Family predictors of moral internalization in childhood

This study aimed to analyze the relationship between parents' affection, acceptance, emotional communication, the transmission of values and moral intervention, on the one hand, and children's moral emotions and behaviors on the other (empathy, guilt, internalized behavior and reparation). It also aimed to identify the family variables that influence moral internalization in children. The sample comprised 485 children (244 boys and 241 girls) aged between 6 and 8. The results showed that the principal variable to predict internalized behavior in girls was maternal affection, whereas for boys, the principal variables were maternal emotional communication and transmission of values. The family variables that explain moral internalization in extreme groups of children are basically parents' affection, emotional communication, the transmission of values and moral intervention.     

The FOCUS Family Resilience Program: An Innovative Family Intervention for Trauma and Loss

This article describes the core principles and components of the FOCUS Program, a brief intervention for families contending with single or multiple trauma or loss events. It has been administered nationally to thousands of military family members since 2008 and has been implemented in a wide range of civilian community, medical, clinical, and school settings. Developed by a team from the UCLA and Harvard Medical Schools, the FOCUS Program provides a structured approach for joining with traditional and nontraditional families, crafting shared goals, and then working with parents, children, and the entire family to build communication, make meaning out of traumatic experiences, and practice specific skills that support family resilience. Through a narrative sharing process, each family member tells his or her story and constructs a timeline that graphically captures the experience and provides a platform for family discussions on points of convergence and divergence. This narrative sharing process is first done with the parents and then the children and then the family as a whole. The aim is to build perspective‐taking skills and mutual understanding, to reduce distortions and misattributions, and to bridge estrangement between family members. Previous studies have confirmed that families participating in this brief program report reductions in distress and symptomatic behaviors for both parents and children and increases in child pro‐social behaviors and family resilient processes.     

Consumer engagement and the development, evaluation, and dissemination of evidence-based parenting programs

A consumer perspective can contribute much to enhancing the "ecological fit" of population-level parenting interventions so they meet the needs of parents. This approach involves building relationships with consumer groups and soliciting consumer input into the relevance and acceptability of interventions, clarifying the enablers and barriers to engagement and involvement of parents, and clarifying variables that influence a parent's program completion. The adoption of a more collaborative approach to working with consumers is important if meaningful population-level change in the prevalence of serious social, emotional, and behavioral problems in children and young people is to be achieved. Parents seeking assistance for their children's behavior come from a diverse range of socioeconomic backgrounds, educational levels, cultures, and languages. This paper examines consumer engagement strategies that can be employed throughout the process of program development, evaluation, training, and dissemination, and in "scaling up" the intervention. We argue that a multilevel public health approach to parenting intervention requires a strong consumer perspective to enable interventions to be more responsive to the preferences and needs of families and to ensure improved population reach of interventions. Examples from large-scale dissemination trials are used to illustrate how consumer input can result in an increasingly differentiated suite of evidence-based parenting programs.     

Validity of the trait emotional intelligence questionnaire in sports and its links with performance satisfaction

ObjectiveThis research project consisted of two studies aimed at validating the trait emotional intelligence questionnaire (TEIQue) in a sports sample.DesignStudy 1 used a confirmatory factor analysis (CFA) to investigate if the original 4-factor structure of the TEIQue could be replicated in a sample of athletes. In addition, we explored the relationship between trait emotional intelligence (trait EI) and the demographic variables age, sex, type of sport (individual vs. team), expertise, and years of training. Study 2 used a path analysis approach to explore if trait EI is related to performance satisfaction through stress appraisal and coping behaviors.MethodIn Study 1, 973 athletes completed the TEIQue and a demographic questionnaire. In Study 2, 291 athletes completed the TEIQue. Moreover, with a recent competition in mind, they completed the Coping Inventory for Competitive Sports, as well as items on perceived intensity of stress, perceived controllability of stress, challenge and threat appraisals, coping effectiveness, and performance satisfaction.ResultsStudy 1 showed with a CFA that the original 4-factor structure of the TEIQue could be replicated in a sports sample. Of the demographic variables, only age showed a significant positive relationship with trait EI. Study 2 showed that trait EI was related to performance satisfaction through stress appraisal and coping variables.ConclusionsThis research showed that the TEIQue can be used with athletes and that trait EI is useful for understanding certain aspects of sports performance satisfaction.     

