The multifaceted role of attachment during preschool: moderator of its indirect effect on empathy through emotion regulation

Ştefan, Catrinel A.; Avram, Julia

doi:10.1080/03004430.2016.1246447

Cited by 10 publications

(13 citation statements)

References 53 publications

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“…Regarding the 10 eligible articles, some limitations were found. The participants were mostly Caucasian and of medium-high socioeconomic status [64,67]. The research designs were mostly correlational and cross-sectional and did not allow us to verify a causal relationship between variables [10,52].…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, no study addressed the possible differences between attachment to mothers and attachment to fathers for the development of moral emotions relying predominantly on maternal reports (e.g., [6]). It is argued overall in these articles that using all types of instruments, assessments and reports of both children and parents will promote more meaningful and significant results [64]. Finally, in contrast, studies such as that of Diamond and colleagues [12] report as a limitation the lack of objectivity of their selected observational measures.…”

Section: Discussionmentioning

confidence: 99%

“…It was also possible to identify five pathways of analysis and significant mediation models [6,12,52,64,67]. These models, in summary, revealed that the quality of attachment had a positive and significant association with empathy, and that empathy was a significant mediator of the indirect effect between maternal attachment and pro-social behavior [52].…”

Section: Findings On the Different Influences Between Attachment And Moral Emotionsmentioning

confidence: 99%

“…Emotional regulation was a significant mediator of the effect of attachment on empathy levels, revealing that more secure children were rated higher in emotional regulation and, consequently, higher in empathy [6]. Children with below-average emotion regulation strategies showed a larger effect of attachment security on empathy, while children with above-average emotional regulation strategies and attachment security were the most empathic [64].…”

Section: Findings On the Different Influences Between Attachment And Moral Emotionsmentioning

confidence: 99%

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Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review

et al. 2021

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In recent years, the development of social and moral emotions (often associated to pro-social behaviors) has become the subject of increased research interest. However, the relation between these emotions and attachment is less studied. The present systematic literature review (PROSPERO: CRD42021247210) was designed to synthesize current empirical contributions that explore the link between attachment and the development of moral emotions (e.g., empathy, sympathy, altruism, and guilt) during childhood and adolescence. Article exclusion criteria included: studies with participants not living in natural contexts (e.g., institutionalized); studies on mental illness; qualitative research; research that does not reliably evaluate attachment or moral emotions; research on intervention programs; and non-peer-reviewed articles. Only 10 studies were found eligible. Results highlight a present focus on empathy and guilt and gaps regarding sympathy and altruism. The mediator role and positive effect of emotion regulation was noted. Significant positive correlations between attachment security and guilt, shame and forgiveness were emphasized. Limitations of the eligible studies included: representativeness of the participants; causality of the results; and the validity and significance of the instruments (e.g., lack of results reported by various parties involved). The present review aims to contribute to the understanding of an empathic, healthy development, in contrast to the alienation and bullying affecting the youth’s emotional, relational and academic lives.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Findings On the Different Influences Between Attachment And Moral Emotionsmentioning

confidence: 99%

Section: Findings On the Different Influences Between Attachment And Moral Emotionsmentioning

confidence: 99%

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Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review

et al. 2021

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“…The concept of empathy is increasingly apparent in literature concerning Early Childhood Education and Care (Stefan and Avram, 2018; Hodgkins, 2019; Lynch et al ., 2019), but it remains relatively underexplored in the literature investigating partnerships between schools and parents of children with SEN. This seems strange considering the high emotions that come in to play when children and families are struggling with a need beyond the parameters of what is generally considered ‘the norm’ (Wolfendale, 2013).…”

Section: Introductionmentioning

confidence: 99%

‘You have to find the right words to be honest’: nurturing relationships between teachers and parents of children with Special Educational Needs

Solvason¹,

Proctor²

2021

Support for Learning

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This article explores the views of a small group of teachers who specialise in supporting children with Special Educational Needs (SEN).Frequently literature exploring the relationship between parents and teachers of children with SEN uses language which is confrontational, even aggressive. This research, based within a specialist school in England, portrays the voices of the teachers themselves, presenting their perspective on creating relationships with, and supporting the parents of, children with SEN. Far from the language of antagonism portrayed in so many articles, the rich descriptions elicited through focus group discussion demonstrate relationships that are established upon sensitivity, understanding, kindness and care. Our data paint a picture of teachers who feel deeply for the emotional turmoil that many of their parents have suffered before reaching their door; and do all that is possible to hold them safely, while they acclimatise to the new 'normality' of their child accessing specialist provision.

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A critical review of empathy assessments for children ages 3–12

Bayne,

Swank,

Gage

2023

Psychology in the Schools

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Empathy is a key component of socioemotional skills and contributes to prosocial responses and relational closeness. There remain challenges to accurately assess children's empathy, particularly given the reliance on external observer reports, and the lack of frameworks for how empathy may manifest differently at various developmental stages. In this study, we systematically reviewed research on the measurement of empathy in children ages 3–12. We identified 193 independent research publications reporting the use of empathy measures with children. From those, we identified 136 different empathy assessments across studies, with 66% involving rating scales and 48% involving self‐report data. We conducted a reliability generalization analysis and meta‐regression to examine the psychometric properties of empathy measures for children. We then discuss implications and recommendations for future research.

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The multifaceted role of attachment during preschool: moderator of its indirect effect on empathy through emotion regulation

Cited by 10 publications

References 53 publications

Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review

Attachment and the Development of Moral Emotions in Children and Adolescents: A Systematic Review

‘You have to find the right words to be honest’: nurturing relationships between teachers and parents of children with Special Educational Needs

A critical review of empathy assessments for children ages 3–12

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