Emotional competence as a protective factor against risk and maladjustment for ch

情绪能力作为儿童应对风险和适应不良的保护因素

• 批准号: 7991067
• 负责人: Danielle Horvath Dallaire
• 金额: $ 20.78万
• 依托单位: COLLEGE OF WILLIAM AND MARY
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7991067
• 关键词: 11 year old; Accounting; Address; Adult; Adverse event; Age; Anxiety; Area; Attention; Awareness; Behavior; Behavior assessment; Behavioral; Caregivers; Child; Child Behavior; Competence; Complex; County; Crime; Data; Development; Drops; Education; Emotional; Emotions; Environment; Face; Failure; Family; Fathers; Feeling; Female; Funding; Future; Goals; Imprisonment; Intervention; Interview; Jail; Life; Literature; Maintenance; Mediating; Mental Depression; Methodology; Mothers; Nature; Only Child; Outcome; Paper; Parenting behavior; Parents; Patient Self-Report; Performance; Population; Poverty; Preventive Intervention; Prisons; Process; Psychopathology; Public Health; Regulation; Reliance; Reporter; Reporting; Research; Research Project Grants; Risk; Risk Factors; Risk-Taking; Role; Sampling; School-Age Population; Schools; Silk; Social Behavior; Stressful Event; Surveys; Symptoms; Techniques; Telephone; Time; United States National Institutes of Health; Virginia; base; child protection; coping; criminal behavior; elementary school; emotion regulation; emotional experience; experience; externalizing behavior; follow-up; high risk; innovation; intergenerational; maternal separation; peer; psychologic; psychosocial; public health relevance; response; skills; social; stressor; teacher

DESCRIPTION (provided by applicant): The role of emotion in psychosocial adaptation is an important component to consider given research which indicates that emotional competence may provide some protection against the negative effects of contextual risks (e.g., poverty) and stressful family environments (Gross, Richards, & John, 2006). Further, the development of emotional competencies is a core developmental task that has implications for functioning within social, psychological, behavioral, and academic domains, but development may get derailed when children are faced with aversive and invalidating family environments, such as those involving parental incarceration (Repetti, Taylor, & Seeman, 2002). Incarcerated mothers represent a rapidly growing sector of the prison population (Sabol, Minton, & Harrison, 2008). Although recent research suggests that children with incarcerated mothers are at increased risk of continuing an intergenerational cycle of crime and incarceration (Dallaire, 2007a; Huebner & Gustafson, 2007), little research has been directed at understanding the role of protective factors, such as emotional competencies, that may mitigate this risk. The goal of the proposed research is to address this gap in the literature by examining the role of emotional competency as a protective factor against psychosocial maladjustment and academic failure for school age children with incarcerated mothers. Three types of emotional competencies will be assessed including emotional awareness, understanding, and regulation. With the full support of the Henrico County's Sheriff's office in Richmond, VA as well as the Virginia Regional Peninsula Jail in Williamsburg, VA, 150 incarcerated mothers, their 8-11 year old children, and the child's caregiver and teacher will participate by completing interview, survey, and behavioral assessments to ascertain children's emotional competence, the number of risk factors children face, their symptoms of internalizing and externalizing behaviors, risk-taking behaviors, and social and academic competence. Children will also participate in a 5-day follow-up daily phone interview to evaluate the emotions they experience in relation to maternal separation and the strategies they use to modulate that emotional experience. Analyses will examine if these emotional competencies protect children from the experience of increasing risk. Results will inform future research with children of incarcerated mothers as well as intervention efforts. PUBLIC HEALTH RELEVANCE: Title: Emotional competence as a protective factor against risk and maladjustment for children with incarcerated mothers. Narrative. Using a multi-modal (self-report, other-report, behavioral, daily interview), multi-reporter approach (children, mothers, caregivers, teachers), the proposed research examines the extent to which emotional competence serve as a protective factor against the development, maintenance, and/or exacerbation of psychosocial maladjustment in a sample of 150, 8-11 year old children whose mothers are incarcerated. Analyses will examine the relations between emotion competencies and how they interact with risk experiences to predict psychological and academic functioning. These results will inform the development of larger research projects and preventive interventions for this high- risk sample of children and families.

描述（由申请人提供）：情绪在社会心理适应中的作用是考虑给定研究的一个重要组成部分，该研究表明情绪能力可以提供一些保护，抵御情境风险（例如，贫困）和压力家庭环境的负面影响（Gross, Richards, & John, 2006）。此外，情感能力的发展是一项核心的发展任务，对社会、心理、行为和学术领域的功能都有影响，但当儿童面临令人厌恶和无效的家庭环境时，比如那些涉及父母监禁的家庭环境，发展可能会偏离轨道（Repetti, Taylor, & Seeman, 2002）。被监禁的母亲代表了监狱人口中快速增长的一部分（Sabol, Minton, & Harrison, 2008）。尽管最近的研究表明，母亲被监禁的孩子继续犯罪和监禁的代际循环的风险增加（Dallaire， 2007年a； Huebner & Gustafson， 2007年），很少有研究针对了解保护因素的作用，如情绪能力，可以减轻这种风险。本研究的目的是通过研究情绪能力作为防止母亲被监禁的学龄儿童心理社会适应不良和学业失败的保护因素的作用，来解决文献中的这一空白。将评估三种类型的情绪能力，包括情绪意识、理解和调节。在弗吉尼亚州里士满的亨里科县警长办公室以及弗吉尼亚州威廉斯堡的弗吉尼亚半岛地区监狱的全力支持下，150名被监禁的母亲，她们8-11岁的孩子，以及孩子的照顾者和老师将通过完成访谈，调查和行为评估来确定孩子的情绪能力，孩子面临的风险因素的数量，他们的内化和外化行为的症状，冒险行为，以及社交和学术能力。儿童还将参加为期5天的每日随访电话访谈，以评估他们在母亲分离时所经历的情绪以及他们用来调节这种情绪体验的策略。分析将检验这些情感能力是否能保护儿童免受风险增加的影响。结果将为未来对监禁母亲的孩子的研究以及干预措施提供信息。