Emotion Regulation Learning Processes Within two Parenting Systems in the Case of a Foster Preschooler

Simon-Herrera, Pauline; Blanchet, Alain; Duriez, Nathalie

doi:10.1080/13575279.2022.2035683

Cited by 1 publication

(5 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The analysis of the results shows how Julia’s ER tends to develop differently according to the adult with whom she interacts, as previous case studies have suggested ( Simon-Herrera et al, 2022 ). It is complicated for a foster child such as Julia to develop ERS within multiple parenting systems.…”

Section: Discussionsupporting

confidence: 66%

“…interaction. The emotional atmosphere remains positive, while the attention that the foster carer brings, encourages Julia to develop language ERS within a secure relationship (Labella et al, 2020;Simon-Herrera et al, 2022), an observation that the analysis confirms.…”

Section: Discussionmentioning

confidence: 52%

“…Games are jointly developed between them, creating a bilateral relationship with a strong element of collaboration; that it is supported by cognitive reappraisals and regular verbal exchange, positively reinforces the interaction. The emotional atmosphere remains positive, while the attention that the foster carer brings, encourages Julia to develop language ERS within a secure relationship ( Labella et al, 2020 ; Simon-Herrera et al, 2022 ), an observation that the analysis confirms.…”

Section: Discussionmentioning

confidence: 52%

“…The microanalysis carried out with the THEME© software clearly highlights these mechanisms and their disparities according to the type of adult-child relationship, making it an invaluable tool in the search for relational patterns in clinical psychology. These patterns must be understood as interactive loops that are reproduced throughout the exchange ( Simon-Herrera et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

“…It is for this reason that it is important to focus on disorganized behaviors and ERS when working with foster children ( Haselgruber et al, 2021 ), since a foster carer’s generally greater sensitivity to a child’s difficulties tends to reduce externalizing behaviors and improve both emotional security and cognitive and socio-emotional development ( Poitras et al, 2021 ). It is particularly in language strategies – promoting verbal communication and cognitive reappraisal – that foster carer-child interactions provide support to a child’s development and resilience ( Simon-Herrera et al, 2022 ). Although foster care has as a primary objective to sustain child development and restore family life, there is moderate evidence that parent–child visits are often related to higher likelihood of externalizing symptoms manifested by a lack of behavioral control and psychomotor instability ( Poitras et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Interaction microanalysis of foster care research using THEME

Simon

Blanchet²

2022

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

Environmental stress is a key element to the understanding of the psychopathology of children in foster care. Such children often present a wide range of symptoms from anxiety to depression, including abnormal behaviors in their interactions with adults that can be related to experience suffered in their family of origin (e.g., abandonment, abuse, etc.). Foster care should provide a safe environment, both to protect children from abuse and to help them build a well-adjusted developmental trajectory. The relationships with the family of origin may also be maintained. How do children in foster care behave in relation to caregivers given the differences between the families they grow up in? This study focuses on three adult-child relationships: those with a foster carer, a mother and a father. Each adult-child interaction was recorded several times in a day-to-day environment. On each occasion the instruction was given to behave naturally while interacting with a child. No additional material was supplied. Our observations concern the verbal and non-verbal comportment of a 4-year-old foster child named Julia when entering the study, with her caregivers. Once the principal elements had been coded (behaviors, verbalizations), a sequential behavioral patterns analysis was performed using the THEME© program. For this purpose, a 2-min interaction was chosen from the third video of an event which appeared particularly representative of the relationship between Julia and her different caregivers. According to whom Julia was with, the results reveal very different interactive processes. We observe, for example, that with the foster carer the interaction patterns were primarily focused on play objects, whereas they involved more collaborative activity with the father and distraction/avoidance behaviors with the mother. The study identifies the use of disengaging and self-exciting behaviors in all types of interaction. Those emotion regulation strategies are particularly developed during parent–child sessions, showing pathological processes of relationship.

show abstract

Section: Discussionsupporting

confidence: 66%

Section: Discussionmentioning

confidence: 52%