Parent-to-Child Anxiety Transmission Through Dyadic Social Dynamics: A Dynamic Developmental Model

Perlman, Susan B.; Lunkenheimer, Erica; Panlilio, Carlomagno C.; Pérez‐Edgar, Koraly

doi:10.1007/s10567-022-00391-7

Cited by 26 publications

(21 citation statements)

References 252 publications

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“…Additionally, three papers [ 51 , 67 , 90 ] stated that the level of emotional support the child needs is specific to the individual. Differences may arise as a consequence of the child’s age, his/her characteristics and the situation.…”

Section: Resultsmentioning

confidence: 99%

“…However, children with low emotion lability, high ER or lower physiological arousal showed the best outcomes when their parents were highly supportive and hardly displayed unsupportive ERSBs. Furthermore, although high dyadic synchrony (i.e., mutual attunement promoting co-regulation) and parental modeling of ERSBs are generally considered positive, overly worried restrictiveness on the part of the parent (even in situations without acute danger) reinforces anxiety in anxious children [ 90 ].…”

Section: Resultsmentioning

confidence: 99%

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The Influence of Parents on Emotion Regulation in Middle Childhood: A Systematic Review

Raeymaecker

Dhar

2022

Children

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Emotion regulation (ER) has been identified as a transdiagnostic risk factor for psychopathology, making it an ideal target for prevention and treatment. This study explores how parents can nurture the development of child ER. In April 2022, a systematic review was executed focusing on malleable factors in the parental emotion-socialization process during middle childhood. Papers in PubMed, Web of Science and Medline were screened on content-related and methodological criteria. Their methodological quality was assessed. Knowledge was assembled using a summarizing framework encompassing four factors involved in emotion socialization. Fifty papers shed light on modifiable factors at the level of parental meta-emotion philosophy, emotion-related socialization behaviors, the ER skills of parents and the emotional climate of the family. Adaptive socialization appears to be context- and child-specific, thereby taxing parents’ ER skills and their ability to put them into practice flexibly. The four changeable factors in the emotion-socialization process are highly intertwined, resulting in four possible entries for parent-directed interventions. Importantly, time should be devoted to the ER capacities of parents and their ability to attune to the situation and their child. Regarding the latter, replication studies are necessary. Recommendations for clinical interventions are provided.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The Influence of Parents on Emotion Regulation in Middle Childhood: A Systematic Review

Raeymaecker

Dhar

2022

Children

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“…Our results indicated an impact of the intervention on parenting behaviours and parental mental health, both of which can impact the development of anxiety in children (Aktar & Bogels, 2017). The intervention has the potential to benefit both child and parent, altering the affective environment and dyadic interplay at an early stage as parenting style is being developed (Perlman et al., 2022; Price & Kiel, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Given the likelihood that perinatal parenting factors are relevant in the transmission of anxiety (Aktar et al., 2019; Bogels & Brechman‐Toussaint, 2006), and that parents perceive a high level of impact of their anxiety on parenting (Challacombe et al., 2017), providing intervention for parents of very young children could potentially have a large impact as parenting skills and the tone of the dyadic environment are being established (Perlman, Lunkenheimer, Panlilio, & Pérez‐Edgar, 2022).…”

Section: Introductionmentioning

confidence: 99%

Preventing anxiety in the children of anxious parents – feasibility of a brief, online, group intervention for parents of one‐ to three‐year‐olds

Palmer

Woolgar

Carter

et al. 2022

Child Adoles Ment Health

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Background: The evidence suggests an increased risk of developing anxiety problems in children of anxious parents. The current study explored the feasibility and acceptability of an intervention with anxious parents of young children, to inform the possibility of further trials. Methods: Participants were recruited through primary and secondary care psychological services and social media. Participants who had a current or recent anxiety disorder and a child aged 12-47 months were included. Assessments of parental and child outcomes occurred at baseline, after the intervention (week-2) and follow-up (week-8). The intervention was delivered in a small group format, in two sessions, one week apart, using videoconferencing. Results: Out of 32 participants, 30 (94%) attended the full intervention. All found the intervention acceptable and reported it as useful and relevant. There was a reduction in parental depression (MD = 2.63, 95%CI 1.01-4.26), anxiety (MD = 3.93, 95%CI 2.49-5.37) and stress (MD = 4.60, 95% CI 3.02-6.18) and increases in parenting confidence. Conclusions: The online group intervention was feasible and acceptable. There were moderate to large effects on parental mental health and no adverse effects on children (decline on outcome measures). This indicates that intervening early in parenting with anxious parents is possible and warrants further investigation to establish prevention efficacy with a larger, controlled trial. Key Practitioner Messages• Anxiety disorders aggregate across generations and parenting is a modifiable factor that can increase risk.• Early intervention for parents of 1-3 year olds could prevent the development of child anxiety.• A two-session online psychoeducation group was feasible and acceptable to parents.• Positive effects were found on parental mental health and parenting practice at 8 week follow-up.• Practitioners could utilise a brief intervention with anxious parents of young children.

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“…Although the spread of affective language across individuals is likely a general interpersonal phenomenon, here we examine it specifically within dyads composed of children with anxiety disorders and their mothers. Prior research has shown that these dyads have heightened affective synchrony (i.e., alignment in psychophysiological measures; Pérez-Edgar et al, 2021; Perlman et al, 2022; Smith et al, 2021), meaning that these dyads may demonstrate heightened spread of affective language and making them well-suited for testing our research questions. And conversely, prior research on linguistic alignment on child–adult pairs has studied unselected populations, making it unknown the extent to which linguistic alignment occurs in these dyads.…”

mentioning

confidence: 99%

Affective language spreads between anxious children and their mothers during a challenging puzzle task.

Nook¹,

Nardini²,

Zacharek³

et al. 2023

Emotion

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Humans influence each other's emotions. The spread of emotion is well documented across behavioral, psychophysiological, and neuroscientific levels of analysis, but might this influence also be evident in language (e.g., are people more likely to use emotion words after hearing someone else use them)? The current study tests whether mothers and children influence each other's use of affective language. From 2018 to 2020, children aged 6-12 who met diagnostic criteria for anxiety disorders and their mothers (N = 93 dyads) completed a challenging puzzle task while being video recorded. Analyses of transcriptions revealed that mothers and children indeed influenced each other's language. Bidirectional influence was observed for use of negative affect words: Mothers were more likely to use negative affect words if their child had just used negative affect words (over and above mothers' own language on their previous turn), and children were similarly influenced by mother affect word use. A similar bidirectional relation emerged for linguistic distance, a measure related to effective emotion regulation and mental health. However, the significance of the child-tomother direction of influence for these two variables varied depending on correction threshold and should thus be verified in future research. Nonetheless, these findings extend understanding of emotional influence by showing turn-by-turn relations between the use of affective language.

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Parent-to-Child Anxiety Transmission Through Dyadic Social Dynamics: A Dynamic Developmental Model

Cited by 26 publications

References 252 publications

The Influence of Parents on Emotion Regulation in Middle Childhood: A Systematic Review

The Influence of Parents on Emotion Regulation in Middle Childhood: A Systematic Review

Preventing anxiety in the children of anxious parents – feasibility of a brief, online, group intervention for parents of one‐ to three‐year‐olds

Affective language spreads between anxious children and their mothers during a challenging puzzle task.

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