The Devereux Suite: Assessing and Promoting Resilience in Children Ages 1 Month to 14 Years

LeBuffe, Paul A.; Ross, Katherine M.; Fleming, Jennifer L.; Naglieri, Jack A.

doi:10.1007/978-1-4614-4939-3_4

Cited by 15 publications

(7 citation statements)

References 9 publications

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“…Future studies with high‐ versus low‐risk parenting samples could further specify the interpretations of these findings. Finally, parental report of self‐regulation is hard to measure in early childhood (McClelland & Cameron, 2012), yet the DECA offers an early window into elements related to future lab measures of self‐regulation (attachment, initiative) even in infancy (LeBuffe et al., 2013). Therefore, it was encouraging that we found positive changes on the DECA.…”

Section: Discussionmentioning

confidence: 99%

Enhancing early parenting in the community: Preliminary results from a learning collaborative approach to scale up Attachment and Biobehavioral Catch‐up

Carmody

Murray

Williams

et al. 2023

Infant Mental Health Journal

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Attachment and Biobehavioral Catch‐up (ABC) is a promising home‐visiting intervention promoting sensitive caregiving and secure parent–child attachment in families with young children. The goal of this study was to examine a learning collaborative approach to disseminating ABC in a community setting. Training outcomes (e.g., trainee completion, satisfaction, effectiveness of training methods) and intervention outcomes (e.g., parent behavior, parent beliefs, child socioemotional development) were examined. Eighteen practitioners participated in the ABC learning collaborative; 13 completed training. Quantitative and qualitative measures indicated that trainees were satisfied with their experience and valued the unique collaboration opportunities offered by the learning collaborative. In addition, trainees served 67 families in the community, 37 of whom completed all sessions of ABC. The study was conducted in the United States. Racial demographics of the children in the sample included: 56.7% White, 22.4% Black/African–American, 17.9% Bi‐ or Multi‐racial, and 3.0% unknown. Regarding ethnicity, 80.6% were Non‐Hispanic/Latino, 10.4% were Hispanic/Latino, and 9.0% were unknown. Caregivers who completed ABC showed more sensitive parenting behavior and reported positive changes in their perceived self‐efficacy and their beliefs around infant crying. Children who received ABC showed increased socioemotional functioning. Results demonstrate successful dissemination of ABC in the community using a learning collaborative approach.

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Section: Discussionmentioning

confidence: 99%

Enhancing early parenting in the community: Preliminary results from a learning collaborative approach to scale up Attachment and Biobehavioral Catch‐up

Carmody

Murray

Williams

et al. 2023

Infant Mental Health Journal

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“…This review is developed in two phases-the first with a scientific mapping of the area through a bibliometric analysis of the scientific production registered in Scopus and WoS in a time range between 2000 and 2022; this is due to the great relevance of this tool in current bibliometric studies that are allowing the recognition and development of trends in thematic areas and their basic structures (Bonilla-Chaves and Palos-Sánchez, 2023). Similarly, other recent research has used bibliometric analysis by means of the Bibliometrix application to perform exhaustive and comprehensive analyses of the scientific mapping of a specific topic (Lizano-Mora et al, 2021;Palos-Sanchez et al, 2022). However, for the present research, as selection criteria for the articles, a search was conducted in English to obtain the largest number of documents in the WoS and Scopus databases from the year 2000 to the first quarter of the year 2022.…”

Section: Methodsmentioning

confidence: 99%

A bibliometric analysis and literature review on emotional skills

Manjarres,

Duarte,

Navarro-Obeid

et al. 2023

Front. Psychol.

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The content, management, and implementation of social skills have been developed since the end of the 20th century as a model of capabilities. Thus, as human beings develop and train their basic cognitive and perceptual–motor functions, they increase their ability to solve and cope with difficulties. This article aims to present a bibliometric and systematic review of social skills, using query sources in databases such as Web of Science (WoS) and Scopus between the years 2000 and 2022, with platforms such as Bibliometrix and Gephi. This search yielded a total of 233 records in WoS and 250 records in Scopus that were merged and, after eliminating 143 duplicate data, were consolidated into 340 records that enclose the academic production of 20 years. Through scientific mapping, the main authors, journals, and countries in this field were determined; similarly, the most relevant studies were classified into three categories, namely, classic, structural, and perspectives, which were represented by means of the metaphor of the tree of science. In addition, a program for further studies was planned, such as in-depth qualitative research measuring observationally and directly taking into account emotional expressiveness, emotional understanding, emotion regulation, and behavior, and the impact of social skills training on social problem-solving. Finally, another important aspect to mention is that this research work is useful for the scientific academic community in many areas of knowledge such as psychology, education, and managers of educational institutions.

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“…Socioemotional competence is defined as the ability to effectively interact with others and manage emotions (LeBuffe, Ross, Fleming, & Naglieri, 2013). In other words, socioemotional competence can be considered a direct consequence of adaptive ER in early childhood.…”

Section: Impact Of Er On School Readinessmentioning

confidence: 99%

Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness.

Harrington

Trevino

López

et al. 2020

Emotion

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In this article, we conduct a selective review of the literature on emotion regulation in early childhood (e.g., preschool, generally defined as ages 3–5) in regard to school readiness. Emotion regulation (ER), the process of modulating emotional arousal and expression, plays a key role in a child’s ability to adapt to novel demands of school environments. This, in turn, has significant implications for both the socioemotional and academic components of a child’s readiness to enter kindergarten. We begin our article with a brief review of the ER construct at this developmental stage, then review research on the impact of ER on both components of school readiness during the preschool and early elementary school years. We then discuss strategies for teachers and parents to promote ER strategy use in young children, and end with challenges regarding operationalization at this age and directions for future research.

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The Devereux Suite: Assessing and Promoting Resilience in Children Ages 1 Month to 14 Years

Cited by 15 publications

References 9 publications

Enhancing early parenting in the community: Preliminary results from a learning collaborative approach to scale up Attachment and Biobehavioral Catch‐up

Enhancing early parenting in the community: Preliminary results from a learning collaborative approach to scale up Attachment and Biobehavioral Catch‐up

A bibliometric analysis and literature review on emotional skills

Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness.

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