertaining to others’ mental and physical situations engage at least partially distinct neural mechanisms. PMID:22012639

  14. Prevention of Child Maltreatment: The Use of Social Support Systems.

    ERIC Educational Resources Information Center

    Anderson, Dale Robert

    A review of the clinically relevant literature on prevention of child maltreatment was conducted in an attempt to provide: (1) a definition and theoretical understanding of some aspects of prevention, child maltreatment, and social support systems; (2) a proposal of the usefulness of social isolation as an important theme in interpreting the…

  15. Child Maltreatment and Social Connectedness Among Formerly Institutionalized Females: Links With Depression.

    PubMed

    van Delft, Ivanka; Finkenauer, Catrin; Verbruggen, Janna

    2016-05-01

    This study aimed to examine the effects of child maltreatment subtypes (physical abuse, sexual abuse, neglect, and exposure to domestic violence) and cumulative child maltreatment on depressive symptoms in adulthood, and examine the protective effects of social connectedness in a sample of formerly institutionalized females. The sample consisted of 124 females who were institutionalized in a Dutch juvenile justice institution during adolescence and were followed-up when they were on average 32 years old. Information about child maltreatment was extracted from treatment files. Retrospective data on social connectedness in young adulthood were established during interviews using a Life History Calendar. Relationship quality at follow-up was assessed with items derived from the Rochester Youth Development Study. The Center for Epidemiological Studies Scale for Depression (CES-D) was used to measure depressive symptoms in adulthood. Results showed that 85.5% of the females experienced child maltreatment, and co-occurrence of subtypes was high. Cumulative child maltreatment increased the risk of depression in adulthood. Furthermore, social connectedness, that is, more employment over time and the quality of the romantic relationship at follow-up, protected against the development of depression. However, social connectedness did not buffer the effect of maltreatment on depression. Our findings indicate that treatment of these girls should focus on improving the social-emotional development to promote positive interpersonal relationships and include educational and vocational components to guide these girls toward increased opportunities on the labor market.

  16. Long-term effects of child abuse and neglect on emotion processing in adulthood.

    PubMed

    Young, Joanna Cahall; Widom, Cathy Spatz

    2014-08-01

    To determine whether child maltreatment has a long-term impact on emotion processing abilities in adulthood and whether IQ, psychopathology, or psychopathy mediate the relationship between childhood maltreatment and emotion processing in adulthood. Using a prospective cohort design, children (ages 0-11) with documented cases of abuse and neglect during 1967-1971 were matched with non-maltreated children and followed up into adulthood. Potential mediators (IQ, Post-Traumatic Stress [PTSD], Generalized Anxiety [GAD], Dysthymia, and Major Depressive [MDD] Disorders, and psychopathy) were assessed in young adulthood with standardized assessment techniques. In middle adulthood (Mage=47), the International Affective Picture System was used to measure emotion processing. Structural equation modeling was used to test mediation models. Individuals with a history of childhood maltreatment were less accurate in emotion processing overall and in processing positive and neutral pictures than matched controls. Childhood physical abuse predicted less accuracy in neutral pictures and childhood sexual abuse and neglect predicted less accuracy in recognizing positive pictures. MDD, GAD, and IQ predicted overall picture recognition accuracy. However, of the mediators examined, only IQ acted to mediate the relationship between child maltreatment and emotion processing deficits. Although research has focused on emotion processing in maltreated children, these new findings show an impact child abuse and neglect on emotion processing in middle adulthood. Research and interventions aimed at improving emotional processing deficiencies in abused and neglected children should consider the role of IQ.

  17. Social Context, Social Behavior, and Socialization: Investigating the Child's Developing Organization of the Behavioral Field.

    ERIC Educational Resources Information Center

    Costanzo, Philip R.; Siegel, Alexander W.

    1993-01-01

    Gives an overview of the 10 research articles in this issue. Notes that all studies in this issue examine child behavior from a perspective that views behavior as mediated by social context, challenging the logical positivism of conventional experimentation. (MM)

  18. Can Attribution of a Neutral Emotional State in Child Discipline Play an Adaptive Role in Child Internalising Behaviour?

    ERIC Educational Resources Information Center

    Alvarenga, Patricia; de Oliveira, Ebenezer A.; Dazzani, Maria Virginia

    2011-01-01

    Maternal rates of child internalising behaviour were compared across children's emotion attributions (neutral, fear, anger, sadness and happiness) to others in a discipline situation, after controlling for socio-demographic covariates. Sixty-five Brazilian mothers provided socio-demographic information and rated their preschool children's…

  19. [A shortened scale for overall, emotional and social loneliness].

    PubMed

    de Jong Gierveld, J; van Tilburg, T

    2008-02-01

    Loneliness is an indicator of social well-being and pertains to the feeling of missing an intimate relationship (emotional loneliness) or missing a wider social network (social loneliness). The 11-item De Jong Gierveld scale has proved to be a valid and reliable measuring instrument for overall, emotional and social loneliness, although its length has sometimes rendered it difficult to use the scale in large surveys. In this study, we empirically tested a shortened version of the scale on data from two surveys (N=9448). Confirmatory factor analyses confirmed the specification of two latent factors. Congruent validity and the relationship with determinants (partner status, health) proved to be optimal. The 6-item De Jong Gierveld scale is a reliable and valid measuring instrument for overall, emotional and social loneliness, which is suitable for large surveys.

  20. Emotional intelligence skills for maintaining social networks in healthcare organizations.

    PubMed

    Freshman, Brenda; Rubino, Louis

    2004-01-01

    For healthcare organizations to survive in these increasingly challenging times, leadership and management must face mounting interpersonal concerns. The authors present the boundaries of internal and external social networks with respect to leadership and managerial functions: Social networks within the organization are stretched by reductions in available resources and structural ambiguity, whereas external social networks are stressed by interorganizational competitive pressures. The authors present the development of emotional intelligence skills in employees as a strategic training objective that can strengthen the internal and external social networks of healthcare organizations. The authors delineate the unique functions of leadership and management with respect to the application of emotional intelligence skills and discuss training and future research implications for emotional intelligence skill sets and social networks.

  1. Social Cognition as Reinforcement Learning: Feedback Modulates Emotion Inference.

    PubMed

    Zaki, Jamil; Kallman, Seth; Wimmer, G Elliott; Ochsner, Kevin; Shohamy, Daphna

    2016-09-01

    Neuroscientific studies of social cognition typically employ paradigms in which perceivers draw single-shot inferences about the internal states of strangers. Real-world social inference features much different parameters: People often encounter and learn about particular social targets (e.g., friends) over time and receive feedback about whether their inferences are correct or incorrect. Here, we examined this process and, more broadly, the intersection between social cognition and reinforcement learning. Perceivers were scanned using fMRI while repeatedly encountering three social targets who produced conflicting visual and verbal emotional cues. Perceivers guessed how targets felt and received feedback about whether they had guessed correctly. Visual cues reliably predicted one target's emotion, verbal cues predicted a second target's emotion, and neither reliably predicted the third target's emotion. Perceivers successfully used this information to update their judgments over time. Furthermore, trial-by-trial learning signals-estimated using two reinforcement learning models-tracked activity in ventral striatum and ventromedial pFC, structures associated with reinforcement learning, and regions associated with updating social impressions, including TPJ. These data suggest that learning about others' emotions, like other forms of feedback learning, relies on domain-general reinforcement mechanisms as well as domain-specific social information processing.

  2. Review of Child Development Research. Volume 3: Child Development and Social Policy.

    ERIC Educational Resources Information Center

    Caldwell, Bettye M., Ed.; Ricciuti, Henry N., Ed.

    The concern of this work is the influence of child development research on social policy. Papers were chosen because they illustrate that there should be a symbiotic relationship between social action on one hand and child development research and its underlying theory on the other. (Author/CS)

  3. Recognising 'social' and 'non-social' emotions in self and others: a study of autism.

    PubMed

    Williams, David; Happé, Francesca

    2010-07-01

    Studies of emotion processing in autism have produced mixed results, with fewer studies observing autism-specific deficits than might be imagined. In the current study, 21 individuals with autism and 21 age- and ability-matched, learning disabled comparison participants were tested for their ability to (a) recognise, in others, expressions of 'social' emotions (e.g., embarrassment) and 'non-social' emotions (e.g., happiness) and; (b) report their own previous experiences of each of these emotions. In line with predictions, amongst both groups of participants, social emotions were more difficult to recognise and report than non-social emotions. Also amongst both groups, the ability to report social emotion-experience was significantly associated with the ability to recognise social emotions in others, independent of age and verbal ability. However, contrary to predictions, no between-group differences in levels or patterns of performance on the experimental tasks were observed. In light of previous research, these results suggest either that emotion-processing is not as specifically impaired in autism as is traditionally thought to be the case, or that individuals with autism are implementing compensatory strategies to succeed on experimental tasks in the absence of emotion-processing competence.

  4. Emotional responses during social information seeking on Facebook.

    PubMed

    Wise, Kevin; Alhabash, Saleem; Park, Hyojung

    2010-10-01

    Based on existing research on social networking and information seeking, it was proposed that Facebook.com use could be conceptualized as serving two primary goals: passive social browsing (i.e., newsfeeds) and extractive social searching (i.e., friends' profiles). This study explored whether these categories adequately reflect Facebook use and whether they moderate physiological indicators of emotion. Thirty-six participants navigated Facebook.com while their on-screen activity and physiological responses associated with motivation and emotion were recorded. Results showed that the majority of screens encountered during Facebook use could be categorized as devoted to social browsing or social searching. Participants spent more time on social browsing than they spent on social searching. Skin-conductance data indicated that sympathetic activation diminished during the course of both social browsing and social searching. Facial EMG data indicated that participants experienced more pleasantness during the course of social searching than they experienced during social browsing. These results are discussed in terms of existing social-networking research and an evaluative space model of emotion.

  5. Social Workers in Child Welfare: Ready for Duty

    ERIC Educational Resources Information Center

    Whitaker, Tracy; Clark, Elizabeth J.

    2006-01-01

    This article responds to "Do Social Workers Make Better Child Welfare Workers than Non-Social Workers?" by Dr. Robin E. Perry. The article articulates National Association of Social Workers' support for a professional social work labor force to serve children and their families and for continued federal investment in the training of these workers.…

  6. Doll Play Narratives about Starting School in Children of Socially Anxious Mothers, and Their Relation to Subsequent Child School-Based Anxiety

    ERIC Educational Resources Information Center

    Pass, Laura; Arteche, Adriane; Cooper, Peter; Creswell, Cathy; Murray, Lynne

    2012-01-01

    Child social anxiety is common, and predicts later emotional and academic impairment. Offspring of socially anxious mothers are at increased risk. It is important to establish whether individual vulnerability to disorder can be identified in young children. The responses of 4.5 year-old children of mothers with social phobia (N = 62) and…

  7. Impact of Child Maltreatment on Attachment and Social Rank Systems: Introducing an Integrated Theory.

    PubMed

    Sloman, Leon; Taylor, Peter

    2016-04-01

    Child maltreatment is a prevalent societal problem that has been linked to a wide range of social, psychological, and emotional difficulties. Maltreatment impacts on two putative evolved psychobiological systems in particular, the attachment system and the social rank system. The maltreatment may disrupt the child's ability to form trusting and reassuring relationships and also creates a power imbalance where the child may feel powerless and ashamed. The aim of the current article is to outline an evolutionary theory for understanding the impact of child maltreatment, focusing on the interaction between the attachment and the social rank system. We provide a narrative review of the relevant literature relating to child maltreatment and these two theories. This research highlights how, in instances of maltreatment, these ordinarily adaptive systems may become maladaptive and contribute to psychopathology. We identify a number of novel hypotheses that can be drawn from this theory, providing a guide for future research. We finally explore how this theory provides a guide for the treatment of victims of child maltreatment. In conclusion, the integrated theory provides a framework for understanding and predicting the consequences of maltreatment, but further research is required to test several hypotheses made by this theory.

  8. Comparing Integral and Incidental Emotions: Testing Insights From Emotions as Social Information Theory and Attribution Theory.

    PubMed

    Hillebrandt, Annika; Barclay, Laurie J

    2017-01-05

    Studies have indicated that observers can infer information about others' behavioral intentions from others' emotions and use this information in making their own decisions. Integrating emotions as social information (EASI) theory and attribution theory, we argue that the interpersonal effects of emotions are not only influenced by the type of discrete emotion (e.g., anger vs. happiness) but also by the target of the emotion (i.e., how the emotion relates to the situation). We compare the interpersonal effects of emotions that are integral (i.e., related to the situation) versus incidental (i.e., lacking a clear target in the situation) in a negotiation context. Results from 4 studies support our general argument that the target of an opponent's emotion influences the degree to which observers attribute the emotion to their own behavior. These attributions influence observers' inferences regarding the perceived threat of an impasse or cooperativeness of an opponent, which can motivate observers to strategically adjust their behavior. Specifically, emotion target influenced concessions for both anger and happiness (Study 1, N = 254), with perceived threat and cooperativeness mediating the effects of anger and happiness, respectively (Study 2, N = 280). Study 3 (N = 314) demonstrated the mediating role of attributions and moderating role of need for closure. Study 4 (N = 193) outlined how observers' need for cognitive closure influences how they attribute incidental anger. We discuss theoretical implications related to the social influence of emotions as well as practical implications related to the impact of personality on negotiators' biases and behaviors. (PsycINFO Database Record

  9. Parent Emotion Representations and the Socialization of Emotion Regulation in the Family

    ERIC Educational Resources Information Center

    Meyer, Sara; Raikes, H. Abigail; Virmani, Elita A.; Waters, Sara; Thompson, Ross A.

    2014-01-01

    There is considerable knowledge of parental socialization processes that directly and indirectly influence the development of children's emotion self-regulation, but little understanding of the specific beliefs and values that underlie parents' socialization approaches. This study examined multiple aspects of parents' self-reported…

  10. Family conflict, emotional security, and child development: translating research findings into a prevention program for community families.

    PubMed

    Cummings, E Mark; Schatz, Julie N

    2012-03-01

    The social problem posed by family conflict to the physical and psychological health and well-being of children, parents, and underlying family relationships is a cause for concern. Inter-parental and parent-child conflict are linked with children's behavioral, emotional, social, academic, and health problems, with children's risk particularly elevated in distressed marriages. Supported by the promise of brief psycho-educational programs (e.g., Halford et al. in Journal of Family Psychology 22:497-505, 2008; Sanders in Journal of Family Psychology 22:506-517, 2008), the present paper presents the development and evaluation of a prevention program for community families with children, concerned with family-wide conflict and relationships, and building on Emotional Security Theory (Davies and Cummings in Psychological Bulletin 116:387-411, 1994). This program uniquely focuses on translating research and theory in this area into brief, engaging programs for community families to improve conflict and emotional security for the sake of the children. Evaluation is based on multi-domain and multi-method assessments of family-wide and child outcomes in the context of a randomized control design. A series of studies are briefly described in the programmatic development of a prevention program for conflict and emotional security for community families, culminating in a program for family-wide conflict and emotional security for families with adolescents. With regard to this ongoing program, evidence is presented at the post-test for improvements in family-wide functioning, consideration of the relative benefits for different groups within the community, and preliminary support for the theoretical bases for program outcomes.

  11. Varieties of Childhood Bullying: Values, Emotion Processes and Social Competence.

    ERIC Educational Resources Information Center

    Arsenio, William F.; Lemerise, Elizabeth A.

    2001-01-01

    Summarizes the main debate points on the issue and nature of bullies and bullying, and clarifies unresolved issues concerning the nature and limits of social competence values. Argues that variations in children's emotion processes may underlie some individual differences that have been found in empathy, social information processing, and reactive…

  12. Measuring Social-Emotional Skills to Advance Science and Practice

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole; Johnson, Jason

    2016-01-01

    The ability to understand and effectively interact with others is a critical determinant of academic, social, and life success (DiPerna & Elliott, 2002). An area in particular need of scalable, feasible, usable, and scientifically sound assessment tools is social-emotional comprehension, which includes mental processes enlisted to encode,…

  13. Children's Emotional Expressivity and Teacher Perceptions of Social Competence

    ERIC Educational Resources Information Center

    Louie, Jennifer Yu; Wang, Shu-wen; Fung, Joey; Lau, Anna

    2015-01-01

    Previous research suggests that adult perceptions of children's social competence may vary depending on the socialization goals in a given cultural context. There is also ample evidence of cultural differences in values concerning emotional display, with East Asian collectivistic contexts favoring restraint and Western individualistic contexts…

  14. The Relationship between Puberty and Social Emotion Processing

    ERIC Educational Resources Information Center

    Goddings, Anne-Lise; Burnett Heyes, Stephanie; Bird, Geoffrey; Viner, Russell M.; Blakemore, Sarah-Jayne

    2012-01-01

    The social brain undergoes developmental change during adolescence, and pubertal hormones are hypothesized to contribute to this development. We used fMRI to explore how pubertal indicators (salivary concentrations of testosterone, oestradiol and DHEA; pubertal stage; menarcheal status) relate to brain activity during a social emotion task.…

  15. Exploring the neurological substrate of emotional and social intelligence.

    PubMed

    Bar-On, Reuven; Tranel, Daniel; Denburg, Natalie L; Bechara, Antoine

    2003-08-01

    The somatic marker hypothesis posits that deficits in emotional signalling (somatic states) lead to poor judgment in decision-making, especially in the personal and social realms. Similar to this hypothesis is the concept of emotional intelligence, which has been defined as an array of emotional and social abilities, competencies and skills that enable individuals to cope with daily demands and be more effective in their personal and social life. Patients with lesions to the ventromedial (VM) prefrontal cortex have defective somatic markers and tend to exercise poor judgment in decision-making, which is especially manifested in the disadvantageous choices they typically make in their personal lives and in the ways in which they relate with others. Furthermore, lesions to the amygdala or insular cortices, especially on the right side, also compromise somatic state activation and decision-making. This suggests that the VM, amygdala and insular regions are part of a neural system involved in somatic state activation and decision-making. We hypothesized that the severe impairment of these patients in real-life decision-making and an inability to cope effectively with environmental and social demands would be reflected in an abnormal level of emotional and social intelligence. Twelve patients with focal, stable bilateral lesions of the VM cortex or with right unilateral lesions of the amygdala or the right insular cortices, were tested on the Emotional Quotient Inventory (EQ-i), a standardized psychometric measure of various aspects of emotional and social intelligence. We also examined these patients with various other procedures designed to measure decision-making (the Gambling Task), social functioning, as well as personality changes and psychopathology; standardized neuropsychological tests were applied to assess their cognitive intelligence, executive functioning, perception and memory as well. Their results were compared with those of 11 patients with focal

  16. Emotional Multiagent Reinforcement Learning in Spatial Social Dilemmas.

    PubMed

    Yu, Chao; Zhang, Minjie; Ren, Fenghui; Tan, Guozhen

    2015-12-01

    Social dilemmas have attracted extensive interest in the research of multiagent systems in order to study the emergence of cooperative behaviors among selfish agents. Understanding how agents can achieve cooperation in social dilemmas through learning from local experience is a critical problem that has motivated researchers for decades. This paper investigates the possibility of exploiting emotions in agent learning in order to facilitate the emergence of cooperation in social dilemmas. In particular, the spatial version of social dilemmas is considered to study the impact of local interactions on the emergence of cooperation in the whole system. A double-layered emotional multiagent reinforcement learning framework is proposed to endow agents with internal cognitive and emotional capabilities that can drive these agents to learn cooperative behaviors. Experimental results reveal that various network topologies and agent heterogeneities have significant impacts on agent learning behaviors in the proposed framework, and under certain circumstances, high levels of cooperation can be achieved among the agents.

