Showing papers in "Social Development in 2019"

The Interplay of Friends and Parents in Adolescents' Daily Lives: Towards A Dynamic View of Social Support.

Abstract: This daily diary study investigated the interplay of perceived friend and parent support in adolescents' everyday lives. Specifically, we tested the interactive effects of friend and parent support on adolescent well-being at both the intra- and inter-individual level. A diverse sample of 119 adolescents (Mage=15.36) completed diary reports for two weeks. Multivariate multilevel models demonstrated that on days adolescents felt more supported by their friends or parents, they experienced increases in their happiness and social connectedness. Additionally, parent support emerged as a protective factor for youth lacking friend support, although patterns differed at the intra- versus inter-individual level. The findings underscore the dynamic nature of social support in adolescents' daily lives and highlight the interactive roles of friends and parents in promoting youth well-being.

Interrelation between empathy and friendship development during (pre)adolescence and the moderating effect of developmental language disorder: A longitudinal study

Abstract: The association between empathy and friendship quality in children and adolescents is well established, but longitudinal studies are lacking. Because social interactions typically involve language, these relations might be moderated by children's communication problems. The current study examined the interrelation of friendship quality (positive and negative) and empathy (affective, cognitive, and prosocial motivation) development of 317 children (8-16years old) at three time points across 18months. Of these children 112 had a developmental language disorder (DLD). Results confirmed a bidirectional relation between empathy and friendship quality across time. Cognitive empathy and prosocial motivation contributed to the development of more positive friendship features in children with and without DLD. For children with unstable friendships, more cognitive empathy was related to fewer negative friendship features. Positive friendship features in turn contributed to higher empathy on all three aspects. Negative friendship features were related to higher affective empathy and lower prosocial motivation in both groups, but did not predict empathy development across time. These results imply that positive friendship features are important for development of empathic skills and vice versa that empathy enables children to grow in friendship quality in children with and without DLD.

The key role of positive parenting and children’s temperament in post-institutionalized children’s socio-emotional adjustment after adoption placement. A RCT study

Abstract: Correspondence Lavinia Barone, Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta 11, 27100 Pavia, Italy. Email: Lavinia.barone@unipv.it Abstract Parenting interventions represent a means for experimentally inquiring socio‐emotional change of post‐institutionalized children after adoption. We used this approach in a three time point RCT study involving 83 post‐institutionalized children (Mage = 33.5 months, SD = 17.1) and their adoptive mothers (Mage = 42.6, SD = 3.9), attending either the Video‐Feedback Intervention to promote Positive Parenting in adoption and foster care or a dummy intervention. Controlling for gender and age at adoption, children showed a significant change in their socio‐emotional adjustment in the specific variables inquired—that is, emotional availability‐EA, and behavioral problems—after intervention attendance. Mediation and moderated mediation models showed that maternal EA was a main factor affecting children’s EA and externalizing behavioral problems, with a key moderating role played by children’s temperament; children with high scores on temperamental negative affect benefitted most from their mothers’ increase in EA.

Differences in adolescents' motivations for indirect, direct, and hybrid peer defending.

Abstract: Adolescents’ defending of peers who are being bullied—or peer defending—was recently found to be a heterogeneous behavioral construct. The present study investigated individual differences in adolescents’ motivations for executing these indirect, direct, and hybrid defending behaviors. In line with the literature on bullying as goal-directed strategic behavior, we adopted a social evolution theory framework to investigate whether these peer-defending behaviors could qualify as goal-directed strategic prosocial behaviors. A sample of 549 Dutch adolescents (49.4% boys; Mage = 12.5 years, SD = 0.6 years) participated in this study. Their peer reported defending behaviors (including bullying behavior as a control variable) and the following behavioral motivations were assessed: (a) agentic and communal goals (self-report), (b) prosocial and coercive social strategies (peer report), and (c) altruistic and egocentric motivations for prosocial behavior (self-report). The outcomes of hierarchical linear regression analyses suggest that adolescents’ motivations for executing the different subtypes of peer defending partially overlap but are also different. While indirect defending was fostered by genuine concerns for victims’ well-being, direct defending was more motivated by personal gains. Hybrid defending combined favorable aspects of both indirect and direct defending as a goal-directed, strategic, and altruistically motivated prosocial behavior. The implications of these findings are discussed.

Sex-Differentiated Associations among Negative Parenting, Emotion-Related Brain Function, and Adolescent Substance Use and Psychopathology Symptoms.

Abstract: Parenting is a critical factor in adolescent social-emotional development, with maladaptive parenting leading to risk for the development of psychopathology. However, the emotion-related brain mechanisms underlying the influence of parenting on psychopathology symptoms are unknown. The present study utilized functional magnetic resonance imaging and laboratory measures to examine sex-differentiated associations among parenting, adolescent emotion-related brain function, and substance use and psychopathology symptoms in 66 12-14 year olds. Maternal parenting behaviors (warmth, negative parenting) were observed in a laboratory task. Adolescent brain responses to negative emotional stimuli were assessed in emotion processing regions of interest (left [L] and right [R] amygdala, anterior insula, anterior cingulate cortex [ACC]). Adolescents reported on substance use and depressive, anxiety, and externalizing symptoms. Maternal negative parenting predicted adolescent brain activation differently by sex. For girls, negative parenting predicted heightened R ACC activation to negative emotional stimuli. For boys, negative parenting predicted blunted L and R anterior insula and L ACC activation. Furthermore, for girls, but not boys, heightened L anterior insula and heightened L and R ACC activation were associated with substance use and depressive symptoms, respectively. Findings suggest neural response to negative emotion as a possible sex-specific pathway from negative parenting to psychopathology.

