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Multiracial youth experience social-psychological challenges that differ qualitatively from those that their parents encounter, and there is evidence to suggest that these experiences negatively affect development. Therefore, it is particularly important to consider what parent behaviors youth may find supportive of their experiences as multiracial individuals. In this article, we aim to center multiracial youth's lived experiences in the racial-ethnic socialization literature, given the disproportionate attention that has been paid to parent reports of socialization behaviors. We use the critical multiracial theory as a framework to describe two overlapping, albeit distinct, constructs in parenting of multiracial youth, racial-ethnic socialization and familial support of multiracial experiences, and we highlight the importance of integrating these constructs in future research and in applied work. First, to contextualize the need for understanding familial support around race-related issues in multiracial families, we describe common social-psychological challenges that multiracial youth face. Then, we review recent evidence of different types of racial-ethnic socialization and familial support of multiracial experiences to demonstrate the importance of integrating these two emerging lines of inquiry for a more holistic understanding of the role of family support in multiracial youth development. We conclude the paper with directions for future research and recommendations for multiracial families and practitioners who work with these families to promote healthy development in the growing population of multiracial children. Highlights: Parents play a vital role in supporting multiracial youth's development in the context of the monocentric U.S. society. Racial socialization (RES) and familial support of multiracial experiences (FSME) are distinct constructs. Examination of both RES and FSME are important to promote multiracial youth's healthy development. Scholars should study how parents teach about race and support multiracial youth to center multiracial youth's experiences. [ABSTRACT FROM AUTHOR]

Racial socialization messages appear to have varying impacts on the adjustment of African American youth. To further explore this, we examined how two types of racial socialization messages might influence African American youth internalizing and externalizing behavior. The Youth Self Report was used to measure these behavior outcomes. Given that racial socialization messages may not be directly linked to behavior outcomes, we considered private regard, an aspect of racial identity, to serve as a mediator. Additionally, we examined global self-esteem as a mediator of the complex dynamic between racial socialization messages and behavior outcomes. Adolescents in our study completed paper assessments. Majority of the participants were female (56 %) and reside in a metropolitan area in the Mid-Atlantic region. Adolescent's ages ranged from 14 to 17 years with the average age being 15 years old. Path analysis revealed cultural pride and alertness to discrimination messages varied in their relation to private regard. Results also indicated a strong linkage between private regard, global self-esteem, and internalizing behaviors. Interestingly, the linkage between private regard, global self-esteem and externalizing behaviors was not as robust. Further, private regard appeared to directly and indirectly impact externalizing behaviors. The implications of these findings for racial socialization strategies, identity development (racial and global) as it pertains to behavior problems for African American adolescents are discussed. [ABSTRACT FROM AUTHOR]

Racial discrimination is related to mental health challenges for Black youth and parents. The purpose of this study was to examine the role of intrafamilial factors, including parent racial worries, depressive symptoms, and racial socialization competency, on internalizing symptoms for youth. A sample of 259 Black parents (Mage = 40.6) of children (ages 6–18) was assessed to investigate how parents' worries for their child's racial discrimination experiences may be directly and indirectly associated with youth internalizing problems (e.g., elevated symptoms of anxiety and depression) via parental levels of depression. We then evaluated the moderating role of parental racial socialization competency. Participants completed an online questionnaire battery that included measures of racial discrimination, depression, youth internalizing problems, and racial socialization competency. Mediation analyses revealed that parental racial worry was directly and indirectly associated with youth internalizing problems via increased levels of parental depressive symptoms. Furthermore, racial socialization competency moderated the association between parental racial worries and parental depression, wherein greater racial socialization competency (e.g., confidence and skills factors) was associated with less impact of parental racial worries on parental depression. These findings provide a more nuanced understanding of the implications of racial stress for Black Americans and identify culturally relevant and familial coping mechanisms. Highlights: Parental racial worry is directly and indirectly associated with youth internalizing problems via increased levels of parental depressive symptoms. Parental racial socialization competency (e.g., confidence and skills) moderates the association between parental racial worry and parental depression. When parents have the skills necessary to communicate about and confidence to prepare their children to cope with racial discrimination, much of the negative impact of parent racial worry on their depressive symptoms can be reduced. These findings provide a more nuanced understanding of the implications of racial stress for Black Americans and identify culturally relevant and familial coping mechanisms. [ABSTRACT FROM AUTHOR]

