Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-analytic Review

Trentacosta, Christopher J.; Fine, Sarah E.

doi:10.1111/j.1467-9507.2009.00543.x

Cited by 376 publications

(333 citation statements)

References 100 publications

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“…Inaccuracies in understanding one's own and other's emotions and a propensity to see other's as angry and hostile have been found in children with behavior difficulties (Eisenberg et al 2001;Trentacosta and Fine 2010). These children have also been found to have poor emotion regulation, social skills difficulties (Morris et al 2010;Olson et al 2011;Trentacosta and Shaw 2009) and greater negative emotionality (Eisenberg et al 2005).…”

Section: Introductionmentioning

confidence: 92%

An Emotion-Focused Early Intervention for Children with Emerging Conduct Problems

Havighurst

Duncombe

Frankling³

et al. 2014

J Abnorm Child Psychol

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This paper evaluates the real-world effectiveness of an emotion-focused, multi-systemic early intervention combining an emotion socialization parenting program with a child and school socio-emotional intervention for children with emerging conduct problems. Schools in lower socioeconomic areas of Victoria, Australia were randomized into intervention or wait-list control. Children in the first 4 years of elementary school were screened for behavior problems and those in the top 8 % of severity were invited to participate in the intervention. The study sample consisted of 204 primary caregivers and their children (Mage=7.05, SD=1.06; 74 % boys). Data were collected at baseline and 10 months later using parent and teacher reports and direct child assessment. Measures of parent emotion socialization, family emotion expressiveness, and children's emotion competence, social competence and behavior were administered. Results showed intervention parents but not controls became less emotionally dismissive and increased in empathy, and children showed better emotion understanding and behavior compared to control children. These outcomes lend support for an emotionfocused approach to early intervention in a real-world context for children with conduct problems.Keywords Emotion coaching . Emotion socialization . Emotion competence . Behavior problems . Parenting . Early intervention . Multi-systemic intervention Disruptive behavior problems in young children are a risk factor for conduct disorder, later substance abuse, poor peer relations, delinquency and violence which add substantial costs to society on a social and economic level (Moffitt 1993;Sawyer et al. 2000). The first years of school are an important time for identifying children at risk and intervening before these problems become intractable (Webster-Stratton and Reid 2004). Successful interventions include multisystemic components for lasting effects such as parent, child and school-based programs (Sanders et al. 2000). Typically, multi-systemic interventions include behavioral parent training based on social learning principles, which have also been found effective as stand-alone interventions for reducing children's behaviour problems (for a meta-analysis see Thomas and Zimmer-Gembeck 2007). Up to one third of families who receive this type of parenting intervention, however, do not benefit (Dumas 2005; Webster-Stratton and Hammond 1997) and behavioral parent training has been found less effective when there are attachment problems, when parents have difficulties regulating emotions, or when there is maternal depression or marital conflict ( DOI 10.1007/s10802-014-9944-z Kendall 2002). Multi-systemic interventions that incorporate a parenting program targeting parent emotion socialization (responses to emotions in oneself and one's child), in combination with a child intervention, which focuses on improving emotional competence (e.g., skills in understanding and regulating emotions), are yet to be evaluated. The current study is a real-world effe...

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Section: Introductionmentioning

confidence: 92%

An Emotion-Focused Early Intervention for Children with Emerging Conduct Problems

Havighurst

Duncombe

Frankling³

et al. 2014

J Abnorm Child Psychol

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“…Measures of social competence include observed or reported levels of social skills, social preference, peer status, pro-social behaviour, or developmentally appropriate social play behaviour (e.g., social pretend or co-operative play for preschoolers) (Trentacosta and Fine, 2010). Guttman (1984) found that boys who owned a companion animal performed better on measures of their capacity for decoding non-verbal information, potentially making them better at communication, than boys who did not.…”

Section: Social Developmentmentioning

confidence: 99%

The influence of animals on the development of children

Endenburg

Lith

2011

The Veterinary Journal

115

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a b s t r a c tThere is a widespread belief that interaction with an animal is beneficial for the development of children, and several studies (most with methodological shortcomings) have investigated the influence of (companion) animals on the social-emotional and cognitive development of children. In this article, the 1984 model of Professor Jay Belsky has been used to describe which variables influence the development of children and how the companion animal-child interaction influences these variables. The value of the AAA/AAT (Animal Assisted Activities/Animal Assisted Therapy) programmes in children with a wide variety of clinical and social problems, such as behaviour problems and autistic spectrum symptoms, is discussed. The findings suggest that (companion) animals positively influence children's development and have a valuable role in therapy.

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“…The ability to understand emotion is also seen as a mediator between emotional perception abilities and emotion regulation mechanisms (Joseph & Newman, 2010;Salovey, Bedell, Detweiler & Mayer, 1999). In their influential meta-analysis, Trentacosta & Fine (2010) showed weak to moderate positive correlations of emotion understanding and general social competence, and similar in magnitude -although negative -relations with internalized and externalized problems in children and youth. Considering emotion understanding as a part of emotional intelligence, other important correlates of higher levels of emotion understanding are greater social competence, better life quality, social sensitivity, better perceived social support from parents and friends, and lower tendency towards antagonistic and aggressive relations with friends and people in general (Brackett, Warner & Bosco, 2005;Brackett et al, 2006;Lopes, Salovey, Cote & Bears, 2005;Lopes et al, 2003Lopes et al, , 2004Rubin, 1999).…”

Section: Emotion Understandingmentioning

confidence: 99%

Emotion understanding, interpersonal competencies and loneliness among students

Moroń¹

2014

Polish Psychological Bulletin

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The study examines the associations of emotion understanding, interpersonal competencies, loneliness and correlated variables (perceived social support, quality of social networks). Two conceptual models of relations were tested. In the first model it was hypothesized that interpersonal competencies mediate relations between emotion understanding and loneliness, perceived social support and quality of social networks. In the second model emotion understanding was tested as a moderator of relationships between interpersonal competencies and loneliness, perceived social support and quality of social networks. Study 1 (n = 221) provided only a weak confirmation of the mediatory model, restricted to men. Study 2 (n = 206), employing different measures of emotion understanding and loneliness, confirmed weakly both the mediatory and moderatory models. In both studies a direct negative correlation between emotion understanding and loneliness was not confirmed.

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Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-analytic Review

Cited by 376 publications

References 100 publications

An Emotion-Focused Early Intervention for Children with Emerging Conduct Problems

An Emotion-Focused Early Intervention for Children with Emerging Conduct Problems

The influence of animals on the development of children

Emotion understanding, interpersonal competencies and loneliness among students

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