Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

In the current study, we examined associations among early childcare workers’ emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center-based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers’ emotion regulation ability was positively associated with caregiver–child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers’ comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers’ responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver–child relationships.     

A Typology of Interactional Patterns Between Youth and Their Stepfathers: Associations with Family Relationship Quality and Youth Well‐Being

Stepfamilies are an increasingly common family form, many of which are headed by a resident mother and stepfather. Stepfather–child relationships exert notable influence on stepfamily stability and individual well‐being. Although various stepfather roles have been observed, more research is warranted by which stepfather–child interactions are explored holistically and across a variety of life domains (e.g., recreational, personal, academic, and disciplinary). Thus, the primary purpose of the current study is to explore varying interactional patterns between youth and their stepfathers. A latent class analysis is conducted using a representative sample of 1,183 youth (53% female; mean age = 15.64 years, SD = 1.70 years; 62% non‐Hispanic White) residing in mother–stepfather families from Wave I of the National Longitudinal Study of Adolescent to Adult Health. Latent‐class enumeration processes support a four‐class solution, with latent classes representing inactive, academically oriented, casually connected, and versatile and involved patterns of youth–stepparent interaction. Notable differences and similarities are evident across patterns with respect to family relationship quality, youth well‐being, and socio‐demographic characteristics. Differences are most stark between the inactive and versatile and involved patterns. Ultimately, the results showcase notable variation in youth–stepparent interactional patterns, and one size does not necessarily fit all stepfamilies. Family practitioners should be mindful of variation in youth–stepparent interactional patterns and assist stepfamilies in seeking out stepparent–child dynamics that are most compatible with the needs and dynamics of the larger family system.     

Coparental Affect,Children's Emotion Dysregulation,and Parent and Child Depressive Symptoms

Children's emotion dysregulation and depressive symptoms are known to be affected by a range of individual (parent, child) and systemic (parent–child, marital, and family) characteristics. The current study builds on this literature by examining the unique role of coparental affect in children's emotion dysregulation, and whether this association mediates the link between parent and child depressive symptoms. Participants were 51 mother–father–child triads with children aged 7 to 12 (M age = 9.24 years). Triads discussed a time when the child felt sad and a time when the child felt happy. Maternal and paternal displays of positive affect were coded, and sequential analyses examined the extent to which parents were congruent in their displays of positive affect during the emotion discussions. Results indicated that interparental positive affect congruity (IPAC) during the sadness discussion, but not the happiness discussion, uniquely predicted parent‐reported child emotion dysregulation, above and beyond the contributions of child negative affect and parental punitive reactions. The degree of IPAC during the sadness discussion and child emotion dysregulation mediated the association between maternal, but not paternal, depressive symptoms and child depressive symptoms. Findings highlight the unique role of coparental affect in the socialization of sadness in youth and offer initial support for low levels of IPAC as a risk factor for the transmission of depressive symptoms in youth.     

Family Resource Allocation after Firstborns Leave Home: Implications for Secondborns' Academic Functioning

This study assessed secondborn adolescents' perceptions of changes in the allocation of family resources following their firstborn siblings' departure from home after high school, and whether perceived changes were related to changes over 1 year in secondborns' academic functioning. Participants were secondborn siblings (mean age = 16.58, SD = 0.91) from 115 families in which the older sibling had left the family home in the previous year. Allocation of resources was measured via coded qualitative interviews. Most (77%) secondborns reported increases in at least one type of family resource (i.e., parental companionship, attention, material goods), and many reported an increase in multiple types of resources in the year following their older sibling's departure. Consistent with resource dilution theory, perceptions of increases in fathers' companionship, fathers' attention, and mothers' companionship were related to improvements over time in secondborns' academic functioning.     