情绪能力：探讨教师情绪的新视角

摘要：情绪能力（emotional competence,简称EC）是近来教师心理的研究热点,但中国大陆对这方面的研究较为匮乏。本文在梳理国内外的相关文献后发现,教师EC的研究多集中于两方面,一是与教师职业倦怠、工作满意度、教学效能感等教师工作变量的相关关系研究,一是教师EC的干预。虽然目前已有一定的研究成果,但还存在概念不统一、研究较单一以及干预不够科学的问题。     

Family factors associated with attention deficit hyperactivity disorder and emotional disorders in children

Few well-controlled studies have identified psychosocial profiles of families of boys with ADHD and boys with emotional disorders compared with normal controls. However, the clinical and theoretical literature pinpoints four domains in which distinctive profiles would be expected to occur. In this study, twenty-two mothers and thirteen fathers of twenty-two boys with ADHD; twenty mothers and fifteen fathers of twenty boys with a mood or anxiety disorder; and twenty-six mothers and sixteen fathers of twenty-seven normal controls were compared on: (1) stress, support and quality of life; (2) current family functioning; (3) parenting style and satisfaction in the family of origin and current family; and (4) current and past parental functioning. The two clinical groups showed higher levels of stress and lower levels of both social support and quality of life than did normal controls. Both clinical groups showed deficits in current family functioning, but contrary to expectations the ADHD and emotional disorder group did not show distinctly different profiles. Parents of ADHD children reported higher levels of authoritarian parenting styles, and parents from both clinical groups reported less parenting satisfaction than did normal controls in both their current families and their families of origin. Parents of children with ADHD and emotional disorders reported greater parenting satisfaction in their families of origin than in their current families. This discrepancy was greatest for parents of ADHD children. Parents of children with ADHD and emotional disorders reported greater psychological health problems and more childhood ADHD symptomatology than did normal controls. Parents of children with ADHD and emotional disorders have significant psychosocial difficulties in family and personal functioning. Family intervention is highly appropriate for families with children who are referred for help with both types of difficulties.     

Techniques for Group Family Enrichment

This article introduces a creative approach to family enrichment. The program emphasizes educational skill-building techniques using nontherapuetic approaches that enable families to resolve difficulties of family members. The meetings, which employ coaching and videotape feedback, enable parents and children to practice communication, cooperation, and problem-solving skills. Evaluation results indicate that participants become successful in the home environment as a result of their involvement in the multiple-family, group-training sessions.     

Emotional Intelligence,Relationship Satisfaction,and the Moderating Effect of ADHD Symptomatology

The present cross-sectional study examined the extent to which ADHD symptomatology moderated the association between emotional intelligence (EI) and relationship satisfaction. A sample of 139 undergraduate students completed self-report measures of ADHD symptomatology, romantic relationship satisfaction, and EI. Hierarchical regression analysis found a significant interaction between emotional intelligence and ADHD symptomatology in their associations with relationship satisfaction while controlling for comorbid depressive symptoms. Simple slopes analyses revealed that EI was positively associated with relationship satisfaction among individuals with higher ADHD symptomatology, but not significantly associated among individuals with lower ADHD symptomatology. These results suggest that EI might play a particularly important role in the relationship quality of individuals with ADHD symptomatology and suggest an important topic for future research.     

Elternschaft, Krebs und Kindersorgen

Background

The diagnosis of parental cancer may destabilize the whole family, parents and children as well. The Hamburg children of somatically ill parents (COSIP) intervention supports parental skills and adaptation of children to the situation. There is currently no evidence for criteria to determine which family members should be involved in the COSIP intervention, predominantly the parents (parent setting), the children (child setting) or both (family setting).

Aim of the study

Data from a multicentre study were analyzed with respect to the predominant intervention settings, the correlation between setting and aims of intervention as well as variables that predict the involvement of children in the intervention.

Material and methods

A total of 203 documented cases were analyzed. Different variables that had been documented by the therapists were included in a regression analysis model in order to identify predictive variables.

Results

In 142 cases the intervention was carried out in a specific intervention setting. In 57?% of the cases children were involved (32?% family setting and 25?% child setting). A systematic relationship between the reported intervention aims and the intervention setting was not detected. The most powerful predictor was the existence of emotional problems of children as reported by the child itself.

Conclusions

Decision-making on intervention settings should therefore take the assessment of emotional symptoms of children by the means of age-appropriate self-reporting tools into consideration. Further investigations are needed to reveal variables concerning needs, motivation and capabilities of the family members as well as institutional conditions.     

