Do Parental Reflective Functioning and Parental Competence Affect The Socioemotional Adjustment Of Children?

Abstract

Parental reflective functioning refers to the parents' ability to reflect on their children's mental states, and is increasingly considered to be a key feature of competent parenting. However, to date, no study has empirically investigated this assumption. The main objective of the present study was therefore to investigate the mediating role of parental competence in the relationship between parental reflective functioning and children's socioemotional adjustment. We also investigated whether these relationships were similar for mothers and fathers. The study was carried out in a sample of 433 mothers and 113 fathers of infants aged from 2 to 36 months. Participants had to complete the Spanish version of the Perceived Parental Competence Scale, the Parental Reflective Functioning Questionnaire and the Ages & Stages Questionnaire. Resultsshowed, as expected, that parental competence mediated the association between parental reflective functioning and infants' emotional adjustment. Multigroup analysis supported the invariance of the structural model across mothers and fathers. The implications of these results for pediatric and primary care are discussed.

DDAA and Maternal Reflective Functions

“…Regarding the scores detected by the PSI / SF administration to the mothers of the children, our analyses and PCDI (Parent-Child Dysfunctional Interaction) subscales after administering the PT treatment in both groups, but to a greater extent in group 2. This data indicates that, with the improvement of parental reflexive functions, a reduction in the perception of stress by the latter is obtained and such outcome is accompanied by an improvement in the quality of the relationship with the child (Camoirano, 2017;Gordo et al, 2020;Rostad & Whitaker, 2016). Furthermore, a good caregiver-child relationship allows the development of mentalization (Fonagy, 2002;Frolli et al, 2019).…”

“…In addition, the parental reflexive functions guarantee the ability to tolerate frustration and help in reducing behaviors related to impulsivity and emotional dysregulation (Fonagy & Target, 2001;Fonagy et al, 1998). Therefore, a PT intervention to parents of children with emotional dysregulation problems can improve the behavioral aspects of the child only if provided through a training aimed to enhance parental reflexive functions (Camoirano, 2017;Gordo et al, 2020).…”

“…In this regard, it has been suggested that parents with low PRF levels may perceive themselves as poorly competent parents (Nijssens et al, 2018;Slade, 2007). Indeed, parents with high PRF levels typically show a greater degree of involvement and communication with their child, practice more positive parenting styles and are generally more satisfied with their parenting role (Gordo et al, 2020;Rostad & Whitaker, 2016). A failure in the acquisition of mentalization can compromise not only the understanding of the other's mind, but also of one's own internal states, with the consequent experience of incomprehensible emotional experiences as well as difficulties in managing and controlling the impulsive responses that would dominate the most reflective.…”

“…Studies also suggest that parents who tend not to be mental in relationships with their children show a greater tendency to confuse their children's anxiety-related signs (Rutherford et al, 2015). Similarly, difficulties in tolerating or making sense of their children's emotions impact children's socio-emotional adaptation because they lack the support of their primary caregivers in acquiring self-regulation skills (Camoirano, 2017;Gordo et al, 2020). In short, it appears that more reflective parents are likely to experience more positive interactions with their children, greater parental satisfaction and to be more engaged and communicative with their children (Rostad & Whitaker, 2016).…”

“…Thus, although studies suggest that PRF may be related to parental competence, currently no studies have directly verified whether parenting competence is indeed a mediator in the relationship between parental (maternal) PRF and children's socio-emotional adaptation (Gordo et al, 2020). The central idea of the work is that the development of maternal educational skills cannot be separated from the development of reflexive and regulatory functions aimed at promoting pre-mentalization, social cognition and empathic skills.…”