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Using Multivariate Statistics

Attachment--and loss.

Emotion and Adaptation

Mind, Self and Society from the Standpoint of a Social Behaviorist

Individualism and collectivism

A theoretical model for affective social competence is described. Affective social competence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and management and regulation. The dynamic integration of the components is emphasized and potential mediating factors are outlined. The model is placed within the context of previous research and theory related to affective social competence; how the model advances future research is also explicated for each component. Research with special populations of children is described to highlight the importance of affective social competence in social relationships and the promise of the ASC model for future research and practice.

Affective Social Competence.

A systematic literature review and meta-analysis: The Theory of Planned Behavior's application to understand and predict nutrition-related behaviors in youth

Behavioral and cognitive-behavioral approaches to chronic pain are receiving increasing attention from researchers and clinicians. This article reviews and highlights recent research advances and future research directions. Assessment research reviewed includes studies examining the social context of pain, the relationship of chronic pain to depression, cognitive variables affecting pain, and comprehensive assessment measures. Treatment outcome studies reviewed are those evaluating the effects of behavioral and cognitive-behavioral treatments for chronic pain. These studies focus on comparisons of behavioral treatment with control conditions, comparisons of two behavioral treatments, and prevention of chronic pain. Future directions for assessment and treatment research are outlined.

Behavioral and cognitive-behavioral approaches to chronic pain: recent advances and future directions.

We examined associations of maternal and child emotional discourse and child emotion knowledge with children's behavioral competence. Eighty-five upper middle-income, mostly White preschoolers and mothers completed a home-based bookreading task to assess discourse about emotions. Children's anger perception bias and emotion situation knowledge were assessed in a separate interview. Children's prosocial behavior, relational aggression, and physical aggression were observed during a preschool-based triadic play task. Mothers' emotion explanations were correlated with children's emotion situation knowledge and relational aggression. Both mothers' and children's emotion explanations predicted prosocial behavior whereas mothers' use of positive emotional themes was negatively associated with children's anger perception bias. Physical aggression was predicted by mothers' emotion comments, children's anger perception bias, and lack of emotion situation knowledge. Maternal emotion socialization variables were less strongly related to children's behavioral competence after accounting for demographics and child emotional competence. Implications of these findings for future research on emotion socialization are discussed.

Mother–Child Conversations about Emotions: Linkages to Child Aggression and Prosocial Behavior

We assessed linkages of mothers’ emotion coaching and children’s emotion regulation and emotion lability/negativity with children’s adjustment in 72 mother-child dyads seeking treatment for Oppositional Defiant Disorder (ODD). Dyads completed questionnaires and discussed emotion-related family events. Maternal emotion coaching was associated with children’s emotion regulation, which in turn was related to higher mother-reported adaptive skills, higher child-reported internalizing symptoms, and lower child-reported adjustment. When children were high in emotion lability/negativity, mothers’ emotion coaching was associated with lower mother and child reports of externalizing behavior. Results suggest the role of emotion regulation and emotion lability in child awareness of socio-emotional problems and support the potential of maternal emotion coaching as a protective factor for children with ODD, especially for those high in emotion lability.

/pdf/parental-emotion-coaching-and-child-emotion-regulation-as-2dhbacmlsp.pdf

Julie C. Dunsmore

Papers

Affective Social Competence.

A systematic literature review and meta-analysis: The Theory of Planned Behavior's application to understand and predict nutrition-related behaviors in youth

Behavioral and cognitive-behavioral approaches to chronic pain: recent advances and future directions.

Mother–Child Conversations about Emotions: Linkages to Child Aggression and Prosocial Behavior

Parental Emotion Coaching and Child Emotion Regulation as Protective Factors for Children with Oppositional Defiant Disorder.