Children’s autonomic functioning moderates links between maternal rejecting attitudes and preschool aggressive behaviors

Substantial theoretical and empirical literature suggests that the extent to which children's early experiences contribute to the development of aggressive behaviors may depend on the psychophysiological regulatory capacities of the child. This study adds to this literature by examining the relations between mothers’ rejecting child‐rearing attitudes and children's aggressive behaviors, as well as whether children's parasympathetic regulation, both at rest and in response to anger‐inducing films, moderate these links. Using the data collected from 88 preschoolers (m_age = 51 months), the results revealed that the positive association between mothers’ rejecting child‐rearing attitudes and children's aggressive behaviors was moderated by respiratory sinus arrhythmia (RSA) reactivity to anger. More rejecting child‐rearing attitudes predicted more aggressive behaviors only for children who showed mild RSA suppression to RSA augmentation. Conversely, and consistent with the differential‐susceptibility model, children who showed mild RSA suppression to RSA augmentation had the fewest aggressive behaviors when mothers reported less rejecting child‐rearing attitudes.     

Applying the polyvagal theory to children's emotion regulation: Social context,socialization, and adjustment

Effective emotion regulation is essential for children's positive development. Polyvagal theory provides a framework for understanding how parasympathetic regulation of cardiac activity contributes to children's adaptive versus maladaptive functioning. Maintenance of cardiac respiratory sinus arrhythmia (RSA) under social challenge should support emotion regulation and behavioral adjustment. Children's effective parasympathetic regulation and behavioral adjustment should be supported by appropriate parental socialization. These proposals were evaluated in a short-term longitudinal study of 94 preschool-aged children. Parenting and basal RSA were measured at home, then 6–10 months later behavioral adjustment and RSA in lab baseline and socially challenging contexts were measured. Children with relatively higher RSA in social challenge than at baseline (ΔRSA) had fewer internalizing problems (IP) and externalizing problems (EP), and better behavioral self-regulation (SR). Mothers who used more negative control had children with lower ΔRSA, more IP and EP, and less SR. Structural equation modeling showed that vagal regulation mediated associations between maternal negative control and children's adjustment; maternal negative control did not predict EP or SR after accounting for ΔRSA. Associations were consistent across boys and girls, with one exception: Higher ΔRSA was significantly associated with fewer EP in boys only. These findings suggest that the practical significance of physiological regulation might be best revealed in ecologically valid procedures, and that children's physiological mechanisms of emotion regulation are shaped by their experiences of parental socialization.     

Shyness,aggression, and empathy in children of shy mothers: Moderating influence of children's psychophysiological self-regulation

Maternal psychological factors are known to play a critical role in children's socioemotional development, particularly in pro- and anti-social behaviors. Although shyness is a ubiquitous phenomenon and associated with social anxiety, relatively few have examined the relation between maternal shyness and children's socioemotional development. We explored the moderating influence of children's resting respiratory sinus arrhythmia (RSA) and RSA change on the relation between maternal shyness and children's shyness, empathy, and aggression in 129 (62 males) typically developing 4- (n = 81) and 6- (n = 48) year-olds. We found that 6-year-olds' RSA change score from baseline to a cognitive challenge task acted as a moderator on the relation between mother's shyness and child observed empathy but not for maternal report of child aggression or child's observed shyness. These results were not found in the 4-year-olds. Six-year-olds with relatively high RSA change and relatively low maternal shyness displayed the highest levels of empathy. These results suggest that the maternal caregiving environment and biological characteristics of the child may confer individual differences in prosocial behaviors in children. Findings are discussed in terms of age-related differences in socioemotional behaviors in children of shy mothers.     

A Path Analysis of Factors Predicting Children's Divorce Adjustment

Eighty-two mother-child pairs from divorced homes completed measures assessing life change events, marital hostility, parenting skills, parent adjustment, child behavior adjustment, and children's self-concept. A path model was constructed to describe direct and indirect effects of causally ordered prior variables on positive and negative child outcomes. Path coefficients suggested the operation of both direct and mediated effects of background factors, postdivorce adjustment of the custodial parent, and current child-rearing environments on adaptive and maladaptive child outcome variables. The impact of age on children's postdivorce adjustment was found to be mediated by the number of major life events they reported. One "causal path" was found to be significant for several child outcomes: Mothers with more children reported better postdivorce adjustment in themselves, which in turn predicted better self-reported parental functioning. More effective parenting was positively associated with better social skills, more involvement in prosocial activities, and less internalized psychopathology in children.     