  17. Towards Greater Specificity in Identifying Associations Among Interparental Aggression, Child Emotional Reactivity to Conflict, and Child Problems

    PubMed Central

    Davies, Patrick T.; Cicchetti, Dante; Martin, Meredith J.

    2012-01-01

    This study examined specific forms of emotional reactivity to conflict and temperamental emotionality as explanatory mechanisms in pathways among interparental aggression and child psychological problems. Participants of the multi-method, longitudinal study included 201 two-year-old children and their mothers who had experienced elevated violence in the home. Consistent with emotional security theory, autoregressive structural equation model analyses indicated that children’s fearful reactivity to conflict was the only consistent mediator in the associations among interparental aggression and their internalizing and externalizing symptoms one year later. Pathways remained significant across maternal and observer ratings of children’s symptoms and with the inclusion of other predictors and mediators, including children’s sad and angry forms of reactivity to conflict, temperamental emotionality, gender, and socioeconomic status. PMID:22716918

  18. [Social-Emotional Competence in Young Children with Hearing, Visual or Intellectual Impairments - an Explorative Study with the ITSEA].

    PubMed

    Sarimski, Klaus; Hintermair, Manfred; Lang, Markus

    2016-10-01

    Social-Emotional Competence in Young Children with Hearing, Visual or Intellectual Impairments - an Explorative Study with the ITSEA Early emotional and social competence is considered as an important requirement for social participation in family and child care settings. We report on a study exploring the usefulness of the competence scales as a part of the "Infant-Toddler Social and Emotional Assessment" (ITSEA) for one- to three-year old children in a sample of 253 toddlers with hearing, visual or intellectual impairments. Internal consistency of the six scales is good (alpha > .86). An ANOVA reveals significant differences between the three groups and a correlation with additional disabilities. These explorative results support the development of a German standardization of the ITSEA.

  19. Positive emotions and the social broadening effects of Barack Obama.

    PubMed

    Ong, Anthony D; Burrow, Anthony L; Fuller-Rowell, Thomas E

    2012-10-01

    Past experiments have demonstrated that the cognitive broadening produced by positive emotions may extend to social contexts. Building on this evidence, we hypothesized that positive emotions triggered by thinking about Barack Obama may broaden and expand people's sense of self to include others. Results from an expressive-writing study demonstrated that African American college students prompted to write about Obama immediately prior to and after the 2008 presidential election used more plural self-references, fewer other-references, and more social references. Mediation analyses revealed that writing about Obama increased positive emotions, which in turn increased the likelihood that people thought in terms of more-inclusive superordinate categories (we and us rather than they and them). Implications of these findings for the role of positive emotions in perspective-taking and intergroup relations are considered.

  20. Primary prevention: educational approaches to enhance social and emotional learning.

    PubMed

    Elias, M J; Weissberg, R P

    2000-05-01

    The 1995 publication of Goleman's Emotional Intelligence triggered a revolution in mental health promotion. Goleman's examination of Gardner's work on multiple intelligences and current brain research, and review of successful programs that promoted emotional health, revealed a common objective among those working to prevent specific problem behaviors: producing knowledgeable, responsible, nonviolent, and caring individuals. Advances in research and field experiences confirm that school-based programs that promote social and emotional learning (SEL) in children can be powerful in accomplishing these goals. This article reviews the work of the Collaborative to Advance Social and Emotional Learning (CASEL), its guidelines for promoting mental health in children and youth based on SEL, key principles, and examples of exemplary programs.

  1. The embodiment of emotion: language use during the feeling of social emotions predicts cortical somatosensory activity.

    PubMed

    Saxbe, Darby E; Yang, Xiao-Fei; Borofsky, Larissa A; Immordino-Yang, Mary Helen

    2013-10-01

    Complex social emotions involve both abstract cognitions and bodily sensations, and individuals may differ on their relative reliance on these. We hypothesized that individuals' descriptions of their feelings during a semi-structured emotion induction interview would reveal two distinct psychological styles-a more abstract, cognitive style and a more body-based, affective style-and that these would be associated with somatosensory neural activity. We examined 28 participants' open-ended verbal responses to admiration- and compassion-provoking narratives in an interview and BOLD activity to the same narratives during subsequent functional magnetic resonance imaging scanning. Consistent with hypotheses, individuals' affective and cognitive word use were stable across emotion conditions, negatively correlated and unrelated to reported emotion strength in the scanner. Greater use of affective relative to cognitive words predicted more activation in SI, SII, middle anterior cingulate cortex and insula during emotion trials. The results suggest that individuals' verbal descriptions of their feelings reflect differential recruitment of neural regions supporting physical body awareness. Although somatosensation has long been recognized as an important component of emotion processing, these results offer 'proof of concept' that individual differences in open-ended speech reflect different processing styles at the neurobiological level. This study also demonstrates SI involvement during social emotional experience.

  2. The embodiment of emotion: language use during the feeling of social emotions predicts cortical somatosensory activity

    PubMed Central

    Saxbe, Darby E.; Yang, Xiao-Fei; Borofsky, Larissa A.

    2013-01-01

    Complex social emotions involve both abstract cognitions and bodily sensations, and individuals may differ on their relative reliance on these. We hypothesized that individuals’ descriptions of their feelings during a semi-structured emotion induction interview would reveal two distinct psychological styles—a more abstract, cognitive style and a more body-based, affective style—and that these would be associated with somatosensory neural activity. We examined 28 participants’ open-ended verbal responses to admiration- and compassion-provoking narratives in an interview and BOLD activity to the same narratives during subsequent functional magnetic resonance imaging scanning. Consistent with hypotheses, individuals’ affective and cognitive word use were stable across emotion conditions, negatively correlated and unrelated to reported emotion strength in the scanner. Greater use of affective relative to cognitive words predicted more activation in SI, SII, middle anterior cingulate cortex and insula during emotion trials. The results suggest that individuals’ verbal descriptions of their feelings reflect differential recruitment of neural regions supporting physical body awareness. Although somatosensation has long been recognized as an important component of emotion processing, these results offer ‘proof of concept’ that individual differences in open-ended speech reflect different processing styles at the neurobiological level. This study also demonstrates SI involvement during social emotional experience. PMID:22798396

  3. Infant breastfeeding duration and mid-childhood executive function, behavior, and social-emotional development

    PubMed Central

    Belfort, Mandy B.; Rifas-Shiman, Sheryl L.; Kleinman, Ken P.; Bellinger, David C.; Harris, Maria H.; Taveras, Elsie M.; Gillman, Matthew W.; Oken, Emily

    2016-01-01

    Objective Our aim was to examine associations of breastfeeding duration and exclusivity in infancy with executive function, behavior, and social-emotional development in mid-childhood. Methods We studied 1037 participants in Project Viva, a pre-birth cohort that enrolled pregnant mothers from 1999-2002 and followed children to 7-10 years. Main exposures were: (1) duration of any breastfeeding in the first 12 months and (2) duration of exclusive breastfeeding in the first 6 months. Main outcomes were child executive function, behavior, and social-emotional development, assessed by (1) the Behavior Rating Inventory of Executive Function (BRIEF) and (2) the Strengths and Difficulties Questionnaire (SDQ), completed independently by parents and teachers. Higher scores indicate greater problems. Results In linear regression models adjusted for sociodemographics, maternal intelligence, home environment, early child care, and maternal depression, longer breastfeeding duration was not associated with substantially better executive function, behavior, or social-emotional development. For example, for each additional month of any breastfeeding, the BRIEF Global Executive Composite score (parent) was 0.10 points higher (95% CI −0.01, 0.22) and the SDQ total difficulties score was 0.06 points higher (−0.01, 0.12). Breastfeeding duration was also not associated with BRIEF or SDQ subscales, nor was exclusive breastfeeding duration associated with any of the outcomes analyzed. Conclusion Despite beneficial effects on general intelligence, longer duration of any breastfeeding or of exclusive breastfeeding was not associated with better executive function, behavior, or social-emotional development in mid-childhood. PMID:26651091

  4. Child-to-Parent Violence: Emotional and Behavioral Predictors

    ERIC Educational Resources Information Center

    Calvete, Esther; Orue, Izaskun; Gamez-Guadix, Manuel

    2013-01-01

    Child-to-parent violence (CPV) includes acts committed by a child to intentionally cause physical, psychological, or financial pain to a parent. Available data indicate increasing rates of CPV in Spain, which have been attributed to a tendency toward more permissive parenting styles and changes in the power cycles within the families. The primary…

  5. Socialization of emotion regulation strategies through friends.

    PubMed

    Reindl, Marion; Gniewosz, Burkhard; Reinders, Heinz

    2016-06-01

    This study examines the effects of best friends' emotion regulation strategies (regarding the emotions anger, fear, and sadness) on the development of adolescents' emotion regulation strategies and subsequent depressive symptoms. Based on a two-wave longitudinal sample of 238 German adolescents, true change analyses showed positive effects of best friends' adaptive strategies (T1) on the change of adolescents' adaptive strategies (T2 - T1) for anger and fear. Best friends' adaptive strategies (T1) indirectly influence the development of maladaptive strategies (T2 - T1) through the change of adaptive strategies (T2 - T1) and, in turn, the development of depressive symptoms (T2 - T1; two-step mediation). Best friends' adaptive strategies for sadness did not have an effect on adolescents' adaptive strategies. In contrast to adaptive strategies, none of the friends' maladaptive strategies affected adolescents' maladaptive strategies. The results are discussed in terms of peer influences on the development of emotion regulation strategies and psychosocial adjustment.

  6. An approach to emotion recognition in single-channel EEG signals: a mother child interaction

    NASA Astrophysics Data System (ADS)

    Gómez, A.; Quintero, L.; López, N.; Castro, J.

    2016-04-01

    In this work, we perform a first approach to emotion recognition from EEG single channel signals extracted in four (4) mother-child dyads experiment in developmental psychology. Single channel EEG signals are analyzed and processed using several window sizes by performing a statistical analysis over features in the time and frequency domains. Finally, a neural network obtained an average accuracy rate of 99% of classification in two emotional states such as happiness and sadness.

  7. Social Resilience within a Social and Emotional Learning Framework: The Perceptions of Teachers in Greece

    ERIC Educational Resources Information Center

    Poulou, Maria

    2007-01-01

    Given the link between social skills, problem solving and resilience, it could be a helpful way forward to link the construct of social resilience to the social and emotional learning (SEL) framework. This article first discusses core ideas of both constructs, and supports the integration of the social resiliency framework into a broader…

  8. [Social representation of fathers regarding their premature child in the Neonatal Intensive Care Unit].

    PubMed

    de Carvalho, Jovanka Bittencourt Leite; Araújo, Ana Cristina Pinheiro Fernandes; Costa, Iris do Céu Clara; de Brito, Rosineide Santana; de Souza, Nilba Lima

    2009-01-01

    Qualitative study that aimed at understanding the social representation of a parent with a premature child. The data were collected between May and June 2008, in a semi-structured interview with 17 parents whose premature children were hospitalized in the NICU of two public institutions in Natal, Brazil. The reports were analyzed based on the Social Representations Theory (SRT). The results reveal that the hospitalization of their children causes parents to experience emotions of fear, anguish, anxiety, loneliness interspersed with those of faith, joy and hope. For a parent the NICU is a frightening environment, albeit necessary for the specialized care that the conditions of the premature newborn require.

  9. Child wellness and social inclusion: values for action.

    PubMed

    Prilleltensky, Isaac

    2010-09-01

    Participatory Action Research (PAR) with children and youth is at the intersection of child wellness and social inclusion. Exclusion and marginalization detract from personal and collective health. Inclusion, on the contrary, contributes to wellness. Hence, we should study inclusion and exclusion in the overall context of child wellness. This special issue offers a wealth of methodologies and lessons for fostering inclusion of young people through PAR. In an effort to synthesize my concerns with child wellness, inclusion, and the scholarly work of this special issue, this paper will (a) articulate the values underpinning the philosophy of social inclusion and child wellness, (b) suggest roles and responsibilities for putting these values into action, and (c) integrate the contributions of this special issue into the emerging framework for social inclusion and child wellness.

  10. Male social workers in child welfare: a qualitative analysis.

    PubMed

    Warde, Bryan

    2009-01-01

    This article reports on an exploratory study conducted with a cohort of male social workers (N = 17) who practice in child welfare. The findings revealed that among other things, participants experience a high level of satisfaction with their role. Moreover, they believe they have made significant contributions to child welfare practice, which include challenging hegemonic masculinity that supports the notion that child welfare is the exclusive responsibility of women. The findings and their implications are discussed.

  11. Families created by the new reproductive technologies: quality of parenting and social and emotional development of the children.

    PubMed

    Golombok, S; Cook, R; Bish, A; Murray, C

    1995-04-01

    The creation of families by means of the new reproductive technologies has raised important questions about the psychological consequences for children, particularly where gamete donation has been used in the child's conception. Findings are presented of a study of family relationships and the social and emotional development of children in families created as a result of the 2 most widely used reproductive technologies, in vitro fertilization (IVF) and donor insemination (DI), in comparison with control groups of families with a naturally conceived child and adoptive families. The quality of parenting was assessed using a standardized interview with the mother, and mothers and fathers completed questionnaire measures of stress associated with parenting, marital satisfaction, and emotional state. Data on children's psychiatric state were also obtained by standardized interview with the mother, and by questionnaires completed by the mothers and the children's teachers. The children were administered the Separation Anxiety Test, the Family Relations Test, and the Pictorial Scale of Perceived Competence and Social Acceptance. The results showed that the quality of parenting in families with a child conceived by assisted conception is superior to that shown by families with a naturally conceived child. No group differences were found for any of the measures of children's emotions, behavior, or relationships with parents. The findings are discussed in terms of their implications for understanding the role of genetic ties in family functioning and child development.

  12. Children's Mental Health in Child Welfare: A Child-Focused Curriculum for Child Welfare Workers and Social Work Students

    ERIC Educational Resources Information Center

    Mathiesen, Sally; Cash, Scottye; Barbanell Johnson, Lisa D.; Smith, Thomas E.; Graham, Pamela

    2006-01-01

    This paper describes a child-focused curriculum developed for child welfare workers and social work students. The results from a focus group evaluation are also provided that highlight how the content areas in the curriculum were perceived by participants in terms of interest, practicality, and importance. The major goal of the curriculum was to…

  13. Longitudinal pathways between political violence and child adjustment: the role of emotional security about the community in Northern Ireland.

    PubMed

    Cummings, E Mark; Merrilees, Christine E; Schermerhorn, Alice C; Goeke-Morey, Marcie C; Shirlow, Peter; Cairns, Ed

    2011-02-01

    Links between political violence and children's adjustment problems are well-documented. However, the mechanisms by which political tension and sectarian violence relate to children's well-being and development are little understood. This study longitudinally examined children's emotional security about community violence as a possible regulatory process in relations between community discord and children's adjustment problems. Families were selected from 18 working class neighborhoods in Belfast, Northern Ireland. Participants (695 mothers and children, M = 12.17, SD = 1.82) were interviewed in their homes over three consecutive years. Findings supported the notion that politically-motivated community violence has distinctive effects on children's externalizing and internalizing problems through the mechanism of increasing children's emotional insecurity about community. Implications are considered for understanding relations between political violence and child adjustment from a social ecological perspective.

  14. Maternal and Child Predictors of Preschool Children's Social Competence

    ERIC Educational Resources Information Center

    Diener, Marissa L.; Kim, Do-Yeong

    2004-01-01

    The present study examined child and maternal predictors of children's social competence in preschool. One hundred ten mothers and their preschool-aged children participated. Mothers completed parent reports of child temperament and self-regulation, and self-reports of maternal separation anxiety. Mothers' interactional style was coded from…

  15. Implementing an Inpatient Social Early Warning System for Child Maltreatment

    ERIC Educational Resources Information Center

    Atabaki, Armita; Heddaeus, Daniela; Metzner, Franka; Schulz, Holger; Siefert, Sonke; Pawils, Silke

    2013-01-01

    Objectives: The current article describes the process evaluation of a social early warning system (SEWS) for the prevention of child maltreatment in the federal state of Hamburg. This prevention initiative targets expectant mothers and their partners including an initial screening of risk factors for child maltreatment, a subsequent structured…

  16. Oxytocin increases willingness to socially share one's emotions.

    PubMed

    Lane, Anthony; Luminet, Olivier; Rimé, Bernard; Gross, James J; de Timary, Philippe; Mikolajczak, Moïra

    2013-01-01

    Oxytocin (OT) is a neuropeptide that is attracting growing attention from researchers interested in human emotional and social behavior. There is indeed increasing evidence that OT has a calming effect and that it facilitates pair-bonding and social interactions. Some of OT's effects are thought to be direct, but it has been suggested that OT also may have indirect effects, mediated by changes in behavior. One potentially relevant behavioral change is an increased propensity for "emotional sharing" as this behavior, like OT, is known to have both calming and bonding effects. In this study, 60 healthy young adult men were randomly assigned to receive either intranasal placebo (PL; n = 30) or oxytocin (OT; n = 30). Participants were then instructed to retrieve a painful memory. Subsequently, OT and placebo participants' willingness to disclose to another person event-related facts (factual sharing) vs. event-related emotions (emotional sharing) was evaluated. Whereas the two groups were equally willing to disclose event-related facts, oxytocin was found to specifically increase the willingness to share event-related emotions. This study provides the first evidence that OT increases people's willingness to share their emotions. Importantly, OT did not make people more talkative (word counts were comparable across the two groups) but instead increased the willingness to share the specific component that is responsible for the calming and bonding effects of social sharing: emotions. Findings suggest that OT may shape the form of social sharing so as to maximize its benefits. This might help explain the calming and bonding effects of OT.

