The Importance of Mothers’ and Fathers’ Positive Parenting for Toddlers’ and Preschoolers’ Social-Emotional Adjustment

Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and fear. Forty-seven adults were presented with a parallel questionnaire. Participants rated the degree to which six emotion-regulation strategies were effective in decreasing negative emotions. Results showed that even the youngest preschoolers viewed cognitive and behavioral distraction and repairing the situation as relatively effective; compared to adults, however, preschoolers favored relatively “ineffective” strategies such as venting and rumination. Children also showed a functional view of emotion regulation; that effective strategies depend on the emotion being regulated. All participants favored repairing a negative situation to reduce anger and behavioral distraction to reduce sadness and fear. Finally, the more children indicated that venting would reduce negative emotions, the lower their maternal report of social skills. Findings are discussed in terms of functional emotion theory and implications of emotion-regulation understanding for child adjustment.

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A case study of two adolescent–parent pairs describing the association between vagal tone and social-emotional adjustment during a Positive Cognitive Behaviour Therapy Programme

Journal of Child and Adolescent Mental Health ◽

10.2989/17280583.2018.1488718 ◽

2018 ◽

Vol 30 (2) ◽

pp. 111-130

Author(s):

Deborah van der Westhuizen ◽

Nicolaas Claassen ◽

Margaretha Viljoen

Keyword(s):

Cognitive Behaviour Therapy ◽

Emotional Adjustment ◽

Vagal Tone ◽

Behaviour Therapy ◽

Social Emotional ◽

Cognitive Behaviour ◽

Adolescent Parent ◽

Therapy Programme

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The Role of Parental Acceptance–Rejection in Emotional Instability During Adolescence

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16071194 ◽

2019 ◽

Vol 16 (7) ◽

pp. 1194 ◽

Cited By ~ 3

Author(s):

Santiago Mendo-Lázaro ◽

Benito León-del-Barco ◽

María-Isabel Polo-del-Río ◽

Rocío Yuste-Tosina ◽

Víctor-María López-Ramos

Keyword(s):

Big Five ◽

Parental Influence ◽

Emotional Adjustment ◽

Parental Acceptance ◽

Emotional Instability ◽

Mothers And Fathers ◽

Maternal Rejection ◽

Middle Adolescence ◽

The Relationship

The present study focuses on analyzing the relationship between the parental acceptance–rejection perceived by adolescents and emotional instability from the early stages of adolescence. Special attention will be paid to potential differences between mothers and fathers. A total of 1181 students, aged 11–17, took part in the study. We used the factor of emotional instability in the Big Five Questionnaire (BFQ-NA) and an affect scale (EA-H) to measure parental acceptance–rejection. The analyses performed show a clear association between emotional instability with maternal/paternal criticism and rejection. Specifically, maternal criticism and rejection in early adolescence and paternal criticism and rejection in middle adolescence were associated with emotional instability, confirming the association between children’s and adolescents’ emotional adjustment and family dynamics. This study makes interesting contributions to understanding paternal and maternal rejection during the different stages of adolescence. These differences should be incorporated into the research on parental influence and its role in the development of personality among adolescents.

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Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes

Review of Educational Research ◽

10.3102/00346543053004519 ◽

1983 ◽

Vol 53 (4) ◽

pp. 519-569 ◽

Cited By ~ 222

Author(s):

Nancy A. Madden ◽

Robert E. Slavin

Keyword(s):

Special Education ◽

Social Acceptance ◽

Emotional Adjustment ◽

Individualized Instruction ◽

Full Time ◽

Social Emotional ◽

Part Time ◽

And Behavior ◽

Resource Support ◽

Regular Classes

This paper reviews research on the effects of placing students with mild academic handicaps in full-time special education classes, part-time regular classes with resource support, and full-time regular classes. It also reviews research on the effects of programs designed to improve the achievement, social-emotional adjustment, and social acceptance of academically handicapped students by their nonhandicapped classmates. Methodologically adequate studies of placements of academically handicapped students indicate few consistent benefits of full-time special education on any important outcomes. The research favors placement in regular classes using individualized instruction or supplemented by well-designed resource programs for the achievement, self-esteem, behavior, and emotional adjustment of academically handicapped students. Experimental research indicates that cooperative learning and individualized instruction programs can improve the self-perceptions and behavior of mainstreamed academically handicapped students and acceptance by their nonhandicapped classmates.