Cardiac vagal control and children's adaptive functioning: A meta-analysis

Polyvagal theory has influenced research on the role of cardiac vagal control, indexed by respiratory sinus arrhythmia withdrawal (RSA-W) during challenging states, in children's self-regulation. However, it remains unclear how well RSA-W predicts adaptive functioning (AF) outcomes and whether certain caveats of measuring RSA (e.g., respiration) significantly impact these associations. A meta-analysis of 44 studies (n = 4996 children) revealed small effect sizes such that greater levels of RSA-W were related to fewer externalizing, internalizing, and cognitive/academic problems. In contrast, RSA-W was differentially related to children's social problems according to sample type (community vs. clinical/at-risk). The relations between RSA-W and children's AF outcomes were stronger among studies that co-varied baseline RSA and in Caucasian children (no effect was found for respiration). Children from clinical/at-risk samples displayed lower levels of baseline RSA and RSA-W compared to children from community samples. Theoretical/practical implications for the study of cardiac vagal control are discussed.     

A latent change score approach to understanding dynamic autonomic coordination

Children's self-regulation is a core adaptive system in child development. Physiological indices of regulation, particularly the autonomic nervous system (ANS), have garnered increased attention as an informative level of analysis in regulation research. Cardiography supports the simultaneous examination of both ANS branches via measures of pre-ejection period (PEP) and respiratory sinus arrhythmia (RSA) as indicators of sympathetic and parasympathetic activity, respectively. However, despite their heavily intertwined functions, research examining autonomic coordination across sympathetic and parasympathetic systems is scarce. Moreover, extant efforts have favored static, mean level reactivity analyses, despite the dynamic nature of ANS regulation and the availability of analytic tools that can model these processes across time. This study drew on a sample of 198 six-year-old children from a diverse community sample (49.5% female, 43.9% Latinx) to examine dynamic autonomic coordination using bivariate latent change score modeling to evaluate bidirectional influences of sympathetic and parasympathetic activity over the course of a challenging puzzle completion task. Results indicated that children evidenced reciprocal sympathetic activation (i.e., PEP attenuation and RSA withdrawal) across the challenge task, and these regulatory responses were characterized by a temporally leading influence of PEP on lagging changes in RSA. The current findings contribute to our understanding of children's autonomic coordination while illustrating a novel analytic technique to advance ongoing efforts to understand the etiology and developmental significance of children's physiological self-regulation.     

Combinations of resting RSA and RSA reactivity impact maladaptive mood repair and depression symptoms

We examined whether the combined indices of respiratory sinus arrhythmia at rest (resting RSA) and in response to a sad film (RSA reactivity) predict effective and ineffective responses to reduce sadness (adaptive vs. maladaptive mood repair) in women with histories of juvenile-onset depression (n = 74) and no history of major mental disorders (n = 75). Structural equation models were used to estimate latent resting RSA, depression, and adaptive and maladaptive mood repair and to test the study hypotheses. Results indicated that combinations of resting RSA + RSA reactivity (RSA patterns) predicted maladaptive mood repair, which in turn, mediated the effects of RSA pattern on depression. Further, RSA patterns moderated the depressogenic effects of maladaptive mood repair. RSA patterns were unrelated to adaptive mood repair. Our findings suggest that mood repair is one mechanism through which physiological vulnerabilities adversely affect mental health.     

Autonomy-restrictive socialization of anger: Associations with school-aged children’s physiology,trait anxiety,state distress,and relationship closeness

Parental socialization that infringes on children's autonomy may have consequences for physiological regulation, trait anxiety, and state distress. One such practice is the use of positive conditional regard (CR)—the provision of extra attention/affection when children meet parents’ expectations. Self-determination theory proposes that CR thwarts satisfaction of children's basic needs for relatedness and autonomy by placing these needs in conflict. We evaluate associations among children's (N = 106, 51% male, M_age = 10.27 years, SD = 1.09) reports of their mothers’ use of positive CR to suppress anger expression (PCR-anger), their physiological regulation (resting respiratory sinus arrhythmia, RSA), and their trait anxiety and state distress, in light of perceived relationship closeness. After controlling demographics, mothers’ reports of positive and negative CR-anger, children's reports of mothers’ negative CR-anger and depressive symptoms, greater child-reported positive CR-anger was significantly associated with greater child anxiety and with lower resting RSA. Resting RSA mediated associations of child-reported positive CR-anger with greater child anxiety and post-failure distress. These indirect effects were significant for children low or moderate in closeness to mother. We conclude that autonomy-restrictive socialization is a concurrent correlate of children's physiological regulation, anxiety, and state distress, with these associations dependent on relational distance.     