  17. The Role of Social-Emotional Learning in Bullying Prevention Efforts

    ERIC Educational Resources Information Center

    Smith, Brian H.; Low, Sabina

    2013-01-01

    This article examines how social emotional learning contributes to bullying prevention efforts in schools. Bullying behavior is impacted by multiple levels of the social-ecology of schools. Social emotional learning (SEL) is a structured way to improve a wide range of students' social and emotional competencies and impact bullying at the…

  18. Social-Emotional Factors and Academic Outcomes among Elementary-Aged Children

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole M.; Allen, Adelaide; Johnson, Jason K.; Warren-Khot, Heather K.

    2016-01-01

    Social-emotional comprehension involves encoding, interpreting, and reasoning about social-emotional information, and self-regulating. This study examined the mediating pathways through which social-emotional comprehension and social behaviour are related to academic outcomes in two ethnically and socioeconomically heterogeneous samples totaling…

  19. Mother-child language style matching predicts children's and mothers' emotion reactivity.

    PubMed

    Rasmussen, Hannah F; Borelli, Jessica L; Smiley, Patricia A; Cohen, Chloe; Cheung, Ryan Cheuk Ming; Fox, Schuyler; Marvin, Matthew; Blackard, Betsy

    2016-12-30

    Co-regulation of behavior occurring within parent-child attachment relationships is thought to be the primary means through which children develop the capacity to regulate emotion, an ability that is protective across development. Existing research on parent-child co-regulation focuses predominantly on parent-infant dyads, and operationalizes co-regulation as the matching of facial expressions; however, matching can occur on other behaviors, including vocal tone, body movement, and language. Studies with young children find that greater matching is associated with children's lower emotion reactivity, but with unknown impacts on parents. In this study we examine a recently-developed metric of behavioral matching, language style matching (LSM), a composite measure of the similarity of function word use in spoken or written language between two or more people. We test whether LSM between mothers and their school-aged children is associated with children's and mothers' physiological and subjective emotion reactivity. Children completed a standardized stressor task while their mothers observed; children's and mother's cortisol and cardiovascular reactivity were assessed, as were their subjective reports of emotion reactivity. Following the stressor, children and mothers completed independent interviews about the experience, later assessed for LSM. Higher mother-child LSM was associated with lower emotion reactivity (lower cortisol reactivity, lower reports of negative emotion) for children, and with higher maternal cardiovascular but not cortisol or subjective reactivity. Further, higher LSM was more strongly associated with lower child cortisol reactivity when mothers were more reactive themselves. We conclude that mother-child LSM, thought to reflect a history of co-regulated interaction, confers protective benefits for children, but heightened reactivity for mothers.

  20. The impact of emotional faces on social motivation in schizophrenia.

    PubMed

    Radke, Sina; Pfersmann, Vera; Derntl, Birgit

    2015-10-01

    Impairments in emotion recognition and psychosocial functioning are a robust phenomenon in schizophrenia and may affect motivational behavior, particularly during socio-emotional interactions. To characterize potential deficits and their interplay, we assessed social motivation covering various facets, such as implicit and explicit approach-avoidance tendencies to facial expressions, in 27 patients with schizophrenia (SZP) and 27 matched healthy controls (HC). Moreover, emotion recognition abilities as well as self-reported behavioral activation and inhibition were evaluated. Compared to HC, SZP exhibited less pronounced approach-avoidance ratings to happy and angry expressions along with prolonged reactions during automatic approach-avoidance. Although deficits in emotion recognition were replicated, these were not associated with alterations in social motivation. Together with additional connections between psychopathology and several approach-avoidance processes, these results identify motivational impairments in SZP and suggest a complex relationship between different aspects of social motivation. In the context of specialized interventions aimed at improving social cognitive abilities in SZP, the link between such dynamic measures, motivational profiles and functional outcomes warrants further investigations, which can provide important leverage points for treatment. Crucially, our findings present first insights into the assessment and identification of target features of social motivation.

  1. Automatic integration of social information in emotion recognition.

    PubMed

    Mumenthaler, Christian; Sander, David

    2015-04-01

    This study investigated the automaticity of the influence of social inference on emotion recognition. Participants were asked to recognize dynamic facial expressions of emotion (fear or anger in Experiment 1 and blends of fear and surprise or of anger and disgust in Experiment 2) in a target face presented at the center of a screen while a subliminal contextual face appearing in the periphery expressed an emotion (fear or anger) or not (neutral) and either looked at the target face or not. Results of Experiment 1 revealed that recognition of the target emotion of fear was improved when a subliminal angry contextual face gazed toward-rather than away from-the fearful face. We replicated this effect in Experiment 2, in which facial expression blends of fear and surprise were more often and more rapidly categorized as expressing fear when the subliminal contextual face expressed anger and gazed toward-rather than away from-the target face. With the contextual face appearing for 30 ms in total, including only 10 ms of emotion expression, and being immediately masked, our data provide the first evidence that social influence on emotion recognition can occur automatically.

  2. Parent-Child Interaction Therapy Emotion Development: A Novel Treatment for Depression in Preschool Children

    PubMed Central

    Lenze, Shannon N.; Pautsch, Jennifer; Luby, Joan

    2010-01-01

    Background Psychotherapies with known efficacy in adolescent depression have been adapted for prepubertal children; however, none have been empirically validated for use with depressed very young children. Due to the centrality of the parent-child relationship to the emotional well being of the young child, with caregiver support shown to mediate the risk for depression severity, we created an Emotional Development (ED) module to address emotion development impairments identified in preschool onset depression. The new module was integrated with an established intervention for preschool disruptive disorders, Parent Child Interaction Therapy (PCIT). Preliminary findings of an open trial of this novel intervention, PCIT-ED, with depressed preschool children are reported. Methods PCIT was adapted for the treatment of preschool depression by incorporating a novel emotional development module focused on teaching the parent to facilitate the child’s emotional development and enhance emotion regulation. Eight parent-child dyads with depressed preschoolers participated in 14 sessions of treatment. Depression severity, internalizing and externalizing symptoms, functional impairment, and emotion recognition/discrimination were measured pre and post treatment. Results Depression severity scores significantly decreased with a large effect size (1.28). Internalizing and externalizing symptoms as well as functional impairment were also significantly decreased pre to post treatment. Conclusions PCIT-ED appears to be a promising treatment for preschoolers with depression and the large effect sizes observed in this open trial suggest early intervention may provide a window of opportunity for more effective treatment. A randomized controlled trial of PCIT-ED in preschool depression is currently underway. PMID:21284068

  3. The Emotion Revolution: Enhancing Social and Emotional Learning in School: Enhancing Social and Emotional Learning in School

    ERIC Educational Resources Information Center

    Brackett, Marc A.

    2016-01-01

    In this article, students were asked to describe in their own words via the Emotion Revolution study, the three emotions they felt most often each day at school. The top three feelings were: tired, bored, and stressed. Next, students were asked to describe in their own words how they wanted to feel at school each day. The top three emotions listed…

  4. The neural correlates of emotion alignment in social interaction

    PubMed Central

    Prehn, Kristin; Korn, Christoph W.; Bajbouj, Malek; Klann-Delius, Gisela; Menninghaus, Winfried; Jacobs, Arthur M.; Heekeren, Hauke R.

    2015-01-01

    Talking about emotion and sharing emotional experiences is a key component of human interaction. Specifically, individuals often consider the reactions of other people when evaluating the meaning and impact of an emotional stimulus. It has not yet been investigated, however, how emotional arousal ratings and physiological responses elicited by affective stimuli are influenced by the rating of an interaction partner. In the present study, pairs of participants were asked to rate and communicate the degree of their emotional arousal while viewing affective pictures. Strikingly, participants adjusted their arousal ratings to match up with their interaction partner. In anticipation of the affective picture, the interaction partner’s arousal ratings correlated positively with activity in anterior insula and prefrontal cortex. During picture presentation, social influence was reflected in the ventral striatum, that is, activity in the ventral striatum correlated negatively with the interaction partner’s ratings. Results of the study show that emotional alignment through the influence of another person’s communicated experience has to be considered as a complex phenomenon integrating different components including emotion anticipation and conformity. PMID:24795436

  5. Tell it to a child! A brain stimulation study of the role of left inferior frontal gyrus in emotion regulation during storytelling.

    PubMed

    Urgesi, Cosimo; Mattiassi, Alan D A; Buiatti, Tania; Marini, Andrea

    2016-08-01

    In everyday life we need to continuously regulate our emotional responses according to their social context. Strategies of emotion regulation allow individuals to control time, intensity, nature and expression of emotional responses to environmental stimuli. The left inferior frontal gyrus (LIFG) is involved in the cognitive control of the selection of semantic content. We hypothesized that it might also be involved in the regulation of emotional feelings and expressions. We applied continuous theta burst stimulation (cTBS) over LIFG or a control site before a newly-developed ecological regulation task that required participants to produce storytelling of pictures with negative or neutral valence to either a peer (unregulated condition) or a child (regulated condition). Linguistic, expressive, and physiological responses were analyzed in order to assess the effects of LIFG-cTBS on emotion regulation. Results showed that the emotion regulation context modulated the emotional content of narrative productions, but not the physiologic orienting response or the early expressive behavior to negative stimuli. Furthermore, LIFG-cTBS disrupted the text-level structuring of negative picture storytelling and the early cardiac and muscular response to negative pictures; however, it did not affect the contextual emotional regulation of storytelling. These results may suggest that LIFG is involved in the initial detection of the affective arousal of emotional stimuli.

  6. The reformulation of emotional security theory: the role of children's social defense in developmental psychopathology.

    PubMed

    Davies, Patrick T; Martin, Meredith J

    2013-11-01

    Although children's security in the context of the interparental relationship has been identified as a key explanatory mechanism in pathways between family discord and child psychopathology, little is known about the inner workings of emotional security as a goal system. Thus, the objective of this paper is to describe how our reformulation of emotional security theory within an ethological and evolutionary framework may advance the characterization of the architecture and operation of emotional security and, in the process, cultivate sustainable growing points in developmental psychopathology. The first section of the paper describes how children's security in the interparental relationship is organized around a distinctive behavioral system designed to defend against interpersonal threat. Building on this evolutionary foundation for emotional security, the paper offers an innovative taxonomy for identifying qualitatively different ways children try to preserve their security and its innovative implications for more precisely informing understanding of the mechanisms in pathways between family and developmental precursors and children's trajectories of mental health. In the final section, the paper highlights the potential of the reformulation of emotional security theory to stimulate new generations of research on understanding how children defend against social threats in ecologies beyond the interparental dyad, including both familial and extrafamilial settings.

  7. Audiovisual integration of emotional signals from others' social interactions

    PubMed Central

    Piwek, Lukasz; Pollick, Frank; Petrini, Karin

    2015-01-01

    Audiovisual perception of emotions has been typically examined using displays of a solitary character (e.g., the face-voice and/or body-sound of one actor). However, in real life humans often face more complex multisensory social situations, involving more than one person. Here we ask if the audiovisual facilitation in emotion recognition previously found in simpler social situations extends to more complex and ecological situations. Stimuli consisting of the biological motion and voice of two interacting agents were used in two experiments. In Experiment 1, participants were presented with visual, auditory, auditory filtered/noisy, and audiovisual congruent and incongruent clips. We asked participants to judge whether the two agents were interacting happily or angrily. In Experiment 2, another group of participants repeated the same task, as in Experiment 1, while trying to ignore either the visual or the auditory information. The findings from both experiments indicate that when the reliability of the auditory cue was decreased participants weighted more the visual cue in their emotional judgments. This in turn translated in increased emotion recognition accuracy for the multisensory condition. Our findings thus point to a common mechanism of multisensory integration of emotional signals irrespective of social stimulus complexity. PMID:26005430

  8. How Do I Feel about Feelings? Emotion Socialization in Families of Depressed and Healthy Adolescents

    ERIC Educational Resources Information Center

    Hunter, Erin C.; Katz, Lynn Fainsilber; Shortt, Joann Wu; Davis, Betsy; Leve, Craig; Allen, Nicholas B.; Sheeber, Lisa B.

    2011-01-01

    Emotional and cognitive changes that occur during adolescence set the stage for the development of adaptive or maladaptive beliefs about emotions. Although research suggests that parents' behaviors and beliefs about emotions relate to children's emotional abilities, few studies have looked at parental socialization of children's emotions,…

  9. Teachers' Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout

    ERIC Educational Resources Information Center

    Fiorilli, Caterina; Albanese, Ottavia; Gabola, Piera; Pepe, Alessandro

    2017-01-01

    This study explored the relationships among teachers' emotional competence, burnout as a mediator, and social support. Teachers' emotional competence was assessed via measures of emotional intensity and emotional regulation. Social support was evaluated in terms of external versus internal support, and teacher dissatisfaction with support…

  10. Somatic Complaints in Early Adolescence: The Role of Parents' Emotion Socialization

    ERIC Educational Resources Information Center

    Kehoe, Christiane E.; Havighurst, Sophie S.; Harley, Ann E.

    2015-01-01

    This study investigated the relationship between parent emotion socialization and youth somatic complaints (SC) in an early adolescent sample using a longitudinal experimental design. An emotion-focused parenting intervention, which taught parent's skills to improve their emotional competence and emotion socialization, was used to examine whether…

  11. Relationship of maternal negative moods to child emotion regulation during family interaction.

    PubMed

    Dagne, Getachew A; Snyder, James

    2011-02-01

    The relationship of maternal hostile and depressive moods to children's downregulation of unprovoked anger and sadness/fear was assessed in a community sample of 267 5-year-old boys and girls. The speed of children's downregulation of unprovoked anger and sadness/fear was based on real-time observations during mother-child interaction. The association of downregulation with maternal mood was estimated using Bayesian event history analysis. As mothers reported higher depressive mood, both boys and girls were faster to downregulate anger displays as those displays accumulated during mother child interaction. The speed of boys' downregulation of anger and of sadness/fear was not associated with maternal hostile mood. As mothers reported more hostile mood, girls were faster to downregulate displays of sadness/fear, but the speed of this downregulation slowed as those displays accumulated during ongoing mother-child interaction. These associations of child downregulation and maternal mood were observed after controlling for child adjustment. The data suggest frequent exposure to different negative maternal moods affect children's expression and regulation of emotions in relatively specific ways, conditional on the type of maternal mood, the type of child emotion, and child gender.

  12. Emotion Socialization by Mothers and Fathers: Coherence among Behaviors and Associations with Parent Attitudes and Children's Social Competence

    ERIC Educational Resources Information Center

    Baker, Jason K.; Fenning, Rachel M.; Crnic, Keith A.

    2011-01-01

    This study examined inter-relations among different types of parental emotion socialization behaviors in 88 mothers and 76 fathers (co-residing with participating mothers) of eight-year-old children. Parents completed questionnaires assessing emotion socialization behaviors, emotion-related attitudes, and their children's social functioning. An…

  13. Does a Good Fit Matter? Exploring Teaching Styles, Emotion Regulation, and Child Anxiety in the Classroom

    ERIC Educational Resources Information Center

    LaBillois, James M.; Lagace-Seguin, Daniel G.

    2009-01-01

    The central goal of the present study was to examine how a child's emotion regulation ability may moderate the relations between teaching styles and anxiety in childhood. Participants were 33 children (21 males, 12 females; mean age 7.5 years, standard deviation = 0.42), their mothers and teachers. Children completed the Early Adolescent…

  14. Shyness, Teacher-Child Relationships, and Socio-Emotional Adjustment in Grade 1

    ERIC Educational Resources Information Center

    Arbeau, Kimberley A.; Coplan, Robert J.; Weeks, Murray

    2010-01-01

    The goal of the present study was to explore the moderating role of teacher-child relationships in the relation between shyness and socio-emotional adjustment in early elementary school. Participants were n = 169 grade 1 children (M[subscript age] = 76.93 mos, SD = 3.86). Shortly after the start of the school year (September), parents completed an…

  15. Review: Is Parent-Child Attachment a Correlate of Children's Emotion Regulation and Coping?

    ERIC Educational Resources Information Center

    Zimmer-Gembeck, Melanie J.; Webb, Haley J.; Pepping, Christopher A.; Swan, Kellie; Merlo, Ourania; Skinner, Ellen A.; Avdagic, Elbina; Dunbar, Michelle

    2017-01-01

    Attachment theorists have described the parent-child attachment relationship as a foundation for the emergence and development of children's capacity for emotion regulation and coping with stress. The purpose of this review was to summarize the existing research addressing this issue. We identified 23 studies that employed validated assessments of…

  16. Longitudinal Pathways Linking Child Maltreatment, Emotion Regulation, Peer Relations, and Psychopathology

    ERIC Educational Resources Information Center

    Kim, Jungmeen; Cicchetti, Dante

    2010-01-01

    Background: The aim of this study was to investigate longitudinal relations among child maltreatment, emotion regulation, peer acceptance and rejection, and psychopathology. Methods: Data were collected on 215 maltreated and 206 nonmaltreated children (ages 6-12 years) from low-income families. Children were evaluated by camp counselors on emotion…

  17. Parent-Child Relationships, Partner Relationships, and Emotional Adjustment: A Birth-to-Maturity Prospective Study

    ERIC Educational Resources Information Center

    Overbeek, Geertjan; Stattin, Hakan; Vermulst, Ad; Ha, Thao; Engels, Rutger C. M. E.

    2007-01-01

    This study examined whether detrimental childhood relationships with parents were related to partner relationship quality and emotional adjustment in adulthood. The authors tested a theoretical model in which (a) low-quality parent-child relationships were related to conflict and low-quality communication with parents in adolescence, (b)…

  18. Emotional Disclosure through Journal Writing: Telehealth Intervention for Maternal Stress and Mother-Child Relationships

    ERIC Educational Resources Information Center

    Whitney, Rondalyn V.; Smith, Gigi

    2015-01-01

    This study examines emotional disclosure through the activity of journaling as a means of coping with maternal stress associated with parenting a child with disruptive behaviors. Through a randomized control and pre-test post-test study design of an online journal writing intervention, change to maternal stress and quality of mother-child…

  19. Associations between Parents' Marital Functioning, Maternal Parenting Quality, Maternal Emotion and Child Cortisol Levels

    ERIC Educational Resources Information Center

    Pendry, Patricia; Adam, Emma K.

