Parental Meta‐Emotion Philosophy: A Review of Research and Theoretical Framework

Katz, Lynn Fainsilber; Maliken, Ashley C.; Stettler, Nicole

doi:10.1111/j.1750-8606.2012.00244.x

Cited by 188 publications

(217 citation statements)

References 31 publications

(51 reference statements)

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“…Our findings indicate changes in behavioural and socialisation practices consistent with other research on emotion coaching (Katz et al, 2012). Firstly, changes in the participants' meta-emotion philosophy indicate a reduction in levels of emotion dismissing beliefs by practitioners and more of emotion coaching beliefs and, by implication, an increase in adult self-regulation.…”

Section: Discussionsupporting

confidence: 77%

“…Emotion coaching engages with the adult's beliefs, attitudes, awareness, expression and regulation of emotion, their reactions to children's expressions and the adult's discussion and support or coaching of children's emotions (their metaemotion philosophy). This corresponds with the evidence identifying the important skills needed to support parental socialization of children's emotions (Katz et al, 2012). The reported improvements in adult self-regulation during behavioural incidents and enhanced social relationships with children and young people can be linked to other research which highlights the significance of emotional regulation.…”

Section: Discussionmentioning

confidence: 99%

“…Research on emotion coaching is relatively limited and scarce in the UK, and there has been little research undertaken on the use of emotion coaching in professional contexts (Katz et al, 2012;Ellis et al, 2014, Wilson et al, 2012. Katz et al's (2012) recent review of emotion coaching research calls for more studies that explore the role of emotion socialisation agents other than parents, such as teachers and peers.…”

Section: Problem Statementmentioning

confidence: 99%

“…Katz et al's (2012) recent review of emotion coaching research calls for more studies that explore the role of emotion socialisation agents other than parents, such as teachers and peers. Productive interactions between individuals are fundamental to effective educational practice, and teachers have identified that emotional management is integral to their work (Gross, 2013;Day et al, 2006;Nias 1996;Sutton et al, 2009), yet the exact training needs and skill base on which to support the development of reflective, emotional competencies are yet to be identified (Ahn and Stifter 2006;Jakhelln, 2010;OFSTED, 2013).…”

Section: Problem Statementmentioning

confidence: 99%

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Emotion Coaching - A Strategy for Promoting Behavioural Self-Regulation in Children/Young People In Schools: A Pilot Study

Rose¹,

McGuire-Snieckus²,

Gilbert³

2015

EJSBS

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Emotion coaching is a parenting style clinically observed in the USA which supports children's emotional self-regulation, social skills, physical health and academic success. A pilot study in a rural disadvantaged area in England sought to evaluate the effectiveness of training practitioners who work with children and young people in schools, early years settings and youth centres to apply emotion coaching strategies in professional contexts, particularly during emotionally intensive and behavioural incidents. The study rested on the premise that supportive adults can individually and collectively empower children and young people to build a repertoire of internal and external socio-emotional regulatory skills that promote prosocial behavior. A mixed method approach was adopted (n=127). The findings suggest the efficacy of adopting emotion coaching strategies to support behavioural management approaches and policies within settings across the age range. Data from school contexts are largely recorded here. The research is the first pilot in the UK that builds on and complements similar work being undertaken in the USA and Australia.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

See 2 more Smart Citations

Emotion Coaching - A Strategy for Promoting Behavioural Self-Regulation in Children/Young People In Schools: A Pilot Study

Rose¹,

McGuire-Snieckus²,

Gilbert³

2015

EJSBS

View full text Add to dashboard Cite

show abstract

“…Responsiveness to the child's emotions is positively associated with good self-esteem index, good school results and cognitive development, and lower incidence of behavior problems (Sanders & Morawska, 2011). In turn, punitive parents can teach the child to avoid negative emotional demonstration, leading to inadequate expression of emotion (Gottman, Katz, & Hooven, 1996;Katz, Maliken, & Stettler, 2012;Morris et al, 2007). Ignoring the child's emotion is associated with poorer developmental outcome of emotion (Melo, 2005).…”