DADS TUNING IN TO KIDS: PILOTING A NEW PARENTING PROGRAM TARGETING FATHERS’ EMOTION COACHING SKILLS

This pilot study reports the preliminary evaluation of an emotion socialization parenting program for fathers of preschool children. The program, Dads Tuning in to Kids (DadsTIK), is a specifically modified version of a universal evidence‐based prevention program, Tuning in to Kids (Havighurst & Harley, 2007). DadsTIK teaches fathers emotion coaching parenting skills that have previously been linked to children's social‐emotional competence and fewer behavior problems. The 7‐session (14 hours total) group program was delivered to 43 fathers who completed pre‐ and post‐program questionnaires assessing their parenting (emotional style, reactions to children's negative emotions, reactive/angry parenting, and parenting competence) and child outcomes (behavioral functioning). Program retention was excellent; and, post‐program, fathers reported increased emotion coaching, decreased emotion dismissing, decreased angry reactivity and improved parenting efficacy and satisfaction. They also reported reductions in difficult child behaviors. These positive outcomes suggest DadsTIK warrants further investigation.     

Child and Maternal Temperament Characteristics,Goodness of Fit,and Adjustment in Physically Handicapped Children

We investigated temperament characteristics and their goodness of fit as potentially important moderators of adjustment in children with congenital physical disabilities. The mothers of fifty 6-to 11-year-olds with spina bifida or cerebral palsy completed questionnaires designed to separately assess their children's and their own temperament along five dimensions (activity, distractibility, adaptability/approach, rhythmicity, and reactivity) and their children's adjustment in three areas (internalizing behavior problems, externalizing behavior problems, and social competence). We found disabled children's adjustment to be significantly worse than that of a normative comparison group. We also found significant multivariate relationships between child temperament (but not maternal temperament) and child adjustment. However, knowledge of maternal rhythmicity enhanced predictions of some child adjustment dimensions beyond that afforded by salient child temperament dimensions. The goodness-of-fit model, in which temperament characteristics of mother and child are purported to interact to influence adjustment, was not supported. Consequently, a simpler additive model, in which both child and maternal temperament are considered, appeared most useful in explaining child adjustment.     

Early Childhood Internalizing Problems in Mexican- and Dominican-Origin Children: The Role of Cultural Socialization and Parenting Practices

This study examined mother- and teacher-rated internalizing behaviors (i.e., anxiety, depression, and somatization symptoms) among young children using longitudinal data from a community sample of 661 Mexican and Dominican families and tested a conceptual model in which parenting (mother's socialization messages and parenting practices) predicted child internalizing problems 12 months later. Children evidenced elevated levels of mother-rated anxiety at both time points. Findings also supported the validity of the proposed parenting model for both Mexican and Dominican families. Although there were different pathways to child anxiety, depression, and somatization among Mexican and Dominican children, socialization messages and authoritarian parenting were positively associated with internalizing symptoms for both groups.     

Direct and Indirect Effects of Parenting and Children's Goals on Child Aggression

This study tested a dual-mediation model of the relations among harsh parenting, hostile social information processing, and level of child aggression in a sample of 239 (150 male, 89 female) 2nd- to 4th-grade children. The theoretical model posited that harsh parenting has both direct and indirect effects on child level of aggression, with the indirect effects mediated through children's social goals. The model further posited that the impact of social goals on aggression is mediated through other social cognitive processes (i.e., attributions of hostile intent, hostile solution generation, and positive outcome expectancies for aggression). We tested the dual-mediation model with structural equation modeling and found it to be a good fit to the data. Results were consistent with the view that parenting affects children's goal orientation and that children's goal orientation affects their behavior via online processing in social situations.     