Historically, racial socialization (RS) literature has focused on the content and frequency of RS messages communicated between Black parents and youth. In an effort to examine the potential added benefit of receiving RS messages from non-parental agents, three hierarchical linear regressions were tested among a sample of Black youth (ages 14–21). Black youths' acquisition of protection and bicultural coping messages from parents were associated with their belief in racial protection messages along with select relevant covariates. Black youths' acquisition of protection and racial stereotyping messages from parental agents and racial stereotyping messages from non-parental agents were associated with their belief in racial stereotyping messages. Finally, Black youths' belief in bicultural coping messages were association with their acquisition of protection, racial stereotyping, and bicultural coping messages from parental agents and racial stereotyping and bicultural coping messages from non-parental agents. Findings underscore the enduring role parental and non-parental figures serve in Black youths' racial socialization experiences across ecological contexts. As such, future interventions and community-based programs should be oriented towards equipping parents and supports for Black youth (e.g., including multiracial families) with the competency to communicate racial pride and skillfully support Black children's management of racialized experiences. Highlights: Parental agents remain a primary agent of racial socialization messages among Black youth. Non-parental agents are influential in youths' endorsement of bicultural coping and racial stereotyping messages. Racial protection messages were the most salient type of message among the Black youth in our study such that specific parent and youth factors may impact Black youths' belief in racial protection messages. [ABSTRACT FROM AUTHOR]

Racial socialization is a dynamic process for youth of color, especially for Black adolescents. What is less known is how the provision of racial socialization practices and messages may differ for varying ethnic groups of Black adolescents and what sociodemographic factors contribute to this difference. As such, this cross-sectional study investigated how African American and Black Caribbean adolescents are racially socialized by parents and support systems, including socialization frequency, sociodemographic contributors, and content. A sample of 1170 adolescents (Black Caribbean: n = 360; African American: n = 810) from the National Survey of American Life-Adolescents were assessed. Latent class analysis depicted two classes of socialization provision in both African American and Black Caribbean samples, as adolescents with greater provision received it most from family members across ethnic groups while friends were a distinguishing socializing agent across classes and ethnicities. Further, Black Caribbean adolescents socialized at a high frequency were not often socialized by other adults or friends, just parents and other family members. Some key demographic differences differentiated this provision, with region and income being the most prominent for African American and Black Caribbean families respectively. Finally, messages were fairly consistent across ethnic groups, save the advice to "keep it real" being significantly more provided to African American adolescents. Implications of these findings are relevant for interventions seeking to bolster socialization efforts across support systems and ethnic groups within the Black diaspora, with specific attention towards adolescents receiving "low" levels of socialization across their support system. Highlights: racial socialization messaging for African Americans is largely dependent on their social support networks; the patterning of racial socialization among Black Caribbean youth differed from that of African American youth driven by families; key sociodemographic characteristics differentiated patterns of racial socialization for African American and Black Caribbean youth. [ABSTRACT FROM AUTHOR]

Maternal sensitivity and supportive discipline are important determinants of child self-regulation. Some evidence suggests that specific genetic or temperamental markers determine children's susceptibility to the impact of maternal parenting on child self-regulation. Cortisol reactivity as a susceptibility marker moderating the relation between maternal parenting and child self-regulation has not yet been studied. In this longitudinal population-based study (N = 258), the moderating role of infant cortisol stress response to the Strange Situation Procedure at age 1 was examined in the association between parenting (sensitivity and supportive discipline) at age 3 and child self-regulation at age 3 and 4. Maternal sensitivity and supportive discipline were related to child immediate and prolonged delay of gratification at age 3, and maternal sensitivity was related to working memory skills at age 4. No evidence of differential susceptibility to maternal parenting was found, based on differences in infant cortisol stress response. Highlights: Maternal sensitivity and supportive discipline relate to child immediate and prolonged delay of gratification at age 3. Maternal sensitivity is related to child working memory skills at age 4. No evidence was found for differential susceptibility to maternal parenting based on child stress reactivity. Our findings emphasize the importance of parental socialization for the development of self-regulatory functions in children. [ABSTRACT FROM AUTHOR]

