Maternal Mind-Mindedness Provides a Buffer for Pre-Adolescents at Risk for Disruptive Behavior.
Maternal Mind-Mindedness Provides a Buffer for Pre-Adolescents at Risk for Disruptive Behavior.
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DOI：
10.1007/s10802-016-0165-5
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发表时间：
2017-02
影响因子：
3.6
通讯作者：
Foley S
中科院分区：
文献类型：
--
作者：
Hughes C;Aldercotte A;Foley S
母亲的心智，定义为倾向于将自己的孩子视为具有独立思想和感情的代理人，减轻了母亲教育水平低对幼儿行为问题的影响（Meins等人），但在学龄前之后很少有人研究。为了解决这一差距，我们采用了多措施和多知情人的方法来评估家庭逆境和破坏性行为在12岁的社会多元化样本的116名儿童的破坏性行为在6岁的评级。每一位母亲都被要求描述她的孩子，这些五分钟的语音样本的转录本被编码为（i）心智（由心理而不是身体或行为的儿童属性的比例定义）和（ii）积极性（由积极而不是中性或消极的儿童属性的比例定义）。我们的回归结果表明，独立于与先前调整，家庭逆境，儿童性别和低产妇监测，母亲的心态（但不是积极的）预测在12岁的破坏性行为的独特的变化。此外，一个趋势的相互作用项提供了部分支持的假设，即前青少年暴露于家庭逆境可能会受益，特别是从母亲的心态。我们讨论了支持这些发现的可能机制及其对临床干预以减少青春期破坏性行为的影响。
Maternal mind-mindedness, defined as the propensity to view one’s child as an agent with independent thoughts and feelings, mitigates the impact of low maternal education on conduct problems in young children (Meins et al.), but has been little studied beyond the preschool years. Addressing this gap, we applied a multi-measure and multi-informant approach to assess family adversity and disruptive behavior at age 12 for a socially diverse sample of 116 children for whom ratings of disruptive behavior at age 6 were available. Each mother was asked to describe her child and transcripts of these five-minute speech samples were coded for (i) mind-mindedness (defined by the proportion of child attributes that were mental rather than physical or behavioral) and (ii) positivity (defined by the proportion of child attributes that were positive rather than neutral or negative). Our regression results showed that, independent of associations with prior adjustment, family adversity, child gender and low maternal monitoring, mothers’ mind-mindedness (but not positivity) predicted unique variance in disruptive behavior at age 12. In addition, a trend interaction term provided partial support for the hypothesis that pre-adolescents exposed to family adversity may benefit in particular from maternal mind-mindedness. We discuss the possible mechanisms underpinning these findings and their implications for clinical interventions to reduce disruptive behavior in adolescence.