Adaptive Emotion Regulation among Low-Income African American Children

Kidwell, Shari L.; Barnett, Douglas

doi:10.1353/mpq.2007.0011

Cited by 26 publications

(20 citation statements)

References 63 publications

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“…The codes of positive affect and negative affect used in the current study are well-accepted behavioral measures of emotion and have been employed in numerous other studies of preschool-age children (e.g., Calkins, 1997; Dollar & Stifter, 2012; Graziano et al, 2011; Kidwell & Barnett, 2007; Walden et al, 2012) as well as studies of toddlers (e.g., Cole et al, 1992; Grolnick, Bridges, Connell, 1996). …”

Section: Methodsmentioning

confidence: 99%

“…The behaviors coded in the present study are consistent with Kopp’s (1989) assertion that emotion regulation requires an action system or behavioral change and are examples of the regulatory behaviors she provides. Further, the fidgeting behaviors coded in the present study are well-accepted indices of emotion regulation and have been employed in numerous empirical studies of preschool-age children (e.g., Calkins, 1997; Cole et al, 1992; Dollar & Stifter, 2012; Stifter & Braungart, 1995; Graziano et al, 2011; Kidwell & Barnett, 2007; Walden et al, 2012), as well as studies of toddlers (e.g., Graziano, Keane, Calkins, 2010; Grolnick et al, 1996) and school-age children (Zalewski, Lengua, Wilson, Trancik, & Bazinet, 2011). In the current study, examples of emotion regulation included (a) playing with the car seat, (b) rubbing car seat, (c) playing with shoe, and (d) scratching/rubbing self.…”

Section: Methodsmentioning

confidence: 99%

“…As an index of emotional reactivi ty, positive (e.g., smiles) and negative (e.g., frowns) affective behaviors were coded (Calkins, 1997; Dollar & Stifter, 2012; Graziano, Calkins, & Keane, 2011; Kidwell & Barnett, 2007; Walden et al, 2012). As an index of emotion regulation , fidgeting and repetitive movements were coded (e.g., tapping fingers together, tugging at the ear lobe; Calkins, 1997; Cole et al, 1992; Dollar & Stifter, 2012; Stifter & Braungart, 1995; Graziano et al, 2011; Kidwell & Barnett, 2007; Walden et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…As an index of emotion regulation , fidgeting and repetitive movements were coded (e.g., tapping fingers together, tugging at the ear lobe; Calkins, 1997; Cole et al, 1992; Dollar & Stifter, 2012; Stifter & Braungart, 1995; Graziano et al, 2011; Kidwell & Barnett, 2007; Walden et al, 2012). These measures were employed for various reasons.…”

Section: Introductionmentioning

confidence: 99%

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Emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter

Jones

Conture

Walden

2014

Journal of Communication Disorders

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Purpose The purpose of this study was to assess the relation between emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter (CWS) and those who do not (CWNS). Participants Participants were eight 3 to 6-year old CWS and eight CWNS of comparable age and gender. Methods Participants were exposed to three emotion-inducing overheard conversations—neutral, angry and happy—and produced a narrative following each overheard conversation. From audio-video recordings of these narratives, coded behavioral analysis of participants’ negative and positive affect and emotion regulation associated with stuttered and fluent utterances was conducted. Results Results indicated that CWS were significantly more likely to exhibit emotion regulation attempts prior to and during their fluent utterances following the happy as compared to the negative condition, whereas CWNS displayed the opposite pattern. Within-group assessment indicated that CWS were significantly more likely to display negative emotion prior to and during their stuttered than fluent utterances, particularly following the positive overheard conversation. Conclusions After exposure to emotional-inducing overheard conversations, changes in preschool-age CWS’s emotion and emotion regulatory attempts were associated with the fluency of their utterances.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter

