This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner.

Guided by a transactional model, we examined the predictors and effects of exposure to externalizing peers in a low-risk sample of preschoolers and kindergarteners. On the basis of daily observations of peer interactions, we calculated measures of total exposure to externalizing peers and measures of exposure to same-and other-sex externalizing peers. Analyses of predictors of externalizing peer exposure supported a homophily hypothesis for girls. Tests of peer contagion effects varied by sex, and exposure to externalizing peers predicted multiple problem behaviors for girls but not for boys. Sex differences were a function of children's own sex, but not of peers' sex. The study provides evidence of externalizing peer exposure effects in a low-risk sample of young children, notably for girls.Keywords peer exposure; externalizing behavior; sex differences; early childhoodThe title of our paper reflects the possibility that exposure to peers can affect who we are and what we become. Support for this idea has been generated by studies showing that peers have the potential to be powerful influences on the development of problem behaviors. For example, as aggressive adolescents interact with their peers, they reinforce deviant communication and interaction patterns, thereby encouraging each other to engage in more antisocial and delinquent behaviors (Dishion, Spracklen, Andrews, & Patterson, 1996). That this effect can be seen in naturally occurring peer groups (e.g., mutual friendships), as well as contrived ones (e.g., intervention groups), suggests that this is not simply a function of selection bias. Instead, this appears to be due to a more fundamental peer process in which exposure to aggressive peers socializes negative behaviors.In this study, we extended this line of research in several ways. The primary aim was to consider peer exposure processes in early childhood, focusing on the mechanisms that bring some young children into greater contact with relatively more externalizing peers and the consequences of such peer exposure for young children. To address these issues, we drew on a transactional model, and we considered the roles of children's own and peers' gender. Our secondary aims were methodological. We examined externalizing peer exposure processes in a sample of young children who were at low risk for the development of antisocial behavior. Doing so allowed us to consider the universality of peer exposure processes (Luthar & Becker, 2002;Sroufe, 1990). Additionally, we introduced a new strategy for studying peer exposure effects.3 Address all correspondence to Laura Hanish at Department of Family and Human Development, Arizona State University, Box 872502, Tempe, Arizona 85287-2502; e-mail: laura.hanish@asu.edu.. 2 Contributed equally to the conceptualization of this project. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript A Transactional Model of Externalizing Peer Exposure in Early ChildhoodA central question in this work is a developmental one;...

The current study was designed to test a family systems-based model of fathers' involvement in coparental interaction during the first year postdivorce (n ϭ 62 fathers). A multiple regression strategy was employed to test the proposed model. Support from the former spouse and fathers' satisfaction with their own parenting performance emerged as significant predictors of coparental interaction. Secondary moderation analyses were conducted to investigate the role that legal custody status played in the proposed model.

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Grounded in family systems and ecological theories, this study examined teenage mothers' perceptions of fathers' parental involvement and the role of teenage mothers' gatekeeping beliefs. Fathers' involvement was perceived to be greater when teenage parents were romantically involved (n ¼ 55). When they no longer shared a romantic relationship (n ¼ 59), mothers' satisfaction with and desire for fathers' involvement (i.e., gatekeeping beliefs) mediated the association between mothers' perceptions of developmental and contextual factors and their perceptions of fathers' involvement. Overall, the proposed developmental-contextual model was not significant for romantically involved teenage parents. Findings underscore the need to account for and incorporate issues related to relationship status, grandparent support, historical support, and maternal gatekeeping beliefs when developing programs for adolescent parents.