Expressed emotion in homeless families: A methodological study of the five-minute speech sample.

Abstract

Conducted in an emergency homeless shelter, this study aimed to validate parents' expressed emotion (EE) from the Five-Minute Speech Sample (FMSS) with observed parenting practices in a very high-risk population and examine how different aspects of parents' EE, including positive emotional expressions, related to observed parenting and children's school adjustment. Using three different coding approaches, we assessed the reliability and validity of four aspects of the FMSS: critical statements, positive statements, negative affect, and warmth in relation to negative and positive parenting behaviors and children's behavioral and relational adjustment in school. The FMSS was administered to 39 parents about their 4-7-year-old children. Parent-child dyads participated in a 45-min videotaped sequence of games and tasks later coded for parenting behavior. Results indicated that parents' warmth during the FMSS was related to more positive and effective observed parenting behaviors. Critical statements and negative affect during the FMSS were related to more coercive parenting behaviors. Negative affect also was related to teachers' reports of children's increased externalizing behavior, less prosocial behavior with peers, and more conflict with teachers. Criticism maintained associations with observed parenting even for parents who provided less than five minutes of speech. This study provides preliminary but promising evidence for the validity of FMSS scores in a high-risk sample of families and specifically for aspects of the FMSS to be efficient correlates of parenting behavior and aspects of children's school adjustment. Challenges, limitations, and promising features of the FMSS for use with highly disadvantaged parents are discussed.

Risk, Vulnerability, and Protective Processes of Parental Expressed Emotion for Children's Peer Relationships in Contexts of Parental Violence

“…Parents completed the FMSS, previously deemed to be reliable and valid in a similar sample of homeless families (Narayan et al, 2012) and information on demographics and mental health during one-hour interviews, while children completed other tasks. Then, parents and children engaged in a 45-min structured sequence of interaction activities and games adapted for use in emergency shelters (Narayan et al, 2012; Gewirtz et al, 2009).…”

“…Then, parents and children engaged in a 45-min structured sequence of interaction activities and games adapted for use in emergency shelters (Narayan et al, 2012; Gewirtz et al, 2009). The interaction tasks were video-recorded and later coded for observed parenting and child behavior.…”

“…Documenting these links in disadvantaged families could have valuable implications for promoting peer competence in adversity. It is also critical to measure risk and protective factors with great sensitivity to the current stress of highly mobile families, who have pressing priorities to secure basic needs and time-sensitive schedules (Haber & Toro, 2004; Narayan, Herbers, Plowman, Gewirtz, & Masten, 2012). …”

“…EE provides a valid, low-burden tool to efficiently assess aspects of the parent-child relationship. In homeless families, EE, including criticism, negativity and warmth, has demonstrated strong reliability and validity with observed positive and negative parenting practices and children's school functioning (Narayan et al, 2012). …”

Experiences and Perspectives of Music Therapists Providing Services to Families Experiencing Poverty: A Qualitative Investigation

“…Additionally, poor parent-child interaction, including child abuse and neglect, during infant and toddler years can adversly impact social and emotional development (Bolger, Patterson, Thompson, & Kupersmidt, 1995;Samuels, Shinn, & Buckner, 2010;Sroufe, 2005). Chronic negative parenting and frequent exposure to traumatic events can lead to behavior issues (i.e., difficulties with impulse control, self-regulation, and sustatined attention) that can negatively impact children's success in school (Herbers, Cutuli, Monn, Narayan, & Masten, 2014;Herbers, Cutuli, Supkoff et al, 2014;Masten, 2012;Narayan, Herbers, Plowman, Gewirtz, & Masten, 2012;Obradovic et al, 2009;Smith, Stagman, Blank, Ong, & McDow, 2011).…”