Maternal emotion socialization and children's temperament are two foundations of children's emotional development. Yet, emotion socialization and temperament are multidimensional, which suggests behavioral profiles are important to consider. We used a person-centered approach to compare children's emotion regulation and anxiety and depressive symptoms between maternal emotion socialization and child temperament profiles, uniquely and interactively. The participants were 322 mothers of a child ages 6–8 years (Mage = 7.4 years, SD = 0.84, 51% boys). Mothers completed survey questions about children's emotion regulation, anxiety and depressive symptoms, temperament traits, and mothers' emotion socialization behaviors. Four profiles of maternal emotion socialization (coaching/accepting, blended, punishing/minimizing, and low involved) were identified that explained significant variation in children's emotion regulation and anxiety symptoms. Four temperament profiles were found which revealed two vulnerable groups, namely emotional/cautious and emotional/impulsive, which distinguished children with more emotion dysregulation and anxiety and depressive symptoms. Unique associations of maternal and temperament profiles were found, but no interaction of profiles was significant in relation to children's emotion regulation or their internalizing symptoms. There is merit in continuing to examine parenting behaviors and their influence by drawing from a person-centered perspective. Highlights: Child emotion regulation and anxiety symptoms differed between four maternal emotion socialization profiles. Emotional children temperamentally cautious or impulsive have poorer regulation and more internalizing symptoms compared to others. Interactions of maternal socialization and child temperament profiles were not significantly related to child outcome measures. [ABSTRACT FROM AUTHOR]

The goal of the present study was to examine associations between maternal use of power assertive parenting across different discipline contexts and children's adjustment in a sample of low-income, racially diverse families. Drawing from social domain perspectives on parenting, we specifically examined discipline in response to child transgressions in conventional, moral, and prudential contexts. In turn, we tested how power assertive discipline within these domains may be differentially linked to children's externalizing and internalizing symptomatology over time. Participants included 201 toddlers and their mothers who were assessed across two waves spaced two years apart. Results indicated that mothers were more likely to endorse power assertive parenting within prudential contexts compared to others. Longitudinal analyses revealed that power assertive discipline in the conventional domain was primarily associated with internalizing symptoms while the moral domain was associated with externalizing symptoms over time. Moreover, domains of caregiving were differentially associated with substantive constructs as opposed to sociodemographic constructs. The results are interpreted within social domain conceptualizations of socialization that underscore how distinct domains may differentially impact children's socio-emotional adjustment. Highlights: Discipline in the moral domain linked to greater externalizing symptoms. Discipline in the conventional domain associated with greater internalizing symptoms. Discipline in the prudential domain linked to lower externalizing symptoms. Children's difficult temperament was associated with maternal use of power-assertive discipline. [ABSTRACT FROM AUTHOR]

The present study examined whether Latinx parents' perceptions of personal discrimination and perception of biases against Latinx people in the United States, along with their engagement with their elementary school children, predicted their conversations with their children about discrimination, and whether those conversations were related to children's own perceptions of school-based discrimination. The study consisted of phone interviews with Latinx immigrant parents (n = 66, 71% mothers) from a predominantly White community and school-based interviews with their third and fourth grade children (n = 66). The children's first interviews were conducted in the spring of one school year, parental interviews were conducted over the mediating summer, and children's second interviews were conducted in the following school year. Results indicated that parents' perception of bias against Latinos predicted their conversations about discrimination with their children, but this effect was moderated by parental engagement, such that perceptions of discrimination only predict conversations about discrimination among highly engaged parents. Furthermore, children whose parents talked about discrimination more frequently were more likely to report perceiving discrimination from peers and teachers, over and above their earlier perceptions of discrimination. Highlights: Among highly engaged Latinx immigrant parents, their perception of bias positively predicted their conversations about discrimination with their children. Children's perceptions of discrimination from peers and teachers were positively predicted by parent discussions about bias. [ABSTRACT FROM AUTHOR]

Anxiety disorders are among the most common forms of psychopathology in childhood and represent a particularly concerning issue for Latinx children. Research on adults and children with anxiety suggests that the effective regulation of emotion is associated with fewer symptoms. The current study used data from 78 Latinx (predominantly Mexican American) 8- to 11-year-old children (M = 9.91; SD = 1.14; 50% girls) and one caregiver to explore regulatory processes that may characterize emerging psychopathology in Latinx families. Caregivers reported on their use of reappraisal and their child's anxiety symptoms. Children completed a cognitive flexibility task and self-reported their anxiety symptoms. More extensive caregiver use of reappraisal was associated with fewer child anxiety symptoms (an average of caregiver- and child-report). As expected, this effect was qualified by children's cognitive flexibility. Caregiver reappraisal was associated with anxiety symptoms only for children with greater cognitive flexibility, highlighting the importance of individual differences in cognitive skills underlying children's mastery of sophisticated cognitive strategies. Findings suggest the importance of considering both caregiver and child regulatory processes to improve understanding of anxiety symptoms among Latinx children. Highlights: This study investigated whether caregiver and child regulatory processes jointly predict Latinx children's anxiety symptoms. Greater use of reappraisal by a caregiver was associated with fewer symptoms for Latinx children high in cognitive flexibility. Findings suggest the importance of considering caregiver and child processes to understand anxiety symptoms among Latinx children. [ABSTRACT FROM AUTHOR]

