Child's behaviour in mother–child interaction predicts later emotional and behavioural problems

Mäntymaa, Mirjami; Puura, Kaija; Luoma, Ilona; Vihtonen, Vilja; Salmelin, Raili; Tamminen, Tuula

doi:10.1002/icd.633

Cited by 17 publications

(12 citation statements)

References 35 publications

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“…Maternal EA might be beneficial for infants' goal encoding, as learning especially is promoted in a warm and sensitive environment, in which a child can explore his or her environment while being supported by the mother. This assumption is supported by several findings that an emotionally responsive caregiving is beneficial for a variety of competencies on the child side (e.g., Hammond, Müller, Carpendale, Bibok, & Libermann‐Finestone, ; Mäntymaa et al., ; Ziv et al., ). In particular, referring to Hofer et al.…”

Section: Introductionmentioning

confidence: 79%

Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed

et al. 2013

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The current study investigated the relationship between mother-child interaction quality and infants' ability to interpret actions as goal-directed at 7 months in a sample of 37 dyads. Interaction quality was assessed in a free play interaction using two distinct methods: one assessed the overall affective quality (emotional availability), and one focused on the mother's proclivity to treat her infant as an intentional agent (mind-mindedness). Furthermore, infants' ability to interpret human actions as goal-directed was assessed. Analyses revealed that only maternal emotional availability, and not maternal mind-mindedness, was related to infants' goal-encoding ability. This link remained stable even when controlling for child temperament, working memory, and maternal education. These findings provide first evidence that emotionally available caregiving promotes social-cognitive development in preverbal infants.

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Section: Introductionmentioning

confidence: 79%

Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed

et al. 2013

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“…whether a person is emotionally accessible and responsive to the interaction partner), is a crucial indicator of interaction quality (e.g. Biringen & Robinson, 1991;Emde, 1980), and is related to healthy child development (Biringen et al, 2005;Easterbrooks, Bureau & Lyons-Ruth, 2012;Mäntymaa et al, 2009). A measure to assess emotional availability in interpersonal interactions is the Emotional Availability Scales (EAS, Biringen, 2008) which integrates attachment theory (Ainsworth et al, 1978;Bowlby, 1969) and perspectives focusing on emotions as a barometer of the parent-child relationship quality (Emde, 1980;Mahler, Pine & Bergman, 1975).…”

Section: Introductionmentioning

confidence: 99%

Infant frontal asymmetry predicts child emotional availability

Licata¹,

Paulus²,

Kühn-Popp³

et al. 2015

International Journal of Behavioral Development

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While factors influencing maternal emotional availability (EA) have been well investigated, little is known about the development of child EA. The present longitudinal study investigated the role of frontal brain asymmetry in young children with regard to child EA (child responsiveness and involvement) in mother-child interaction in a sample of 28 children at 7, 14, and 50 months of age. When infants were 7 months of age, mother-child interaction quality was assessed using the EA-Scales. At 14 months, infants' resting asymmetric frontal activity was assessed by means of the electroencephalogram (EEG). When children were 50 months old, mother-child interaction quality was measured again. Analyses showed that relatively higher left frontal EEG activation was related to higher child involvement at 50 months, but not to child responsiveness. Those findings suggest a specific relation between individual differences in frontal asymmetry, and child approach and initiating behaviors in mother-child interaction.

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“…Šio tyrimo duomenys atskleidžia šių berniukų vidinių reprezentacijų ypatumus ir patvirtina kitais tyrimais gautus rezultatus, kad vaikai, turintys elgesio sunkumų, santykius ir kitų ketinimus interpretuoja kaip priešiškus (Dodge, 1980), kitaip nei elgesio sunkumų neturintys vaikai. Taip pat iš šių rezultatų galima kelti prielaidą, kad elgesio sunkumų turintys berniukai yra mažiau linkę emociškai įsitraukti į santykius, tai galėtų patvirtinti hipotezę apie šių vaikų polinkį vengti emocinių sąveikų (Mantymaa et al, 2009;Greenspan and Benderley, 1998). Gali būti, kad mažiau įsitraukdami į santykius, jie praranda galimybę ir tiksliai interpretuoti socialinį priežastingumą, matyti pozityvesnius sąveikų aspektus, ir vystyti vertybes bei moralinius standartus.…”

Section: Rezultatų Aptarimasunclassified

Mental self and object representations of 7–10-year-old boys with behavior difficulties