BOOK REVIEW: Handbook of Parent Training: Parents as Co-Therapists for Children's Behavior Problems (2nd ed)

We examined parent and child moderators of outcome, program engagement effects, and predictors of engagement in the Incredible Years Parent Training Program. Head Start classrooms (N = 882 children) were randomly assigned to an intervention condition (that received the Incredible Years program) or to a control condition (that received usual Head Start services). Structural equation modeling (SEM) was used to model the effects of the training program on child outcomes. The analyses showed differential program effects depending on children's initial levels of conduct problems and mothers' initial levels of critical parenting. Children with high baseline levels of conduct problems and children of mothers with high initial levels of critical parenting benefited most from the program. Changes in children's conduct problems were also related to maternal engagement in the program and to intervention mothers' success at reducing their critical parenting.     

Bidirectional Relations Between Temperament and Parenting Predicting Preschool-Age Children’s Adjustment

Bidirectional associations between child temperament (fear, frustration, positive affect, effortful control) and parenting behaviors (warmth, negativity, limit setting, scaffolding, responsiveness) were examined as predictors of preschool-age children’s adjustment problems and social competence. Participants were a community sample of children (N = 306; 50% female, 64% European American) and their mothers. Observational measures of child temperament and parenting were obtained using laboratory tasks at two time points (children’s ages 36 and 54 months). Teacher-reported adjustment measures were collected at the first and third time points (children’s ages 36 and 63 months). Cross-lagged analyses were performed to examine whether child temperament and parenting predict changes in one another, whether they each contribute independently to children’s adjustment, and whether these transactional relations account for adjustment outcomes. Maternal negativity at 36 months predicted increases in child frustration at 54 months. Maternal negativity and child effortful control predicted decreases in each other from 36 to 54 months. Maternal warmth predicted increases in child effortful control over time. Child frustration, child effortful control, maternal warmth, and maternal negativity at 54 months each independently predicted child adjustment problems at 63 months, controlling for problems at 36 months. Child executive control at 54 months predicted increases in child social competence at 63 months. The findings suggest that temperament and parenting have independent and additive effects on preschool-age child adjustment, with some support for a bidirectional relation.     

Relations Between Actual Group Norms,Perceived Peer Behavior,and Bystander Children's Intervention to Bullying

The goals of the study were (a) to predict children's intervention in bullying situations from class-level norms for intervention, as well as child-level perceptions of the number of peers who would intervene, and (b) to determine whether these predictions held when accounting for children's levels of empathy, prosocial behavior, and callous-unemotional traits. Participants were 751 racially and ethnically diverse fourth- and fifth-grade students (53.8% female) in 43 classes. Participants completed peer nominations about which classmates they perceived would intervene during bullying situations. Empathy and callous-unemotional traits were assessed via self report, whereas prosocial behavior was measured through peer report. Using multilevel modeling, each child's intervention in bullying was positively predicted from class-level norms for intervention (class means for the percentage of children who nominated each child as intervening) but negatively predicted from child-level perceptions of the number of peers who would intervene, after accounting for the 3 child traits. Class-level findings support past research on group norms which suggest that children are more likely to display a behavior if their peers display the same behavior. Child-level findings support the presence of the “bystander effect” in children's bullying episodes, in which children are less likely to intervene if they believe that more peers will do so. Thus, although children were more likely to intervene in classrooms with cultures that made intervention more normative, within the context of each class's culture, children were more likely to intervene if they perceived that fewer peers would do so.     

The Importance of Parenting During Early Childhood for School-Age Development

This study reports on the relation of 4 patterns of responsive parenting across early childhood (birth-4 1.2 years) with children's rate of cognitive and social development through 8 years of age for a cohort of children born preterm and of very low birthweight and term. Consistent responsiveness across early childhood predicted faster rates of cognitive and social growth than did inconsistent or minimal responsiveness, particularly for preterm children. As parenting at 6 and 8 years did not alter this relation, results suggest that parenting across early childhood plays a unique role in children's development. We also examined whether mothers could be facilitated to use a set of responsive behaviors across infancy that increased children's learning. Compared to control mothers, mothers randomly assigned to receive the intervention displayed greater changes in behaviors that established a social learning context supporting infants' object exploration and vocalization of interests. This, in turn, resulted in greater changes in infants' cognitive and social skills. As in the 1st study, preterm infants appeared to benefit to a greater extent from this more responsive social learning context.     