    2007-01-01

    Associations between family functioning and children's stress hormone levels are explored, by examining how aspects of the interparental relationship (parents' marital satisfaction and parent conflict styles), the mother-child relationship (maternal involvement and warmth) and maternal emotional functioning (depression, anxiety and self-esteem)…

  20. Mother-Child Emotional Availability in Ecological Perspective: Three Countries, Two Regions, Two Genders

    ERIC Educational Resources Information Center

    Bornstein, Marc H.; Putnick, Diane L.; Heslington, Marianne; Gini, Motti; Suwalsky, Joan T. D.; Venuti, Paola; de Falco, Simona; Giusti, Zeno; de Galperin, Celia Zingman

    2008-01-01

    This study used a cross-national framework to examine country, region, and gender differences in emotional availability (EA), a prominent index of mutual socioemotional adaptation in the parent-child dyad. Altogether 220 Argentine, Italian, and U.S. mothers and their daughters and sons from both rural and metropolitan areas took part in home…

  1. Trajectories of Parenting and Child Negative Emotionality during Infancy and Toddlerhood: A Longitudinal Analysis

    ERIC Educational Resources Information Center

    Lipscomb, Shannon Tierney; Leve, Leslie D.; Harold, Gordon T.; Neiderhiser, Jenae M.; Shaw, Daniel S.; Ge, Xiaojia; Reiss, David

    2011-01-01

    The current longitudinal study examined trajectories of child negative emotionality, parenting efficacy, and overreactive parenting among 382 adoptive families during infancy and toddlerhood. Data were collected from adoptive parents when the children were 9-, 18-, and 27-month-old. Latent growth curve modeling indicated age-related increases in…

  2. Relationships between Child Emotional and Behavioral Symptoms and Caregiver Strain and Parenting Stress

    ERIC Educational Resources Information Center

    Vaughan, Ellen L.; Feinn, Richard; Bernard, Stanley; Brereton, Maria; Kaufman, Joy S.

    2013-01-01

    Children with emotional and behavioral disturbance often have difficulties in multiple symptom domains. This study investigates the relationships between child symptoms and caregiver strain and parenting stress among 177 youth and their caregivers participating in a school-based system of care. Youth were grouped by symptom domain and included…

  3. Rejection Sensitivity in Late Adolescence: Social and Emotional Sequelae

    ERIC Educational Resources Information Center

    Marston, Emily G.; Hare, Amanda; Allen, Joseph P.

    2010-01-01

    This study used longitudinal, multireporter data, in a community sample, to examine the role of rejection sensitivity in late adolescents' social and emotional development. Rejection sensitivity was linked to a relative increase in adolescent depressive and anxiety symptoms over a 3-year period, even after accounting for teens' baseline level of…

  4. Executive Function and the Promotion of Social-Emotional Competence

    ERIC Educational Resources Information Center

    Riggs, Nathaniel R.; Jahromi, Laudan B.; Razza, Rachel P.; Dillworth-Bart, Janean E.; Mueller, Ulrich

    2006-01-01

    Executive function is understood as an umbrella term encompassing a number of interrelated sub-skills necessary for purposeful, goal-directed activity. Research suggests a vital role for executive function in children's social-emotional development. However, executive function is rarely considered in models of intervention programs that attempt to…

  5. Assessment of the Social and Emotional Functioning of Preschool Children.

    ERIC Educational Resources Information Center

    Martin, Roy P.

    1986-01-01

    This article reviews selected issues and techniques in interviewing, direct observation, rating scales, sociometry, and associative techniques as used in the context of preschool assessment. Special problems encountered in assessing the social and emotional functioning of preschool children are discussed. (Author/LMO)

  6. Socially Maladjusted and Emotionally Disturbed Children. Summer 1972. Final Report.

    ERIC Educational Resources Information Center

    Spivack, Frieda; Kosky, Elizabeth

    A 6-week summer program (1972) provided educational, recreational, vocational, and cultural experiences for 502 elementary and secondary level socially maladjusted and emotionally disturbed children in 14 New York City facilities. Goals included consolidation of learning in areas of reading and mathematics; instruction in subject areas such as…

  7. Social and Emotional Development of Gifted Children: Straight Talk

    ERIC Educational Resources Information Center

    Cross, Tracy L.

    2009-01-01

    This article discusses eight topics on the social and emotional development of gifted children. These issues bring to light some of the current thinking that can be helpful to parents, teachers, and counselors. Understanding what giftedness actually is and is not, how to identify it, moving from an entity model of giftedness to an incremental…

  8. Social-Emotional Skills Can Boost Common Core Implementation

    ERIC Educational Resources Information Center

    Elias, Maurice J.

    2014-01-01

    The same competencies neglected in the implementation of the Common Core are those that ultimately most help students become what the author calls college-ready, career-ready, and contribution-ready. These include communication, meta-cognition, resilient mindset, responsible character, and social-emotional learning, intertwined with academic…

  9. Social and Emotional Learning Policies and Physical Education

    ERIC Educational Resources Information Center

    Jacobs, Jenn; Wright, Paul

    2014-01-01

    There is a current push to broaden the educational agenda by integrating social and emotional learning (SEL) competencies into the academic curriculum. This article describes how physical education (PE) provides a strong platform for integrating SEL standards into the curriculum. The alignment between SEL and the affective learning objectives of…

  10. Social-Emotional Learning Is Essential to Classroom Management

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Bailey, Rebecca; Jacob, Robin

    2014-01-01

    Research tells us that children's social-emotional development can propel learning. A new program, SECURe, embeds that research into classroom management strategies that improve teaching and learning. Across all classrooms and grade levels, four principles of effective management are constant: Effective classroom management is based in…

  11. Emotional Disturbance/Social Maladjustment: Why Is the Incidence Increasing?

    ERIC Educational Resources Information Center

    Kehle, Thomas J.; Bray, Melissa A.; Theodore, Lea A.; Zhou, Zheng; McCoach, D. Betsy

    2004-01-01

    Numerous arguments have addressed the controversies surrounding the category of emotional disturbance (ED) and the exclusion, or proposed inclusion, of students with social maladjustment (SM). In this article we address the consensually agreed upon characteristics of ED that are in common with SM, in addition to examining characteristics that…

  12. Social Judgments and Emotion Attributions about Exclusion in Switzerland

    ERIC Educational Resources Information Center

    Malti, Tina; Killen, Melanie; Gasser, Luciano

    2012-01-01

    Adolescents' social judgments and emotion attributions about exclusion in three contexts, nationality, gender, and personality, were measured in a sample of 12- and 15-year-old Swiss and non-Swiss adolescents (N = 247). Overall, adolescents judged exclusion based on nationality as less acceptable than exclusion based on gender or personality.…

  13. Cognitive, emotional and social markers of serial murdering.

    PubMed

    Angrilli, Alessandro; Sartori, Giuseppe; Donzella, Giovanna

    2013-01-01

    Although criminal psychopathy is starting to be relatively well described, our knowledge of the characteristics and scientific markers of serial murdering is still very poor. A serial killer who murdered more than five people, KT, was administered a battery of standardized tests aimed at measuring neuropsychological impairment and social/emotional cognition deficits. KT exhibited a striking dissociation between a high level of emotional detachment and a low score on the antisocial behavior scale on the Psychopathy Checklist-Revised (PCL-R). The Minnesota Multiphasic Personality Inventory-2 showed a normal pattern with the psychotic triad at borderline level. KT had a high intelligence score and showed almost no impairment in cognitive tests sensitive to frontal lobe dysfunction (Wisconsin Card Sorting Test, Theory of Mind, Tower of London, this latter evidenced a mild impairment in planning performance). In the tests on moral, emotional and social cognition, his patterns of response differed from matched controls and from past reports on criminal psychopaths as, unlike these individuals, KT exhibited normal recognition of fear and a relatively intact knowledge of moral rules but he was impaired in the recognition of anger, embarrassment and conventional social rules. The overall picture of KT suggests that serial killing may be closer to normality than psychopathy defined according to either the DSM IV or the PCL-R, and it would be characterized by a relatively spared moral cognition and selective deficits in social and emotional cognition domains.

  14. Emotional and Social Development: Birth to 3 Months

    MedlinePlus

    ... Share Emotional and Social Development: Birth to 3 Months Page Content Article Body By the second month, your baby will spend much of each day ... he can smile, too. Even during his first month, he’ll experiment with primitive grins and grimaces. ...

  15. How To Launch a Social and Emotional Learning Program.

    ERIC Educational Resources Information Center

    Elias, Maurice J.; And Others

    1997-01-01

    Addresses attitudinal and logistical roadblocks to launching social and emotional learning programs. Debunks ideas that such programs are either faddish, ineffective, "New-Age," or detractions from academic learning. Stresses conceptual origins in the work of Daniel Goleman, Howard Gardner, and Robert Sylwester. Notes educators must work…

  16. Web-Based Assessment of Children's Social-Emotional Comprehension

    ERIC Educational Resources Information Center

    McKown, Clark; Russo-Ponsaran, Nicole M.; Johnson, Jason K.; Russo, Jaclyn; Allen, Adelaide

    2016-01-01

    This article presents results from two studies that included ethnically and socioeconomically diverse samples totaling 4,462 children in kindergarten through third grade. Each study examined the psychometric properties of a web-based, self-administered battery of assessments of social-emotional comprehension called "SELweb." Assessment…

  17. A Pedagogy of Emotion in Teaching about Social Movement Learning

    ERIC Educational Resources Information Center

    Walker, Judith; Palacios, Carolina

    2016-01-01

    This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a "Pedagogy of Discomfort," Goodman's and Curry-Steven's concept of a "Pedagogy for the Privileged," and on Freire's idea of a "Pedagogy of Hope," in reflecting on our own…

  18. Introducing Social Emotional Learning to Music Education Professional Development

    ERIC Educational Resources Information Center

    Edgar, Scott N.

    2013-01-01

    There are more knowledge bases, skills, and dispositions that teachers need to have than can be covered in undergraduate music teacher education. One knowledge base that music teachers could benefit from, which is rarely covered in preservice teacher education, is social emotional learning (SEL) and techniques to implement it in their classrooms.…

  19. Behavioral, Social, and Emotional Assessment of Students with ASD.

    ERIC Educational Resources Information Center

    Barnhill, Gena P.

    2002-01-01

    This article discusses techniques and instruments that are used when conducting a behavioral, social, and emotional assessment of students with autistic spectrum disorders. Functional assessment methods are described, including indirect methods, direct observation, and experimental manipulation. Instruments used to assess depression and…

  20. Responsive Classroom?: A Critique of a Social Emotional Learning Program

    ERIC Educational Resources Information Center

    Stearns, Clio

    2016-01-01

    This paper looks critically at the Responsive Classroom (RC) program, a social/emotional learning program used ubiquitously in elementary schools for teacher and student training, in the US as well as in Australia, the UK, and other parts of Western Europe. The paper examines empirical studies on RC's efficacy and outcomes, many of which were…

  1. Strategies for Teaching Social and Emotional Intelligence in Business Communication

    ERIC Educational Resources Information Center

    Sigmar, Lucia Stretcher; Hynes, Geraldine E.; Hill, Kathy L.

    2012-01-01

    Incorporating social and emotional skills (EI) training into the business communication curriculum is important for preparing students to function effectively in a global workplace with its complex informal networks, intercultural issues, team emphasis, and participatory leadership. EI skills enhance communication behavior in work groups and…

  2. Giving Youth the Social and Emotional Skills to Succeed

    ERIC Educational Resources Information Center

    Deerin, Ginny

    2005-01-01

    In these days of tremendous political pressure for results measured by standardized tests, time constraints can make social and emotional learning (SEL) a difficult undertaking for many classroom teachers. It seemed that after-school programs would be effective learning environments for supplying the missing piece in children's education. In this…

  3. Partnership in mental health and child welfare: social work responses to children living with parental mental illness.

    PubMed

    Sheehan, Rosemary

    2004-01-01

    Mental illness is an issue for a number of families reported to child protection agencies. Parents with mental health problems are more vulnerable, as are their children, to having parenting and child welfare concerns. A recent study undertaken in the Melbourne Children's Court (Victoria, Australia) found that the children of parents with mental health problems comprised just under thirty percent of all new child protection applications brought to the Court and referred to alternative dispute resolution, during the first half of 1998. This paper reports on the study findings, which are drawn from a descriptive survey of 228 Pre-Hearing Conferences. A data collection schedule was completed for each case, gathering information about the child welfare concerns, the parents' problems, including mental health problems, and the contribution by mental health professionals to resolving child welfare concerns. The study found that the lack of involvement by mental health social workers in the child protection system meant the Children's Court was given little appreciation of either a child's emotional or a parent's mental health functioning. The lack of effective cooperation between the adult mental health and child protection services also meant decisions made about these children were made without full information about the needs and the likely outcomes for these children and their parents. This lack of interagency cooperation between mental health social work and child welfare also emerged in the findings of the Icarus project, a cross-national project, led by Brunel University, in England. This project compared the views and responses of mental health and child welfare social workers to the dependent children of mentally ill parents, when there were child protection concerns. It is proposed that adult mental health social workers involve themselves in the assessment of, and interventions in, child welfare cases when appropriate, and share essential information about

  4. Emotional functioning, attachment style, and attributions as predictors of child abuse potential in domestic violence victims.

    PubMed

    Rodriguez, Christina M

    2006-04-01

    To explore cognitive and emotional factors that may exacerbate child-abuse potential among domestic violence victims, 80 participants reported on their depression, hopelessness, anxiety, and anger as well as their attachment style and attributional style. Increased emotional difficulties as well as insecure attachment styles were significantly positively correlated with child abuse potential, although depression and anxiety were the strongest predictors. Externalizing blame for the spousal abuse was not associated with abuse risk. Women residing in shelters demonstrated significantly greater abuse risk than those in transitional housing programs, suggesting that greater temporal proximity to the spousal abuse may in part account for the increased abuse potential. Depression and hopelessness, however, appeared particularly relevant to increased abuse risk in domestic violence victims in the transitional housing system. Implications of these findings for working with battered women in terms of their emotional functioning and attachment style are discussed.

  5. Complexities of emotional responses to social and non-social affective stimuli in schizophrenia

    PubMed Central

    Peterman, Joel S.; Bekele, Esubalew; Bian, Dayi; Sarkar, Nilanjan; Park, Sohee

    2015-01-01

    Background: Adaptive emotional responses are important in interpersonal relationships. We investigated self-reported emotional experience, physiological reactivity, and micro-facial expressivity in relation to the social nature of stimuli in individuals with schizophrenia (SZ). Method: Galvanic skin response (GSR) and facial electromyography (fEMG) were recorded in medicated outpatients with SZ and demographically matched healthy controls (CO) while they viewed social and non-social images from the International Affective Pictures System. Participants rated the valence and arousal, and selected a label for experienced emotions. Symptom severity in the SZ and psychometric schizotypy in CO were assessed. Results: The two groups did not differ in their labeling of the emotions evoked by the stimuli, but individuals with SZ were more positive in their valence ratings. Although self-reported arousal was similar in both groups, mean GSR was greater in SZ, suggesting differential awareness, or calibration of internal states. Both groups reported social images to be more arousing than non-social images but their physiological responses to non-social vs. social images were different. Self-reported arousal to neutral social images was correlated with positive symptoms in SZ. Negative symptoms in SZ and disorganized schizotypy in CO were associated with reduced mean fEMG. Greater corrugator mean fEMG activity for positive images in SZ indicates valence-incongruent facial expressions. Conclusion: The patterns of emotional responses differed between the two groups. While both groups were in broad agreement in self-reported arousal and emotion labels, their mean GSR, and fEMG correlates of emotion diverged in relation to the social nature of the stimuli and clinical measures. Importantly, these results suggest disrupted self awareness of internal states in SZ and underscore the complexities of emotion processing in health and disease. PMID:25859230

  6. A MAGNA CARTA FOR THE EMOTIONALLY DISTURBED CHILD.

    ERIC Educational Resources Information Center

    SIMCHES, RAPHAEL F.

    IN AN ADDRESS, THE AUTHOR ANTICIPATED BARRIERS AND PROBLEMS WHICH MIGHT ARISE WHEN JULY 1, 1966, LEGISLATION BECAME EFFECTIVE, REQUIRING SCHOOL DISTRICTS TO PROVIDE APPROPRIATE EDUCATION FOR EMOTIONALLY DISTURBED CHILDREN. ASPECTS INCLUDED ARE PROBLEMS OF DEFINITION AND DIAGNOSIS, COMMUNITY RESPONSIBILITIES IN PROVIDING COOPERATIVE MEDICAL AND…

  7. Facial Emotion Recognition in Child Psychiatry: A Systematic Review

    ERIC Educational Resources Information Center

    Collin, Lisa; Bindra, Jasmeet; Raju, Monika; Gillberg, Christopher; Minnis, Helen

    2013-01-01

    This review focuses on facial affect (emotion) recognition in children and adolescents with psychiatric disorders other than autism. A systematic search, using PRISMA guidelines, was conducted to identify original articles published prior to October 2011 pertaining to face recognition tasks in case-control studies. Used in the qualitative…

  8. Child Abuse and Aggression among Seriously Emotionally Disturbed Children

    ERIC Educational Resources Information Center

    Ford, Julian D.; Fraleigh, Lisa A.; Connor, Daniel F.

    2010-01-01

    Abused children may be at risk for problems with aggression. In a sample of 397 seriously emotionally disturbed children, reactive aggression was associated with documented history of physical abuse but not sexual abuse. Girls were equally likely to be classified as reactively aggressive regardless of physical abuse history, but boys with physical…

  9. Mechanisms of child abuse public service announcement effectiveness: roles of emotional response and perceived effectiveness.

    PubMed

    Paek, Hye-Jin; Hove, Thomas; Kim, Mikyoung; Jeong, Hyun Ju

    2011-09-01

    This study tests the processes through which child abuse public service announcements (PSAs) are effective. The proposed model builds upon the persuasion mediation model of Dillard and Peck (2000 ), which integrates emotional response and perceived effectiveness as antecedents of issue attitudes and behavioral intention. The model tested the mediating role of perceived effectiveness in the persuasion process. Multigroup structural equation modeling was performed for three different types of child abuse prevention PSAs shown on YouTube to 486 college students. The model was well fitted across all three child abuse PSAs. Emotional response seems to exert the largest influence on behavioral intention directly and indirectly through perceived effectiveness and issue attitudes. In addition, perceived effectiveness has both a direct and an indirect impact on behavioral intention.

