Maternal Mind-Mindedness and Children’s Behavioral Difficulties: Mitigating the Impact of Low Socioeconomic Status

Meins, Elizabeth; Centifanti, Luna C. Muñoz; Fernyhough, Charles; Fishburn, Sarah

doi:10.1007/s10802-012-9699-3

Cited by 121 publications

(141 citation statements)

References 54 publications

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“…This classification was done based on past studies which have categorized disruptive behavior problems as ODD, ADHD, CD, lack of impulse control, or noncompliance (Byrd, Loeber, & Pardini, 2012). These can also be classified within the class of behaviors called externalizing symptoms 1 (Meins, Centifanti, Fernyhough, & Fishburn, 2013;Linares, 2006). The full text of the audit tool and coding system is available from the sixth author on request.…”

Section: Methodsmentioning

confidence: 99%

Adolescents as perpetrators of aggression within the family

Kuay

Lee

Centifanti

et al. 2016

International Journal of Law and Psychiatry

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. ordinal chi-square, the forensic sample (audit 1 = 64%; audit 2 = 82.9%) had greater instances of family violence than the clinical sample (audit 1 = 32%; audit 2 = 28.6%). They were more likely to use a weapon (audit 1 = 69%; audit 2 = 65.5%) compared to the clinical sample (audit 1 and 2 = 0%). Examining only the aggressive groups, there was more perpetration of aggression toward parents (audit 1, forensic = 92%, clinical = 75%; audit 2, forensic = 55.17%, clinical = 40%) than toward siblings (audit 1, forensic = 43%, clinical = 50%; audit 2, forensic = 27.58%, clinical = 30%). Based on these findings, we would urge 2 professionals who work within the child mental health, particularly the forensic area, to systematically collect reports of aggression perpetrated toward family members.

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Section: Methodsmentioning

confidence: 99%

Adolescents as perpetrators of aggression within the family

Kuay

Lee

Centifanti

et al. 2016

International Journal of Law and Psychiatry

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“…In what follows, the literature showed that the effect of type of care on social cognition has not been studied yet; that a complex interplay among these factors could be expected and that a study to take into concern simultaneously these several variables is necessary. This study focused firstly on early type of care and other variables that are strictly related to it; some other factors that could influence children’s social cognition development as socio-economic status (Shatz et al, 2003; Cutting and Dunn, 1999; Meins et al, 2013), cognitive functioning and executive functioning (De Stasio et al, 2014; Schneider et al, 2014) were not deepened.…”

Section: Introductionmentioning

confidence: 99%

Social Cognition in Preschoolers: Effects of Early Experience and Individual Differences

Bulgarelli

Molina

2016

Front. Psychol.

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Social cognition is the way in which people process, remember, and use information in social contexts to explain and predict their own behavior and that of others. Children’s social cognition may be influenced by multiple factors, both external and internal to the child. In the current study, two aspects of social cognition were examined: Theory of Mind and Emotion Understanding. The aim of this study was to analyze the effects of type of early care (0–3 years of age), maternal education, parents’ country of birth, and child’s language on the social cognition of 118 Italian preschoolers. To our knowledge, the joint effect of these variables on social cognition has not previously been investigated in the literature. The measures used to collect social cognition and linguistic data were not parent- or teacher-reports, but based on direct assessment of the children through two standardized tests, the Test of Emotion Comprehension and the ToM Storybooks. Relationships among the variables showed a complex pattern. Overall, maternal education and linguistic competence showed a systematic effect on social cognition; the linguistic competence mediated the effect of maternal education. In children who had experienced centre-base care in the first 3 years of life, the effect of maternal education disappeared, supporting the protective role of centre-base care for children with less educated mothers. The children with native and foreign parents did not significantly differ on the social cognition tasks. Limits of the study, possible educational outcomes and future research lines were discussed.

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“…These communities can be consistently regarded as the extension of ZoPed within which, as just mentioned, the mother uses the mind-mindedness (Laranjo et al, 2014; Meins et al, 2014) to support child’s mentalization. Similarly, the teachers, specifically trained, will accompany children in the acquisition of more and more effective and socially adaptive mentalist abilities (Meins et al, 2013). …”

Section: Resultsmentioning

confidence: 99%

“…It is the maternal proclivity to consider infants as intentional agents with mental states and to interact with them on the basis of such a belief (Meins et al, 2002, 2003). In this regard, it was highlighted that maternal mind-mindedness, operationalized as the ability to individuate and comment appropriately on their 8-month-olds’ internal states, was negatively related to children’s externalizing and internalizing behaviors specifically in low socioeconomic status families (Meins et al, 2013). Furthermore, mind-mindedness appears to be an important aspect of personal relationships rather than a trait-like quality (Meins et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Promoting Mentalizing in Pupils by Acting on Teachers: Preliminary Italian Evidence of the “Thought in Mind” Project

et al. 2016

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Mentalization research focuses on different aspects of this topic, highlighting individual differences in mentalizing and proposing programs of intervention for children and adults to increase this ability. The “Thought in Mind Project” (TiM Project) provides training targeted to adults—teachers or parents—to increase their mentalization and, consequently, to obtain mentalization improvement in children. The present research aimed to explore for the first time ever the potential of training for teachers based on the TiM Project, regarding the enhancement of mentalizing of an adult who would have interacted as a teacher with children. For this reason, two teachers – similar for meta-cognitive and meta-emotional skills - and their classes (N = 46) were randomly assigned to the training or control condition. In the first case, the teacher participated in training on the implementation of promotion of mentalizing in everyday school teaching strategies; in the second case the teacher participated in a control activity, similar to training for scheduling and methods, but without promoting the implementation of mentalization (in both conditions two meetings lasting about 3 h at the beginning of the school year and two supervisions during the school year were conducted). The children were tested by tasks assessing several aspects of mentalization (second and third-order false belief understanding, Strange Stories, Reading the mind in the Eyes, Mentalizing Task) both before and after the teacher participate in the TiM or control training (i.e., at the beginning and at the end of the school year). The results showed that, although some measured components of mentalization progressed over time, only the TiM Project training group significantly improved in third order false belief understanding and changed - in a greater way compared to the control group – in two of the three components of the Mentalizing Task. These evidences are promising about the idea that the creation of a mentalizing community promotes the mentalization abilities of its members.

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Maternal Mind-Mindedness and Children’s Behavioral Difficulties: Mitigating the Impact of Low Socioeconomic Status

Cited by 121 publications

References 54 publications

Adolescents as perpetrators of aggression within the family

Adolescents as perpetrators of aggression within the family

Social Cognition in Preschoolers: Effects of Early Experience and Individual Differences

Promoting Mentalizing in Pupils by Acting on Teachers: Preliminary Italian Evidence of the “Thought in Mind” Project

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