Tuning in to kids: an emotion‐focused parenting program—initial findings from a community trial

Havighurst, Sophie S.; Wilson, Katherine R.; Harley, Ann E.; Prior, Margot

doi:10.1002/jcop.20345

Cited by 108 publications

(80 citation statements)

References 32 publications

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“…When mothers felt able to regulate their own negative moods and maintain positive emotions, they displayed more supportive reactions (such as problem-focused responses and encouragement) and less nonsupportive reactions (such as distress) to child's negative emotions. These results are in accordance with previous studies suggesting that parents' cognitions of Journal of Behavioral and Brain Science their own affects and emotional wellbeing are core characteristics to be available and responsive to their child's emotions [19] [20] [21].…”

Section: Introductionsupporting

confidence: 93%

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

Mazzone¹,

Nader-Grosbois²

2017

JBBS

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In their Parental Socialization of Emotions model, Eisenberg, Cumberland and Spinrad (1998) differentiated parents' Emotion-Related Socialization Behaviours (ERSBs) that support their child's socio-emotional development: their reactions to their child's emotions, their discussions about emotions with the child and the expressions of their own emotions in the family. The crosssectional study focused on the variability of parents' ERSBs according to children's and parents' characteristics (Study 1) and included 167 mothers and 152 fathers of preschoolers. The short-term longitudinal study examined the interaction between parents' ERSBs and children's socio-emotional abilities (Theory of Mind, emotional regulation and social adjustment) (Study 2) in 53 two-parent families and their children, with a 6 months interval. In Study 1, parents' ERSBs, their emotional competences and children's personality were assessed by means of questionnaires. In Study 2, we combined direct and indirect measures to assess children's socio-emotional competences. Results of Study 1 indicated that parental ERSBs were mainly predicted by children's personality, such as emotional stability and parents' emotional competences, such as communication about their own emotions. Moreover, we observed a differential sensitivity between mothers and fathers toward children's personality. Results of Study 2 revealed that both mothers and fathers socialized their children's socio-emotional competences, particularly by the way of emotion-related conversations with their children. Mothers' emotion-related conversations predicted children's Theory of mind abilities and social adjustment, while fathers' emotion-related conversations predicted children's emotional regulation. In addition, fathers' reactions to their child- ren's emotions were predicted by children's socio-emotional competences. These studies highlighted bidirectional effects between parents' behaviours and children's development. They emphasized also the importance to better identify predictors of parents' ERSBs in order to know on which target the professionals should intervene.

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Section: Introductionsupporting

confidence: 93%

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

Mazzone¹,

Nader-Grosbois²

2017

JBBS

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“…In their theoretical model, Eisenberg et al (1998) suggested that parental ERSBs could be influenced by parents' characteristics, such as parental regulation and emotionality, and by children's characteristics, such as children's personality. Moreover, parents' cognition of their own affect and emotional wellbeing, including their ability to express and regulate their own emotions, are core characteristics of availability and responsiveness to children's emotionality (Gottman, Katz, & Hooven, 1996, 1997Havighurst et al, 2009). …”

Section: Why It Is Relevant To Explore the Variability Of Parentalmentioning

confidence: 99%

“…Regarding parents' characteristics, we took into account parents' age, level of education and factors of openness to emotional processes. As parents' emotional wellbeing is important to an appropriate response to their children's emotional needs (Havighurst et al 2009), we expected ERSBs to vary according to specific factors of parents' openness to emotional processes. For example, parents who communicated about their own emotion would be more likely to discuss emotions with their ASD children.…”

Section: Objectives Of the Present Studiesmentioning

confidence: 99%

“…It is a matter of concern to teachers and parents when children display maladjusted behaviours, particularly when they present atypical development. During the last two decades, several parental programmes have been developed in order to support social adjustment in typically developing (TD) children (e.g., Havighurst, Wilson, Harley, & Prior, 2009) and children with atypical development (e.g., Herbert, Harvey, Roberts, Wichowski, & Lugo-Candelas, 2013;Sanders, Mazzucchelli, & Studman, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Emotion-Related Socialization Behaviours in Parents of Children with an Autism Spectrum Disorder

