The link between maternal depression and negative child outcomes has been well-established; however, less is known regarding the impact of harsh parenting on child outcomes, especially for women living with depressive symptoms and whom also experienced child maltreatment. The purpose of this study was to examine harsh parenting practices as a mediator in this known association, in order to examine factors associated with negative child outcomes and to explore a reduction in future transmission of risk. Mediation analyses were conducted with 2 samples of mother-child dyads at separate time points (child age 6: = 325; and youth age 12: = 213) using data collected from the Longitudinal Studies of Child Abuse and Neglect. Only women who reported a history of childhood maltreatment were included in this study. Positive, significant associations were found between maternal depressive symptoms and child internalizing and externalizing symptoms at both ages. Further, partial mediation was established among maternal depressive symptoms, child outcomes, and harsh parenting practices. Analyses demonstrated that mothers with depressive symptoms and a history of maltreatment reported use of psychological and physical aggression with their children (age 6) and youth (age 12). Findings from this study bolstered existing research on maternal depression and child outcomes and extended current knowledge of the role of harsh parenting for children age 6 and youth age 12. (PsycINFO Database Record

Background Persons with aphasia often report feeling anxious when using language while communicating. While many patients, caregivers, clinicians and researchers would agree that language may be a stressor for persons with aphasia, systematic empirical studies of stress and/or anxiety in aphasia remain scarce. Aim The aim of this paper is to review the existing literature discussing language as a stressor in aphasia, identify key issues, highlight important gaps, and propose a program for future study. In doing so, we hope to underscore the importance of understanding aspects of the emotional aftermath of aphasia, which plays a critical role in the process of recovery and rehabilitation. Main Contribution Post stroke emotional dysregulation in persons with chronic aphasia clearly has adverse effects for language performance and prospects of recovery. However, the specific role anxiety might play in aphasia has yet to be determined. As a starting point, we propose to view language in aphasia as a stressor, linked to an emotional state we term “linguistic anxiety.” Specifically, a person with linguistic anxiety is one in whom the deliberate, effortful production of language involves anticipation of an error, with the imminence of linguistic failure serving as the threat. Since anticipation is psychologically linked to anxiety and also plays an important role in the allostatic system, we suggest that examining physiologic stress responses in persons with aphasia when they are asked to perform a linguistic task would be a productive tool for assessing the potential relation of stress to “linguistic anxiety.” Conclusion Exploring the putative relationship between anxiety and language in aphasia, through the study of physiologic stress responses, could establish a platform for investigating language changes in the brain in other clinical populations, such as in individuals with Alzheimer’s disease or persons with post traumatic stress disorder, or even with healthy aging persons, in whom “linguistic anxiety” might be at work when they have trouble finding words.

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Parenting interventions are a well-established treatment for addressing child behavior problems that have also been shown to improve parent psychosocial health. Yet, little is known about how caregiver emotional experiences change over time during treatment. In response, the purpose of this study was to explore the emotional experiences of mothers following their participation in an evidence-based parenting intervention. Researchers conducted a secondary analysis of existing qualitative data. The study sample included semistructured interview data from 17 mothers who previously completed the GenerationPMTO parenting intervention. Data analysis followed the grounded theory approach and included a sequential process of open, axial, and selective coding using the constant comparative method. Findings indicate mothers progressed through three distinct, yet interrelated stages of emotional experience: Before PMTO, their experiences were characterized by parenting through crisis (Stage 1); during PMTO, they transitioned to crisis stabilization (Stage 2); and following PMTO, they described experiences of emerging recovery and resilience (Stage 3). Maternal emotional experiences in each stage occurred across three contextual realms: (a) the individual (intrapersonal) level, (b) the parent-child relationship level, and the broader systemic level. Results highlight the dynamic and evolving nature of maternal emotional experience throughout various stages of the intervention process and suggest how these experiences may be associated with promoting effective parenting practices and positive child outcomes.

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