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"The following body of work addressed several gaps in the literature regarding our understanding of racial/ethnic differences in parents' emotion socialization practices, the social-cultural antecedents of African American parents' racial/ethnic and emotion socialization practices, and the interactive effect of parents' racial/ethnic and emotion socialization practices on young African American children's social-emotion development. Study 1 used 2 waves of data to examine whether differences in experienced racial/ethnic discrimination between African American and European American parents predict differences in their beliefs about the appropriateness and social consequences of children's displays of negative emotions and subsequent differences in their use of suppression responses to children's negative emotions. Study 2 used 2 waves of data and a within group design to examine whether African American parents' reported discrimination, ethnic identity, and emotion beliefs predict their racial/ethnic and emotion socialization practices in similar ways given the two practices are theorized as joint strategies aimed at protecting children from experiences of bias. Study 3 used 1 wave of data and a multi-informant (i.e., parent and teacher report), multi-method (observational and questionnaire data) to examine the joint role of parents' racial/ethnic and emotion socialization practices in promoting young African American children's social-emotional adjustment. Collectively, the studies provided empirical evidence for the view that racial and emotion socialization have developed out of similar socio-cultural and ecological antecedents, specifically, the context of racism and discrimination that African American families must navigate. Results also revealed that how parents combine their use of racial and emotion socialization has a significant impact on children's social-emotional development. Implications for research and practice are discussed."--Abstract from author supplied metadata.
This collection of essays addresses issues related to the intersection of family relationships and several contexts for the social and emotional development of ethnic minority adolescents. The papers are organized in sections under subtitles which reflect three contextual frames through which these issues may be examined. The first section focuses on the relationship between economic factors and resources on the one hand and family relations as environments for development on the other. The next part focuses on family and peer networks and relations as contexts for the emotional and social development of adolescents. The last section takes neighborhood and school as contexts for and determinants of social and emotional adjustment in adolescence. Like much of the extant work and current thought concerning development in ethnic minority children and adolescents, the authors have highlighted the more stressful and negative aspects of these several contexts. There are a few explicit and several implicit references made to supportive and more positive contexts and manifestations of relationships which frame the developmental experiences of ethnic minority adolescents. These serve as a reminder that many ethnic minority adolescents do overcome the odds against success and grow into healthy and wholesome adults. However, in large measure, this book is a contribution to our understanding of the problematic circumstances under which a significant segment of the population exists, reminding us that life for ethnic minority adolescents is difficult. The fact that some of these young people manage to overcome the negative and stressful aspects of their experiences and defy the implicit prediction of failure to thrive is truly remarkable.
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 3: Social, Emotional, and Personality Development, edited by Nancy Eisenberg, Arizona State University, covers mechanisms of socialization and personality development, including parent/child relationships, peer relationships, emotional development, gender role acquisition, pro-social and anti-social development, motivation, achievement, social cognition, and moral reasoning, plus a new chapter on adolescent development.
This volume brings together leading experts from different disciplines to offer new perspectives on contemporary African American families. A wealth of knowledge is presented on the heterogeneity of Black family life today; the challenges and opportunities facing parents, children, and communities; and the impact on health and development of key cultural and social processes. Comprehensive and authoritative, the book critically evaluates current policies and service delivery models and sets forth cogent recommendations for supporting families' strengths. Following an overview that traces the ongoing evolution of theory and research in the field, the book examines how African American families fare on numerous indicators of well-being. Throughout, contributors identify factors that promote or hinder healthy child and family development, writing from a culturally sensitive, nonpathologizing stance. The concluding chapter provides an up-to-date framework for culturally competent mental health practice.
Filling a critical void in the literature, Race, Racism, and the Developing Child provides an important source of information for researchers, psychologists, and students on the recent advances in the unique developmental and social features of race and racism in children's lives. Thorough and accessible, this timely reference draws on an international collection of experts and scholars representing the breadth of perspectives, theoretical traditions, and empirical approaches in this field.
Filling a significant gap in the literature, this book examines the impact of culture on the social behaviors, emotions, and relationships of children around the world. It also explores cultural differences in what is seen as adaptive or maladaptive development. Eminent scholars discuss major theoretical perspectives on culture and development and present cutting-edge research findings. The volume addresses key aspects of socioemotional functioning, including emotional expressivity, parent–child and peer relationships, autonomy, self-regulation, intergroup attitudes, and aggression. Implications for culturally informed intervention and prevention are highlighted.