Although caregiver characteristics such as personality and psychopathology strongly relate to parenting, little is known about how a caregiver's own autistic or broader autism phenotype (BAP) traits relate to parenting practices. This is a significant gap in our understanding of individual differences in parenting given the rising prevalence of autism diagnoses among adults, with higher levels of the population reporting subclinical traits related to autism (i.e., BAP traits of aloofness, pragmatic language difficulties, and rigidity). To further our understanding of families wherein caregivers identify as autistic or as having autistic traits, we examined (1) whether caregiver BAP traits, considered both categorically and continuously, were associated with parenting practices; (2) how the three distinct BAP traits differentially related to parenting, and (3) whether BAP traits were associated with parenting over and above other mental health symptoms. Caregivers (n = 138) reported on BAP traits, multiple domains of parenting using the Alabama Parenting Questionnaire and the Parental Emotion Style Questionnaire, and co-occurring attention deficit/hyperactivity disorder (ADHD) traits and internalizing symptoms. BAP traits were associated with parenting both categorically and continuously, with the three BAP subscales showing differential associations with parenting outcomes, even when controlling for internalizing symptoms and ADHD traits. Aloofness was associated with lower scores on measures of emotion dismissing, positive parenting, and involvement, whereas pragmatic language difficulties were associated with lower scores on emotion coaching and higher scores on poor monitoring. Rigidity was uniquely associated with higher scores on emotion dismissing. Implications for advancing understanding of individual differences in parenting, considering systemic and contextual influences on parenting, and supporting parenting in the general population and for autistic adults are discussed. Highlights: Broader autism phenotype (BAP) traits are associated with parenting practices. This association exists even when accounting for parental mental health symptoms. Different dimensions of BAP traits were associated with specific parenting practices. [ABSTRACT FROM AUTHOR]

The purpose of this investigation was to examine the association between emotion regulation and adolescent adjustment and whether parent and peer factors moderated this link. The sample consisted of 206 families with 10–18-year-old adolescents from predominantly ethnic minority and low-income families. We assessed emotion regulation and antisocial behavior (via parent and adolescent reports); depressive symptoms were based on youth reports. In addition, we examined the following moderators: observed parent-adolescent relationship quality and youth reports of parental emotion coaching, peer prosocial behavior, and peer-youth openness. Findings indicated that emotion regulation was negatively and significantly related to adolescent antisocial behavior and depressive symptoms. Evidence for moderating effects was found for antisocial behavior but not depressive symptoms. Specifically, the link between youth emotion regulation and antisocial behavior was attenuated under high levels of parent-child relationship quality and peer prosocial behavior. Implications for emotion socialization among adolescents from low-income families are discussed. Highlights: Investigated whether the link between adolescent emotion regulation and adjustment was moderated by parent and peer factors. Evidence for moderation was found in the prediction of adolescent antisocial behavior but not depressive symptoms. The link between emotion regulation and antisocial behavior was attenuated under high levels of parent–youth relationship quality. The association between emotion regulation and antisocial behavior was attenuated under high levels of peer prosocial behavior. [ABSTRACT FROM AUTHOR]

