scholarly journals Emotion recognition in preschool children: Associations with maternal depression and early parenting

2014 ◽  
Vol 26 (1) ◽  
pp. 159-170 ◽  
Author(s):  
Autumn Kujawa ◽  
Lea Dougherty ◽  
C. Emily Durbin ◽  
Rebecca Laptook ◽  
Dana Torpey ◽  
...  
Keyword(s):  
Preschool Children ◽  
Maternal Depression ◽  
Emotion Recognition ◽  
Well Being ◽  
Parenting Behavior ◽  
Interactive Effects ◽  
Paternal Depression ◽  
Negative Parenting ◽  
Recognition Ability ◽  
Emotion Recognition Ability

AbstractEmotion knowledge in childhood has been shown to predict social functioning and psychological well-being, but relatively little is known about parental factors that influence its development in early childhood. There is some evidence that both parenting behavior and maternal depression are associated with emotion recognition, but previous research has only examined these factors independently. The current study assessed auditory and visual emotion recognition ability among a large sample of preschool children to examine typical emotion recognition skills in children of this age, as well as the independent and interactive effects of maternal and paternal depression and negative parenting (i.e., hostility and intrusiveness). Results indicated that children were most accurate at identifying happy emotional expressions. The lowest accuracy was observed for neutral expressions. A significant interaction was found between maternal depression and negative parenting behavior: children with a maternal history of depression were particularly sensitive to the negative effects of maladaptive parenting behavior on emotion recognition ability. No significant effects were found for paternal depression. These results highlight the importance of examining the effects of multiple interacting factors on children's emotional development and provide suggestions for identifying children for targeted preventive interventions.

scholarly journals Emotion Recognition Ability as a Predictor of Well-Being During the COVID-19 Pandemic

2021 ◽  
pp. 194855062098285
Author(s):  
Katja Schlegel ◽  
Helene M. von Gugelberg ◽  
Lisa M. Makowski ◽  
Danièle A. Gubler ◽  
Stefan J. Troche
Keyword(s):  
Negative Affect ◽  
Emotion Recognition ◽  
Well Being ◽  
Media Consumption ◽  
Cognitive Emotion Regulation ◽  
Total N ◽  
Recognition Ability ◽  
German Speaking ◽  
Italian City ◽  
Emotion Recognition Ability

This study examined emotion recognition ability (ERA) as a predictor of positive and negative affect in two Australian and one German-speaking samples (total N = 469) during the first 2 weeks of major public life restrictions in the COVID-19 pandemic in March/April 2020. Individuals with higher ERA did not report more positive affect, but they felt less burdened and reported less negative affect. This association was fully mediated by lower COVID-19-related media consumption and less negative affect after reading an eyewitness report from an Italian city with a high COVID-19 death toll. However, higher ERA was also related to arguing more with close others. For low-to-medium ERA, an adaptive cognitive emotion regulation style predicted lower media consumption and for medium-to-high ERA, a maladaptive regulation style marginally increased the perceived likelihood of experiencing a similar situation as in Italy, suggesting that regulation style may moderate the ERA–affect relationship.

scholarly journals Attachment Representation and Emotion Recognition Ability in Children with ADHD and Their Parents: A Study Protocol

2021 ◽  
Vol 18 (5) ◽  
pp. 2277
Author(s):  
Ruediger Kissgen ◽  
Sebastian Franke ◽  
Moritz Susewind ◽  
Maya Krischer
Keyword(s):  
Emotion Recognition ◽  
Clinical Sample ◽  
Disorganized Attachment ◽  
Control Group ◽  
Cross Sectional ◽  
Children With Adhd ◽  
Adhd Diagnosis ◽  
Attachment Research ◽  
Recognition Ability ◽  
Emotion Recognition Ability

Background: Few studies in clinical attachment research to date have examined children with an attention-deficit/hyperactivity disorder (ADHD) diagnosis. This is surprising for two reasons: first, there are a number of parallels between the behaviors of children with an insecure and disorganized attachment and the behaviors of children with an ADHD diagnosis. Second, secure attachment has a positive effect on the development of skills in areas in which children with ADHD demonstrate problems (e.g., attention span, impulse control). There are currently no findings on whether or not and how insecure and disorganized attachment and ADHD affect children’s emotion recognition ability. Methods: This is a cross-sectional study, part exploratory and part hypothesis-driven in the context of basic research. A clinical sample of 5- to 10-year-old children with an ADHD diagnosis and their parents is to be compared to a non-clinical unaffected control group. Over a period of 3 years, 80 subjects and their parents are to be recruited in each group for participation in the study. Discussion: This study is the first to examine links between attachment, emotion recognition ability, and ADHD. It is also the first to include not just children with ADHD but also their mothers and fathers in its design. The findings should help reduce the research gap and generate more knowledge for family interventions in the case of ADHD.

