Unsupportive parenting and internalising behaviour problems in children with or without intellectual disability

Rodas, Naomi V.; Zeedyk, Sasha M.; Baker, Bruce L.

doi:10.1111/jir.12332

Cited by 35 publications

(35 citation statements)

References 57 publications

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“…The global increase in the population of children with ID living into adulthood who are now cared for at home has led to more fathers providing care for their children with ID (Caples et al, 2018;McKenzie, Milton, Smith, & Ouellette-Kuntz, 2016;Vacca, 2013;Willingham-Storr, 2014). Fathers are also caring for their children with complex health conditions requiring specific supports and interventions (Seliner, Latal, & Spirig, 2016), as well as for children presenting with significant behaviors that challenge (Rodas, Zeedyk, & Baker, 2016). There is a welldeveloped and established body of evidence regarding the impact of having a child with ID on families and siblings (Chadwick et al, 2013;Shin et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Views and Experiences of Fathers of Children with Intellectual Disabilities: A Systematic Review of the International Evidence

Marsh

Brown

McCann

2020

Policy Practice Intel Disabi

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As a result of societal changes and expectations, mothers have returned to paid employment, with fathers now more involved in the daily lives of their children with and without disabilities. Globally, fathers are providing more care for their children with intellectual disabilities (ID), a role traditionally expected of mothers. The research interest in the role of fathers in the lives of their child with ID is growing, yet much of the wider evidence has focused on the views and experiences of mothers as care givers. The aim of this systematic review was to identify the views and experiences of fathers parenting children with ID. A total of 14 studies were included in the review. Four themes were identified including emotional impact, mental health and coping, systems of support, and hopes and fears. There is a need for further research on the needs of fathers and how they can be supported to play a fuller role in the lives of their child with ID. Implications for policy, practice, and future research are also discussed.

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Section: Introductionmentioning

confidence: 99%

The Views and Experiences of Fathers of Children with Intellectual Disabilities: A Systematic Review of the International Evidence

Marsh

Brown

McCann

2020

Policy Practice Intel Disabi

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“…Recent studies have shown that parents of children with IDs report more unsupportive reactions than parents of typically developing children (Jacobs, Mazzone, Simon, & Nader-Grosbois, 2019;Rodas, Chavira, & Baker, 2017;Rodas, Zeedyk, & Baker, 2016). These results were obtained by means of self-reported measures.…”

Section: Emotion-related Socialization Behaviors In Parents Of Childrmentioning

confidence: 85%

“…Fabes, Leonard, Kupanoff and Martin (2001) as well as Mirabile (2014) have observed that parents who report a high level of unsupportive reactions also express more negative emotions, and that these parents have children with poorer ER competences. It could also be interesting to include another measure of ERSBs, for example an observational measure, as Rodas et al (2016) did. Regarding conversations, new analyses could be applied by integrating data obtained using a new observational design and coding measure (currently undergoing valuation) for conversations about mental states between parents and children (Jacobs & Nader-Grosbois, 2017).…”

Section: Discussionmentioning

confidence: 99%

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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“…Furthermore, parents of children with ID have been found to display higher levels of intrusive and negative parenting behaviors when compared to parents of children with TD (Blacher, Baker, & Kaladjian, 2013;Brown, McIntyre, Crnic, Baker, & Blacher, 2011;Rodas, Zeedyk, & Baker, 2016).…”

Section: Parenting and Anxietymentioning

confidence: 99%

Predictors of Anxiety Symptom Trajectory in Children with or without ID from Early Childhood to Adolescence

Rodas

Blacher

Baker

2020

Journal of Mental Health Research in Intellectual Disabilities

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Introduction: We examined the development of anxiety in youth with or without intellectual disabilities (ID). We also examined the effects of child delay status, temperament, ethnicity, and negative parenting on anxiety symptom trajectory. Method: Participants were 177 families in (blinded). We employed latent growth curve modeling to examine the trajectory of anxiety symptoms (ages 3-13 years) and to examine the individual and interactive effects of variables in predicting age 3 anxiety and change in anxiety. Results: Anxiety symptoms increased over time. Children with ID demonstrated higher levels of anxiety compared to typically developing (TD) children. Social fearfulness was positively associated with anxiety at age 3. Anxiety increased at a slower rate in Latino children. Negative parenting positively predicted rate of change in anxiety for children with ID but not TD children. Conclusions: These findings inform early intervention targets for culturally diverse families of children with or without ID.

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Unsupportive parenting and internalising behaviour problems in children with or without intellectual disability

Abstract: Children with ID were found to be at higher risk of experiencing unsupportive, negative parenting than children with TD. Children of depressed fathers were especially vulnerable to developing internalising behaviour problems in an unsupportive parenting context.

Cited by 35 publications

References 57 publications

The Views and Experiences of Fathers of Children with Intellectual Disabilities: A Systematic Review of the International Evidence

The Views and Experiences of Fathers of Children with Intellectual Disabilities: A Systematic Review of the International Evidence

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

Predictors of Anxiety Symptom Trajectory in Children with or without ID from Early Childhood to Adolescence

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