The current study tested a preliminary cascade model of parent dysfunction-i.e., internalizing psychopathology and emotion dysregulation-whereby parent dysfunction is transmitted to children through the impact of parental emotion socialization on child emotion regulation. Participants were 705 mothers (M age = 36.17, SD = 7.55) and fathers (M age = 35.43, SD = 6.49) of children aged 8 to 12 years who selfreported on their internalizing psychopathology, emotion regulation difficulties, and emotion socialization practices, and on their child's internalizing psychopathology and emotion regulation. Using a split sample method, we employed a data-driven approach to develop a conceptual model from our initially proposed theoretical model with the first subsample (n = 352, 51% mothers), and then validated this model in a second subsample (n = 353, 49% mothers). Results supported a model in which the transmission of dysfunction from parent to child was sequentially mediated by unsupportive parental emotion socialization-but not supportive parental emotion socialization-and child emotion dysregulation. The indirect effects from the final model did not differ by parent gender. Findings provide preliminary support for a mechanism by which maternal and paternal internalizing psychopathology and emotion dysregulation disrupt parental emotion socialization by increasing unsupportive emotion socialization practices, which impacts children's development of emotion regulation skills and risk for internalizing psychopathology.

While public commentators herald the arrival of the Canadian “student debt crisis,” psychological research into postsecondary student debt proliferates. This study explored the ways in which indebted students themselves understand the meanings and implications of student debt in their own lives, by means of semistructured interviews with nine indebted university students. A hermeneutic phenomenological approach to analysis yielded six themes: indebted by necessity; haunted by distressing thoughts and feelings about debts; living under the pressure to repay debts; living a constrained life; feeling alienated from others; and uncertainty about the meaning of university education. Findings suggest that student debt is characterized by the experience of feeling unable to “live one’s life,” and of looking toward a fragile future after university. By grounding the psychological experience of debt in the socially embedded, historical realities of students’ everyday lives, this work suggests implications for critical psychological understandings of financial subjectivation.