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 validation and invalidation in response to children's emotion. Mothers were also interviewed about their approach to emotion socialization using the meta-emotion interview-parent version (Katz & Gottman, 1999). The meta-emotion interview-parent version was coded for maternal emotion coaching. Mothers also completed measures that assessed their child abuse potential and abuse-related behaviors as well as children's emotion regulation. Findings indicated that maltreated children demonstrated fewer adaptive emotion regulation skills and more emotion dysregulation than non-maltreated children. In addition, maltreating mothers engaged in less validation and emotion coaching and more invalidation in response to children's emotion than non-maltreating mothers. Finally, maternal emotion socialization behaviors mediated the relation between maltreatment status and children's adaptive emotion regulation skills.

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This study investigated the influence of maternal socialization (i.e., maternal support, discussion of emotion, negative affect) on children's emotional understanding in 24 neglectful mother-child dyads and a matched control group. Mothers and children were administered an interaction task. Mothers were also assessed for negative emotional experience, and children were assessed for emotional understanding and expectations of maternal support. Findings indicated that neglectful mothers, compared with nonneglectful mothers, provided less support in response to their children's emotional displays, engaged in less emotional discussion, and reported more negative emotion. As well, neglected children demonstrated lower levels of emotional understanding than nonmaltreated children. Further, maternal support mediated the relation between neglect and children's emotional understanding. Findings are discussed from the functionalist approach to emotional development, emphasizing the importance of social context and socialization on children's emotional understanding.

Maximal voluntary muscular torque output of the quadriceps and hamstrings during isokinetic exercise was studied. Both knees of 50 male and 50 female subjects between the ages of 25 and 34 were tested at 60, 180, and 300" per second on the Cybex II isokinetic dynamometer. The means, standard deviations, ranges, absolute value differences, and analysis of variance were calculated on the torque values. The findings were that 1) torque values decreased as speed of exercise increased; 2) quadriceps torque values were significantly greater than the hamstrings at each test speed; 3) the ratio of hamstring torque values to quadriceps torque values significantly increased as the test speed increased; 4) dominant and nondominant knee torque values differed significantly for the males but not for the females; 5) the ratio of nondominant to dominant knee torque values was equal to or greater than 97% in all tests; and 6) the absolute difference in torque values between each subject's knees was 12 foot-pounds or less. J Orthop Sports Phys Ther 1981;3(2):48-56.

Introduction. Clinical experiences are an integral part of professional physical therapist (PT) education programs. Hands-on engagement helps foster the critical thinking skills necessary to successfully navigate the complexity of clinical practice during a PT student's final clinical internships. As PT students advance through an entry-level professional program, their clinical decision-making skills improve; however, they lack self-confidence in working with both adult and pediatric patients presenting with neurological impairments. The purpose of this study was to explore the effect of experiential learning using community volunteers (both adults and children) with activity and participation restrictions as a result of neurological insult or developmental delay on PT student perceived self-confidence. Methods. A convenience sample of 128 students currently enrolled in a PT education program were recruited. A pretest–posttest survey assessed the students' self-perceived confidence in the evaluation and treatment of a neurologically involved individual across the lifespan. The students completed 4 weeks of experiential learning with one adult and one pediatric community volunteer with a neurological condition in small groups. The four sessions included an initial evaluation, two treatment sessions and one discharge reassessment. An exploratory factor analysis was completed to validate the tool and to determine the factors that make up the survey. Qualitative data (open-ended questions) were analyzed using a grounded theory approach. Results. On average, students reported more self-perceived confidence in the posttest survey than in the pretest survey. This difference was significant t(127) = −13.841, P < .001. Conclusion. Students expressed that more exposure and increased time spent with neurologically involved adults and children could improve their confidence. This study supports the use of experiential learning in PT education programs.