According to emotion socialization theory, parent characteristics interact with child and contextual factors to influence parent responding to youth emotions, which impacts youth emotional reactivity and regulation. However, little is known about how treatments for youth emotional disorders, particularly those with significant parent intervention components, may impact parents' own emotional reactivity and their responses to youth emotion. We investigated whether parents (N = 91) participating in a transdiagnostic treatment for youth emotional disorders experienced change in their own emotional reactivity (i.e., symptoms, distress tolerance [DT], emotion regulation), supportive responses to youth emotion (e.g., expressive encouragement), and unsupportive responses to youth emotion (e.g., punitive, minimizing). We also examined the relationship of these changes to treatment-related change in youth symptoms. Parent anxiety, depression, stress, DT, and cognitive reappraisal significantly improved from pre- to post-treatment. Unsupportive responses to youth emotions also decreased. Change in parent DT and baseline youth symptoms were the only significant predictors of parent-rated post-treatment youth anxiety and depressive symptoms when all variables were included in regression models. This is the first known investigation of changes in parent emotional reactivity and responses to youth emotions in response to a transdiagnostic treatment of emotional disorders for youth. Results support the beneficial impact of treatment involvement on parents' own emotional reactivity and behaviors, as well as the potential importance of targeting parent DT to improve youth symptoms. Highlights: Youth-focused transdiagnostic treatment led to significant improvements in parent psychopathology and distress tolerance. Youth-focused transdiagnostic treatment led to significant decreases in unsupportive parent responses to youth negative emotions. Improvement in parent distress tolerance was significantly associated with youth treatment outcomes. [ABSTRACT FROM AUTHOR]

Parental socialization entails purposeful and goal-driven strategies that promote positive youth development and prevent youth-related risks and challenges. Guided by a family management perspective, we examined the variety in African-American mothers' academic expectations and risk concerns for adolescents, and the parenting strategies they employ to address each of these beliefs. We also examined the associations between mothers' beliefs and strategies, as well as variations across adolescent gender and socioeconomic status (SES). We used open-response data collected from 619 African-American mothers of eighth-graders from Prince George's County, Maryland, varying in adolescent gender, maternal education, family income, and family structure. We systematically coded interview data and tabulated main categories, subcategories, and first-round codes. Then, we conducted multivariate regression analyses to examine the relations between academic expectations, risk concerns, socialization strategies, and socio-demographic characteristics. Overall, mothers held high academic expectations, perceived contextual and behavioral problems for adolescents, and reported strategies that positioned them as direct and positive socializers. When mothers reported concerns for underachievement, they had increased odds of providing necessary materials and services, holding discussions, and expressing negative reactions. Finally, adolescent gender and family SES predicted academic expectations and risk concerns, as well as parenting strategies. Our study highlights the importance for studies to consider the purposeful nature of parenting, as socialization strategies were linked to specific developmental goals. Our findings call for the development of measures that capture a wider range of parenting strategies and contextualize these strategies to parents' aims. Highlights: African-American mothers held high academic expectations for their adolescent children. Mothers reported a wide range of risk concerns and socialization strategies. Higher academic expectations predicted lowered provisions of educational materials and experiences. Mothers reported both discussions and negative verbal reactions to curb underachievement. Discussions were the primary strategy mothers reported to prevent different types of risk concerns. [ABSTRACT FROM AUTHOR]

This study examined the associations among maternal socialization of coping, adolescents' coping, and adolescents' symptoms of anxiety and depression. A sample of 120 adolescents (45% female; M = 12.27; 66.7% White, 25% African American, 2.5% Asian American, 5.8% Latino or Hispanic American) and their mothers completed a series of questionnaires in a cross-sectional, multi-informant study. Findings indicate that maternal coping suggestions and adolescents' coping were both related to adolescents' anxiety/depression symptoms. Specifically, maternal socialization of secondary control coping messages was negatively correlated with adolescents' symptoms of depression and anxiety. Adolescents' use of secondary control coping emerged as the most robust correlate of symptoms, such that the use of secondary control coping was associated with fewer symptoms. The relationship between adolescents' coping strategies and their symptoms of anxiety/depression was associated with the extent to which mothers encouraged specific types of coping. Specifically, when mothers' socialization of secondary control coping was low, there was a negative association between adolescents' use of secondary control coping and symptoms. Furthermore, exploratory analyses suggest that specifically encouraging females to use secondary control coping strategies is adaptive, but how much daughters use secondary control coping has the strongest association with reduced internalizing symptoms. Collectively, the current findings indicate that there is an association between maternal coping suggestions and adolescents' symptoms of anxiety and depression, and there is a stronger association with adolescents' coping. Findings emphasize a need for researchers to further clarify the association of maternal coping suggestions with youth coping and adjustment as they navigate interpersonal stressors encountered during adolescence. Highlights: This study examined the relationship between parental socialization of coping, adolescents' coping, and internalizing symptoms using a multi-informant design. Results suggest that the interaction between maternal coping socialization and adolescent coping is associated with internalizing symptoms. Study results suggest that adolescents' use of adaptive coping strategies has the strongest association with their symptoms. [ABSTRACT FROM AUTHOR]