Focus on fathers: paternal depression in the perinatal period

2018 ◽  
Vol 139 (4) ◽  
pp. 195-198 ◽  
Author(s):  
S Glasser ◽  
L Lerner-Geva
Keyword(s):  
Risk Factors ◽  
Postpartum Depression ◽  
Maternal Depression ◽  
Healthcare Costs ◽  
English Language ◽  
Severe Depression ◽  
Well Being ◽  
Perinatal Period ◽  
Significant Degree ◽  
Paternal Depression

Aims: This report aims to present a concise overview and synthesis of current research findings regarding paternal depression in the perinatal period. Methods: A literature search was conducted, primarily via PubMed and PsychNET, for English-language research studies and meta-analyses using combinations of the terms ‘perinatal’, ‘pregnancy’, ‘postpartum’, ‘depression’ AND ‘fathers’ OR ‘paternal’. Peer-reviewed articles were considered, and a representative sample of literature, with an emphasis on recent publications from a broad range of populations was summarized for each of the following sub-sections: prevalence, risk factors, impact on the infant/child, and healthcare costs. Results: Reported prevalence has ranged from 2.3% to 8.4%, with a significant degree of heterogeneity in rates, due to differences in multiple aspects of the methodology (timing, instruments, etc.). Nevertheless, rates of maternal depression remain higher than paternal depression, and higher rates of one are associated with higher rates of the other. The primary risk factors for paternal depression are maternal depression and the father’s history of severe depression, or symptoms of depression or anxiety prenatally. Biological mechanisms may underlie paternal depression, with changes reported in testosterone, cortisol and prolactin levels during this period. Paternal depression has been related to children’s behavioral, emotional and social function at 36 months and psychiatric disorders at 7 years, adjusting for maternal depression. Healthcare costs may also be impacted by paternal postpartum depression, with higher father–child dyad costs found after controlling for potential confounders. Conclusions: Focusing on fathers’ emotional well-being in the perinatal period is important in itself, as well as for their wives and children. Programs recommending screening for maternal perinatal mood and anxiety disorders should include inquiry regarding the father’s emotional state, and if his distress is reported it should be clarified and followed-up by support and intervention as necessary.

scholarly journals Accuracy in Judging Others’ Personalities: The Role of Emotion Recognition, Emotion Understanding, and Trait Emotional Intelligence

2020 ◽  
Vol 8 (3) ◽  
pp. 34
Author(s):  
Cyril Jaksic ◽  
Katja Schlegel
Keyword(s):  
Emotional Intelligence ◽  
Emotion Recognition ◽  
Emotion Understanding ◽  
Trait Emotional Intelligence ◽  
Judgment Accuracy ◽  
Personality Judgment ◽  
Domain Specific ◽  
Individual Difference Variable ◽  
Recognition Ability ◽  
Emotion Recognition Ability

The ability to accurately judge others’ personality and the ability to accurately recognize others’ emotions are both part of the broader construct of interpersonal accuracy (IPA). However, little research has examined the association between these two IPA domains. Little is also known about the relationship between personality judgment accuracy and other socio-emotional skills and traits. In the present study, 121 participants judged eight traits (Big Five, intelligence, cooperativeness, and empathy) in each of 30 targets who were presented either in a photograph, a muted video, or a video with sound. The videos were 30 second excerpts from negotiations that the targets had engaged in. Participants also completed standard tests of emotion recognition ability, emotion understanding, and trait emotional intelligence. Results showed that personality judgment accuracy, when indexed as trait accuracy and distinctive profile accuracy, positively correlated with emotion recognition ability and was unrelated to emotion understanding and trait emotional intelligence. Female participants were more accurate in judging targets’ personality than men. These results provide support for IPA as a set of correlated domain-specific skills and encourage further research on personality judgment accuracy as a meaningful individual difference variable.

The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work

2016 ◽  
Vol 45 (2) ◽  
pp. 316-335 ◽  
Author(s):  
Izhak Berkovich ◽  
Ori Eyal
Keyword(s):  
Transformational Leadership ◽  
Emotion Recognition ◽  
Primary Schools ◽  
Structural Equation ◽  
Leadership Behaviors ◽  
Empirical Support ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Recognition Ability ◽  
Emotion Recognition Ability

The present study aims to examine whether principals’ emotional intelligence (specifically, their ability to recognize emotions in others) makes them more effective transformational leaders, measured by the reframing of teachers’ emotions. The study uses multisource data from principals and their teachers in 69 randomly sampled primary schools. Principals undertook a performance task to allow assessment of their emotion recognition ability; half the teachers’ sampled ( N = 319) reported on principals’ leadership behaviors and the other half ( N = 320) on teachers’ subjective perceptions of principals as promoting teachers’ reframing of negative emotions into more positive ones. Data were analyzed through multilevel structural equation modeling. Findings indicated a cross-level relationship between principals’ transformational leadership behaviors and teachers’ emotional reframing, as well as a relationship between principals’ emotion recognition ability and their transformational behaviors. Furthermore, the study revealed that principals’ emotion recognition ability has an indirect effect on teachers’ emotional reframing through principals’ transformational leadership behaviors. The results provide empirical support for the claim that transformational leadership promotes emotional transformation. The theoretical and practical implications of the study are discussed.

Sign in / Sign up

Export Citation Format

Share Document