How does family emotional expressiveness affect children's schemas?

Dunsmore, Julie C.; Halberstadt, Amy G.

doi:10.1002/cd.23219977704

Cited by 103 publications

(85 citation statements)

References 34 publications

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“…This gender difference in parental emotion-related behavior has also been observed in previous studies (Cassano et al, 2007;Eisenberg et al, 1996;Hughes & Gullone, 2010;McElwain et al, 2007;Wong et al, 2009). As suggested by Dunsmore and Halberstadt (1997), these differences within maternal and paternal profiles could benefit children because they may add to their emotional schema, making them aware that people differ in their reactions toward emotional situations. Therefore, children adjust more readily when they are confronted with peers displaying different reactions.…”

Section: Discussionsupporting

confidence: 77%

How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?

Mazzone¹,

Nader-Grosbois²

2016

PSYCH

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In this study, parents' reactions to their children's emotions were investigated as correlates of children's abilities in Theory of Mind (ToM). 175 parents completed questionnaires about their reactions to their children's emotions. Children's ToM abilities were assessed by direct measures and a questionnaire completed by mothers. Inter-parental comparisons and intra-parental interactions were explored. The maternal model was significant for children's ToM-emotions and ToM-thinking. The paternal model was significant for children's ToM-beliefs. Maternal supportive reactions (SR) to positive emotions were related to children's ToM-emotions and ToM-thinking. Moreover, maternal non-supportive reactions (NSR) to negative emotions were negatively associated with children's ToM-thinking. The interaction between paternal SR to children's positive emotions and a low level of NSR to positive emotions was associated with a high level of ToMbeliefs. The results suggest that exploring the parental gender effect and the combined effects of parental reactions is useful for understanding children's ToM development.

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Section: Discussionsupporting

confidence: 77%

How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?

Mazzone¹,

Nader-Grosbois²

2016

PSYCH

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“…This finding is not consistent with our hypothesis and previous research suggesting a role for a lack of familial expressiveness during childhood being associated with schemas related to emotionality (Dunsmore and Halberstadt 1997;Suveg et al 2008). However, it must be noted that zeroorder correlations showed moderate to high correlations between retrospectively reported familial expressiveness and each of the emotional deprivation and emotional inhibition EMSs (see Table 2).…”

Section: Emss and Avpd Symptomscontrasting

confidence: 79%

“…Beck et al 2004;Taylor et al 2004), this may suggest a role for low familial emotional expressiveness (defined as a family environment where family members are encouraged to freely communicate their feelings and opinions with each other; Barber and Buehler 1996) leading to AVPD through the development of emotional inhibition beliefs. Some indirect evidence exists for this hypothesis, with Dunsmore and Halberstadt (1997) showing a link between family expressiveness and schemas related to emotionality in children, while Suveg et al (2008) showed that emotional communication between parents and children was lower in a group of children diagnosed with an anxiety disorder (including social phobia) compared to a group of children without an anxiety disorder.…”

Section: Introductionmentioning

confidence: 92%

Do Early Maladaptive Schemas Mediate the Relationship Between Childhood Experiences and Avoidant Personality Disorder Features? A Preliminary Investigation in a Non-Clinical Sample

Carr

Francis

2009

Cogn Ther Res

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The current study tested the hypothesis that early maladaptive schemas (EMSs) mediate the relationship between retrospectively reported childhood experiences and avoidant personality disorder (AVPD) symptoms. One hundred and seventy-eight non-clinical participants completed questionnaires measuring retrospectively reported childhood experiences, a measure of EMSs, and AVPD symptoms. Path analyses showed that the EMSs of subjugation, abandonment, and emotional inhibition fully mediated the relationship between retrospectively reported childhood experiences (specifically mother overprotection & family sociability) and AVPD symptoms. The abandonment and subjugation EMSs were found to fully mediate the relationship between family sociability and AVPD symptoms while the subjugation and emotional inhibition EMSs fully mediated the relationship between mother (but not father) overprotection and AVPD symptoms. Finally, retrospective reports of childhood maltreatment were found to be associated with all EMSs within the disconnection/rejection domain apart from the abandonment EMS although these EMSs did not significantly account for AVPD symptoms. These results are consistent with cognitive-behavioural formulations of personality disorders and this study is the first to show that EMSs mediate the relationship between childhood factors and AVPD features.

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“…Sozial isolierte sowie abgelehnte Kinder und Jugendliche erhalten durch die Ausgrenzung weniger Gelegenheiten, ihr defizitäres soziales Verhalten zu verbessern (Dunsmore & Halberstadt, 1997;Hay, Payne & Chadwick, 2004;Ladd, 1999;Saarni, Mumme & Campos, 1998) und können damit weniger positive soziale Erfahrungen machen als sozial akzeptierte Peers.…”

Section: Peers Und Mitschüler Mit Zunehmendem Alter Spielen Peers Eiunclassified

“…Dunsmore & Halberstadt, 1997;Saarni et al, 1998 , 1997). So zeigten 30% der Heranwachsenden, die als Kinder weniger akzeptiert wurden, in späteren Jahren Auffälligkeiten wie Schulabbruch, Delinquenz oder psychopathologische Entwicklungen, was nur bei 10,5% derjenigen der Fall war, die in der Kindheit besser integriert waren (Parker & Asher, 1987, vgl.…”

Section: Auch Konnte Bei Defiziten In Den Sozialen Kompetenzen Eine Eunclassified

Förderung sozialer Kompetenzen im Unterricht

Drössler

2007

Zeitschrift für Pädagogische Psychologie

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Zusammenfassungwere cooperative learning as well as strategies to improve the classroom climate (e.g. social rules, climate diagnostics). These strategies were taught in workshops attended by the teacher stuff of the participating schools. The teachers implemented the strategies in their regular classrooms and documented the implementation fidelity by a logbook. The intervention as well as the implementation was evaluated over a period of three years.The treatment efficacy was tested in a longitudinal study (3 assessment points) at 364 students from 8 schools with intervention and 198 students from 5 schools without intervention serving as control group. The targeted criteria in this evaluation were the development of social competence, social competence beliefs and class climate. Comparing the two groups the teacher-student-relationship decreased less drastically in the schools with intervention compared to the control group. Taking the teachers' documentation of the implementation fidelity into account results indicate that more frequent implementations of the strategies led to better development of the students' social competence, the teacher-student-relationship as well as student-student-relationship.Therefore, the results impressively demonstrate the relevance to assess the implementation fidelity in intervention trials. Data on implementation fidelity (exposure, adherence) enables more valid conclusions on the intervention's effectiveness. However, the project revealed difficulties to develop and to apply instruments to assess implementation fidelity, Therefore, in future research instruments for the evaluation of the implementation process have to be focused as well.iii Vorbemerkungen und Danksagung

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How does family emotional expressiveness affect children's schemas?

Cited by 103 publications

References 34 publications

How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?

How Are Parental Reactions to Children’s Emotions Related to Their Theory of Mind Abilities?

Do Early Maladaptive Schemas Mediate the Relationship Between Childhood Experiences and Avoidant Personality Disorder Features? A Preliminary Investigation in a Non-Clinical Sample

Förderung sozialer Kompetenzen im Unterricht

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