Integrating an emotional regulation perspective in a program of prenatal and early childhood home visitation

Robinson, JoAnn; Emde, Robert N.; Korfmacher, Jon

doi:10.1002/(sici)1520-6629(199701)25:1<59::aid-jcop5>3.0.co;2-y

Cited by 43 publications

(16 citation statements)

References 42 publications

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“…First, through specific parenting practices, mothers intervene and manage toddlers' emotions; model emotions and emotion regulation for their children; and guide children's social, emotional, and behavioral development in various other ways. Such emotionally supportive interactions set the stage for key dyadic processes that promote positive regulatory development (Robinson, Emde, & Korfmacher, 1997). Second, mothers influence children's developing emotion regulation through sensitive and positive involvement in the parent-child relationship, which provides resources for children's support and management of their insecurities (Cole, Dennis, Smith-Simon, & Cohen, 2009;Spinrad et al, 2007;Thompson & Goodwin, 2007).…”

supporting

confidence: 59%

Longitudinal Connections of Maternal Supportiveness and Early Emotion Regulation to Children’s School Readiness in Low-Income Families

Brophy‐Herb

Zajicek-Farber

Bocknek

et al. 2013

Journal of the Society for Social Work and Research

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Maternal supportiveness and children's emotion regulation are considered crucial for the development of school readiness, and enhancing both is particularly important for children from low-income families who are at higher risk for reduced school readiness. This study uses latent growth curve analysis to examine longitudinal connections between maternal supportiveness and toddler emotion regulation as predictors of children's cognitive school readiness at age 5 and as mediators of the relation between family demographic risk and cognitive school readiness. The sample includes 1,258 mother-child dyads enrolled in the Early Head Start Research Evaluation project. Results support the hypothesized connections between initial and subsequent growth in maternal supportiveness and children's emotion regulation with later cognitive school readiness. Children's initial emotion regulation and growth in emotion regulation partially mediate the relation between initial maternal supportiveness and school readiness. Maternal supportiveness, but not emotion regulation, partially mediates the effects of demographic risk on school readiness. Tests of gender moderation indicate that model effect sizes in the relation between maternal supportiveness and emotion regulation are more robust for girls. Findings imply that enhancing early maternal supportiveness and children's emotion regulation benefits children's early learning readiness. Limitations of the study and future directions are considered as well.

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supporting

confidence: 59%

Longitudinal Connections of Maternal Supportiveness and Early Emotion Regulation to Children’s School Readiness in Low-Income Families

Brophy‐Herb

Zajicek-Farber

Bocknek

et al. 2013

Journal of the Society for Social Work and Research

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“…And at least two programs that we know of explicitly apply research on emotional development in developing interventions to address childhood maladaptation (see Greenberg et al, 1995;Robinson, Emde, & Korfmacher, 1997). However, most programs do not include such an explicit emotion focus, though as the above example indicates, the programs do not preclude such an emphasis.…”

Section: What Emotion Research Means For Interventionsmentioning

confidence: 99%

Emotion regulation and understanding: implications for child psychopathology and therapy

Southam‐Gerow

Kendall

2002

Clinical Psychology Review

447

267

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This paper considers the role of emotion regulation (i.e., extrinsic and intrinsic monitoring and adjusting of emotion) and emotion understanding (i.e., comprehension of the signs of, causes of, and ways to regulate emotion) in childhood adjustment. Developmental and clinical research focused on emotion regulation and emotion understanding are reviewed with an emphasis on studies including psychopathological samples. The implications of emotion research for the study of child psychopathology and child therapy are examined. D

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“…Temperamental differences may also contribute to strong emotion expressions that are very effective in communicating needs. Nonetheless, emotionally available caregivers attune to the infant's affect states and encourage regulation of emotion, whereas unavailable caregivers may diminish this capacity (Robinson, Emde, & Korfmacher, 1997). Emotional vitality in infancy is thus shaped by transactions with caregivers that encourage expressions of emotion and regulate them, in part, by sharing them.…”

Section: Emotional Vitalitymentioning

confidence: 99%

Infant Reactivity and Reliance on Mother during Emotion Challenges: Prediction of Cognition and Language Skills in a Low‐Income Sample

Robinson

Acevedo

2001

Child Development

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This investigation considers the association between patterns of emotional reactivity and reliance on mother in infancy and cognitive and language developments at age 2. Low-income women (N = 518) and their firstborn infants participated in (1) a lab-based assessment where emotion challenges were presented when the infants were 6 to 9 months old, and (2) an assessment of language and cognitive skills at age 2. After controlling for birthweight, early sensorimotor delay, and age at testing, infants who displayed a pattern of combined high reactivity and high reliance on mother in response to positive, anger, and fear emotion challenges had higher cognitive and language skills at age 2 compared with infants who displayed patterns of low reactivity and low reliance on mother. Children who showed high fearful distress and low reliance on mother and whose mothers had low psychological resources had especially poor developmental outcomes. The role of maternal availability in the socialization of emotion and early communication is discussed.

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Integrating an emotional regulation perspective in a program of prenatal and early childhood home visitation

Cited by 43 publications

References 42 publications

Longitudinal Connections of Maternal Supportiveness and Early Emotion Regulation to Children’s School Readiness in Low-Income Families

Longitudinal Connections of Maternal Supportiveness and Early Emotion Regulation to Children’s School Readiness in Low-Income Families

Emotion regulation and understanding: implications for child psychopathology and therapy

Infant Reactivity and Reliance on Mother during Emotion Challenges: Prediction of Cognition and Language Skills in a Low‐Income Sample

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