  10. fMRI Study of Social Anxiety during Social Ostracism with and without Emotional Support

    PubMed Central

    Nishiyama, Yoshiko; Okamoto, Yasumasa; Kunisato, Yoshihiko; Okada, Go; Yoshimura, Shinpei; Kanai, Yoshihiro; Yamamura, Takanao; Yoshino, Atsuo; Jinnin, Ran; Takagaki, Koki; Onoda, Keiichi; Yamawaki, Shigeto

    2015-01-01

    Social anxiety is characterized by an excessive fear of being embarrassed in social interactions or social performance situations. Emotional support can help to decrease or diminish social distress. Such support may play an important role at different points of social interaction. However, it is unclear how the beneficial effects of social support are represented in the brains of socially anxious individuals. To explore this, we used the same paradigm previously used to examine the effects of emotional support on social pain caused by exclusion. Undergraduates (n = 46) showing a wide range of social anxiety scores underwent functional magnetic resonance imaging (fMRI) while participating in a Cyberball game. Participants were initially included and later excluded from the game. In the latter half of the session in which participants were excluded, they were provided with supportive messages. In line with our previous work, we found that social exclusion led to increased anterior cingulate cortex (ACC) activity, whereas emotional support led to increased left dorsolateral prefrontal cortex (DLPFC) activity. Despite validation of the paradigm, social anxiety was not associated with increased ACC activity during social exclusion, or during perceived emotional support. Instead, fear of negative evaluation as assessed by the Brief Fear of Negative Evaluation (BFNE) scale showed positive associations with left DLPFC activation while receiving emotional support, compared to while being socially excluded. The more socially anxious an individual was, the greater was the left DLPFC activity increased during receipt of messages. This suggests that highly socially anxious people still have the ability to perceive social support, but that they are nevertheless susceptible to negative evaluation by others. PMID:26000902

  11. fMRI Study of Social Anxiety during Social Ostracism with and without Emotional Support.

    PubMed

    Nishiyama, Yoshiko; Okamoto, Yasumasa; Kunisato, Yoshihiko; Okada, Go; Yoshimura, Shinpei; Kanai, Yoshihiro; Yamamura, Takanao; Yoshino, Atsuo; Jinnin, Ran; Takagaki, Koki; Onoda, Keiichi; Yamawaki, Shigeto

    2015-01-01

    Social anxiety is characterized by an excessive fear of being embarrassed in social interactions or social performance situations. Emotional support can help to decrease or diminish social distress. Such support may play an important role at different points of social interaction. However, it is unclear how the beneficial effects of social support are represented in the brains of socially anxious individuals. To explore this, we used the same paradigm previously used to examine the effects of emotional support on social pain caused by exclusion. Undergraduates (n = 46) showing a wide range of social anxiety scores underwent functional magnetic resonance imaging (fMRI) while participating in a Cyberball game. Participants were initially included and later excluded from the game. In the latter half of the session in which participants were excluded, they were provided with supportive messages. In line with our previous work, we found that social exclusion led to increased anterior cingulate cortex (ACC) activity, whereas emotional support led to increased left dorsolateral prefrontal cortex (DLPFC) activity. Despite validation of the paradigm, social anxiety was not associated with increased ACC activity during social exclusion, or during perceived emotional support. Instead, fear of negative evaluation as assessed by the Brief Fear of Negative Evaluation (BFNE) scale showed positive associations with left DLPFC activation while receiving emotional support, compared to while being socially excluded. The more socially anxious an individual was, the greater was the left DLPFC activity increased during receipt of messages. This suggests that highly socially anxious people still have the ability to perceive social support, but that they are nevertheless susceptible to negative evaluation by others.

  12. Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness

    PubMed Central

    Greenberg, Mark; Crowley, Max

    2015-01-01

    Objectives. We examined whether kindergarten teachers' ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics. Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991–2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors. Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health. Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes. PMID:26180975

  13. Context-Inappropriate Anger, Emotion Knowledge Deficits, and Negative Social Experiences in Preschool

    PubMed Central

    Locke, Robin L.; Miller, Alison L.; Seifer, Ronald; Heinze, Justin E.

    2015-01-01

    This study examined contextually-inappropriate (CI) anger in relation to emotion recognition and situation knowledge, negative social experiences, and externalizing behavior among low-income 4-year-olds attending Head Start (n=134). Approximately one-quarter of children (23%) showed anger when presented with positive/neutral slides and videos (valence-incongruent CI anger), whereas 2/5 of children (40%) showed anger when presented with negative slides and videos (valence-congruent CI anger). Valence-incongruent CI anger was associated with lower emotion situation knowledge (for boys only), more self-reported peer rejection and loneliness, and greater negative nominations by teachers and peers. Both valence-incongruent and (for boys only) valence-congruent CI anger were positively associated with externalizing behavior. Overall, valence-incongruent CI anger was more strongly associated with negative child outcomes than valence-congruent CI anger. PMID:26376288

  14. Transformation of Child Socialization in Korean Culture.

    ERIC Educational Resources Information Center

    Yi, Soon Hyung

    1993-01-01

    Examines agents of socialization, socialization skills, the influence of Confucian principles, gender socialization, and the differentiation of parental roles in traditional Korean families; and the value of children, the purpose of education, and family orientation in the modern family. (BC)

  15. Empathy for positive and negative emotions in social anxiety disorder.

    PubMed

    Morrison, Amanda S; Mateen, Maria A; Brozovich, Faith A; Zaki, Jamil; Goldin, Philippe R; Heimberg, Richard G; Gross, James J

    2016-12-01

    Social anxiety disorder (SAD) is associated with elevated negative and diminished positive affective experience. However, little is known about the way in which individuals with SAD perceive and respond emotionally to the naturally-unfolding negative and positive emotions of others, that is, cognitive empathy and affective empathy, respectively. In the present study, participants with generalized SAD (n = 32) and demographically-matched healthy controls (HCs; n = 32) completed a behavioral empathy task. Cognitive empathy was indexed by the correlation between targets' and participants' continuous ratings of targets' emotions, whereas affective empathy was indexed by the correlation between targets' and participants' continuous self-ratings of emotion. Individuals with SAD differed from HCs only in positive affective empathy: they were less able to vicariously share others' positive emotions. Mediation analyses revealed that poor emotional clarity and negative interpersonal perceptions among those with SAD might account for this finding. Future research using experimental methodology is needed to examine whether this finding represents an inability or unwillingness to share positive affect.

  16. Enhancing Social Integration of Immigrant Pupils at Risk for Social, Emotional and/or Behavioural Difficulties: The Outcomes of a Small-Scale Social-Emotional Learning Programme

    ERIC Educational Resources Information Center

    Doikou-Avlidou, Maro; Dadatsi, Katerina

    2013-01-01

    The present study aimed to explore the outcomes of a small-scale social and emotional learning (SEL) intervention programme regarding the social behaviour and the social position of pupils from culturally diverse backgrounds. Seven primary and secondary education teachers participated in the study along with the pupils attending their classes;…

  17. Differences in early parent-child conversations about negative versus positive emotions: implications for the development of psychological understanding.

    PubMed

    Lagattuta, Kristin Hansen; Wellman, Henry M

    2002-07-01

    The authors examined whether the quality and content of everyday parent-child conversations about negative emotions are the same or different from everyday talk about positive emotions. Extensive longitudinal speech samples of 6 children and their parents were analyzed for several critical features when the children were between 2 and 5 years of age. Results showed that children and parents talked about past emotions, the causes of emotions, and connections between emotions and other mental states at higher rates during conversations about negative emotions than during conversations about positive emotions. Discourse about negative emotions also included a larger emotion vocabulary, more open-ended questions, and more talk about other people. These differences appeared before the children's 3rd birthdays and remained consistent through the preschool years. The findings strengthen and clarify current understanding of young children's articulation and knowledge about people's minds, lives, and emotions.

  18. Your Child's Development: Newborn

    MedlinePlus

    ... Feeding Your 1- to 2-Year-Old Your Child's Development: Newborn KidsHealth > For Parents > Your Child's Development: Newborn Print A A A en español El ... the sole of the foot Social and Emotional Development soothed by a parent's ... When to Talk to Your Doctor Every child develops at his or her own pace, but ...

  19. Parent-Child and Triadic Antecedents of Children's Social Competence: Cultural Specificity, Shared Process

    ERIC Educational Resources Information Center

    Feldman, Ruth; Masalha, Shafiq

    2010-01-01

    Guided by theories of cultural participation, the authors examined mother-child, father-child, and triadic interactive behaviors in 141 Israeli and Palestinian couples and their firstborn child at 5 and 33 months as antecedents of children's social competence. Four parent-child measures (parent sensitivity, child social engagement, parental…

  20. Caring Classrooms/Intelligent Schools: The Social Emotional Education of Young Children. Series on Social Emotional Learning.

    ERIC Educational Resources Information Center

    Cohen, Jonathan, Ed.

    This book synthesizes current thinking about effective social and emotional education of young elementary school children. The book's chapters, by leading national experts, describe the range of programs and perspectives that can be used in elementary schools, focusing on concrete strategies and curricular-based programs that can be integrated…

  1. Going for Goals: An Evaluation of a Short, Social-Emotional Intervention for Primary School Children

    ERIC Educational Resources Information Center

    Humphrey, Neil; Kalambouka, Afroditi; Wigelsworth, Michael; Lendrum, Ann

    2010-01-01

    We report on an effectiveness trial of a short, social-emotional intervention called "Going for Goals", developed as part of the primary social and emotional aspects of learning (SEAL) programme in England. Our aim was to investigate the impact of Going for Goals on childrens' social and emotional skills, behaviour and emotional…

  2. A Preschool Pilot Study of "Connecting with Others: Lessons for Teaching Social and Emotional Competence"

    ERIC Educational Resources Information Center

    Schultz, Betsy L.; Richardson, Rita Coombs; Barber, Catherine R.; Wilcox, Daryl

    2011-01-01

    Social-emotional learning in early childhood sets the stage for students' future behaviors in schools. The current study examined the effects of a social-emotional skills curriculum on the behavior of students in an early childhood program. The children received instruction in social and emotional skills using the "Connecting with Others: Lessons…

  3. Models of Emotion Skills and Social Competence in the Head Start Classroom

    ERIC Educational Resources Information Center

    Spritz, Becky L.; Sandberg, Elisabeth Hollister; Maher, Edward; Zajdel, Ruth T.

    2010-01-01

    Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional…

  4. Evaluating Psychometric Properties of the Korean Translated Social Emotional Assessment Measure for Korean Preschool Children

    ERIC Educational Resources Information Center

    Park, Young Ah Kim

    2012-01-01

    Children's social emotional competence affects school achievement as well as later job success. Social emotional competence can be promoted when appropriate social emotional interventions are provided. To provide quality intervention, it is essential to use measures that include functional skills, promote team collaboration, and monitor changes in…

  5. The Trauma of Birth or Parenting a Child: Effect on Parents' Negative Emotion in China.

    PubMed

    Xiang, Yanhui; Chi, Xinli; Wu, Hao; Zeng, Tianyu; Chao, Xiaomei; Zhang, Peichao; Mo, Lei

    2017-04-01

    The present study assessed negative emotions associated with the traumas of infertility and child rearing (child's disability or death) and the correlates of duration of trauma. The widely used Chinese Mental Health Scale was used to assess negative emotions in 294 individuals who experienced the aforementioned traumas and 124 who did not (control group). Results showed that individuals with infertility exhibited greater anxiety, depression, and solitude than the control group; bereaved parents and had greater solitude and fear than control group; and parents of children with disabilities had greater solitude than the control group. Parents who experienced the death of a child had more fear and physiological maladjustment than parents of a child with disabilities. In addition, individuals without parenting experience had higher scores on solitude, fear, and physiological disease than those with parenting experience. After controlling for demographic variables, the duration of trauma significantly negatively predicted depression in the infertile group and for bereaved parents. The results suggest that in order to prevent psychological and physiological health problems among infertile couples, parents of a disabled child, and parents who experience the death of child, family and community-based strategies should be developed and implemented.

  6. The burden of disaster: part II. applying interventions across the child's social ecology.

    PubMed

    Pfefferbaum, Rose L; Jacobs, Anne K; Noffsinger, Mary A; Pfefferbaum, Betty; Sherrieb, Kathleen; Norris, Fran H

    2012-01-01

    This second of two articles describes the application of disaster mental health interventions within the context of the childs social ecology consisting of the Micro-, Meso-, Exo-, and Macrosystems. Microsystem interventions involving parents, siblings, and close friends include family preparedness planning andpractice, psychoeducation, role modeling, emotional support, and redirection. Mesosystem interventions provided by schools and faith-based organizations include safety and support, assessment, referral, and counseling. Exosystem interventions include those provided through community-based mental health programs, healthcare organizations, the workplace, the media, local volunteer disaster organizations, and other local organizations. Efforts to build community resilience to disasters are likely to have influence through the Exosystem. The Macrosystem - including the laws, history, cultural and subcultural characteristics, and economic and social conditions that underlie the other systems - affects the child indirectly through public policies and disaster programs and services that become available in the child's Exosystem in the aftermath of a disaster The social ecology paradigm, described more fully in a companion article (Noffsinger Pfefferbaum, Pfefferbaum, Sherrieb, & Norris,2012), emphasizes relationships among systems and can guide the development and delivery of services embedded in naturally-occurring structures in the child's environment.

  7. Topography of social touching depends on emotional bonds between humans

    PubMed Central

    Suvilehto, Juulia T.; Glerean, Enrico; Dunbar, Robin I. M.; Hari, Riitta; Nummenmaa, Lauri

    2015-01-01

    Nonhuman primates use social touch for maintenance and reinforcement of social structures, yet the role of social touch in human bonding in different reproductive, affiliative, and kinship-based relationships remains unresolved. Here we reveal quantified, relationship-specific maps of bodily regions where social touch is allowed in a large cross-cultural dataset (N = 1,368 from Finland, France, Italy, Russia, and the United Kingdom). Participants were shown front and back silhouettes of human bodies with a word denoting one member of their social network. They were asked to color, on separate trials, the bodily regions where each individual in their social network would be allowed to touch them. Across all tested cultures, the total bodily area where touching was allowed was linearly dependent (mean r2 = 0.54) on the emotional bond with the toucher, but independent of when that person was last encountered. Close acquaintances and family members were touched for more reasons than less familiar individuals. The bodily area others are allowed to touch thus represented, in a parametric fashion, the strength of the relationship-specific emotional bond. We propose that the spatial patterns of human social touch reflect an important mechanism supporting the maintenance of social bonds. PMID:26504228

  8. Formal and Informal Academic Language Socialization of a Bilingual Child

    ERIC Educational Resources Information Center

    Cho, Hyonsuk

    2016-01-01

    This ethnographic case study examines a bilingual child's academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of…

  9. Parent Imprisonment and Child Socialization Research Project. Executive Summary.

    ERIC Educational Resources Information Center

    Howard Univ., Washington, DC. Dept. of Psychology.

    This executive summary reports on an investigation of the impact of parent-absence on the socialization of black children. Four different studies were conducted by the Parent Improvement and Child Socialization Project among respondents identified through lists of inmates supplied by the D.C. Department of Corrections and by visits to penal…

  10. Child Development and Social Studies Curriculum Design: Toward a Rationale.

    ERIC Educational Resources Information Center

    Knox, Gary A.

    This paper is a working draft of a study which has examined the accumulated research on child growth and development. The draft is designed as an input paper to enable the Marin Social Studies Project to refine its rationale and criteria for a recommended K-12 social studies program of curriculum options. Identification of the capabilities of…

  11. Longitudinal Associations among Child Maltreatment, Social Functioning, and Cortisol Regulation

    ERIC Educational Resources Information Center

    Alink, Lenneke R. A.; Cicchetti, Dante; Kim, Jungmeen; Rogosch, Fred A.

    2012-01-01

    Child maltreatment increases the risk for impaired social functioning and cortisol regulation. However, the longitudinal interplay among these factors is still unclear. This study aimed to shed light on the effect of maltreatment on social functioning and cortisol regulation over time. The sample consisted of 236 children (mean age 7.64 years, SD…

  12. Emotional security in the family system and psychological distress in female survivors of child sexual abuse.

    PubMed

    Cantón-Cortés, David; Cantón, José; Cortés, María Rosario

    2016-01-01

    The Emotional Security Theory (EST) was originally developed to investigate the association between high levels of interparental conflict and child maladaptative outcome. The objective of the present study was to analyze the effects of emotional security in the family system on psychological distress among a sample of young female adult survivors of child sexual abuse (CSA). The role of emotional security was investigated through the interactive effects of a number of factors including the type of abuse, the continuity of abuse, the relationship with the perpetrator and the existence of disclosure for the abuse. Participants were 167 female survivors of CSA. Information about the abuse was obtained from a self-reported questionnaire. Emotional security was assessed with the Security in the Family System (SIFS) Scale, and the Symptom Checklist-90-Revised (SCL-90-R) was used to assess psychological distress. In the total sample, insecurity (preoccupation and disengagement) was correlated with high psychological distress scores, whereas no relationship was found between security and psychological distress. The relationship between emotional insecurity and psychological distress was stronger in cases of continued abuse and non-disclosure, while the relationship between emotional security and distress was stronger in cases of extrafamilial abuse and especially isolated or several incidents and when a disclosure had been made. No interactive effect was found between any of the three emotional variables and the type of abuse committed. The results of the current study suggest that characteristics of CSA such as relationship with the perpetrator and, especially, continuity of abuse and whether or not disclosure had been made, can affect the impact of emotional security on psychological distress of CSA survivors.

  13. Parent-child cohesion, friend companionship and left-behind children's emotional adaptation in rural China.

    PubMed

    Zhao, Jingxin; Liu, Xia; Wang, Meifang

    2015-10-01

    Using cross-sectional data from rural left-behind children aged 10-17 years in the Henan Province of China, the present study examined the roles of father-child cohesion, mother-child cohesion, and friend companionship in emotional adaptation (loneliness, depression, and life satisfaction) among children left behind by both of their rural-to-urban migrant parents compared to those with only a migrating father. The results indicated that the children with two migrating parents were disadvantaged according to their demonstration of depression but not in loneliness or life satisfaction. Both parent-child cohesion and friend companionship were directly associated with, to varying extents, the left-behind children's emotional outcomes. Moreover, friend companionship moderated the association between father-child cohesion and emotional outcomes among children with two migrating parents, but the moderating effects of friend companionship did not exist among children with only a migrating father. The implications of these findings for interventions directed at left-behind children are discussed.

