The Relation of Parental Guilt Induction to Child Internalizing Problems When a Caregiver Has a History of Depression

Rakow, Aaron; Forehand, Rex; McKee, Laura G.; Coffelt, Nicole; Champion, Jennifer E.; Fear, Jessica M.; Compas, Bruce E.

doi:10.1007/s10826-008-9239-5

Cited by 30 publications

(39 citation statements)

References 40 publications

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“…Specifically Rakow et al (2009) findings indicate that higher levels of parental guilt induction were related to higher levels of child internalizing problems when considered in the context of more traditionally assessed parenting variables. Donatelli et al (2007) found that adolescents' depressive symptoms were more severe when incidents were unresolved and involved maternal emotions and less severe when incidents were specific.…”

Section: Introductionmentioning

confidence: 88%

“…That it is unresolved, undirected, and unalleviated guilt feelings that hold the greatest potential for destructiveness (Donatelli et al, 2007). However, studies that address the role of guilt induction to later outcomes are not numerous and most of them are exploring links between parental guilt induction and child internalizing problems in samples of depressed mothers (e.g., Donatelli et al, 2007;Rakow et al, 2009;McKee et al, 2008). In a non-clinical sample (Taylor et al, 2011), for mother's psychological control, results were consistent with past research suggesting that parent's use of control tactics including guilt or anxiety induction or love withdrawal are linked to poorer functioning in adolescents.…”

Section: Introductionmentioning

confidence: 99%

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Perceived Parental Rearing Practices, Supportive School Environment, and Self-Reported Emotional and Behavioral Problems among Lithuanian Secondary School Students

Pilkauskaitė-Valickienė

2014

IJPS

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Previous research rarely addressed parental rearing practices, perceived safety at school, teachers' support and school climate in the same study. Most often those two contexts-home environment and school context-are analyzed separately. Several authors have advocated the need for incorporating those two contexts in the study of emotional and behavioral problems (Suldo et al., 2012). Thus, the main purpose of the study was to investigate the relationship between the perceived parental practices (parents' reactions to adolescents' behavior, i.e., guilt induction and emotional warmth) and supportive school environment (school attachment, school climate, perceived teacher support, and feelings of safety at school) with adolescents' emotional and behavioral problems. The data used is from an ongoing longitudinal Positive Youth Development study (POSIDEV) that examines the mechanisms and processes through which young people develop their competences. The sample comprised 2625 Lithuanian students (1146 boys and 1479 girls, age 14-20 (M = 16.69; SD = 1.17)) from the ninth, tenth, eleventh and twelfth grades of 8 upper secondary schools. The results showed that parents' emotional warmth was negatively, and psychological control was positively related to students' depressive symptoms and delinquent behavior. Furthermore, perceived teacher support, feelings of safety at school were negatively associated with adolescents' depressive symptoms and delinquent behavior, when students' perceptions of negative school climate were positively associated with adolescents' depressive symptoms and delinquent behavior. After entering school context variables in the regression, demographic characteristics and mother's guilt induction practice remained significant, but mother's emotional warmth was no longer significant. This suggests the possibility that school context acts as a mediator between emotional warmth by mother and delinquent behavior. This finding has important practical implications in terms of shedding some insight on how multiple systems might be interlinked in influencing wellbeing in adolescents and confirms the importance of intervening at the double platform of both the family and the school system.

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Section: Introductionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Perceived Parental Rearing Practices, Supportive School Environment, and Self-Reported Emotional and Behavioral Problems among Lithuanian Secondary School Students

Pilkauskaitė-Valickienė

2014

IJPS

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“…When titrated carefully and in response to specific events, guilt induction could theoretically serve an adaptive function for the developing child (e.g., as a promoter of prosocial behavior and/or inhibitor of offensive behavior), as has been demonstrated in research on self-regulation (e.g., Amodio, Devine, & Harmon-Jones, 2007; see also Tilghman-Osborne, Cole, & Felton, 2010, for a review of the adaptive versus maladaptive qualities of the guilt construct based on assessment tools). However, several studies indicate that guilt induction may lead to maladaptive outcomes, including offspring internalizing symptoms (Donatelli et al, 2007; Rakow et al, 2009). …”

Section: Parenting Deficits: Focus On Guilt Inductionmentioning

confidence: 99%

Reducing youth internalizing symptoms: Effects of a family-based preventive intervention on parental guilt induction and youth cognitive style

et al. 2014

Self Cite

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This study utilized structural equation modeling to examine the associations among parental guilt induction (a form of psychological control), youth cognitive style, and youth internalizing symptoms, with parents and youth participating in a randomized controlled trial of a family-based group cognitive–behavioral preventive intervention targeting families with a history of caregiver depression. The authors present separate models utilizing parent report and youth report of internalizing symptoms. Findings suggest that families in the active condition (family-based group cognitive–behavioral group) relative to the comparison condition showed a significant decline in parent use of guilt induction at the conclusion of the intervention (6 months postbaseline). Furthermore, reductions in parental guilt induction at 6 months were associated with significantly lower levels of youth negative cognitive style at 12 months. Finally, reductions in parental use of guilt induction were associated with lower youth internalizing symptoms 1 year following the conclusion of the intervention (18 months postbaseline).

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“…Guilt induction involves latent parental shame, externalized and projected onto the child. This type of parental response to shame is particularly toxic, and has been empirically linked with child internalizing problems (Rakow et al, 2009). An example of this would be a parent who disparages or attacks child or therapist when the child has a setback or when the parent is feeling vulnerable.…”

Section: Shamementioning

confidence: 99%

Recognizing Guilt and Shame: Therapeutic Ruptures with Parents of Children in Psychotherapy

Baldwin¹

2014

Psychoanalytic Social Work

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The parent-therapist relationship is one of the most important facets of child psychotherapy. Guilt and shame are common sources of rupture between parents and child therapists. Overlooking such ruptures with parents can interfere with or even halt psychotherapy with children. A review of empirical and theoretical literature on ruptures in the therapeutic relationship is followed by discussion of how clinicians might identify guilt-and shame-based ruptures in the parent-therapist relationship. The process of repairing parent-therapist ruptures is emphasized as one process that can assist parental growth and development, which in turn can create space for children to grow and develop in tandem with their parent(s). A case study illustrates how guilt and shame manifest in the form of a race-based rupture in the parent-therapist relationship. A discussion of guilt, shame, and oppression concludes this article.

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The Relation of Parental Guilt Induction to Child Internalizing Problems When a Caregiver Has a History of Depression

Cited by 30 publications

References 40 publications

Perceived Parental Rearing Practices, Supportive School Environment, and Self-Reported Emotional and Behavioral Problems among Lithuanian Secondary School Students

Perceived Parental Rearing Practices, Supportive School Environment, and Self-Reported Emotional and Behavioral Problems among Lithuanian Secondary School Students

Reducing youth internalizing symptoms: Effects of a family-based preventive intervention on parental guilt induction and youth cognitive style

Recognizing Guilt and Shame: Therapeutic Ruptures with Parents of Children in Psychotherapy

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