Jones

Conture

Walden

2014

Journal of Communication Disorders

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“…Estudos investigando o efeito do baixo status socioeconômico (Kidwell & Barnett, 2007;Kliewer, Reid-Quiñones, Shields, & Foutz, 2009) e de medidas fi siológicas e cerebrais sobre os estados emocionais de crianças também utilizaram o ERC como medida de RE (Borelli et al, 2010;Ganesalingam et al, 2006;Kliewer et al, 2009). Além disso, encontram-se estudos que empregaram o ERC como instrumento padrão-ouro para validação de outros instrumentos (Bulotsky-Shearer & Fantuzo, 2004;Gouley, Brotman, Huang, & Shrout, 2008;Zeman, Shipman, & Penza-Clyve, 2001;Zeman, Cassano, Suveg, & Shipman, 2010) e como medida pré e pós-teste para programas de intervenção (Izard et al, 2008;Pears, Fischer, & Bronz, 2007;Suveg, Kendall, Comer, & Robin, 2006).…”

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Emotion Regulation Checklist (ERC): estudos preliminares da adaptação e validação para a cultura brasileira

et al. 2016

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ResumoO Emotion Regulation Checklist (ERC) é um instrumento de heterorrelato que se propõe avaliar o nível de regulação emocional de crianças por meio de duas subescalas, a saber, Regulação Emocional (RE) e Labilidade/Negatividade Emocional (L/N). A RE estima a expressão das emoções, empatia e autoconsciência emocional e a L/N avalia falta de fl exibilidade, desregulação de raiva e labilidade do humor. Objetivou-se traduzir, adaptar e investigar evidências de validade da versão brasileira do ERC. Conduziram-se dois estudos: Estudo I: Tradução e Adaptação do ERC para a cultura brasileira; Estudo II: Investigação de evidências de validade do ERC. Participaram da pesquisa 561 informantes (pais e professoras) de crianças com idades de 3 a 12 anos. Os pressupostos para análise fatorial exploratória foram adequados e a solução bifatorial (RE e L/N) foi a indicada explicando 57% da variância (L/N α = 0,77 e RE α = 0,73). A subescala L/N apresentou correlações positivas com medidas de comportamentos problemáticos e a subescala RE apresentou correlações positivas com medidas de habilidades sociais. Os resultados suportaram primeiras evidências de validade do ERC para a cultura brasileira.Palavras-chave: Adaptação, Emotion Regulation Checklist, validação. Emotion Regulation Checklist (ERC): Preliminary Studies of Cross-Cultural Adaptation and Validation for Use in Brazil AbstractThe Emotion Regulation Checklist (ERC) is an instrument for the hetero-evaluation of the level of emotion regulation of children by means of two scales, Emotion Regulation (ER) and Emotional Lability/

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The role of prenatal substance exposure and early adversity on parasympathetic functioning from 3 to 6 years of age

Conradt

Abar

Sheinkopf

et al. 2013

Developmental Psychobiology

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We employed latent growth curve analysis to examine trajectories of respiratory sinus arrhythmia (RSA) from 3 to 6 years among children with varying levels of prenatal substance exposure and early adversity. Data were drawn from a prospective longitudinal study of prenatal substance exposure that included 1,121 participants. Baseline RSA and RSA reactivity to an attention-demanding task were assessed at 3, 4, 5, and 6 years. Overall, there were significant individual differences in the trajectories of RSA reactivity, but not baseline RSA, across development. Greater levels of prenatal substance exposure, and less exposure to early adversity, were associated with increased RSA reactivity at 3 years, but by 6 years, both were associated with greater RSA reactivity. Prenatal substance exposure had an indirect influence through early adversity on growth in RSA reactivity. Results are in support of and contribute to the framework of allostatic load.

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Adaptive Emotion Regulation among Low-Income African American Children

Cited by 26 publications

References 63 publications

Emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter

Emotional reactivity and regulation associated with fluent and stuttered utterances of preschool-age children who stutter

Emotion Regulation Checklist (ERC): estudos preliminares da adaptação e validação para a cultura brasileira

The role of prenatal substance exposure and early adversity on parasympathetic functioning from 3 to 6 years of age

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