Over the past 35 years, ethnic-racial socialization (ERS) has been a widely studied topic in psychological and cultural research. Most popular among the populations that ERS research centers are Black/African American families and youth. However, a small, but emerging body of research on the ERS processes of other racial/ethnic groups suggest that ERS is not limited to Black/African American families. Recently, scholars have begun to ask more critical questions regarding the differential effects of ethnic-racial socialization on non-Black youth's psychological development. Therefore, the current review of research draws together studies on Black/African American, Biracial, Latinx, Asian American, and White American families to demonstrate the role of racial/ethnic group identification in soliciting the exchange of ERS messages from parents to children. The methodology used to execute this review follows a modified framework which includes four key phases of searching and selecting appropriate studies. From three multidisciplinary and psychological databases, 24 studies were selected based on the inclusion criteria set by the researcher. The studies discussed in this scoping review all revealed how racial/ethnic group identification solicits the exchange of ERS messages from parents to children in some way. Highlights: 24 research studies revealed that the dynamic nature of a family's ethnic/racial identification drives the types and frequency of certain ethnic-racial socialization messages communicated from parents to children. Black/African American families have an extensive history of prioritizing conversations that prepare Black youth for racial bias. ERS studies centering Latinx and Asian American families revealed that generational/immigration status was an important factor for what types of ERS messages were discussed in those households. White American families were more likely to engage their children in egalitarian socialization to reinforce the idea that everyone is the same and possesses equal opportunities to succeed. [ABSTRACT FROM AUTHOR]

Parenting beliefs are important to infant wellbeing, but there is a lack of research into their role in war conditions. We examined (1) how maternal traumatic experiences (war events and childhood abuse) and mental health would be associated with parenting beliefs about good childrearing practices (ethnotheories) and desirable child characteristics (socialization goals) and (2) whether parenting beliefs mediate the impact of traumatic experiences and mental health on mother–infant interaction and infant development. Palestinian mothers (N = 510) participated during pregnancy and at four and 12 months postpartum. They reported current traumatic war events, emotional and physical abuse in their own childhood and mental health (posttraumatic stress disorder, depression, and anxiety symptoms), their ethnotheories and socialization goals and the quality of dyadic mother–infant interactions and infant developmental skills (language, fine-motor, and gross-motor). High maternal exposure to traumatic war events was associated with higher autonomy-enhancing—and lower relatedness-enhancing—socialization goals. Conversely, maternal childhood abuse was associated with higher relatedness-enhancing—and lower autonomy-enhancing—socialization goals. High maternal exposure to traumatic war events was associated with high levels of positive dyadic interaction, whereas high emotional and physical abuse and mental health problems were associated with low levels of positive dyadic interaction. Parenting beliefs did not mediate the impact of maternal traumatic experiences and mental health on dyadic interaction or infant development. The nature of maternal traumatic experiences was central for the socialization goals in unique and specific ways. The findings emphasize the meaningfulness of parenting values, goals, and practices among mothers caring for their infants in war conditions. Highlights: The nature of maternal trauma is central to the preferred socialization goals. Traumatic war events enhance autonomy and childhood abuse relatedness. Prenatal mental health problems harmed mother–infant interaction, but left parental beliefs intact. Contextual and sociocultural factors need to be considered when studying parenting. [ABSTRACT FROM AUTHOR]

Objectives: The socialization goals of immigrant parents in the United States for their children reflect the childrearing priorities of both their culture of origin and the mainstream culture. These goals, which guide parenting, likely have shared and unique characteristics with other immigrant groups from the same geographical region of origin. The current study aimed to explore and compare the socialization goals of Chinese and Korean immigrant mothers in the United States; the role of child gender in mothers' socialization goals was also investigated. Methods: Ninety-six Chinese (Mage = 37.60) and 97 Korean immigrant mothers (Mage = 35.87) with preschool-age children living in the United States were interviewed regarding their socialization goals. The qualitative interview transcripts were coded by trained research assistants. Results: The interviews revealed seven socialization goals (Self-maximization, Lovingness, Personal Integrity, Proper Demeanor, Religious Values, Self-control, and No High Expectations) across both groups. Findings demonstrated that Chinese and Korean immigrant mothers were similar on their endorsement of five socialization goals. However, group differences were found for goals of Religious Values and No High Expectations, which further differed across child gender. Conclusions: These findings highlighted the common socialization priorities of Chinese and Korean immigrant mothers of young children in urban contexts, but also the need to examine sub-ethnic groups separately to understand their shared and unique parenting experiences. These findings have meaningful implications for clinicians and other professionals towards providing more effective services to Asian immigrant families in the U.S. [ABSTRACT FROM AUTHOR]