  14. Child Temperament Moderates Effects of Parent-Child Mutuality on Self-Regulation: A Relationship-Based Path for Emotionally Negative Infants

    ERIC Educational Resources Information Center

    Kim, Sanghag; Kochanska, Grazyna

    2012-01-01

    This study examined infants' negative emotionality as moderating the effect of parent-child mutually responsive orientation (MRO) on children's self-regulation (n = 102). Negative emotionality was observed in anger-eliciting episodes and in interactions with parents at 7 months. MRO was coded in naturalistic interactions at 15 months.…

  15. PREMATURITY, NEONATAL HEALTH STATUS, AND LATER CHILD BEHAVIORAL/EMOTIONAL PROBLEMS: A SYSTEMATIC REVIEW.

    PubMed

    Cassiano, Rafaela G M; Gaspardo, Claudia M; Linhares, Maria Beatriz M

    2016-05-01

    Preterm birth can impact on child development. As seen previously, children born preterm present more behavioral and/or emotional problems than do full-term counterparts. In addition to gestational age, neonatal clinical status should be examined to better understand the differential impact of premature birth on later developmental outcomes. The aim of the present study was to systematically review empirical studies on the relationship between prematurity, neonatal health status, and behavioral and/or emotional problems in children. A systematic search of the PubMed, PsycINFO, Web of Science, and LILACS databases for articles published from 2009 to 2014 was performed. The inclusion criteria were empirical studies that evaluated behavioral and/or emotional problems that are related to clinical neonatal variables in children born preterm. Twenty-seven studies were reviewed. Results showed that the degree of prematurity and birth weight were associated with emotional and/or behavioral problems in children at different ages. Prematurity that was associated with neonatal clinical conditions (e.g., sepsis, bronchopulmonary dysplasia, and hemorrhage) and such treatments as corticoids and steroids increased the risk for these problems. The volume and abnormalities of specific brain structures also were associated with these outcomes. In conclusion, the neonatal health problems associated with prematurity present a negative impact on later child emotional and adapted behavior.

  16. Child Emotion Regulation and Attentional Control in Pre-Kindergarten: Associations with Parental Stress, Parenting Practices, and Parent-Child Interaction Quality

    ERIC Educational Resources Information Center

    Mathis, Erin; Bierman, Karen

    2012-01-01

    This study focuses on three aspects of parenting that have been linked theoretically and empirically with the development of child emotion regulation and attention control skills in early childhood: 1) parental stress and distress, 2) the degree of warmth and sensitivity evident in the parent-child relationship, and 3) parental support for the…

  17. Emotions promote social interaction by synchronizing brain activity across individuals

    PubMed Central

    Nummenmaa, Lauri; Glerean, Enrico; Viinikainen, Mikko; Jääskeläinen, Iiro P.; Hari, Riitta; Sams, Mikko

    2012-01-01

    Sharing others’ emotional states may facilitate understanding their intentions and actions. Here we show that networks of brain areas “tick together” in participants who are viewing similar emotional events in a movie. Participants’ brain activity was measured with functional MRI while they watched movies depicting unpleasant, neutral, and pleasant emotions. After scanning, participants watched the movies again and continuously rated their experience of pleasantness–unpleasantness (i.e., valence) and of arousal–calmness. Pearson’s correlation coefficient was used to derive multisubject voxelwise similarity measures [intersubject correlations (ISCs)] of functional MRI data. Valence and arousal time series were used to predict the moment-to-moment ISCs computed using a 17-s moving average. During movie viewing, participants' brain activity was synchronized in lower- and higher-order sensory areas and in corticolimbic emotion circuits. Negative valence was associated with increased ISC in the emotion-processing network (thalamus, ventral striatum, insula) and in the default-mode network (precuneus, temporoparietal junction, medial prefrontal cortex, posterior superior temporal sulcus). High arousal was associated with increased ISC in the somatosensory cortices and visual and dorsal attention networks comprising the visual cortex, bilateral intraparietal sulci, and frontal eye fields. Seed-voxel–based correlation analysis confirmed that these sets of regions constitute dissociable, functional networks. We propose that negative valence synchronizes individuals’ brain areas supporting emotional sensations and understanding of another’s actions, whereas high arousal directs individuals’ attention to similar features of the environment. By enhancing the synchrony of brain activity across individuals, emotions may promote social interaction and facilitate interpersonal understanding. PMID:22623534

  18. Social influence in child care centers: a test of the theory of normative social behavior.

    PubMed

    Lapinski, Maria Knight; Anderson, Jenn; Shugart, Alicia; Todd, Ewen

    2014-01-01

    Child care centers are a unique context for studying communication about the social and personal expectations about health behaviors. The theory of normative social behavior (TNSB; Rimal & Real, 2005 ) provides a framework for testing the role of social and psychological influences on handwashing behaviors among child care workers. A cross-sectional survey of child care workers in 21 centers indicates that outcome expectations and group identity increase the strength of the relationship between descriptive norms and handwashing behavior. Injunctive norms also moderate the effect of descriptive norms on handwashing behavior such that when strong injunctive norms are reported, descriptive norms are positively related to handwashing, but when weak injunctive norms are reported, descriptive norms are negatively related to handwashing. The findings suggest that communication interventions in child care centers can focus on strengthening injunctive norms in order to increase handwashing behaviors in child care centers. The findings also suggest that the theory of normative social behavior can be useful in organizational contexts.

  19. On the neural control of social emotional behavior.

    PubMed

    Roelofs, Karin; Minelli, Alessandra; Mars, Rogier B; van Peer, Jacobien; Toni, Ivan

    2009-03-01

    It is known that the orbitofrontal cortex (OFC) is crucially involved in emotion regulation. However, the specific role of the OFC in controlling the behavior evoked by these emotions, such as approach-avoidance (AA) responses, remains largely unexplored. We measured behavioral and neural responses (using fMRI) during the performance of a social task, a reaction time (RT) task where subjects approached or avoided visually presented emotional faces by pulling or pushing a joystick, respectively. RTs were longer for affect-incongruent responses (approach angry faces and avoid happy faces) as compared to affect-congruent responses (approach-happy; avoid-angry). Moreover, affect-incongruent responses recruited increased activity in the left lateral OFC. These behavioral and neural effects emerged only when the subjects responded explicitly to the emotional value of the faces (AA-task) and largely disappeared when subjects responded to an affectively irrelevant feature of the faces during a control (gender evaluation: GE) task. Most crucially, the size of the OFC-effect correlated positively with the size of the behavioral costs of approaching angry faces. These findings qualify the role of the lateral OFC in the voluntary control of social-motivational behavior, emphasizing the relevance of this region for selecting rule-driven stimulus-response associations, while overriding automatic (affect-congruent) stimulus-response mappings.

  20. The social perception of emotional abilities: expanding what we know about observer ratings of emotional intelligence.

    PubMed

    Elfenbein, Hillary Anger; Barsade, Sigal G; Eisenkraft, Noah

    2015-02-01

    We examine the social perception of emotional intelligence (EI) through the use of observer ratings. Individuals frequently judge others' emotional abilities in real-world settings, yet we know little about the properties of such ratings. This article examines the social perception of EI and expands the evidence to evaluate its reliability and cross-judge agreement, as well as its convergent, divergent, and predictive validity. Three studies use real-world colleagues as observers and data from 2,521 participants. Results indicate significant consensus across observers about targets' EI, moderate but significant self-observer agreement, and modest but relatively consistent discriminant validity across the components of EI. Observer ratings significantly predicted interdependent task performance, even after controlling for numerous factors. Notably, predictive validity was greater for observer-rated than for self-rated or ability-tested EI. We discuss the minimal associations of observer ratings with ability-tested EI, study limitations, future directions, and practical implications.

  1. Examining the Associations between Daily Caregiving Discontinuity and Children’s Social-Emotional Outcomes

    PubMed Central

    Le, Vi-Nhuan; Schaack, Diana; Setodji, Claude Messan

    2015-01-01

    Many child care centers temporarily move children and teachers in and out of their assigned classrooms throughout the day. Such practices create frequent discontinuity in children’s experiences in child care, including discontinuity in their peer and teacher relationships. This study examined the prevalence and patterns of teacher and child movement between classrooms, the characteristics of teachers and children who were more likely to move between classrooms on a daily basis, and the associations between children’s and teachers’ rate of daily movement between classrooms with children’s social-emotional outcomes. A moderate to high prevalence of child and teacher movement between classrooms was observed (29% and 83%, respectively). Children who were younger, considered solitary, and who had been enrolled in their classroom for shorter periods of time were less likely to transition between classrooms. Children’s rate of movement was a positive predictor of teachers’ perceived conflict with children in their care, and a negative predictor of teachers’ perceived closeness. In addition, the more frequently teachers moved, the less children were inclined to indicate liking their teachers or centers. However, the more frequently children moved, the more likely children were to indicate liking their peers and for their peers to indicate liking them. Results are interpreted in light of additional research avenues that can inform sensible daily teacher continuity practices. PMID:25822893

  2. Social Networking Web Sites: Teaching Appropriate Social Competence to Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Morgan, Joseph J.

    2010-01-01

    The Internet has opened a variety of different avenues for people to interact with each other. As new digital environments are developed, new sets of social skills are needed to appropriately interact. Students with emotional and behavioral disorders often have deficits in social competence and require specialized training in specific social…

  3. Anticipatory guidance for cognitive and social-emotional development: Birth to five years.

    PubMed

    Dosman, Cara; Andrews, Debbi

    2012-02-01

    The present article serves as a quick office reference for clinicians, providing anticipatory guidance about the cognitive and social-emotional development of newborns, and children up to five years of age. The present review links recommendations to specific evidence in the medical literature, citing sources of developmental standards and advice, so that these may be further explored if desired. Practising primary care providers have indicated that these are areas of child development that are not well addressed by training and other available resources. The present article includes parenting information on important clinical presentations with which clinicians may be less familiar, such as promoting attachment, prosocial behaviours, healthy sleep habits, self-discipline and problem-solving; as well as on managing behaviours that are part of normal development, such as separation anxiety, tantrums, aggression, picky eating and specific fears. Information on the development of language, literacy and socialization are also included.

  4. Pilot Study of Aurora, a Social, Mobile-Phone-Based Emotion Sharing and Recording System

    PubMed Central

    Gay, Geri; Pollak, JP; Adams, Phil; Leonard, John P

    2011-01-01

    Background: Emotion is a ubiquitous aspect of humanity that governs behavior in a number of ways and is linked inextricably with health. Pausing to evaluate one’s emotional state in the face of decisions and reflecting on past patterns of emotion have been shown to improve behaviors. Further, social expression of emotion has been shown to directly improve health outcomes. While the virtual reality research community does not ignore emotion on the whole, there does exist a need to explore what roles emotional awareness and emotion sharing can play in this domain. Methods: A mobile-phone-based social emotion recording and sharing system, Aurora, was developed to provide individuals with a means to pause and evaluate their emotional state, reflect on past emotions, share emotions with others, and participate in socially supportive activities with peers. A study was conducted with 65 subjects to evaluate Aurora as a tool to encourage emotional reflection and awareness as well as social sharing of emotion. Results: Users of Aurora reported an increased comfort in socially expressing emotion and were encouraged to share emotions, even with strangers. Subjects also reported liking reflecting on their emotional state and found it valuable. Subjects’ behavior also suggested that the system encouraged individuals to reach out to one another in acts of social support. Conclusions: The Aurora system offers a tool for encouraging emotional awareness, emotion sharing, and socially supportive behavior. Such a tool could be impactful in numerous health settings where emotion is considered to be an important indicator of or influence on outcome, such as for weight loss, alcohol cessation, or cancer sufferers. PMID:21527101

  5. Child, parent, and parent-child emotion narratives: implications for developmental psychopathology.

    PubMed

    Oppenheim, David

    2006-01-01

    Studies using narratives with children and parents offer ways to study affective meaning-making processes that are central in many theories of developmental psychopathology. This paper reviews theory regarding affective meaning making, and argues that narratives are particularly suited to examine such processes. The review of narrative studies and methods is organized into three sections according to the focus on child, parent, and parent-child narratives. Within each focus three levels of analysis are considered: (a) narrative organization and coherence, (b) narrative content, and (c) the behavior/interactions of the narrator(s). The implications of this research for developmental psychopathology and clinical work are discussed with an emphasis on parent-child jointly constructed narratives as the meeting point of individual child and parent narratives.

  6. Teaching Emotion Words Using Social Stories and Created Experiences in Group Instruction with Preschoolers Who Are Deaf or Hard of Hearing: An Exploratory Study

    ERIC Educational Resources Information Center

    Richels, Corrin; Bobzien, Jonna; Raver, Sharon A.; Schwartz, Kathryn; Hester, Peggy; Reed, Lauren

    2014-01-01

    The purpose of this study was to investigate whether specific emotion vocabulary could be taught to children with hearing impairments using child-specific social stories and demonstration tasks. The participants were three preschool-aged children who were being served in an auditory-verbal preschool classroom. An A-B single-subject design was used…

  7. The Effects of Early Social-Emotional and Relationship Experience on the Development of Young Orphanage Children: The St. Petersburg-USA Orphanage Research Team

    ERIC Educational Resources Information Center

    Monographs of the Society for Research in Child Development, 2008

    2008-01-01

    This study represents a quasi-experimental test of the role of early social-emotional experience and adult-child relationships in the development of typically developing children and those with disabilities birth to 4 years of age living in orphanages in St. Petersburg, Russian Federation. The three orphanages in the current study were selected…

  8. The Contribution of Inhibitory Control to Preschoolers' Social-Emotional Competence

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Greenberg, Mark T.; Domitrovich, Celene E.

    2009-01-01

    Social-emotional competence is a key developmental task during early childhood. This study examined concurrent relationships between maternal education and employment status, children's sex, ethnicity, age, receptive vocabulary, emotional knowledge, attention skills, inhibitory control and social-emotional competence in a sample of 146 preschool,…

  9. Gender Differences in Caregiver Emotion Socialization of Low-Income Toddlers

    ERIC Educational Resources Information Center

    Chaplin, Tara M.; Casey, James; Sinha, Rajita; Mayes, Linda C.

    2010-01-01

    Low-income children are at elevated risk for emotion-related problems; however, little research has examined gender and emotion socialization in low-income families. The authors describe the ways in which emotion socialization may differ for low-income versus middle-income families. They also present empirical data on low-income caregivers'…

  10. Narrative quality and disturbance pre- and post-emotion-focused therapy for child abuse trauma.

    PubMed

    Mundorf, Elisabeth S; Paivio, Sandra C

    2011-12-01

    This study predicted that the quality of trauma narratives written before and following emotion-focused therapy for child abuse trauma would be positively associated with psychological disturbance before and following therapy. Narratives for 37 clients were coded for emotion words, temporal orientation, incoherence, and depth of experiencing. At pretreatment, negative emotion words and experiencing were correlated with abuse resolution, r(35) = -.36, and r(35) = -.34, respectively. At posttreatment, narrative incoherence was correlated with trauma symptoms, r(35) = .33, whereas present-future orientation and experiencing were correlated with abuse resolution, r(35) = -.37, and r(35) = -.31, respectively. Pretreatment incoherence was associated with posttreatment trauma symptoms, r(35) = .42, and pretreatment depth of experiencing was associated with posttreatment abuse resolution, r(35) = -.37. Results support narrative quality as an index of trauma disturbance.

  11. Association between level of emotional intelligence and severity of anxiety in generalized social phobia.

    PubMed

    Jacobs, Madeline; Snow, Joseph; Geraci, Marilla; Vythilingam, Meena; Blair, R J R; Charney, Dennis S; Pine, Daniel S; Blair, Karina S

    2008-12-01

    Generalized social phobia (GSP) is characterized by a marked fear of most social situations. It is associated with an anomalous neural response to emotional stimuli, and individuals with the disorder frequently show interpretation bias in social situations. From this it might be suggested that GSP involves difficulty in accurately perceiving, using, understanding and managing emotions. Here we applied the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to medication-free GSP (n=28) and no pathology (n=21) individuals. Patients with GSP performed within the normal range on the measure however severity of social anxiety significantly correlated with emotional intelligence (EI). Specifically, there was a negative correlation between social anxiety severity and Experiential (basic-level emotional processing) EI. In contrast, there was no significant correlation between social anxiety severity and Strategic (higher-level conscious emotional processing) EI. These results suggest that EI may index emotional processing systems that mitigate the impact of systems causally implicated in GSP.

  12. Culture and the socialization of child cardiovascular regulation at school entry in the US.

    PubMed

    DeCaro, Jason A; Worthman, Carol M

    2008-01-01

    The measurement of cardiovascular functioning targets an important bridge between social conditions and differential well-being. Nevertheless, the biocultural, psychosocial processes that link human ecology to cardiovascular function in children remain inadequately characterized. Childrearing practices shaped by parents' cultural beliefs should moderate children's affective responses to daily experience, and hence their psychophysiology. The present study concerns interactions among family ecology, the normative social challenge of entry into kindergarten, and parasympathetic (vagal) cardiac regulation in US middle-class children (N = 30). Although parents believed children must be protected from overscheduling to reduce stress and improve socio-emotional adaptation, maternal rather than child schedules predicted parasympathetic regulation during a nonthreatening social engagement task following school entry. Children of busier married mothers, but less busy single mothers, showed the context-appropriate pattern of parasympathetic regulation, low respiratory sinus arrhythmia (RSA). These findings are expected if: maternal and family functioning, rather than the scheduling of the child's daily life, principally drive young children's cardiovascular responsiveness to a normative challenge; and busy schedules represent high family functioning with married mothers, but not under single-parent conditions wherein adult staffing is uniquely constrained. Family ecology is shaped by culture, and in turn shapes the development of children's cardiovascular responses. Appropriately fine-grained analysis of daily experience can illustrate how culturally driven parenting practices may have unintended consequences for child biological outcomes that vary by family structure.

  13. Pain and nurses' emotion work in a paediatric clinic: treatment procedures and nurse-child alignments.

    PubMed

    Rindstedt, Camilla

    2013-01-01

    In the treatment of cancer in children, treatment procedures have been reported to be one of the most feared elements, as more painful than the illness as such. This study draws on a video ethnography of routine needle procedure events, as part of fieldwork at a paediatric oncology clinic documenting everyday treatment negotiations between nurses and young children. On the basis of detailed transcriptions of verbal and nonverbal staff-child interaction, the analyses focus on ways in which pain and anxiety can be seen as phenomena that are partly contingent on nurses' emotion work. The school-age children did not display fear. In the preschool group, though, pain and fear seemed to be phenomena that were greatly reduced through nurses' emotion work. This study focuses on three preschoolers facing potentially painful treatment, showing how the nurses engaged in massive emotion work with the children, through online commentaries, interactive formats (delegation of tasks, consent sequences, collaborative 'we'-formats), as well as solidarity-oriented moves (such as praise and endearment terms). Even a young toddler would handle the distress of needle procedures, when interacting with an inventive nurse who mobilized child participation through skilful emotion work.

  14. Pubertal development of the understanding of social emotions: Implications for education.

    PubMed

    Burnett, Stephanie; Thompson, Stephanie; Bird, Geoffrey; Blakemore, Sarah-Jayne

    2011-12-01

    Recent developmental cognitive neuroscience research has supported the notion that puberty and adolescence are periods of profound socio-emotional development. The current study was designed to investigate whether the onset of puberty marks an increase in the awareness of complex, or "mixed," emotions. Eighty-three female participants (aged 9-16 years) were divided into three groups according to a self-report measure of puberty stage (early-, mid- and post-puberty). Participants were presented with emotional scenarios, and used four linear scales to rate their emotional response to each scenario. Scenarios were designed to evoke social emotions (embarrassment or guilt) or basic emotions (anger or fear), where social emotions are defined as those which require the representation of others' mental states. We measured the relative complexity or "mixedness" of emotional responses, that is, the degree to which participants reported feeling more than one emotion for a given scenario. We found that mixed emotion reporting increased between early- and post-puberty for social emotion scenarios, and showed no relationship with age, whereas there was no change in mixed emotion reporting for basic emotion scenarios across age or puberty groups. This suggests that the awareness of mixed emotions develops during the course of puberty, and that this development is specific to social emotions. Results are discussed in the context of brain development across puberty and adolescence, with speculation regarding the potential implications for education.