This handbook presents the latest theories and findings on parenting, from the evolving roles and tasks of childrearing to insights from neuroscience, prevention science, and genetics. Chapters explore the various processes through which parents influence the lives of their children, as well as the effects of parenting on specific areas of child development, such as language, communication, cognition, emotion, sibling and peer relationships, schooling, and health. Chapters also explore the determinants of parenting, including consideration of biological factors, parental self-regulation and mental health, cultural and religious factors, and stressful and complex social conditions such as poverty, work-related separation, and divorce. In addition, the handbook provides evidence supporting the implementation of parenting programs such as prevention/early intervention and treatments for established issues. The handbook addresses the complementary role of universal and targeted parenting programs, the economic benefits of investment in parenting programs, and concludes with future directions for research and practice. Topics featured in the Handbook include: · The role of fathers in supporting children’s development. · Developmental disabilities and their effect on parenting and child development. · Child characteristics and their reciprocal effects on parenting. · Long-distance parenting and its impact on families. · The shifting dynamic of parenting and adult-child relationships. · The effects of trauma, such as natural disasters, war exposure, and forced displacement on parenting. The Handbook of Parenting and Child Development Across the Lifespan is an essential reference for researchers, graduate students, clinicians, and therapists and professionals in clinical child and school psychology, social work, pediatrics, developmental psychology, family studies, child and adolescent psychiatry, and special education.
There are individual differences in children's emotional experiences, and cultural context is believed to play an important role in emotion socialization (Eisenberg, Spinrad, & Cumberland, 1998). However, little is known about emotion socialization in children from collectivist cultures such as India (e.g., Raval, Martini, & Raval, 2010). In this study, I attempt to understand cross culturally how maternal meta-emotion philosophy (MEP; Gottman, Katz, & Hooven, 1996) is related to children's emotional expression of anxiety, somatic problems, and anger. Children (ages 10-13 yrs) and their mothers completed self-report measures on temperament, emotion-related socialization, anxiety, somatic complaints, and anger. The three cultural groups examined were Caucasians in the U.S. (n = 40), Indian Americans in the U.S. (n = 31), and Indians in India (n = 64). The Early Adolescent Temperament Questionnaire (EATQ; Capaldi & Rothbart, 1992) was completed by the mother who also filled out a measure, Emotion-Related Parenting Styles Self-Test (ERPSST; Gottman, Katz, & Hooven, 1997) that assessed parenting style based on Gottman's MEP theory (Gottman et al., 1996), and the children reported their levels of anxiety by responding to the State-Trait Anxiety Inventory for Children (STAIC; Spielberger, 1973), somatic complaints by completing the Symptom Questionnaire (SQ, Kellner, 1987), and anger, by filling out the Anger Expression Scale for Children (AESC; Steele, Legerski, Nelson, & Phipps, 2009). The two temperament factors used in this study were negative affect (NA; one's proneness to experience emotional distress) and effortful control (EC; one's self-regulation of attention and impulsive behavior). And, the role of maternal socialization practices that may contribute to cultural differences in child emotional outcomes was examined. First, it was hypothesized that children's NA and EC may predict differences in children's expression of negative emotions. It was found that NA was a positive predictor of all three emotional outcomes, namely anxiety, somatic complaints, and anger, but EC was not significantly predictive of negative emotional outcomes. The interaction between EC and coaching was found to be predictive of both somatic complaints and anger in children. Second, gender and MEP differences in emotional outcomes, as well as interactions between MEP and gender were explored. Results indicated that emotion dismissing MEP was a positive predictor of anxiety in children, and emotion coaching MEP was a negative predictor of somatic complaints in children. Emotion coaching and dismissing were associated with anxiety and anger expression in the same way for boys and girls. Interestingly, emotion dismissing MEP was associated with more somatic problems in girls, but not in boys. Third, cultural variations in relations between temperament, maternal meta-emotion socialization, and child's emotional outcomes were statistically tested using correlations, ANOVAs, and regressions. It was hypothesized that Indian children would have higher levels of anxiety, and Caucasian children would report more anger expression. Results found that the Indian children were significantly more anxious, and higher on NA (as reported by mothers) than Indian American and Caucasian children. As hypothesized, Indian mothers reported more emotion dismissing MEP and less emotion coaching MEP compared to the Indian Americans and Caucasians. Emotion dismissing was related to anger expression in Indian children, and emotion coaching was associated with anger in Indian Americans. Both coaching and dismissing MEPs were related to gender differences in anxiety, somatic complaints, and anger among Caucasian children. Implications of the results for parenting, intervention, and future research are discussed.