Mazzone¹,

Nader-Grosbois²

2017

PSYCH

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Eisenberg, Cumberland and Spinrad (1998) defined Emotion-Related Socialization Behaviours (ERSBs) as parents' behaviours that tend to promote their children's emotional and social abilities. They distinguish three types of ERSBs in parents: their reactions to their children's emotions, their emotion-related conversations and their emotional expressiveness. The two present studies compare these reactions (Study 1) and conversations (Study 2) in parents of children with an Autism Spectrum Disorder (ASD) and parents of typically developing (TD) children. Moreover, by applying several linear regression analyses by the stepwise method, they examined the extent to which such ERSBs vary according to individual characteristics in children and parents. Study 1 included 39 mothers and 31 fathers of ASD children and 39 mothers and 31 fathers of TD children. In Study 2, 29 mothers and 15 fathers of ASD children and 29 mothers and 15 fathers of TD children participated. For the two studies, children were matched for gender and global developmental age. Parents' ERSBs, their openness to emotional processes and children's personality were assessed by means of questionnaires. Children's developmental age was assessed using the Differential Scales of Intellectual Efficiency. For each study, we considered mothers and fathers independently in our analyses, with a view to adapt parenting programmes for each parent if necessary. Results revealed that there are few differences between the two groups of parents in their ERSBs. Regression analyses showed that the variance in ERSBs in parents of ASD children was explained partially by their openness to emotional processes and by their children's personality. Our results suggest that, although parents of ASD children are good "socializers of emotions", intervention programs should take account of the fact that their ERSBs vary according to their own emotional abilities and their children's personality. These studies emphasize the importance of identifying which in-

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“…The parent intervention was the Tuning in to Kids (TIK) program (see Havighurst et al 2009, for further detail) extended so that it was delivered across eight, 2 h sessions by two facilitators. Traditional behavioral parenting interventions suggest that parents need to change their way of responding to children's behavior.…”

Section: Parent Componentmentioning

confidence: 99%

An Emotion-Focused Early Intervention for Children with Emerging Conduct Problems

Havighurst

Duncombe

Frankling³

et al. 2014

J Abnorm Child Psychol

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This paper evaluates the real-world effectiveness of an emotion-focused, multi-systemic early intervention combining an emotion socialization parenting program with a child and school socio-emotional intervention for children with emerging conduct problems. Schools in lower socioeconomic areas of Victoria, Australia were randomized into intervention or wait-list control. Children in the first 4 years of elementary school were screened for behavior problems and those in the top 8 % of severity were invited to participate in the intervention. The study sample consisted of 204 primary caregivers and their children (Mage=7.05, SD=1.06; 74 % boys). Data were collected at baseline and 10 months later using parent and teacher reports and direct child assessment. Measures of parent emotion socialization, family emotion expressiveness, and children's emotion competence, social competence and behavior were administered. Results showed intervention parents but not controls became less emotionally dismissive and increased in empathy, and children showed better emotion understanding and behavior compared to control children. These outcomes lend support for an emotionfocused approach to early intervention in a real-world context for children with conduct problems.Keywords Emotion coaching . Emotion socialization . Emotion competence . Behavior problems . Parenting . Early intervention . Multi-systemic intervention Disruptive behavior problems in young children are a risk factor for conduct disorder, later substance abuse, poor peer relations, delinquency and violence which add substantial costs to society on a social and economic level (Moffitt 1993;Sawyer et al. 2000). The first years of school are an important time for identifying children at risk and intervening before these problems become intractable (Webster-Stratton and Reid 2004). Successful interventions include multisystemic components for lasting effects such as parent, child and school-based programs (Sanders et al. 2000). Typically, multi-systemic interventions include behavioral parent training based on social learning principles, which have also been found effective as stand-alone interventions for reducing children's behaviour problems (for a meta-analysis see Thomas and Zimmer-Gembeck 2007). Up to one third of families who receive this type of parenting intervention, however, do not benefit (Dumas 2005; Webster-Stratton and Hammond 1997) and behavioral parent training has been found less effective when there are attachment problems, when parents have difficulties regulating emotions, or when there is maternal depression or marital conflict ( DOI 10.1007/s10802-014-9944-z Kendall 2002). Multi-systemic interventions that incorporate a parenting program targeting parent emotion socialization (responses to emotions in oneself and one's child), in combination with a child intervention, which focuses on improving emotional competence (e.g., skills in understanding and regulating emotions), are yet to be evaluated. The current study is a real-world effe...

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Tuning in to kids: an emotion‐focused parenting program—initial findings from a community trial

Cited by 108 publications

References 32 publications

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

Variability and Predictors of Mothers and Fathers’ Socialization Behaviors and Bidirectional Links with Their Preschoolers Socio-Emotional Competences

Emotion-Related Socialization Behaviours in Parents of Children with an Autism Spectrum Disorder

An Emotion-Focused Early Intervention for Children with Emerging Conduct Problems

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