Trajectories of mothers’ emotional availability: relations with infant temperament in predicting attachment security

The present study examined observations of parenting quality (mothers’ emotional availability – EA) during infant bedtimes at 4 points across the infants’ first year, assessing relations between levels and trajectories of EA and infant attachment at 12 months and the role of infant temperament in moderating these associations. The sample (N = 128) was predominantly Euro-American (82.5%) and at low socioeconomic risk. Latent growth curve modeling with latent basis coefficients indicated substantial individual differences in initial levels and slopes in EA trajectories across the first year. Both levels of maternal EA and EA trajectories across the first year predicted 12-month infant attachment security. Although maternal EA tended to decrease across the first year in the full sample, EA trajectories that showed a “bounce-back” between 6 and 12 months, suggesting more successful maternal adaptation to an expanding infant developmental repertoire, predicted greater infant security at 12 months. In addition, linkages between latent EA trajectories and 12-month attachment were moderated by 3-month infant temperamental reactivity and regulation. These findings indicate that infant attachment security is sensitive to both static and dynamic aspects of parenting quality across the first year, and that infant temperament can interact with both in predicting infant attachment.     

SUPPORTING POSITIVE PARENTING IN COMMUNITY HEALTH CENTERS: THE ACT RAISING SAFE KIDS PROGRAM

The present study involves an evaluation of the effect of the American Psychological Association's ACT Raising Safe Kids (RSK) program on parenting outcomes for families served by Community Health Centers. The ACT‐RSK program is a primary family violence and child physical abuse prevention program for parents of young children. Parents were trained in effective parenting including nonviolent discipline, child development, anger management, social problem‐solving skills, effects of violent media on children, and methods to protect children from exposure to violence. Results indicate improved nurturing and positive parenting behaviors and lower rates of psychologically and physically aggressive behavior toward children. These improvements occurred independent of children's age and prior levels of aggression. Use of this model within healthcare settings has the potential to more effectively address parents’ needs for parenting guidance while reducing the likelihood of child maltreatment.     

Maternal prenatal, postpartum, and concurrent stressors and temperament in 3-year-olds: a person and variable analysis

The study was based on the assumption that stressors in the lives of pregnant and parenting women are processes that affect prenatal, postpartum, and concurrent maternal hormones and emotions and that these processes affect child temperament. The hypotheses were tested in a group of 67 young mothers and their 3-year-old children. Mothers were clustered into groups based on longitudinal patterns of hormones and emotions at prenatal, postpartum. and 3-year follow-up assessments. The analyses focused on relating maternal patterns of hormones and emotions to the child's temperament at age 3 years. Temperament was assessed by questionnaire and observation of behavior during a challenging situation. Illustrative findings included the following. Verbal aggression and nonverbal aggression were significantly higher in children of mothers in the low prenatal hormone cluster than children of mothers in the high prenatal hormone cluster. Children of mothers in the postpartum low testosterone (T), estradiol (E2), and androstenedione (delta4-A) and medium cortisol (Cort) cluster (mainly low hormone cluster) exhibited significantly more physical aggression than children of mothers in the medium T and A4-A, high E2 and low Cort cluster. Maternal patterns of hormones, emotions, and parenting attitudes and practices were related to multiple aspects of temperament when the children were age 3 years. The findings support the important role of maternal biological and psychological processes in the development of child temperament.     

Fathers' behaviors and children's psychopathology

The psychological literature on how fathers' behaviors may be related to children's psychopathology has grown substantially in the last three decades. This growth is the result of research asking the following three overarching questions: (1) what is the association between family structure, and particularly biological fathers' non-residence, and children's psychopathology, (2) what is the association between fathers' parenting and children's psychopathology, and (3) what is the association between fathers' psychopathology and children's psychopathology. The three broad theoretical perspectives relevant to this literature are the standard family environment model, the passive genetic model, and the child effects model. The evidence from studies comparing the first two models seems to suggest that the origin of the association between parental divorce and children's emotional and behavioral problems is largely shared environmental in origin, as is the association between resident fathers' parenting and children's emotional and behavioral problems, according to studies comparing the standard family environment model with the child effects model. However, research needs to compare appropriately all theoretical perspectives. The paper discusses this, and also points to the importance of considering theory-driven specificity in modeling effects.