Imagining contact reduces prejudice in preschool children

Abstract: We examined the effectiveness of an imagery‐based strategy designed to reduce prejudice in pre‐schoolers in Italy. Three studies involving different target groups (disabled children, Black children) were conducted within Italian pre‐schools. Children (4‐6 years) were asked to imagine and draw meeting an outgroup member (Studies 1 and 2) or to imagine writing a letter to an outgroup member (Study 3). Results revealed that pre‐schoolers in the experimental condition, relative to a control group, reported less intergroup bias in form of contact intentions and resource allocation as well as greater behavioral inclusiveness; effects were mediated by improved intergroup attitudes. Our findings are important in understanding ways that promote positive intergroup relations in ways that align with the interests of young children.

Eyetracking measures of social attention in young children: How gaze patterns translate to real‐life social behaviors

Abstract: The aim of this study was to evaluate to what degree eyetracking paradigms of social attention, in combination with synchronous measurements of affective arousal, were associated with real‐life social behavior of children aged 3–7 years. Several eyetracking paradigms were used, involving social interactions, single/multiple faces, and emotional faces. Arousal was measured using electrocardiography. Real‐life social behavior was measured using structured behavior observations, parent questionnaires, and developmental interviews. Time spent looking at social stimuli was significantly associated with real‐life social behaviors, and independent of age, IQ, or gender. Paradigms involving social interactions and looking time to the eyes showed the most consistent relations with social behaviors. Stronger affective arousal responses were associated with shorter looking times toward eyes, which in turn were associated with less social awareness in real life. Eyetracking and arousal measures allow for sensitive and objective assessment of social abilities that have great relevance for real‐life social behaviors, with the potential to use in a broad and diverse population. These measures may help gain insight into the underpinnings of social behavior and may serve as a valuable marker or outcome measure in understanding, monitoring, and stimulating social‐emotional development early in life.

Dads Tuning in to Kids: A randomized controlled trial of an emotion socialization parenting program for fathers

Abstract: Fathers play an important role in shaping their children’s emotional competence although most literature has focused on the influence of mothers. Dads Tuning in to Kids (Dads TIK) is a parenting program that teaches fathers to coach their children in learning about emotions, while also helping fathers increase awareness and regulation of their own emotions. A randomized controlled efficacy trial of Dads TIK was conducted with a community sample of 162 fathers of a 4-year-old child attending preschool in Melbourne, Australia. Those allocated to the intervention attended a seven-session manualized group program. Questionnaires were completed by fathers, the fathers’ partners and the children’s teachers at baseline and 6-month follow-up. Results were that fathers in the intervention condition but not control condition reported significant increases in emotion socialization, parenting satisfaction and efficacy, and reductions in their children’s difficult behaviors. Partners of fathers in the intervention condition reported reductions in their own emotion dismissing parenting and improvements in psychological well-being. Partners and teachers reported significant improvements in children’s behavior across both intervention and control conditions. These findings suggest a father-focused program appears to lead to changes in fathers’ emotion socialization skills that may have benefits for partners’ functioning and children’s behavior.

Couple Interaction and Child Social Competence: The Role of Parenting and Attachment.

Abstract: The current study examined the association between positive couple interaction and child social competence as mediated through positive parenting and parent-child attachment security Prospective, longitudinal data came from 209 mothers, fathers, and their biological child Information regarding observed positive couple interaction, observed positive parenting, and parent-child attachment security were assessed when the child was 2 to 4 years old, and child social competence was assessed at 5 years old Mothers and fathers were analyzed separately in the model Results indicated that for both mothers and fathers, positive couple interaction was indirectly associated with child social competence through positive parenting and parent-child attachment These pathways remained statistically significant even after child social competence at age 2 to 4 was taken into account Results suggest that couple interaction spills over into parenting which impacts parent-child attachment, which is associated with positive child developmental outcomes

The importance of peer relatedness at school for affective well-being in children: Between- and within-person associations

Abstract: Social development 28 (2019) 4, S. 873-892 Padagogische Teildisziplin: Empirische Bildungsforschung; Padagogische Psychologie;

Concurrent associations between mothers' references to internal states and children's social understanding in middle childhood.

Abstract: Although it is well established that features of maternal speech are associated with children’s social understanding in the preschool years, few studies explore this relationship in middle childhood. Within the context of a prospective longitudinal study of a representative community sample of families (subsample n = 207, mean age = 82.88 months), we investigated concurrent associations between mothers’ internal state language and aspects of 7‐year‐olds’ social understanding, including children’s understanding of belief and spontaneous references to internal states during free play. When sociodemographic, maternal, and child characteristics were controlled, mothers’ references to their own cognitions were associated with dimensions of children’s social understanding. Our findings suggest that exposure to others’ perspectives contributes to children’s advanced understanding of minds, which has implications for interventions that foster social understanding.

Interaction between adoptive mothers' and fathers' depressive symptoms in risk for children's emerging problem behavior.

Abstract: The effect of parental depression on children's adjustment has been well documented, with exposure during early childhood particularly detrimental. Most studies that examine links between parental depression and child behavior are confounded methodologically because they focus on parents raising children who are genetically related to them. Another limitation of most prior research is a tendency to focus only on the effects of maternal depression while ignoring the influence of fathers' depression. The purpose of this study was to examine whether infants' exposure to both parents' depressive symptoms, and inherited risk from birth mother internalizing symptoms, was related to school age children's externalizing and internalizing problems. Study data come from a longitudinal adoption study of 561 adoptive parents, biological mothers, and adopted children. Adoptive fathers' depressive symptoms during infancy contributed independent variance to the prediction of children's internalizing symptoms and also moderated associations between adoptive mothers' depressive symptoms and child externalizing symptoms.