  15. Missouri Pre-K Social and Emotional Development Standards and Approaches to Learning, Teacher's Guide, [and] Parent Handbook: Early Social and Emotional Development and Approaches to Learning.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

    This document is comprised of four publications of the early childhood section of the Missouri Department of Elementary and Secondary Education: (1) prekindergarten standards related to social and emotional development and approaches to learning; (2) a teacher's guide to early social and emotional development and approaches to learning; (3) a…

  16. Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-Being, and Academic Achievement of Young Children?

    ERIC Educational Resources Information Center

    Ashdown, Daniela Maree; Bernard, Michael E.

    2012-01-01

    This study investigated the effect of a social and emotional learning skills curriculum, the "You Can Do It! Early Childhood Education Program" (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1…

  17. Wanting it Too Much: An Inverse Relation Between Social Motivation and Facial Emotion Recognition in Autism Spectrum Disorder

    PubMed Central

    Garman, Heather D.; Spaulding, Christine J.; Webb, Sara Jane; Mikami, Amori Yee; Morris, James P.

    2016-01-01

    This study examined social motivation and early-stage face perception as frameworks for understanding impairments in facial emotion recognition (FER) in a well-characterized sample of youth with autism spectrum disorders (ASD). Early-stage face perception (N170 event-related potential latency) was recorded while participants completed a standardized FER task, while social motivation was obtained via parent report. Participants with greater social motivation exhibited poorer FER, while those with shorter N170 latencies exhibited better FER for child angry faces stimuli. Social motivation partially mediated the relationship between a faster N170 and better FER. These effects were all robust to variations in IQ, age, and ASD severity. These findings augur against theories implicating social motivation as uniformly valuable for individuals with ASD, and augment models suggesting a close link between early-stage face perception, social motivation, and FER in this population. Broader implications for models and development of FER in ASD are discussed. PMID:26743637

  18. Wanting it Too Much: An Inverse Relation Between Social Motivation and Facial Emotion Recognition in Autism Spectrum Disorder.

    PubMed

    Garman, Heather D; Spaulding, Christine J; Webb, Sara Jane; Mikami, Amori Yee; Morris, James P; Lerner, Matthew D

    2016-12-01

    This study examined social motivation and early-stage face perception as frameworks for understanding impairments in facial emotion recognition (FER) in a well-characterized sample of youth with autism spectrum disorders (ASD). Early-stage face perception (N170 event-related potential latency) was recorded while participants completed a standardized FER task, while social motivation was obtained via parent report. Participants with greater social motivation exhibited poorer FER, while those with shorter N170 latencies exhibited better FER for child angry faces stimuli. Social motivation partially mediated the relationship between a faster N170 and better FER. These effects were all robust to variations in IQ, age, and ASD severity. These findings augur against theories implicating social motivation as uniformly valuable for individuals with ASD, and augment models suggesting a close link between early-stage face perception, social motivation, and FER in this population. Broader implications for models and development of FER in ASD are discussed.

  19. Playtherapy Gives Evidence of Curative Power of Mother-Child Holding as Treatment for Autistic and Emotionally Disturbed Children.

    ERIC Educational Resources Information Center

    Stades-Veth, Jo

    The paper offers a play therapist's evidence for the curative power of intensive mother-child holding of children with emotional problems resulting from separation from the parent and emotional disturbances including autism. Dramatic improvements were observed in the play behaviors of autistic children after enforced cuddling--and these were…

  20. The Factor Structure of the BASC-2 Behavioral and Emotional Screening System Teacher Form, Child/Adolescent

    ERIC Educational Resources Information Center

    Dever, Bridget V.; Mays, Kristen L.; Kamphaus, Randy W.; Dowdy, Erin

    2012-01-01

    The BASC-2 Behavioral and Emotional Screening System Teacher, Child/Adolescent Form (BESS Teacher Form C/A; Kamphaus & Reynolds, 2007) is a brief teacher-report rating scale designed to identify students who are at-risk for behavioral and emotional problems. The aim of this study was to describe the latent dimensions that underlie the…

  1. Emotion dysregulation as a mechanism linking child maltreatment exposure and self-harm behaviors in adolescents.

    PubMed

    Peh, Chao Xu; Shahwan, Shazana; Fauziana, Restria; Mahesh, Mithila V; Sambasivam, Rajeswari; Zhang, YunJue; Ong, Say How; Chong, Siow Ann; Subramaniam, Mythily

    2017-03-31

    Although child maltreatment exposure is a recognized risk factor for self-harm, mechanisms underlying this relationship remain unclear. Self-harm may function as a compensatory strategy to regulate distressing emotions. This cross-sectional study examines if emotion dysregulation mediates between the severity of maltreatment exposure and self-harm, adjusting for demographic variables and depressive symptoms. Participants were 108 adolescent patients recruited from a psychiatric hospital in Singapore (mean age 17.0 years, SD=1.65; 59.3% female). Study measures included the Childhood Trauma Questionnaire (CTQ-SF), Functional Assessment of Self-Mutilation (FASM), Difficulties in Emotion Regulation Scale (DERS), and the Patient Health Questionnaire (PHQ-8). Path analysis was conducted to examine the direct and indirect effects of maltreatment exposure on self-harm via emotion dysregulation, controlling for demographic variables and depressive symptoms. Indirect effects were tested using bootstrapped confidence intervals (CI). Results showed that self-harm was highly prevalent in our sample (75.9%). Emotion dysregulation and depressive symptoms were found to be associated with higher self-harm frequency. In addition, results from path analysis showed that the association between the severity of maltreatment exposure and self-harm frequency was significantly mediated by emotion dysregulation B=0.07, p<0.05, 95% CI [0.02, 0.16]. Thus, emotion dysregulation may be a proximal mechanism linking maltreatment exposure and adolescent self-harm. Notably, self-harm may represent maladaptive attempts to manage emotion dysregulation that may have resulted from maltreatment. Findings from the study have implications for the prevention and treatment of self-harm in maltreated youth.

  2. The Social, Behavioral, and Emotional Correlates of Bullying and Victimization in a School-Based Sample.

    PubMed

    Golmaryami, Farrah N; Frick, Paul J; Hemphill, Sheryl A; Kahn, Rachel E; Crapanzano, Annie M; Terranova, Andrew M

    2016-02-01

    Bullying is a prevalent problem in schools that is associated with a number of negative outcomes for both the child who bullies and his or her victims. In a community sample of 284 ethnically diverse school-children (54.2 % girls) between the ages of 9 and 14 years (M = 11.28, SD = 1.82), the current study examined whether the level of victimization moderated the association between bullying and several behavioral, social, and emotional characteristics. These characteristics were specifically chosen to integrate research on distinct developmental pathways to conduct problems with research on the characteristics shown by children who bully others. Results indicated that both bullying and victimization were independently associated with conduct problems. However, there was an interaction between bullying and victimization in the prediction of callous-unemotional (CU) traits, such that the association between bullying and CU traits was stronger for those lower on victimization. Further, bullying was positively associated with positive attitudes towards bullying and anger expression and neither of these associations were moderated by the level of victimization. In contrast, bullying was not associated with the child's perceived problems regulating anger, suggesting that children with higher levels of bullying admit to expressing anger but consider this emotional expression as being under their control.

  3. Community characteristics, social service allocation, and child maltreatment reporting.

    PubMed

    Ben-Arieh, Asher

    2015-03-01

    This study expands research on the relationship between community (defined here as a locality) characteristics and child maltreatment. Research in this field is not new, but it is scarce. Our study is unique by examining changes between two periods rather than focusing on one point in time. Furthermore, our study examines structural conditions in small and medium size localities in Israel, a non-Western and non-Christian society. We compare our results with those from studies on inner-city and suburban neighborhoods in Western countries and earlier studies in Israel. We collected data on 169 Israeli localities, ranging from small ones (with as few as 1,500 residents) to medium size localities (i.e., towns) (with as many as 50,000 residents) in which approximately 34% of the Israeli child population resides. Our study tested four hypotheses: (1) Socioeconomic characteristics of the locality will be negatively correlated with the availability of social services; (2) Reported child maltreatment rates will be negatively correlated with the socioeconomic characteristics of the locality; (3) The availability of social services will be positively correlated with reported child maltreatment rates; and (4) Overall reported child maltreatment rates will be negatively correlated with the overall status of the localities. We have supported our second and third hypothesis in full, and partially supported our first and fourth hypothesis. In particular we have demonstrated that while demographics play a different role in Israel than in other countries in regard to child maltreatment, social, economic and cultural context are crucial for understating reported rates of child maltreatment.

  4. Children’s Negative Emotions and Ego-Resiliency: Longitudinal Relations With Social Competence

    PubMed Central

    Taylor, Zoe E.; Eisenberg, Nancy; VanSchyndel, Sarah K.; Eggum-Wilkens, Natalie D.; Spinrad, Tracy L.

    2015-01-01

    We examined the relations of negative emotions in toddlerhood to the development of ego-resiliency and social competence across early childhood. Specifically, we addressed whether fear and anger/frustration in 30-month-old children (N = 213) was associated with the development of ego-resiliency across 4 time points (42 to 84 months), and, in turn, whether ego-resiliency predicted social competence at 84 months. Child anger/frustration negatively predicted the intercept of ego-resiliency at 42 months (controlling for prior ego-resiliency at 18 months) as well as the slope. Fear did not significantly predict either the intercept or slope of ego-resiliency in the structural model, although it was positively correlated with anger/frustration and was negatively related to ego-resiliency in zero-order correlations. The slope of ego-resiliency was positively related to children’s social competence at 84 months; however, the intercept of ego-resiliency (set at 42 months) was not a significant predictor of later social competence. Furthermore, the slope of ego-resiliency mediated the relations between anger/frustration and children’s later social competence. The results suggest that individual differences in anger/frustration might contribute to the development of ego-resiliency, which, in turn, is associated with children’s social competence. PMID:24364850

  5. Children's negative emotions and ego-resiliency: longitudinal relations with social competence.

    PubMed

    Taylor, Zoe E; Eisenberg, Nancy; VanSchyndel, Sarah K; Eggum-Wilkens, Natalie D; Spinrad, Tracy L

    2014-04-01

    We examined the relations of negative emotions in toddlerhood to the development of ego-resiliency and social competence across early childhood. Specifically, we addressed whether fear and anger/frustration in 30-month-old children (N = 213) was associated with the development of ego-resiliency across 4 time points (42 to 84 months), and, in turn, whether ego-resiliency predicted social competence at 84 months. Child anger/frustration negatively predicted the intercept of ego-resiliency at 42 months (controlling for prior ego-resiliency at 18 months) as well as the slope. Fear did not significantly predict either the intercept or slope of ego-resiliency in the structural model, although it was positively correlated with anger/frustration and was negatively related to ego-resiliency in zero-order correlations. The slope of ego-resiliency was positively related to children's social competence at 84 months; however, the intercept of ego-resiliency (set at 42 months) was not a significant predictor of later social competence. Furthermore, the slope of ego-resiliency mediated the relations between anger/frustration and children's later social competence. The results suggest that individual differences in anger/frustration might contribute to the development of ego-resiliency, which, in turn, is associated with children's social competence.

  6. Symbols Build Communication and Thought: The Role of Gestures and Words in the Development of Engagement Skills and Social-Emotional Concepts during Toddlerhood.

    PubMed

    Vallotton, Claire D; Ayoub, Catherine C

    2010-08-01

    Social skills and symbol skills are positively associated in middle childhood, but the relation between these domains is less clear in newly verbal toddlers. Vygotsky (1934/1986) proposed that symbols are both tools for interaction and mental tools for thought. Do symbols help even very young children build skills for interacting with and conceptualizing the social world? Longitudinal data from 108 children and mothers were collected when children were 14, 24, and 36 months. Children's gestures and words during mother-child interactions were used as symbol skill indicators to predict children's abilities to engage others and the number of social-emotional concepts children portray during play. In a series of growth models, words had a stronger effect on engagement skills while early gesture use predicted later development of social-emotional concepts. Therefore, even in early development, symbols serve as both communication tools and mental tools to construct understanding of the social-emotional world.

  7. Making a Quality Child Care Choice: Finding and Keeping Quality Child Care Can Be Challenging. Where Do You Start? = Choisir des services de garde de qualite: Trouver et garder des services de garde de qualite peut etre difficile. Du commencer?

    ERIC Educational Resources Information Center

    Canadian Child Care Federation, Ottawa (Ontario).

    This booklet offers Canadian parents guidance on finding high-quality child care. The booklet begins by defining quality child care, indicating that child care should support a child's emotional, social, intellectual well-being and that child caregivers are the key to quality child care. The characteristics of quality child care settings are also…

  8. Maternal Postnatal Depression and Anxiety and Their Association with Child Emotional Negativity and Behavior Problems at Two Years

    ERIC Educational Resources Information Center

    Prenoveau, Jason M.; Craske, Michelle G.; West, Valerie; Giannakakis, Andreas; Zioga, Maria; Lehtonen, Annukka; Davies, Beverley; Netsi, Elena; Cardy, Jessica; Cooper, Peter; Murray, Lynne; Stein, Alan

    2017-01-01

    Postnatal maternal depression is associated with poorer child emotional and behavioral functioning, but it is unclear whether this occurs following brief episodes or only with persistent depression. Little research has examined the relation between postnatal anxiety and child outcomes. The present study examined the role of postnatal major…

  9. Temperament and Teacher-Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support

    ERIC Educational Resources Information Center

    Rudasill, Kathleen Moritz; Hawley, Leslie; Molfese, Victoria J.; Tu, Xiaoqing; Prokasky, Amanda; Sirota, Kate

    2016-01-01

    Research Findings: This study is an examination of (a) links between preschool children's temperament (effortful control, shyness, and anger) and teacher-child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher-child conflict. Children (N = 104) were enrolled in 23…

  10. Maternal and Child Contributions to Cortisol Response to Emotional Arousal in Young Children from Low-Income, Rural Communities

    ERIC Educational Resources Information Center

    Blair, Clancy; Granger, Douglas A.; Kivlighan, Katie T.; Mills-Koonce, Roger; Willoughby, Michael; Greenberg, Mark T.; Hibel, Leah C.; Fortunato, Christine K.

    2008-01-01

    Relations of maternal and child characteristics to child cortisol reactivity to and recovery from emotional arousal were examined prospectively at approximately 7 months of age (infancy) and then again at approximately 15 months of age (toddlerhood). The sample was diverse and population based (N = 1,292 mother-infant dyads) and included families…

  11. Child Development Associate. Social Science: Children in the Cosmos.

    ERIC Educational Resources Information Center

    Oscar Rose Junior Coll., Midwest City, OK.

    This Child Development Associate (CDA) training module, one of a series of 18, is designed to help the CDA intern provide learning experiences in the social sciences for young children. The module stipulates competency-based objectives and provides essential information, suggestions, examples and learning activities on three topics related to the…

  12. Irony comprehension: social conceptual knowledge and emotional response.

    PubMed

    Akimoto, Yoritaka; Sugiura, Motoaki; Yomogida, Yukihito; Miyauchi, Carlos Makoto; Miyazawa, Shiho; Kawashima, Ryuta

    2014-04-01

    Verbal irony conveys various emotional messages, from criticism to humor, that differ from the meaning of the actual words. To understand irony, we need conceptual knowledge of irony in addition to an understanding of context. We investigated the neural mechanism of irony comprehension, focusing on two overlooked issues: conceptual knowledge and emotional response. We studied 35 healthy subjects who underwent functional MRI. During the scan, the subject examined first-person-view stories describing verbal interactions, some of which included irony directed toward the subject. After MRI, the subject viewed the stories again and rated the degree of irony, humor, and negative emotion evoked by the statements. We identified several key findings about irony comprehension: (1) the right anterior superior temporal gyrus may be responsible for representing social conceptual knowledge of irony, (2) activation in the medial prefrontal cortex and the right anterior inferior temporal gyrus might underlie the understanding of context, (3) modulation of activity in the right amygdala, hippocampus, and parahippocampal gyrus is associated with the degree of irony perceived, and (4) modulation of activity in the right dorsolateral prefrontal cortex varies with the degree of humor perceived. Our results clarified the differential contributions of the neural loci of irony comprehension, enriching our understanding of pragmatic language communication from a social behavior point of view.

  13. Relations between Political Violence and Child Adjustment: A Four-Wave Test of the Role of Emotional Insecurity about Community

    ERIC Educational Resources Information Center

    Cummings, E. Mark; Taylor, Laura K.; Merrilees, Christine E.; Goeke-Morey, Marcie C.; Shirlow, Peter; Cairns, Ed

    2013-01-01

    This study further explored the impact of sectarian violence and children's emotional insecurity about community on child maladjustment using a 4-wave longitudinal design. The study included 999 mother-child dyads in Belfast, Northern Ireland (482 boys, 517 girls). Across the 4 waves, child mean age was 12.19 (SD = 1.82), 13.24 (SD = 1.83), 13.61…

  14. Reliability of the Emotion-Related Parenting Styles Scale across Gender and Parent Status Groups

    ERIC Educational Resources Information Center

    Dunstan, Debra A.; Anderson, Donnah L.; Marks, Anthony D. G.

    2015-01-01

    Research Findings: Emotional and social competence are critical to a child's current and future well-being. A. D. Paterson et al. (2012) studied a sample of mothers and proposed that an adult's approach to the socialization of a child's emotions can be summarized in his or her parenting style as measured by the Emotion-Related Parenting Styles…

  15. Does Emotional Intelligence Depend on Gender? The Socialization of Emotional Competencies in Men and Women and Its Implications

    ERIC Educational Resources Information Center

    Sanchez-Nunez, M. Trinidad; Fernandez-Berrocal, Pablo; Montanes, Juan; Latorre, Jose Miguel

    2008-01-01

    This article attempts to justify gender differences found for the main factors that comprise emotional intelligence from the standpoint of the Mayer and Salovey Skill Model (1997). In order to do so, we carry out a review of the different emotional socialization patterns used by parents on the basis of their children's gender and look into their…

  16. The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers' Social and Emotional Interactions

    ERIC Educational Resources Information Center

    Johnson, Stacy R.; Finlon, Kristy J.; Izard, Carroll E.

