Why do depressed individuals have difficulties in their parenting role?

2013 ◽  
Vol 44 (7) ◽  
pp. 1345-1347 ◽  
Author(s):  
L. Psychogiou ◽  
E. Parry
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Negative Affect ◽  
Intergenerational Transmission ◽  
Causal Processes ◽  
Parent Child Interactions ◽  
Negative Effect ◽  
Parenting Role ◽  
Effective Treatments ◽  
Parent Child

Although existing research has shown that depression in parents has a negative effect on parent–child interactions, the mechanisms underpinning impaired parenting are still unknown. In this editorial, we review core difficulties that have been noted in depressed individuals including reduced positive and increased negative affect, poor emotion regulation, executive function deficits, reduced motivation and rumination, and discuss how each of these can alter parenting. We suggest that these causal processes are inter-related and can interact with one another in affecting parenting. We conclude that an improved understanding of these processes will have implications for the development of more specific and potentially more effective treatments that have the potential to break the intergenerational transmission of psychopathology.

Emotion regulation in children with behavior problems: Linking behavioral and brain processes

2012 ◽  
Vol 24 (3) ◽  
pp. 1019-1029 ◽  
Author(s):  
Isabela Granic ◽  
Liesel-Ann Meusel ◽  
Connie Lamm ◽  
Steven Woltering ◽  
Marc D. Lewis
Keyword(s):  
Emotion Regulation ◽  
Anterior Cingulate ◽  
Source Analysis ◽  
Emotional States ◽  
Main Hypothesis ◽  
Parents And Children ◽  
Parent Child Interactions ◽  
Flexibility Measures ◽  
Aggressive Children ◽  
Parent Child

AbstractPast studies have shown that aggressive children exhibit rigid (rather than flexible) parent–child interactions; these rigid repertoires may provide the context through which children fail to acquire emotion-regulation skills. Difficulties in regulating emotion are associated with minimal activity in dorsal systems in the cerebral cortex, for example, the anterior cingulate cortex. The current study aimed to integrate parent–child and neurocognitive indices of emotion regulation and examine their associations for the first time. Sixty children (8–12 years old) referred for treatment for aggression underwent two assessments. Brain processes related to emotion regulation were assessed using dense-array EEG with a computerized go/no-go task. The N2 amplitudes thought to tap inhibitory control were recorded, and a source analysis was conducted. In the second assessment, parents and children were videotaped while trying to solve a conflict topic. State space grids were used to derive two dynamic flexibility parameters from the coded videotapes: (a) the number of transitions between emotional states and (b) the dispersion of emotional states, based on proportional durations in each state. The regression results showed that flexibility measures were not related to N2 amplitudes. However, flexibility measures were significantly associated with the ratio of dorsal to ventral source activation: for transitions, ΔR2 = .27, F (1, 34) = 13.13, p = .001; for dispersion, ΔR2 = .29, F (1, 35) = 14.76, p < .001. Thus, in support of our main hypothesis, greater dyadic flexibility was associated with a higher ratio of dorsomedial to ventral activation, suggesting that children with more flexible parent–child interactions are able to recruit relatively more dorsomedial activity in challenging situations.

scholarly journals Special Issue: Parent–Child Interactions: Paths of Intergenerational Transmission of Psychopathological Risk

2020 ◽  
Vol 17 (24) ◽  
pp. 9222
Author(s):  
Luca Cerniglia ◽  
Silvia Cimino
Keyword(s):  
Intergenerational Transmission ◽  
Psychological Factors ◽  
Developmental Psychopathology ◽  
Theoretical Framework ◽  
Social Model ◽  
Special Issue ◽  
Parent Child Interactions ◽  
Parent Child

The developmental psychopathology clinical and theoretical framework has proposed a bio-psycho-social model that integrates biological, environmental, social, and psychological factors to disentangle the underpinning mechanisms of the intergenerational transmission of psychopathological risk [...]

Emotion Regulation Dynamics During Parent–Child Interactions

2018 ◽  
pp. 70-90
Author(s):  
Amanda Sheffield Morris ◽  
Lixian Cui ◽  
Michael M. Criss ◽  
W. Kyle Simmons
Keyword(s):  
Emotion Regulation ◽  
Parent Child Interactions ◽  
Parent Child

scholarly journals Child dopamine active transporter 1 genotype and parenting: Evidence for evocative gene–environment correlations

2013 ◽  
Vol 25 (1) ◽  
pp. 163-173 ◽  
Author(s):  
Elizabeth P. Hayden ◽  
Brigitte Hanna ◽  
Haroon I. Sheikh ◽  
Rebecca S. Laptook ◽  
Jiyon Kim ◽  
...  
Keyword(s):  
Negative Affect ◽  
Parenting Practices ◽  
Small Body ◽  
Negative Emotionality ◽  
Negative Parenting ◽  
Repeat Allele ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Gene Environment ◽  
Parent Child