Bieliauskaitė¹,

Kuraitė²

2011

PSY

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Tyrime nagrinėjamos agresyvaus elgesio sąsajos su vidinėmis aš ir objektų reprezentacijomis. Siekiama nustatyti, ar skiriasi vaikų, turinčių elgesio sunkumų, vidinės reprezentacijos nuo vaikų, kurie tokiais sunkumais nepasižymi, ir apibūdinti jas, norint geriau suprasti formuojančias vidines struktūras, susijusias su netinkamu, agresyviu vaikų elgesiu. Buvo tiriami 7–10 metų berniukai, turintys elgesio sunkumų, ir lyginami su tokio paties amžiaus berniukais, nepasižyminčiais elgesio ar emocijų sunkumais. Iš viso tirta 30 berniukų: 20 iš klinikinės imties ir 10 – kontrolinės. Eksternalūs sunkumai matuoti Vaikų elgesio klausimynu (CBCL 6/18). Reprezentacijoms tirti naudotos projekcinės metodikos: Vaikų apercepcijos testas (CAT) ir Šeimos kinetinis piešinys. Projekcinė medžiaga analizuota ir vertinta pagal Socialinio supratimo ir objektų ryšių skalę (Westen et al., 2002) ir Visuminio vertinimo skales (Fury et al., 1997). Tyrimo duomenimis, berniukų, turinčių elgesio sunkumų, vidinės aš ir objektų reprezentacijos skiriasi nuo berniukų, nepasižyminčių elgesio sunkumais. Klinikinės imties vaikų reprezentacijos mažiau diferencijuotos, negatyvaus emocinio tono, menkesnis šių vaikų įsitraukimas į santykius, prastesnis vertybių ir moralinių standartų išsivystymas ir socialinio priežastingumo supratimas. Elgesio sunkumų turintys berniukai objektus (kitus) mato kaip abejingus, atstumiančius, nepastovius, pažeidžiamus, nepatikimus, negalinčius suteikti pagalbos. Vidinis aš reprezentuojamas kaip pažeidžiamas, atstumtas, nepriklausantis šeimai. Tyrime taikytos projekcinės metodikos ir gautos medžiagos vertinimai leidžia numatyti, kurie vaikai turi elgesio sunkumų, o kurie ne. Elgesio sunkumų turinčių vaikų vidinės reprezentacijos pasižymi tam tikrais specifiniais bruožais. Per naują patyrimą ilgalaikėje psichoterapijoje gali formuotis adaptyvesnės vidinės struktūros.Pagrindiniai žodžiai: berniukų elgesio sunkumai, aš ir kito vidinės reprezentacijos, projekcinės metodikos.Mental Self and Object Representations of 7–10-Year-Old Boys with Behavior DifficultiesBieliauskaitė R., Kuraitė E. SummaryThis study looked into the links between the external difficulties and the internal “self” and objects representations. The aim of the study was to compare the internal representations of the children with the behavioral difficulties to children with no behavioral difficulties in order to gain a better understanding of the inner structures which could be linked to inappropriate and aggressive behavior. Boys with behavioral difficulties aged 7–10-year-old were recruited and compared with the boys of the same age with no behavioral difficulties. 20 boys from the clinical sample and 10 boys from the control group – 30 boys in total – were assessed. The measure used to assess external difficulties was Child Behavior Checklist. Projective tools such as Children Apperception Test and Kinetic Family Drawing were applied to assess the representations. The results of the projective methods were analyzed with the “Social Cognition and Object Relations Scale“ (SCORS) and “The Global Rating Scale”. According to SCORS four dimensions of internal representations were assessed: complexity of representations of people, affective quality of representations, emotional investment in relationships, values and moral standards and understanding social causality. The study results show that inner “self” and object representations of the boys with behavioral difficulties are different from the ones of the boys without behavioral difficulties. Representations of the clinical sample are less differentiated, have a negative emotional tone. These boys also show a lower capacity for emotional investment in relationships and moral standards, an impaired understanding of social causality. Boys with the behavioral difficulties see others as indifferent, rejecting, vulnerable, unreliable, inconsistent and not being able to help. Their inner “self” is represented as vulnerable and rejected, unattached to his family. The projective method used in the study and analysis of the data allows us to predict behavioral difficulties. Mental representations of children with behavioral difficulties have specific characteristics. The different experiences in long term psychotherapy could transform those characteristics into more adaptable ones.Key words: boys with behavior difficulties, mental self and object representations, projective tools.

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Child's behaviour in mother–child interaction predicts later emotional and behavioural problems

Cited by 17 publications

References 35 publications

Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed

Mother–infant Interaction Quality and Infants' Ability to Encode Actions as Goal‐directed

Infant frontal asymmetry predicts child emotional availability

Mental self and object representations of 7–10-year-old boys with behavior difficulties

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