残障儿童家庭教育环境研究

对上海市２８６名残障儿童家长进行问卷调查,了解残障儿童家庭教育环境。结果发现：核心家庭占绝大多数;残障儿童家长学历层次和经济收入较低;家长普遍认为家庭教育很有必要,但对自己在家庭教育中的作用认识不充分;大多数家长除了与教师有较好的交流合作外,在与家庭其他成员、其他残障儿童家长以及邻居的交流合作均不理想。     

特殊教育教师工作家庭冲突、情绪智力与工作投入的关系

在积极心理学视野下探讨特殊教育教师情绪智力对工作家庭冲突与工作投入之间关系的调节作用。采用工作家庭冲突量表、情绪智力量表和工作投入量表,通过整群取样选取河南省7所特殊教育学校共256名教师进行调查。结果表明：（1）特殊教育教师工作家庭冲突和工作投入在性别、有无孩子及年龄方面差异显著。就工作家庭冲突水平而言,女教师显著高于男教师,有孩子的教师显著高于没孩子的教师,30-40岁的教师冲突水平最高,30岁及以下教师次之,41岁及以上教师最低;在工作投入水平上,女教师显著低于男教师,有孩子的教师显著低于没孩子的教师,41岁及以上教师投入水平最高,30岁及以下教师次之,31-40岁教师最低。（2）特殊教育教师工作家庭冲突与情绪智力、工作投入均呈负相关;情绪智力与工作投入呈正相关。（3）特殊教育教师情绪智力对工作家庭冲突与工作投入之间的关系有显著的调节作用。     

2001 DIVISION 27 PRESIDENTIAL ADDRESS: Emotional Intelligence and the Good Community

Suggests various ways in which the concept of emotional intelligence (EI) can inform community research and action. Begins by defining EI and reviewing the growing body of research on its contribution to educational, health, and occupational outcomes. Next distinguishes between EI and the related concept of emotional and social competence. Then considers the connection between EI and several topics of interest to community action researchers including prevention and wellness promotion, implementation and dissemination of innovative programs, community development, and the value of diversity. Concludes by suggesting that the ecological perspective can help inform research and practice relating to EI.     

The stability and change of trait emotional intelligence,conflict communication patterns,and relationship satisfaction: A one-year longitudinal study

We examined the stability and change of trait emotional intelligence (EI), conflict communication patterns and relationship satisfaction in cohabiting heterosexual couples over a 12-month period. Participants were 45 couples (n = 90) who completed the TEIQue – Short Form (Petrides & Furnham, 2006), the Communication Patterns Questionnaire (Christensen & Sullaway, 1984), and the Perceived Relationship Quality Components (PRQC) Inventory (Fletcher, Simpson, & Thomas, 2000). We examined both actor and partner effects. We found that, for individuals, the effect of self-rated EI on their own satisfaction was stable over the 12-month period and was not related to changes in satisfaction over time. We also found that women’s reports of avoidance and withholding predicted declines in both men’s and women’s satisfaction over time. We discuss the potential importance of EI and communication patterns in promoting relationship satisfaction.     

Help when it's needed first: a controlled evaluation of brief, preventive behavioral family intervention in a primary care setting

This study evaluated the effects of a brief 3- to 4-session behavioral family intervention program for parents of preschool-aged children in a primary care setting, compared to parents in a wait-list control condition. Parents receiving the Primary Care Triple P-Positive Parenting Program intervention reported significantly lower levels of targeted child behavior problems, dysfunctional parenting, and reduced parental anxiety and stress in comparison to wait-listed parents at postassessment. These short-term effects were largely maintained at 6-month follow-up assessment of the intervention group. Implications of these findings for the prevention of behavioral and emotional problems in children are discussed.     

Marital Adjustment and Irrational Beliefs

The present study was designed to determine which aspects of Ellis' irrational beliefs as well as emotional traits (anxiety, curiosity, anger) differentiate couples attending marriage counseling from couples couple not attending marriage counseling as well as levels of marital satisfaction in couples as measured by the Locke-Wallace Marital Adjustment Test. Participants were 61 married couples, 18 of whom were attending marriage counseling and 43 who were not attending marriage counseling. Each partner completed a number of self-report questionnaires containing items measuring irrational /rational beliefs, anger, anxiety and curiosity, and communication skills. Correlational and multiple regression analyses indicate support for Albert Ellis' proposition concerning the importance of individual partner's emotional traits and accompanying irrational beliefs in marital adjustment and dissatisfaction. Self-downing and need for comfort were the dimensions of irrational thinking most strongly related to marital dysfunction. Anger, anxiety but neither curiosity nor communication skills distinguished individuals experiencing or not experiencing marital problems. Implications for relationship counseling are briefly discussed.     

