Emotion Regulation Among Preschoolers on a Continuum of Risk: The Role of Maternal Emotion Coaching

Ellis, B. Heidi; Alisic, Eva; Reiss, Amy; Dishion, Tom; Fisher, Philip A.

doi:10.1007/s10826-013-9752-z

Cited by 72 publications

(53 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, recent research among very young children (Ellis, Alisic, Reiss, Dishion, & Fisher, 2014) suggests that intervening early and teaching parents to practice emotion coaching with their children – to identify and validate their child's emotions as a teaching tool – may buffer the negative effects of family stress on emotion regulation. Given that our study's results suggest that dysregulated emotion due to stress leads to impaired biological systems and later risky sensation seeking behavior to potentially externally regulate those impaired systems, efforts aimed at helping children to develop strong emotion regulation skills may provide an effective and efficient deterrent to substance use.…”

Section: Discussionmentioning

confidence: 99%

Emotion dysregulation, anticipatory cortisol, and substance use in urban adolescents

Kliewer

Riley

Zaharakis

et al. 2016

Personality and Individual Differences

View full text Add to dashboard Cite

Anticipatory cortisol is associated with risk for substance use in adolescents. The present study extended prior literature by testing a model linking family emotional climate, emotion dysregulation, anticipatory cortisol, and substance use. Participants were 229 adolescents (M = 11.94 years, SD = 1.55; 41% male; 92% African American) enrolled in a 4-wave study of stressors, physiological stress responses, and substance use. Caregivers completed measures of family emotional climate at baseline and adolescents' emotion dysregulation one and two years later; adolescents reported on their substance use at baseline and three years later at Wave 4. Adolescents completed a stress task at Wave 4; saliva samples taken immediately prior to the task were analyzed for cortisol. Longitudinal path models revealed that a negative emotional climate at home was associated with elevated emotion dysregulation at subsequent waves for all youth. Emotional dysregulation was prospectively associated with blunted anticipatory cortisol, which in turn was associated with elevated substance use, controlling for baseline substance use and age. However, these associations only were observed for females. This study suggests that helping girls in particular manage their emotional responses to stress more effectively may impact their physiological responses and reduce risk for substance use.

show abstract

Section: Discussionmentioning

confidence: 99%

Emotion dysregulation, anticipatory cortisol, and substance use in urban adolescents

Kliewer

Riley

Zaharakis

et al. 2016

Personality and Individual Differences

View full text Add to dashboard Cite

show abstract

“…For example, elaboration, that is, parents' ability to engage in rich, detailed and coherent emotion dialogues, is studied extensively and is one of the critical dimensions in reminiscing styles along which parents vary (Fivush, 2007;. Other critical dimensions of parents' contributions are the level of engagement (Fivush & Sales, 2006), emotional expressiveness (Fivush & Sales, 2006), emotional coaching (Ellis, Alisic, Reiss, Dishion, & Fisher, 2014), and explaining (Fivush & Sales, 2006). Children may differ in emotional openness and involvement (Gentzler et al, 2005), and coping abilities (Amato & Afifi, 2006).…”