    2016-01-01

    Research Findings: This article describes the development and evaluation of the Behavior and Emotion Expression Observation System (BEEOS), a direct observation tool to characterize preschoolers' social and emotion behaviors during semistructured activities in the classroom. The BEEOS was used to observe 148 Head Start preschoolers, and…

  17. Child Abuse

    MedlinePlus

    ... or puts a child at risk of harm. Child abuse can be physical, sexual or emotional. Neglect, or not providing for a child's needs, is also a form of abuse. Most abused children suffer greater emotional than physical ...

  18. Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence.

    PubMed

    Brackett, Marc A; Rivers, Susan E; Shiffman, Sara; Lerner, Nicole; Salovey, Peter

    2006-10-01

    Three studies used J. D. Mayer and P. Salovey's (1997) theory of emotional intelligence (EI) as a framework to examine the role of emotional abilities (assessed with both self-report and performance measures) in social functioning. Self-ratings were assessed in ways that mapped onto the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a validated performance measure of EI. In Study 1, self-ratings and MSCEIT scores were not strongly correlated. In Study 2, men's MSCEIT scores, but not self-ratings, correlated with perceived social competence after personality measures were held constant. In Study 3, only the MSCEIT predicted real-time social competence, again, just for men. Implications for analyzing how emotional abilities contribute to social behavior are discussed, as is the importance of incorporating gender into theoretical frameworks and study designs.

  19. 20 CFR 229.56 - Reduction for child's social security benefit.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 20 Employees' Benefits 1 2011-04-01 2011-04-01 false Reduction for child's social security benefit... RETIREMENT ACT SOCIAL SECURITY OVERALL MINIMUM GUARANTEE Computation of the Overall Minimum Rate § 229.56 Reduction for child's social security benefit. A child's benefit under the overall minimum, after...

  20. 20 CFR 229.56 - Reduction for child's social security benefit.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Reduction for child's social security benefit... RETIREMENT ACT SOCIAL SECURITY OVERALL MINIMUM GUARANTEE Computation of the Overall Minimum Rate § 229.56 Reduction for child's social security benefit. A child's benefit under the overall minimum, after...

  1. 20 CFR 229.56 - Reduction for child's social security benefit.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 20 Employees' Benefits 1 2014-04-01 2012-04-01 true Reduction for child's social security benefit... RETIREMENT ACT SOCIAL SECURITY OVERALL MINIMUM GUARANTEE Computation of the Overall Minimum Rate § 229.56 Reduction for child's social security benefit. A child's benefit under the overall minimum, after...

  2. 20 CFR 229.56 - Reduction for child's social security benefit.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 20 Employees' Benefits 1 2012-04-01 2012-04-01 false Reduction for child's social security benefit... RETIREMENT ACT SOCIAL SECURITY OVERALL MINIMUM GUARANTEE Computation of the Overall Minimum Rate § 229.56 Reduction for child's social security benefit. A child's benefit under the overall minimum, after...

  3. 20 CFR 229.56 - Reduction for child's social security benefit.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 20 Employees' Benefits 1 2013-04-01 2012-04-01 true Reduction for child's social security benefit... RETIREMENT ACT SOCIAL SECURITY OVERALL MINIMUM GUARANTEE Computation of the Overall Minimum Rate § 229.56 Reduction for child's social security benefit. A child's benefit under the overall minimum, after...

  4. SOCIAL CLASS AND CHILD-REARING PRACTICES.

    ERIC Educational Resources Information Center

    CHESS, STELLA; AND OTHERS

    THE BEHAVIORAL NORMS OF LOWER CLASS DISADVANTAGED CHILDREN ARE DIFFERENT FROM CHILDREN IN MORE MIDDLE CLASS GROUPS. THE BEHAVIOR OF LOWER CLASS CHILDREN IS INFLUENCED NOT ONLY BY GENERAL SOCIAL CLASS AND CULTURAL BACKGROUND BUT ALSO BY SUCH SPECIFIC INTRACLASS VARIABLES AS FAMILY ENVIRONMENT. THE PRESENT ABSENCE IN THE LITERATURE AND IN PRACTICE…

  5. Creativity and the Child's Social Development.

    ERIC Educational Resources Information Center

    Nabors, Martha L.; Edwards, Linda C.

    1994-01-01

    Presents three teacher-preschooler scenarios illustrating teacher actions that hinder creativity and social development. Discusses the connection between psychosocial and creative development in light of Erik Erikson's eight stages of psychosocial development. Suggests that teachers need to be flexible, consider children's feelings, foster…

  6. Relations between political violence and child adjustment: a four-wave test of the role of emotional insecurity about community.

    PubMed

    Cummings, E Mark; Taylor, Laura K; Merrilees, Christine E; Goeke-Morey, Marcie C; Shirlow, Peter; Cairns, Ed

    2013-12-01

    This study further explored the impact of sectarian violence and children's emotional insecurity about community on child maladjustment using a 4-wave longitudinal design. The study included 999 mother-child dyads in Belfast, Northern Ireland (482 boys, 517 girls). Across the 4 waves, child mean age was 12.19 (SD = 1.82), 13.24 (SD = 1.83), 13.61 (SD = 1.99), and 14.66 years (SD = 1.96), respectively. Building on previous studies of the role of emotional insecurity in child adjustment, the current study examines within-person change in emotional insecurity using latent growth curve analyses. The results showed that children's trajectories of emotional insecurity about community were related to risk for developing conduct and emotion problems. These findings controlled for earlier adjustment problems, age, and gender, and took into account the time-varying nature of experience with sectarian violence. Discussion considers the implications for children's emotional insecurity about community for relations between political violence and children's adjustment, including the significance of trajectories of emotional insecurity over time.

  7. Relations between Political Violence and Child Adjustment: A Four-Wave Test of the Role of Emotional Insecurity about Community

    PubMed Central

    Cummings, E. Mark; Taylor, Laura K.; Merrilees, Christine E.; Goeke-Morey, Marcie C.; Shirlow, Peter; Cairns, Ed

    2015-01-01

    This study further explored the impact of sectarian violence and children’s emotional insecurity about community on child maladjustment using a four-wave longitudinal design. The study included 999 mother-child dyads in Belfast, Northern Ireland (482 boys, 517 girls). Across the four-waves, child mean age was 12.19 (SD = 1.82), 13.24 (SD = 1.83), 13.61 (SD = 1.99), and 14.66 years (SD = 1.96), respectively. Building on previous studies of the role of emotional insecurity in child adjustment, the current study examines within-person change in emotional insecurity using latent growth curve analyses. The results showed that children’s trajectories of emotional insecurity about community were related to risk for developing conduct and emotion problems. These findings controlled for earlier adjustment problems, age and gender, and took into account the time-varying nature of experience with sectarian violence. Discussion considers the implications for children’s emotional insecurity about community for relations between political violence and children’s adjustment, including the significance of trajectories of emotional insecurity over time. PMID:23527495

  8. 'Ecstasy' as a social drug: MDMA preferentially affects responses to emotional stimuli with social content.

    PubMed

    Wardle, Margaret C; Kirkpatrick, Matthew G; de Wit, Harriet

    2014-08-01

    3,4-Methylenedioxymethamphetamine (MDMA, 'ecstasy') is used recreationally to improve mood and sociability, and has generated clinical interest as a possible adjunct to psychotherapy. One way that MDMA may produce positive 'prosocial' effects is by changing responses to emotional stimuli, especially stimuli with social content. Here, we examined for the first time how MDMA affects subjective responses to positive, negative and neutral emotional pictures with and without social content. We hypothesized that MDMA would dose-dependently increase reactivity to positive emotional stimuli and dampen reactivity to negative stimuli, and that these effects would be most pronounced for pictures with people in them. The data were obtained from two studies using similar designs with healthy occasional MDMA users (total N = 101). During each session, participants received MDMA (0, 0.75 and 1.5 mg/kg oral), and then rated their positive and negative responses to standardized positive, negative and neutral pictures with and without social content. MDMA increased positive ratings of positive social pictures, but reduced positive ratings of non-social positive pictures. We speculate this 'socially selective' effect contributes to the prosocial effects of MDMA by increasing the comparative value of social contact and closeness with others. This effect may also contribute to its attractiveness to recreational users.

  9. Emotion beliefs and cognitive behavioural therapy for social anxiety disorder.

    PubMed

    De Castella, Krista; Goldin, Philippe; Jazaieri, Hooria; Heimberg, Richard G; Dweck, Carol S; Gross, James J

    2015-01-01

    Despite strong support for the efficacy of cognitive behavioural therapy (CBT) for social anxiety disorder (SAD), little is known about mechanisms of change in treatment. Within the context of a randomized controlled trial of CBT, this study examined patients' beliefs about the fixed versus malleable nature of anxiety-their 'implicit theories'-as a key variable in CBT for SAD. Compared to waitlist (n = 29; 58% female), CBT (n = 24; 52% female) led to significantly lower levels of fixed beliefs about anxiety (Mbaseline = 11.70 vs. MPost = 7.08, d = 1.27). These implicit beliefs indirectly explained CBT-related changes in social anxiety symptoms (κ(2) = .28, [95% CI = 0.12, 0.46]). Implicit beliefs also uniquely predicted treatment outcomes when controlling for baseline social anxiety and other kinds of maladaptive beliefs (perceived social costs, perceived social self-efficacy, and maladaptive interpersonal beliefs). Finally, implicit beliefs continued to predict social anxiety symptoms at 12 months post-treatment. These findings suggest that changes in patients' beliefs about their emotions may play an important role in CBT for SAD.

  10. The Social and Emotional Development of Gifted Children: What Do We Know?

    ERIC Educational Resources Information Center

    Neihart, Maureen, Ed.; Reis, Sally M., Ed.; Robinson, Nancy M., Ed.; Moon, Sidney M., Ed.

    This text on the social and emotional development of gifted children includes the following 24 papers: (1) "Effects of Acceleration on Gifted Learners" (Karen Rogers); (2) "Peer Pressures and Social Acceptance of Gifted Students" (Sylvia Rimm); (3) "Social and Emotional Issues for Exceptional Intellectually Gifted Students" (Miraca Gross); (4)…

  11. Teacher and Observer Ratings of Young African American Children's Social and Emotional Competence

    ERIC Educational Resources Information Center

    Humphries, Marisha L.; Keenan, Kate; Wakschlag, Lauren S.

    2012-01-01

    Children's social and emotional competence abilities have been linked to successful social interactions and academic performance. This study examined the teacher and observer ratings of social and emotional competence for 89 young (3- to 5-year-old), African American children from economically stressed urban environments. There was a specific…

  12. The Importance of Emotional and Social Isolation to Loneliness among Very Old Rural Adults.

    ERIC Educational Resources Information Center

    Dugan, Elizabeth; Kivett, Vira R.

    1994-01-01

    Examined relative importance of emotional and social isolation to loneliness among very old rural adults (n=119). Found that emotional isolation, specifically loss of spouse, accounted for more loneliness than did social isolation. Hearing acuity and visits with siblings (social isolation variables) also were significant predictors of loneliness.…

  13. Social Security Child Protection Act of 2011

    THOMAS, 112th Congress

    Rep. Marchant, Kenny [R-TX-24

    2011-09-22

    09/28/2011 Referred for a period ending not later than September 28, 2011, (or for a later time if the Chairman so designates) to the Subcommittee on Social Security, in each case for consideration of such provisions as fall within the jurisdiction of the subcommittee concerned. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  14. Emotion regulation in bereavement: searching for and finding emotional support in social network sites

    NASA Astrophysics Data System (ADS)

    Döveling, Katrin

    2015-04-01

    In an age of rising impact of online communication in social network sites (SNS), emotional interaction is neither limited nor restricted by time or space. Bereavement extends to the anonymity of cyberspace. What role does virtual interaction play in SNS in dealing with the basic human emotion of grief caused by the loss of a beloved person? The analysis laid out in this article provides answers in light of an interdisciplinary perspective on online bereavement. Relevant lines of research are scrutinized. After laying out the theoretical spectrum for the study, hypotheses based on a prior in-depth qualitative content analysis of 179 postings in three different German online bereavement platforms are proposed and scrutinized in a quantitative content analysis (2127 postings from 318 users). Emotion regulation patterns in SNS and similarities as well as differences in online bereavement of children, adolescents and adults are revealed. Large-scale quantitative findings into central motives, patterns, and restorative effects of online shared bereavement in regulating distress, fostering personal empowerment, and engendering meaning are presented. The article closes with implications for further analysis in memorialization practices.

  15. The indirect effects of maternal emotion socialization on friendship quality in middle childhood.

    PubMed

    Blair, Bethany L; Perry, Nicole B; O'Brien, Marion; Calkins, Susan D; Keane, Susan P; Shanahan, Lilly

    2014-02-01

    Emotion development processes have long been linked to social competence in early childhood but rarely have these associations been examined in middle childhood or with relational outcomes. Guided by theories of interpersonal relationships and emotion socialization, the current study was designed to fill these gaps by examining a longitudinal process model indirectly linking emotion development to friendship quality. Data were drawn from 336 children (179 girls, 65% White), their mothers, and their teachers across 3 time points spanning the ages of 5-10 years. A path analysis model was utilized to examine the way in which maternal emotion socialization indirectly affects children's friendship quality. Results supported the hypothesized model in which maternal emotion socialization strategies used when children were age 5 were associated with changes in friendship quality from ages 7 to 10 via changes in children's emotion regulation. Findings highlight the importance of emotional processes for relational outcomes in middle childhood.

  16. Social competence at 2 years following child traumatic brain injury.

    PubMed

    Anderson, Vicki; Beauchamp, Miriam Helen; Yeates, Keith Owen; Crossley, Louise; Ryan, Nicholas Peter; Hearps, Stephen J C; Catroppa, Cathy

    2017-02-08

    Children with traumatic brain injury (TBI) are at risk of social impairment, but research is yet to document the trajectory of these skills post-injury and factors that may predict social problems. The study addressed these gaps in knowledge, reporting on findings from a prospective, longitudinal follow-up study which investigated social outcomes post injury and explored factors contributing to these outcomes at 2 years post-injury. The sample included 113 children, 74 with TBI and 39 typically developing (TD) controls. TBI participants were recruited on presentation to hospital. Parents rated pre-injury function at that time and all children underwent magnetic resonance imaging (MRI) scan. Participants were followed up at 2 years post-injury. Outcomes were social adjustment, social participation, social relationships, and social cognition. Predictors of social outcomes examined included brain lesion characteristics, child cognition (6 months post-TBI) and behavior and environmental factors (pre-injury and 2 years). Reduced social adjustment (p=.011) and social participation (p<.001) were evident in children with TBI compared to TD controls. Poor social adjustment was predicted by externalizing behaviour problems and younger age at injury. Reduced social participation was linked to internalizing behavior problems. Greater lesion volume, lower socioeconomic status and family burden contributed to poorer social relationships, while age at injury predicted social cognition. Within the TBI group, 23% of children exhibited social impairment: younger age at injury, greater pre-injury and current behavior problems and family dysfunction, poorer IQ, processing speed, and empathy were linked to impairment. Further follow-up is required to track social recovery and the influences of cognition, brain, and environment over time.

  17. Fostering Social and Emotional Skills for Well-Being and Social Progress

    ERIC Educational Resources Information Center

    Miyamoto, Koji; Huerta, Maria C.; Kubacka, Katarzyna

    2015-01-01

    Children need a balanced set of cognitive, social and emotional capabilities to adapt to today's demanding, changing and unpredictable world. OECD countries and partner economies recognise the importance on the holistic development of individuals. However, there are big gaps between stakeholders' knowledge, expectations and practices on how to…

  18. Anticipating Adolescence: How To Cope with Your Child's Emotional Upheaval and Forge a New Relationship Together.

    ERIC Educational Resources Information Center

    Gabriel, H. Paul; Wool, Robert

    Noting that with informed understanding, parents can prepare for and cope with their adolescents' profound internal turmoil, this book provides parents with a clear view of what to expect during their child's adolescence: the major biological and psychological developments of adolescence; the most significant social, sexual, and cultural…

  19. Emotion Dysregulation and Anxiety in Adults with ASD: Does Social Motivation Play a Role?

    PubMed

    Swain, Deanna; Scarpa, Angela; White, Susan; Laugeson, Elizabeth

    2015-12-01

    Young adults with ASD and no intellectual impairment are more likely to exhibit clinical levels of anxiety than typically developing peers (DSM-5, American Psychiatric Association, 2013). This study tests a mechanistic model in which anxiety culminates via emotion dysregulation and social motivation. Adults with ASD (49 males, 20 females) completed self-report measures on emotion regulation, caregivers completed measures on ASD severity and both on social anxiety. Results indicated that emotion dysregulation (p < .001; p < .05) and social motivation (p < .05, p < .001) significantly predicted social anxiety as reported by caregivers and young adults respectively. However, social motivation did not appear to play a moderating role in the relationship between emotion regulation and anxiety, even when controlling for social awareness. Significant predictor variables of social anxiety varied based on reporter (i.e. caregiver versus young adult), with difficulty engaging in goal-directed behaviors during negative emotions serving as the only shared predictor.

  20. Child obesity associated with social disadvantage of children's neighborhoods.

    PubMed

    Grow, H Mollie Greves; Cook, Andrea J; Arterburn, David E; Saelens, Brian E; Drewnowski, Adam; Lozano, Paula

    2010-08-01

    Evidence suggests variability in adult obesity risk at a small-scale geographic area is associated with differences in neighborhood socioeconomic status (SES). However, the extent to which geographic variability in child obesity is associated with neighborhood SES is unknown. The objective of this paper was to estimate risk of child obesity associated with multiple census tract SES measures and race within a large urban U.S. county. Height, weight, age, sex, medical insurance type and census tract residence were obtained for 6-18 year old children (n=8616) who received medical care at a health plan in King County, Washington, in 2006. Spatial analyses examined the individual risk of obesity (BMI > or = 95th percentile) with 2000 US census tract measures of median household income, home ownership, adult female education level, single parent households, and race as predictors. Conditional autoregressive regression models that incorporated adjacent census tracts (spatial autocorrelation) were applied to each census tract variable, adjusting for individual variables. We found that in adjusted spatial models, child obesity risk was significantly associated with each census tract variable in the expected direction: lower household income, lower home ownership, and for each 10% increase in less educated women, and single parent households, as well as non-white residents. In a spatial model including all variables, the SES/race variables explained approximately 24% of geographic variability in child obesity. Results indicated that living in census tracts with social disadvantage defined by multiple different measures was associated with child obesity among insured children in a large U.S. urban county. These results contribute new information on relationships between broader social and economic context and child obesity risk using robust spatial analyses.