Emotion Understanding (and Misunderstanding) in Clinically Referred Preschoolers: The Role of Child Language and Maternal Depressive Symptoms

Martin, Sarah E.; Williamson, Lauren R.; Kurtz-Nelson, Evangeline; Boekamp, John R.

doi:10.1007/s10826-013-9810-6

Cited by 18 publications

(7 citation statements)

References 65 publications

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“…Maternal MDD across the first year predicts less emotional expression and regulation at 9 months (Granat et al, 2017), reduced ERc at 4 years (Maughan, Cicchetti, Toth, & Rogosch, 2007), and maternal depressive symptoms at age 4 predict lower emotion regulation at age 7 (Blandon, Calkins, Keane, & O’Brien, 2008). During preschool, maternal depressive symptoms are associated with less accurate emotional labeling (Székely et al, 2014), impaired ERc (Raikes & Thompson, 2006), and biased perception of sadness (Martin, Williamson, Kurtz-Nelson, & Boekamp, 2015), whereas in later childhood maternal depressive symptoms are linked with errors in identifying emotional intensity (Joormann, Gilbert, & Gotlib, 2010) and biased ERc (Burkhouse et al, 2016). Yet, although studies emphasized the role of maternal behavior in supporting ERc (Doan & Wang, 2010; McElwain, Halberstadt, & Volling, 2007; Taumoepeau & Ruffman, 2006, 2008), we are aware of no study that tested the relations between maternal behavior and ERc in late childhood.…”

Section: Emotion Recognition and Maternal Depressionmentioning

confidence: 99%

Maternal depression impairs child emotion understanding and executive functions: The role of dysregulated maternal care across the first decade of life.

Priel¹,

Zeev‐Wolf

Djalovski³

et al. 2020

Emotion

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The long-term negative effects of maternal depression on child outcome are thought to be mediated in part by deficits in caregiving; yet, few studies utilized longitudinal cohorts and repeated observations to specify these links. We tested the impact of deficits in maternal regulatory caregiving across the first decade of life on children’s emotional, social, and cognitive outcomes at 10 years. A community birth cohort was repeatedly assessed for maternal depression across the first year and again at 6 and 10 years. At 9 months, 6 years, and 10 years patterns of regulatory caregiving were assessed during mother-child interactions; at 6 and 10 years children underwent psychiatric diagnosis; and at 10 years children’s emotion recognition (ERc), executive functions (EF), and social collaboration (SC) were evaluated. Depressed mothers displayed deficits to regulatory caregiving across development and their children exhibited more psychiatric disorders, lower SC, and impaired ERc. Structural equation modeling demonstrated both direct paths from dysregulated caregiving at 6 and 10 years to impaired child EF and ERc and mediated paths via child psychiatric disorder on all 3 outcomes. Effects of 9-month caregiving were only indirect, via child disorder, differentiating infants on risk versus resilient trajectories. Patterns of maternal caregiving were individually stable over time. Our findings demonstrate disruptions to core regulation-based abilities in children of depressed mothers beyond infancy, contribute to discussion on risk and resilience in the context of a distinct early life stress condition, and underscore late childhood as a period of specific vulnerabilities that should become a focus of targeted interventions.

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Section: Emotion Recognition and Maternal Depressionmentioning

confidence: 99%

Maternal depression impairs child emotion understanding and executive functions: The role of dysregulated maternal care across the first decade of life.

Priel¹,

Zeev‐Wolf

Djalovski³

et al. 2020

Emotion

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show abstract

“…Gender moderated the relationship between emotion understanding and behavior problems in Spanish children. There is thus a need to explore potential moderators (such as gender and age) of the relationship between emotion socialization and externalizing child behavior problems (Katz et al ., 2012; Martin, Williamson, Kurtz‐Nelson & Boekamp, 2015).…”

Section: Parental Emotion‐related Socialization Behaviors (Ersbs)mentioning

confidence: 99%

Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding

Bjørk

Havighurst

Pons

et al. 2020

Scandinavian J Psychology

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“…Due to these underlying meanings of sadness, recognition of sad feelings in others triggers avoidance from these helpless individuals (Carver and Harmon-Jones, 2009) and facilitates self-regulation, which can play role in decreasing disruptive tendencies toward them. Research showed that preschool children with increased understandings of sad expressions were better at regulating their impulses and displayed lower externalizing symptoms (Martin et al 2010;Martin, et al 2015).…”

mentioning

confidence: 99%

The Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers’ Disruptive Behavior

et al. 2019

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Objectives Research examining disruptive behaviors in clinical groups of preschool and school-aged children has consistently revealed significant difficulties in their emotion knowledge and empathy but intact performance in their theory-ofmind (ToM). However, it is largely not known if these difficulties in emotion knowledge and empathy as opposed to ToM are specific to extreme forms of disruption in clinical groups or rather represent broad deficiencies related to disruptive behaviors in general, including the milder levels exhibited by typically developing children. Milder disruptive behaviors (e.g., whining, arguing, rule-breaking and fighting) in peer contexts might relate to normative variations in socio-cognitive and emotional skills like ToM, emotion knowledge and empathy. To illuminate whether the same pattern of relations observed in clinical samples would arise in typical development, this study aims to examine the role of ToM, emotion knowledge and empathy in typically developing preschoolers' disruptive behaviors. Methods We used individual tasks to measure 116 typically developing Turkish preschoolers' ToM, emotion knowledge (understanding anger and sadness) and empathy for pain, and received mothers' reports about children's levels of disruptive behavior in peer contexts. Results Path analysis showed that among these skills, it was only empathy which predicted disruptive behaviors significantly (β = −0.25, p < 0.05). Understanding sadness predicted higher empathy (β = 0.18, p < 0.05) and higher empathy predicted lower disruptive behaviors, but the mediation of empathy in the link between understanding sadness and disruptive behavior was not significant (β = −0.05, p > 0.05, 90% CI = −0.106, 0.001). Conclusions Overall, our results indicate that empathizing with others' emotions is more important than understanding their mental states and emotions for lower disruptive behaviors.

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Emotion Understanding (and Misunderstanding) in Clinically Referred Preschoolers: The Role of Child Language and Maternal Depressive Symptoms

Cited by 18 publications

References 65 publications

Maternal depression impairs child emotion understanding and executive functions: The role of dysregulated maternal care across the first decade of life.

Maternal depression impairs child emotion understanding and executive functions: The role of dysregulated maternal care across the first decade of life.

Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding

The Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers’ Disruptive Behavior

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