Section: Parent-child Emotion Dialoguesmentioning

confidence: 99%

Mother–child emotion dialogues in families exposed to interparental violence

Visser

Overbeek

Schipper

et al. 2016

Journal of Child Custody

View full text Add to dashboard Cite

This cross-sectional study examined the hypothesis that parentchild emotion dialogues among interparental violence (IPV) exposed dyads (n ¼ 30; 4-12 years) show less quality than dialogues among nonexposed dyads (n ¼ 30; 4-12 years). Second, we examined whether parental posttraumatic stress symptoms and parental adverse childhood experiences (ACEs) were associated with the quality of the dialogues. As expected, in the IPV-exposed group, quality of mother-child emotion dialogues was of lesser quality; dyads often showed a lack of elaboration in their dialogue; mothers showed less sensitive guidance; and children showed less cooperation and exploration, compared to dialogues, dyads, mothers, and children in the nonexposed group. Although maternal posttraumatic stress symptoms and maternal history of ACEs were significantly higher in the IPV-exposed families than in the nonexposed families, these variables were not associated with the quality of emotion dialogues. Clinical implications and study limitations are discussed. KEYWORDSChild maltreatment; domestic violence; parent-child emotion dialogues; parent-child relationship; parental posttraumatic stress Exposure to interparental violence (IPV) has considerable direct effects on children. Children exposed to IPV are at risk to develop posttraumatic stress symptoms, internalizing and externalizing behavior problems (Evans, Davies, & DiLillo, 2008;Kitzmann, Gaylord, Holt, & Kenny, 2003). An important protective factor for children in the aftermath of IPV exposure is the parentchild relation (Afifi & MacMillan, 2011). For children to process difficult and even traumatic life events, it is important to form a coherent narrative of the events (Cohen, Mannarino, & Murray, 2011). Parent-child relations in which children feel safe to give meaning to the traumatic events may enhance their recovery (Fivush, 2007). Especially in IPV-exposed families talking about the traumatic events may be a problem because IPV affects the family system as a whole. Therefore, parents as well are at risk for posttraumatic stress symptoms, and other forms of psychopathology (Campbell, Kub, Belknap, & Templin, 1997;Cascardi, O'Leary, & Schlee, 1999). This vulnerability, in turn, may negatively affect parenting and the parent-child relationship (Levendosky, Huth-Bocks, Shapiro, & Semel, 2003), and thus, the impaired parent-child relation may impede children's narrative formation.Although there has been a concerted research effort to determine the direct and indirect effects of IPV on children's functioning (Buehler & Gerard, 2002;Davies, Winter, & Cicchetti, 2006;Hungerford, Wait, Fritz, & Clements, 2012), a minimal amount is known regarding the capacity of IPV-exposed parent-child dyads to talk about emotions and to compose coherent narratives about emotional events in children's lives. In the present study, we compare emotion dialogues in parent-child dyads between IPV-exposed and nonexposed families. Additionally, we examine the role of parental posttraumatic stress and parents' own ...

show abstract

“…Emotion coaching has also been positively correlated with secure attachments (Chen et al, 2011), and used effectively to improve the psychological functioning of children who have experienced complex trauma (Murphy et al, forthcoming), as well as reduce the externalising behaviours of children with ASD . It has also recently been identified as a protective factor for children with ODD (Dunsmore et al, 2012) and for children at risk (Ellis et al, 2014).…”

Section: Emotion Coaching -A Relational and Skills-based Approach To mentioning

confidence: 99%

“…Research on emotion coaching is relatively limited and scarce in the UK, and there has been little research undertaken on the use of emotion coaching in professional contexts (Katz et al, 2012;Ellis et al, 2014, Wilson et al, 2012. Katz et al's (2012) recent review of emotion coaching research calls for more studies that explore the role of emotion socialisation agents other than parents, such as teachers and peers.…”

Section: Problem Statementmentioning

confidence: 99%

Emotion Coaching - A Strategy for Promoting Behavioural Self-Regulation in Children/Young People In Schools: A Pilot Study

Rose¹,

McGuire-Snieckus²,

Gilbert³

2015

EJSBS

View full text Add to dashboard Cite

Emotion coaching is a parenting style clinically observed in the USA which supports children's emotional self-regulation, social skills, physical health and academic success. A pilot study in a rural disadvantaged area in England sought to evaluate the effectiveness of training practitioners who work with children and young people in schools, early years settings and youth centres to apply emotion coaching strategies in professional contexts, particularly during emotionally intensive and behavioural incidents. The study rested on the premise that supportive adults can individually and collectively empower children and young people to build a repertoire of internal and external socio-emotional regulatory skills that promote prosocial behavior. A mixed method approach was adopted (n=127). The findings suggest the efficacy of adopting emotion coaching strategies to support behavioural management approaches and policies within settings across the age range. Data from school contexts are largely recorded here. The research is the first pilot in the UK that builds on and complements similar work being undertaken in the USA and Australia.

show abstract

Emotion Regulation Among Preschoolers on a Continuum of Risk: The Role of Maternal Emotion Coaching

Cited by 72 publications

References 53 publications

Emotion dysregulation, anticipatory cortisol, and substance use in urban adolescents

Emotion dysregulation, anticipatory cortisol, and substance use in urban adolescents

Mother–child emotion dialogues in families exposed to interparental violence

Emotion Coaching - A Strategy for Promoting Behavioural Self-Regulation in Children/Young People In Schools: A Pilot Study

Contact Info

Product

Resources

About