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Emerging Adults’ Self-Identified Peer Crowd Affiliations, Risk Behavior, and Social–Emotional Adjustment in College

Emerging Adulthood ◽

10.1177/2167696816665055 ◽

2016 ◽

Vol 5 (2) ◽

pp. 143-148 ◽

Cited By ~ 8

Author(s):

Andrea Hopmeyer ◽

Tal Medovoy

Keyword(s):

Emerging Adults ◽

Risk Behavior ◽

Emotional Adjustment ◽

Social Emotional

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The Effect of School Entrance Age on Academic Achievement and Social-Emotional Adjustment of Children

The Journal of Genetic Psychology ◽

10.1080/00221325.1988.10532174 ◽

1988 ◽

Vol 149 (4) ◽

pp. 471-483 ◽

Cited By ~ 8

Author(s):

Tamar Teltsch ◽

Zvia Breznitz

Keyword(s):

Academic Achievement ◽

Emotional Adjustment ◽

Social Emotional ◽

School Entrance ◽

Entrance Age

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Toddlers’ Differential Susceptibility to the Effects of Coparenting on Social–Emotional Adjustment

International Journal of Behavioral Development ◽

10.1177/0165025415620058 ◽

2016 ◽

Vol 41 (2) ◽

pp. 228-237 ◽

Cited By ~ 8

Author(s):

Lauren E. Altenburger ◽

Sarah N. Lang ◽

Sarah J. Schoppe-Sullivan ◽

Claire M. Kamp Dush ◽

Susan Johnson

Keyword(s):

Emotional Development ◽

Externalizing Behavior ◽

Assessment Tool ◽

Emotional Adjustment ◽

Negative Affectivity ◽

Differential Susceptibility ◽

Hierarchical Regression ◽

Social Emotional Development ◽

Social Emotional ◽

Development Data

The paper reports on a study which tested whether infants high in negative affectivity are differentially susceptible to observed coparenting behavior in relation to their subsequent social–emotional development. Data came from a longitudinal study of 182 US dual-earner, primiparous couples and their infant children. At nine-months postpartum, child negative affectivity was reported by mothers and fathers and supportive and undermining coparenting behavior were assessed from mother-father-infant observations. At 27-months mothers reported on toddlers’ externalizing behavior and dysregulation using a clinical assessment tool designed to identify competencies and areas of concern in toddlers’ social–emotional development. Hierarchical regression analyses revealed partial support for the differential susceptibility hypothesis. Specifically, infants high in negative affectivity had lower levels of dysregulation when embedded in a more supportive coparenting context, and higher levels of dysregulation when embedded in a less supportive coparenting context. In contrast, supportive coparenting behavior was not relevant for the dysregulation of infants initially low in negative affectivity.

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Preschoolers' Empathy Profiles and Their Social Adjustment

Frontiers in Psychology ◽

10.3389/fpsyg.2021.782500 ◽

2021 ◽

Vol 12 ◽

Author(s):

Poline Simon ◽

Nathalie Nader-Grosbois

Keyword(s):

Social Adjustment ◽

Social Life ◽

Emotional Adjustment ◽

Cognitive Empathy ◽

Individual Characteristics ◽

Preschool Age ◽

Future Research ◽

Personality Factors ◽

Affective Empathy ◽

Mothers And Fathers

Preschoolers face new challenges in their social life: the development of social and emotional abilities in order to have positive relationships with peers and adults. Empathy, the ability to share and understand the emotions of others, contributes to this socio-emotional adjustment. This exploratory study examines mothers and fathers' perceptions of their child's empathy and individual factors, such as age, gender, and personality, which are related to cognitive and affective empathy in 63 typically developing preschoolers. Links between children's individual characteristics (empathy and personality) and their social adjustment on the one hand and risk of developing internalized vs. externalized behaviors on the other were also investigated. Parents completed four questionnaires about their child's empathy, personality, and social (mal)adjustment. The results showed that mothers and fathers perceived their children's cognitive and affective empathy, attention to others' feelings, and social actions (such as helping), in the same way, except for emotion contagion. Gender differences appeared specifically for some components of empathy: girls were said to pay more attention to others' emotions while boys had better cognitive empathy. Moreover, children's empathy as perceived by mothers or fathers was positively linked with their age, and with personality factors (extraversion, emotional stability, agreeableness, and openness to experience). Cognitive empathy and personality were found to be partly related to higher social skills and lower externalized and internalized behaviors. The results nuanced specific links between cognitive and affective empathy and social adjustment as well as behavior problems at preschool age. These results may have some implications for future research and prevention in childhood.

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POSTPARTUM DEPRESSION IN MOTHERS AND FATHERS – AN UNDERESTIMATED DIAGNOSIS

Romanian Medical Journal ◽

10.37897/rmj.2021.2.5 ◽

2021 ◽

Vol 68 (2) ◽

pp. 157-161

Author(s):

Anca A. Simionescu ◽

◽

Andreea Hetea ◽

Maria Ghita ◽

Ana Maria Alexandra Stanescu ◽

...

Keyword(s):

Child Development ◽

Postpartum Depression ◽

Social Norms ◽

Depressive Disorders ◽

Social Emotional ◽

Mothers And Fathers ◽

The Social ◽

Short And Long Term ◽

Long Term Consequences

Postpartum depression remains a significant healthcare priority due to the social and family consequences. Research has shown that both mothers and fathers experience significant psychological changes during pregnancy and postnatally, including depressive disorders. Underdiagnosed in most cases, the short and long-term consequences involve infant and child development, family’s life and social disruption. Because this pathology may lead to deviation from behavioural and social norms, we want to emphasize that timely and appropriate diagnostic can improve the effectiveness of treatments and avoid complications.This may contribute to optimal social, emotional and behavioural child development that may occur consecutively to family members” emotional and psychological manifestations.

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