Emotion regulation as a mediator of associations between mother–child attachment and peer relationships in middle childhood.

Peers have both positive and negative influences on children; therefore, considerable attention has focused on assessing peer relationships and friendships through childhood and adolescence. The present article provides an overview of the main methods of assessing peer relationships. The adaptive nature of children's peer relations has been assessed through four main methodologies: (1) asking the children themselves about elements of peer relations and friendships; (2) asking children about their perceptions of others within the peer group; (3) asking adults (i.e. parents and teachers) about the peer relations skills of children in their care; and (4) directly observing children during interactions with peers. Each of these approaches is described, with attention to relative strengths and weaknesses and their suitability for assessing peer relations in early childhood, middle childhood, and adolescence.

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Review

International Journal of Behavioral Development ◽

10.1177/0165025415618276 ◽

2016 ◽

Vol 41 (1) ◽

pp. 74-93 ◽

Cited By ~ 37

Author(s):

Melanie J. Zimmer-Gembeck ◽

Haley J. Webb ◽

Christopher A. Pepping ◽

Kellie Swan ◽

Ourania Merlo ◽

...

Keyword(s):

Emotion Regulation ◽

Children And Adolescents ◽

Insecure Attachment ◽

Self Report ◽

Disorganized Attachment ◽

Coping With Stress ◽

Attachment Relationship ◽

Avoidant Attachment ◽

Child Attachment ◽

And Coping

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 attachment, which were not based on self-report questionnaires, and separated the summary into findings for toddlers/preschool, children, and adolescents. Although most associations were weak and only a minority of the multiple possible associations tested was supported in each study, all studies (but one) reported at least one significant association between attachment and emotion regulation or coping. The evidence pointed to the regulatory and coping problems of toddlers showing signs of ambivalent attachment or the benefits of secure (relative to insecure) attachment for toddlers, children, and adolescents. Toddlers who showed signs of avoidant attachment relied more on self-related regulation (or less social-oriented regulation and coping), but it was not clear whether these responses were maladaptive. There was little information available regarding associations of ambivalent attachment with school-age children’s or adolescents’ emotion regulation. There were also few studies that assessed disorganized attachment.

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Study Protocol for a Randomized Controlled Trial to Evaluate the Effectiveness of a Serious Game Targeting Interpersonal Emotion Regulation in Early Adolescents

10.21203/rs.3.rs-494085/v1 ◽

2021 ◽

Author(s):

Gloria Mittmann ◽

Sonja Zehetmayer ◽

Beate Schrank

Keyword(s):

Randomized Controlled Trial ◽

Emotion Regulation ◽

Peer Relationships ◽

Controlled Trial ◽

Early Adolescents ◽

Serious Game ◽

Positive Interactions ◽

Control Group ◽

Randomized Controlled ◽

Interpersonal Emotion Regulation

Abstract Background: Adaptive interpersonal emotion regulation (iER) is a vital tool for positive relations. During early adolescence, peer relations become increasingly important, making this age group a relevant target group for interventions promoting positive interactions with each other, yet no evidence-based intervention exists for early adolescents specifically.Methods: This randomized controlled trial (RCT) aims to test effectiveness and feasibility of a serious game training iER skills in early adolescents by comparing outcomes with a control group playing a game without psychoeducational content in a pre- and post-test design. German- and English-speaking early adolescents (10-14 years) are eligible for participation. IER skills improvement as assessed by a vignette task is the primary outcome and will be analysed with a chi-square test. Secondary outcomes include feasibility and acceptability, emotional competence, personal emotion regulation, gender, and sex.Discussion: This RCT will test whether playing a serious game about iER strategies results in an improvement of iER skills and whether the game is feasible and acceptable for early adolescents with the ultimate aim to implement the game in schools and help early adolescents achieve positive peer relationships.Trial registration: ClinicalTrials.gov, NCT04808102, Registered 19 March 2021, https://register.clinicaltrials.gov/

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Disorganized/controlling attachments, emotion regulation, and emotion communication in later middle childhood

Journal of Applied Developmental Psychology ◽

10.1016/j.appdev.2021.101324 ◽

2021 ◽

Vol 76 ◽

pp. 101324

Author(s):

Laura E. Brumariu ◽

Kathryn A. Kerns ◽

Kathryn R. Giuseppone ◽

Karlen Lyons-Ruth

Keyword(s):

Emotion Regulation ◽

Middle Childhood

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Homesickness at Summer Camp: Associations with the Mother-Child Relationship, Social Self-Concept, and Peer Relationships in Middle Childhood

Merrill-Palmer Quarterly ◽

10.1353/mpq.0.0010 ◽

2008 ◽

Vol 54 (4) ◽

pp. 473-498 ◽

Cited By ~ 3

Author(s):

Kathryn A. Kerns ◽

Laura E. Brumariu ◽

Michelle M. Abraham

Keyword(s):

Peer Relationships ◽

Middle Childhood ◽

Summer Camp ◽

Self Concept ◽

Social Self ◽

Child Relationship ◽

Mother Child Relationship

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The Oxford Handbook of Developmental Psychology, Vol. 2

10.1093/oxfordhb/9780199958474.001.0001 ◽

2013 ◽

Cited By ~ 2

Keyword(s):

Emotion Regulation ◽

Social Behavior ◽

Social Development ◽

Peer Relationships ◽

Emotional Development ◽

Developmental Psychology ◽

Gender Development ◽

Risk And Resilience ◽

Future Directions ◽

Volume Editor

This volume synthesizes and integrates the broad literature in the subdisciplines of developmental psychology. The volume features an opening chapter by the volume editor outlining the organization of the field, as well as a concluding chapter in which the volume editor outlines future directions for developmental psychology. This volume synthesizes the developmental psychological literatures in such areas as personality and emotional development, emotion regulation, social development, peer relationships, play, gender development, self-conceptualizing, aggression and anti-social behavior, and risk and resilience in development.

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