How are parental reactions to children’s emotions linked with Theory of Mind in children with Autism Spectrum Disorder?

Mazzone, Stéphanie; Nader-Grosbois, Nathalie

doi:10.1016/j.rasd.2017.05.003

Cited by 11 publications

(3 citation statements)

References 45 publications

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“…The present outcomes highlight the importance of investigating mothers' and fathers' ERSBs separately, as it has previously been shown for parents of typically developing children (e.g. Baker, Fenning, & Crnic, 2011;Eisenberg et al, 1996;Hughes & Gullone, 2010;McElwain, Halberstadt, & Volling, 2007) or children with Autistic Spectrum Disorder (Mazzone & Nader-Grosbois, 2017a, 2017b. Likewise, the results suggest that parents socialize affective and cognitive ToM differently, as suggested by McElwain et al (2007).…”

Section: Discussionsupporting

confidence: 75%

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The Unexpected Impact of Parental Emotional Socialization on Theory of Mind and Emotion Regulation: The Case of Children with Intellectual Disabilities

Jacobs¹,

Mazzone²,

Simon³

et al. 2019

PSYCH

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Improving our understanding of contribution of environmental factors to Theory of Mind (ToM) and Emotion Regulation (ER) competences in children with intellectual disabilities (IDs) is crucial to helping them to boost their emotional and social abilities. Parental emotion-related socialization behaviors (ERSBs) have been shown to be favorable factors for the development of these competences in preschoolers. However, few studies have investigated links between mothers' and fathers' ERSBs and socio-emotional abilities in children with IDs. The goal of this study is to explore the share of the variance in ToM and ER abilities explained by individual characteristic and each parent's reactions to the emotions of their children with IDs and emotion-related conversation. Twenty-seven mothers, 16 fathers, and their children with IDs participated. Direct and indirect measures of children's ToM were used. Questionnaires about children's ER competences and parents' ERSBs were completed by parents. The results demonstrated that, at preschool developmental age, parents' ERSBs had an impact on affective and cognitive ToM as well as on ER, depending on the parent's gender, on children's chronological and developmental age, and on the nature of ERSBs, namely reactions or conversations.

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Section: Discussionsupporting

confidence: 75%

“…For children with IDs, the older they were, the more fathers' encouragement of positive emotions appeared to harm their affective ToM. As Mazzone and Nader-Grosbois (2017b) observed in children with autistic spectrum disorder, encouragement could be inappropriate and counterproductive, notably for children with a certain life experience.…”

Section: Discussionmentioning

confidence: 97%

The Unexpected Impact of Parental Emotional Socialization on Theory of Mind and Emotion Regulation: The Case of Children with Intellectual Disabilities

Jacobs¹,

Mazzone²,

Simon³

et al. 2019

PSYCH

Self Cite

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“…Supportive behavior in response to children’s negative emotions (e.g., validating or encouraging discussion) is robustly associated with positive socioemotional development in children with neurotypical development (Eisenberg et al, 1998; Morris et al, 2017; Spinrad et al, 2020), whereas parental psychological control, minimizing, and criticism have been linked to dysregulation and externalizing problems (e.g., Morris et al, 2017; Spinrad et al, 2020). The few studies examining parental reactions to children’s negative emotion in families of children with ASD have revealed links to child functioning, including the theory of mind (Mazzone & Nader-Grosbois, 2017) and psychophysiology (Moffitt et al, 2021).…”

mentioning

confidence: 99%

Parental coping as a buffer between child factors and emotion-related parenting in families of children with autism spectrum disorder.

Alostaz¹,

Baker²,

Fenning³

et al. 2022

Journal of Family Psychology

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Parents of children with autism spectrum disorder (ASD) experience high levels of stress related to their children’s symptoms and comorbid behavior problems. Adaptive parental coping in response to child-related stressors is proposed to serve a buffering function, and yet, little research has examined whether coping actually moderates associations between child factors and parent outcomes in this population. The few studies to do so have focused on parent well-being as the primary outcome and have not considered the degree to which child-related stressors may affect parenting and contribute to maladaptive transactional parent–child processes over time. The present study tested whether adaptive parental coping was associated with reduced associations between higher levels of child ASD symptoms and comorbid externalizing problems and poorer quality parent reactions to child negative emotions in 63 families of children with ASD. Parents reported on their children’s externalizing problems, their own coping behavior, and their reactions to their children’s negative emotions, and child ASD symptoms were measured through direct testing. Adaptive coping—primarily active planning—moderated the association between children’s behavior problems and supportive parent reactions such that parents of children with more externalizing problems reported less supportive reactions, but only when adaptive coping was low. Child ASD symptoms did not significantly relate to parent reactions, and coping did not moderate these associations. This cross-sectional study is the first to identify parental coping as a potential protective factor for parenting behavior in families of children with ASD and comorbid behavior problems. Implications for future longitudinal research are discussed.

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Parental Socialization of Emotion and Psychophysiological Arousal Patterns in Children with Autism Spectrum Disorder

Moffitt

Baker

Fenning

et al. 2021

Res Child Adolesc Psychopathol

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How are parental reactions to children’s emotions linked with Theory of Mind in children with Autism Spectrum Disorder?

Cited by 11 publications

References 45 publications

The Unexpected Impact of Parental Emotional Socialization on Theory of Mind and Emotion Regulation: The Case of Children with Intellectual Disabilities

The Unexpected Impact of Parental Emotional Socialization on Theory of Mind and Emotion Regulation: The Case of Children with Intellectual Disabilities

Parental coping as a buffer between child factors and emotion-related parenting in families of children with autism spectrum disorder.

Parental Socialization of Emotion and Psychophysiological Arousal Patterns in Children with Autism Spectrum Disorder

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