Adapting the Unique Minds Program: Exploring the Feasibility of a Multiple Family Intervention for Children with Learning Disabilities in the Context of Spain

The Unique Minds Program (Stern, Unique Minds Program, 1999) addresses the socio‐emotional needs of children with learning disabilities (LD) and their families. Children and their parents work together in a multiple family group to learn more about LD and themselves as people with the capacity to solve problems in a collaborative way, including problems in family school relationships. This article reports the cultural adaptation of the program for use in Spain and findings from a feasibility study involving three multiple family groups and a total of 15 children and 15 mothers, using a pre‐post design. This Spanish adaptation of the program is called “Mentes Únicas”. Standardized outcome measures indicated an overall statistically significant decrease in children's self‐rated maladjustment and relationship difficulties by the end of the program. Improvements were endorsed by most mothers, although they were not always recognized by the children's teachers. The program had a high level of acceptability: Mothers and children felt safe, understood, and helped throughout the sessions. The efficacy of the adapted intervention for the context of Spain remains to be tested in a more rigorous study.     

Parent and Staff Uncertainties Regarding the Philosophy of Early Intervention in a Preschool Autism Program

This study investigated the influences of dominant paradigms in the field of autism on the attitudes and beliefs of stakeholders in an early intervention (EI) program for children with autism. This EI program is based on a developmental approach with the premise that intensive intervention in young children (ages 2–6 years) can change their developmental trajectory given the brain's plasticity. This study was based on 48 interviews with parents and staff, as well as three focus groups with stakeholders at a program serving young children with autism. Qualitative data analysis revealed that parents and staff were most influenced by the curative aspect of the medical model while they did not commonly demonstrate adherence to the principles of EI. Parents also revealed conflicting attitudes simultaneously, as many of them expressed wishes for their children to be cured of autism while at the same time wanting that interventions would continue indefinitely.     

Family Capital,Children's Individual Attributes,and Academic Achievement

In this study, I examined relationships between family educational capital and measures of children's individual attributes and their academic achievement. Data were collected from 905 eleven-year-old Australian children (457 boys, 448 girls) and their parents. Families were classified into four opportunity structures defined conjointly by human capital and social capital. Within each opportunity structure, relationships among the variables were examined by investigating hierarchical regression models that included terms to test for possible linear, interaction, and curvilinear associations. The findings suggest that (a) within family opportunity structures defined by human and social capital, children's ability and cognitive attitudes and their family educational capital had modest to moderate associations with academic achievement and (b) there were family opportunity structure differences in the nature of the relationships among family educational capital, children's individual attributes, and their academic performance.     

Organizational justice and job insecurity as mediators of the effect of emotional intelligence on job satisfaction: A study from China

The current study aimed to explore how individual difference in emotional intelligence influenced job satisfaction, and mainly focused on the confirmation of the mediator roles of organizational justice and job insecurity. A total of 420 staffs from a large-scale IT enterprise in China completed the self-reported emotional intelligence scale, the organizational justice scale, the job insecurity scale and Minnesota job satisfaction questionnaire. The results revealed that emotional intelligence, organizational justice, job insecurity and job satisfaction were significantly correlated with each other. Structural equation modeling indicated that emotional intelligence can significantly influence job satisfaction and the relationship between EI and satisfaction was partially mediated by organizational justice and job insecurity.     

Triple P-Positive Parenting Program: Towards an Empirically Validated Multilevel Parenting and Family Support Strategy for the Prevention of Behavior and Emotional Problems in Children

This paper outlines the theoretical and empirical foundations of a unique multilevel parenting and family support strategy designed to reduce the prevalence of behavioral and emotional problems in preadolescent children. The program known as Triple P-Positive Parenting Program is a multilevel system of family intervention, which provides five levels of intervention of increasing strength. These interventions include a universal population-level media information campaign targeting all parents, two levels of brief primary care consultations targeting mild behavior problems, and two more intensive parent training and family intervention programs for children at risk for more severe behavioral problems. The program aims to determine the minimally sufficient intervention a parent requires in order to deflect a child away from a trajectory towards more serious problems. The self-regulation of parental skill is a central construct in the program. The program uses flexible delivery modalities (including individual face-to-face, group, telephone assisted, and self-directed programs) to tailor the strength of the intervention to the requirements of individual families. Its multidisciplinary, preventive and community-wide focus gives the program wide reach, permitting the targeting of destigmatized access points through primary care services for families who are reluctant to participate in parenting skills programs. The available empirical evidence supporting the efficacy of the program is discussed and its implications for research on dissemination are discussed.