Section: Introductionmentioning

confidence: 99%

Parents Dealing with the Expression of Sadness by their Children

2016

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Objectives: Identifying sadness inductors on children according to parents' perception; checking strategies of emotion regulation used by parents before children's sadness; comparing the ways mothers and fathers deal with children's sadness. Participants: 26 heterosexual couples (Average age = 37 years old), at least two children from six up to twelve years old, one boy and one girl. Delineation: collective case study. Instruments: General data questionnaire; Econômica Brasil qualification criteria; The questions were: "What usually upsets your child?"; "Tell me a situation which made your son sad."; "What did you do in this situation?"; stimulus-story. Outcome: fathers tend to punish sons and daughters when they are sad and replace something lost; mothers minimize it, i. e., reduce the importance of child's reaction, or the problem that caused it. Reaction centered in the problem was the most used by father and mother before children's sadness. Keywords: sadness, emotional regulation, children, parent practices Manejo dos Pais frente à Expressão de Tristeza dos FilhosResumo Objetivos: identificar eliciadores de tristeza nos filhos na percepção dos pais; verificar estratégias de regulação emocional usadas pelos pais frente à tristeza dos filhos; comparar como pai e mãe lidam com a tristeza dos filhos. Participantes: 26 casais heterossexuais (M = 37 anos), pelo menos dois filhos de seis a doze anos, um de cada sexo. Delineamento: estudos de casos coletivos. Instrumentos: Questionário de Dados Gerais; Critério de Classificação Econômica Brasil; perguntas: "O que costuma deixar seu filho triste?"; "Conte uma situação em que seu filho ficou triste."; "O que você fez nessa situação?"; história-estímulo. Resultados: o pai tende a punir os filhos e filhas diante da tristeza e substituir algo perdido; as mães minimizam, ou seja, diminuem a importância da reação emocional da criança, ou do problema que a provocou. A reação centrada no problema foi a estratégia mais utilizada por pai e mãe frente à tristeza dos filhos. Palavras-chave: tristeza, regulação emocional, filhos Proceder de los Padres frente a la Expresión de Tristeza de los HijosResumen Objetivos: Identificar los inductores de tristeza en los hijos según la percepción de sus padres; verificar estrategias de regulación emocional usadas por los padres y también comparar como ellos se comportan en relación a la tristeza de sus hijos. Participantes: 26 parejas heterosexuales, edad media de 37 años, casadas o en unión estable con dos o más hijos, con edad entre 6 y 12 años, uno de cada sexo. Delineamiento: estudios de casos colectivos. Instrumentos: Cuestionario de Datos Generales; Criterio de Clasificación Económica Brasil; guion de entrevista conteniendo tres preguntas: "¿Qué suele dejar a su hijo triste?" "Relate una situación en que su hijo quedó triste." "¿Qué hizo usted en esa situación?; y una historia de estímulo. Resultados: el padre tiende a castigar a los hijos frente a la reacción de tristeza y substituir algo perdido; ya las madres minimizan, o ...

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Emotion and the Development of Psychopathology

Cole

2016

Developmental Psychopathology

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This chapter considers the role of emotion in the development of psychopathology through the lens of the functional perspective on emotional development. First, a brief historical perspective on conceptualizations of the nature of emotion is offered, followed by a discussion of the view of emotion from the functional perspective. After summarizing prevailing views on the relation between emotional functioning and psychopathology, the chapter draws from the developmental psychopathology perspective, focusing on the typical development of emotional competence as a counterpoint to the development of psychopathology. Emotional competence is defined from the functional perspective, including its three main components: emotion expression, emotion understanding, and emotion regulation. Then the typical development of each of these components is described as well as the risks for psychopathology that are associated with each component. Conclusions about the central role of emotion in the development of competence and psychopathology are summarized with particular attention to what a functional perspective offers for future directions for research on this topic. Finally, translational implications of this perspective for clinical assessment and intervention are discussed.

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Parental Meta‐Emotion Philosophy: A Review of Research and Theoretical Framework

Cited by 188 publications

References 31 publications

Emotion Coaching - A Strategy for Promoting Behavioural Self-Regulation in Children/Young People In Schools: A Pilot Study

Emotion Coaching - A Strategy for Promoting Behavioural Self-Regulation in Children/Young People In Schools: A Pilot Study

Parents Dealing with the Expression of Sadness by their Children

Emotion and the Development of Psychopathology

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