AbstractThe dopamine active transporter 1 (DAT1) gene is implicated in psychopathology risk. Although the processes by which this gene exerts its effects on risk are poorly understood, a small body of research suggests that the DAT1 gene influences early emerging negative emotionality, a marker of children's psychopathology risk. As child negative emotionality evokes negative parenting practices, the DAT1 gene may also play a role in gene–environment correlations. To test this model, children (N = 365) were genotyped for the DAT1 gene and participated in standardized parent–child interaction tasks with their primary caregiver. The DAT1 gene 9-repeat variant was associated with child negative affect expressed toward the parent during parent–child interactions, and parents of children with a 9-repeat allele exhibited more hostility and lower guidance/engagement than parents of children without a 9-repeat allele. These gene–environment associations were partially mediated by child negative affect toward the parent. The findings implicate a specific polymorphism in eliciting negative parenting, suggesting that evocative associations play a role in elevating children's risk for emotional trajectories toward psychopathology risk.

scholarly journals Affective and Autonomic Reactivity During Parent-Child Interactions in Depressed and Non-Depressed Mothers and Their Adolescent Offspring

2020 ◽  
Author(s):  
Benjamin W Nelson ◽  
Nicholas B. Allen ◽  
Jennifer H Pfeifer ◽  
Lisa Sheeber
Keyword(s):  
Negative Affect ◽  
Sympathetic Activity ◽  
Skin Conductance Level ◽  
Autonomic Reactivity ◽  
Adolescent Offspring ◽  
Parent Child Interactions ◽  
Depressed Mothers ◽  
Affect Reactivity ◽  
Negative Interactions ◽  
Parent Child

Objective: Determine how depressed mothers and their adolescent offspring differ in affective and autonomic reactivity during positive and negative parent-adolescent interactions.Methods: In this multi-method case-control study of 180 mother-adolescent dyads (50% mothers depressed, 50% mothers non-depressed) we collected self-reported positive and negative affect, as well as measures of cardiovascular and electrodermal autonomic activity during two mother-adolescent interaction tasks designed to differentially elicit positive (Event-Planning Interaction; EPI) and negative (Problem-Solving Interaction; PSI) affect. Results: Findings indicated that both depressed mothers and their adolescent offspring exhibited greater self-reported negative affect reactivity during the negative interaction and blunted sympathetic activity as measured via skin conductance level across both positive and negative interactions. These effects persisted after controlling for a range of potential covariates, including medication use, sex, age, adolescents own mental health symptoms, and behavior of the other interactant and results remained after correcting for multiple comparisons.Conclusion: These findings indicate that depressed mothers and their adolescent offspring exhibit similar patterning during parent-child interactions, including increased negative affect reactivity during negative interactions and blunted sympathetic activity across both positive and negative interactions. These findings have potential implications for understanding the role of family processes in the intergenerational transmission of risk for depressive disorders.

scholarly journals Homeschooling and affective well-being of parents and children during the COVID-19 pandemic: A daily diary study

2020 ◽  
Author(s):  
Andrea Schmidt ◽  
Andrea C. Kramer ◽  
Annette Brose ◽  
Florian Schmiedek ◽  
Andreas B. Neubauer
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Well Being ◽  
Diary Study ◽  
Daily Stressors ◽  
School Aged Children ◽  
Parents And Children ◽  
Parent Child Interactions ◽  
School Tasks ◽  
Parent Child

To slow down the spread of the COVID-19 virus, schools around the world were closed in early 2020, transferring children’s scholastic activities to the homes and imposing a massive burden on parents and school-aged children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether homeschooling (and parents’ involvement therein) was associated with negative parent-child interactions and affective well-being of both, parents and children, over and above the effect of daily stressors. On days when children were working on school tasks, parents (N = 562) reported more negative parent-child interactions as well as lower parental and child positive affect and higher child negative affect, but not higher parental negative affect. Moreover, days when parents were more heavily involved in learning (i.e., when children worked less independently on school tasks) were days with more negative parent-child interactions, lower parental and child positive affect, and higher parental and child negative affect. Negative parent-child interactions were also linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being of parents and children. Furthermore, parent-child interactions generally were worse in families in which children worked on school tasks either very rarely or on approximately all days of the study. The present work illustrates the negative consequences of school closures on the parent-child dyad and highlights the need for measures to better support school-aged children and their parents in the learning process at home.

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