journal article Show Nancy Eisenberg, Richard A. Fabes, Stephanie A. Shepard, Ivanna K. Guthrie, Bridget C. Murphy and Mark Reiser Child Development Vol. 70, No. 2 (Mar. - Apr., 1999) , pp. 513-534 (22 pages) Published By: Wiley https://www.jstor.org/stable/1132104 Read and download Log in through your school or library Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support. We'll provide a PDF copy for your screen reader.With a personal account, you can read up to 100 articles each month for free. Get StartedAlready have an account? Log in Monthly Plan
Yearly Plan
Purchase a PDFPurchase this article for $34.00 USD. How does it work?
Abstract Relations between self-reported parental reactions to children's negative emotions (PNRs) and children's socially appropriate/problem behavior and negative emotionality were examined longitudinally. Evidence was consistent with the conclusion that relations between children's externalizing (but not internalizing) emotion and parental punitive reactions to children's negative emotions are bidirectional. Reports of PNRs generally were correlated with low quality of social functioning. In structural models, mother-reported problem behavior at ages 10-12 was at least marginally predicted from mother-reported problem behavior, children's regulation, and parental punitive or distress reactions. Moreover, parental distress and punitive reactions at ages 6-8 predicted reports of children's regulation at ages 8-10, and regulation predicted parental punitive reactions at ages 10-12. Father reports of problem behavior at ages 10-12 were predicted by earlier problem behavior and parental distress or punitive reactions; some of the relations between regulation and parental reactions were similar to those in the models for mother-reported problem behavior. Parental perceptions of their reactions were substantially correlated over 6 years. Some nonsupportive reactions declined in the early to mid-school years, but all increased into late childhood/early adolescence. Journal Information As the flagship journal of the Society for Research in Child Development, Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. Publisher Information Wiley is a global provider of content and content-enabled workflow solutions in areas of scientific, technical, medical, and scholarly research; professional development; and education. Our core businesses produce scientific, technical, medical, and scholarly journals, reference works, books, database services, and advertising; professional books, subscription products, certification and training services and online applications; and education content and services including integrated online teaching and learning resources for undergraduate and graduate students and lifelong learners. Founded in 1807, John Wiley & Sons, Inc. has been a valued source of information and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations. Wiley has published the works of more than 450 Nobel laureates in all categories: Literature, Economics, Physiology or Medicine, Physics, Chemistry, and Peace. Wiley has partnerships with many of the world’s leading societies and publishes over 1,500 peer-reviewed journals and 1,500+ new books annually in print and online, as well as databases, major reference works and laboratory protocols in STMS subjects. With a growing open access offering, Wiley is committed to the widest possible dissemination of and access to the content we publish and supports all sustainable models of access. Our online platform, Wiley Online Library (wileyonlinelibrary.com) is one of the world’s most extensive multidisciplinary collections of online resources, covering life, health, social and physical sciences, and humanities. What is dismissive parenting?Dismissive parenting is a pattern of behaviors and attitudes that signals rejection, scorn, and disdain toward the child. Dismissive behavior has many manifestations. It may depend on the context, culture, and type of interaction.
What is emotion dismissing?What is emotion dismissing? Emotion dismissing is ignoring, denying, or trivializing the expression of emotions, especially negative ones. An emotion dismissing parent is a parent who consciously or unconsciously belittles their child's negative feelings or emotional expression.
How do you deal with invalidating parents?How to deal with a dismissive or distant parent.. Be the parent you always deserved. ... . Dig deep. ... . Let yourself feel. ... . Stop blaming yourself. ... . Create new connections. ... . Realize that your emotions are not reality. ... . Set boundaries. ... . Recognize the patterns of manipulation.. Which of the following is a feature of emotionally sensitive or emotionally coaching parents?Emotion-coaching parents monitor their children's emotions, view their children's negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them on how to deal effectively with emotions.
|
What is the name given to parents who view it as their role to deny ignore or change negative emotions in their children?
zusammenhängende Posts
Urheberrechte © © 2024 IlerngutCOM Inc.