The Experience in Personal Social Systems Questionnaire (EXIS.pers): Development and Psychometric Properties

This study presents the theoretical background, development, and psychometric properties of the German and English versions of the Experience in Personal Social Systems Questionnaire (EXIS.pers). It assesses how the members of a personal social system experience their situation within that system. It is designed as a research tool for interventions in which only one member of the system participates (e.g., Family Constellation Seminars). The EXIS.pers was created to measure change on the individual level relating to one's own important personal social system. In Study 1, we used exploratory factor analysis (EFA) for latent variable identification of the original German EXIS.pers (n = 179). In Studies 2 and 3, we used confirmatory factor analysis (CFA) to examine the dimensionality of the German (n = 634) and English (n = 310) EXIS.pers. Internal consistencies and cross‐cultural structural equivalence were assessed. EFA indicated that a four‐factor model provided best fit for the German EXIS.pers. For both the German and English EXIS.pers, CFA provided the best fit for a five‐factor bi‐level model that included a general factor (Experience In Personal Social Systems) and four dimensions (Belonging, Autonomy, Accord, Confidence). Good internal consistencies, external associations, and cross‐cultural structural equivalence were demonstrated. This study provides first evidence for the German and English EXIS.pers as an economical and reliable measure of an individual's experience within his or her personal social systems.     

Identidad e intimidad en la adolescencia: ¿procesos secuenciales o concomitantes?

Resumen

La teoría de Erikson considera que el acceso a las relaciones íntimas está condicionado por el logro de una identidad personal estable y segura. Sin embargo, trabajos recientes han afirmado que se puede tratar más de dos fenómenos concomitantes que secuenciales. Este estudio pretende contribuir a la clarificación de estas tendencias desde un marco de relaciones de pareja. La muestra era de 370 adolescentes estudiantes con edades comprendidas entre los 16 y 20 años. Las variables utilizadas fueron la identidad personal, la situación relational y la intimidad experimentada en las relaciones.

Los resultados muestran que el establecimien to de relaciones de pareja y la intimidad experimentada en las mismas, están muy relacionadas con la adquisición de la identidad en las mujeres, pero que sería un proceso relativamente independiente en los hombres. Estos resultados se discuten en términos de diferentes procesos de socialización que todavía se mantienen para hombres y mujeres.     

Attachment Style Differences and Depression in African American and European American College Women: Normative Adaptations?

This study examined ethnic differences in attachment styles and depression among African American and European American college women. African American women reported less favorable views of others, which suggests that attachment styles emphasizing caution in relationships may be normative and adaptive for these women. There were no differences between groups in views of self or reports of depressive symptoms. Implications for long‐term relationships and counseling are discussed. Este estudio examinó las diferencias étnicas en estilos de apego y depresión entre estudiantes universitarias Afroamericanas y Euroamericanas. Las mujeres Afroamericanas expresaron una visión menos favorable sobre los demás, lo que sugiere que los estilos de apego que enfatizan la precaución en las relaciones pueden ser normativos para estas mujeres, y el resultado de su adaptación. No hubo diferencias entre los grupos en cuanto a la visión de sí mismas o expresión de síntomas depresivos. Se discuten las implicaciones para las relaciones a largo plazo y la consejería.     

Discrepancias entre padres e hijos adolescentes en la frecuencia percibida e intensidad emocional en los conflictos familiares

Resumen

Se analizan las discrepancias entre las diadas padre-hijo, padre-hija, madre-hijo y madre-hija en la percepción de la frecuencia e intensidad emocional de conflictos en familias con hijos adolescentes de 12 a 17 años. Se contó con la colaboración de 433 familias canarias que respondieron a un amplio inventario conteniendo 63 situaciones conflictivas, elaborado para esta investigación. Los resultados indican que, aunque los hijos perciben más conflictos que sus padres, todos ellos coinciden en destacar como conflictos más frecuentes los relacionados con las tareas domésticas y la regulación de actividades cotidianas. Los padres se muestran más afectados en aquellos conflictos relacionados con las tareas domésticas, los estudios, la regulación de actividades cotidianas, la personalidad del adolescente y las relaciones de pareja. Los hijos se muestran más preocupados en aquellos conflictos relacionados con las relaciones entre hermanos, entre padres e hijos y por el dinero de bolsillo. La díada madre-hija es la que discrepa emocionalmente en más conflictos. Las edades de 14 y 15 años parecen corresponder a la máxima conflictividad familiar. También el sexo de los padres, el nivel de estudio de la madre, y la zona de residencia son variables relacionadas con la frecuencia e intensidad de determinados conflictos.