Objectives: Parents' own emotion dysregulation and their socialization of emotions have been found to predict offspring's emotion dysregulation, but little is known about how these factors interact to predict young adults' emotion dysregulation. Thus, we aimed to examine whether each of three forms of parental responses to their offspring's negative emotions (i.e., supportive, harsh, distressed) predicted young adults' emotion dysregulation, particularly for young adults whose parents did not present emotional difficulties. Methods: One hundred and twenty-two young adults (Mage = 22.37 years, SDage = 2.23, age range: 18–26 years) and their primary parents were recruited through Amazon's Mechanical Turk. Young adults and their primary parents reported on their own emotion dysregulation, and primary parents reported their supportive, harsh, and distressed responses to young adults' negative emotions. Results: For distressed parental responses and supportive emotion-related socialization, the interaction effect between emotion dysregulation and their emotion socialization strategies was significantly related to young adults' emotion dysregulation, Fs(6) = 6.70 and 6.58, ps < 0.001, for distressed responses and supportive socialization, respectively. When parents' harsh responses to negative emotions were examined, only the main effects of harsh responses and parents' own emotion dysregulation predicted young adults' emotion dysregulation, F(5) = 4.55, p < 0.001. Conclusions: Results highlight that both specific socialization strategies and parents' own regulatory characteristics are important in young adults' emotional experience. Further, if parents are not well-regulated emotionally, changes in their responses to young adults' negative emotions may not be effective. [ABSTRACT FROM AUTHOR]

Objectives: The aim of the current research was to develop and validate a parent, self-report questionnaire to measure parents' gendered beliefs about emotion. Methods: Scale items were first developed based on a previous qualitative study examining emotions, parenting, and gender in a sample of parents. The Parents' Gendered Emotion Beliefs scale (PGEB) was validated in a sample of 704 parents of middle childhood youth. Results: Item-response theory analyses indicated a three-factor solution with factors measuring beliefs consistent with: gendered emotion expression, gender-neutral emotion expression, and gendered emotion socialization. All factors showed good internal consistency with alphas ranging from 0.79 to 0.90. Analyses then examined convergent validity by correlating PGEB factors to established measures of broad emotion beliefs, emotion socialization, family expressiveness, and child emotion regulation and psychopathology. Conclusions: Overall, findings support the PGEB, its factor structure and psychometric properties, and its potential to contribute to our understanding of the role of gender in emotion socialization and children's emotional development. [ABSTRACT FROM AUTHOR]

Objectives: Few studies have explored the implications of parent socialization of positive emotions in children. Further, when considering outcomes of children, the focus has been primarily on links between parental emotion socialization and maladaptive child outcomes such as psychological distress, rather than adaptive outcomes such as life satisfaction. This study investigated whether recollection of supportive and unsupportive maternal and paternal responses to one's expressions of positive and negative emotions in childhood was linked with life satisfaction and psychological distress in young adulthood, and consideration of whether parent emotion socialization and young adult outcomes were indirectly associated via young adult emotional experience. Method: 262 college students completed instruments evaluating parental emotion socialization practices in childhood, emotional experience, life satisfaction, and psychological distress. Results: Fathers' supportive responses to positive emotions in childhood was indirectly associated with greater young adult life satisfaction through greater young adult positive emotional experience. Fathers' supportive responses to negative emotions in childhood was indirectly associated with less young adult distress through less young adult negative emotional experience. Mothers' supportive responses to negative emotions in childhood was indirectly associated with greater young adult life satisfaction through greater young adult positive emotional experience. Finally, fathers' unsupportive responses to negative emotions in childhood was indirectly associated with greater young adult distress through greater young adult negative emotional experience. Conclusions: These results, if replicated with prospective longitudinal methodology, suggest that mother and father figures play unique roles in shaping the emotional lives of children, with long-term implications for mental health and well-being. [ABSTRACT FROM AUTHOR]

Objectives: Parents' beliefs, practices, and goals for children vary across cultures in the extent to which they promote dimensions of independence and interdependence. Parental preferences also vary within cultures according to nativity, generation status, and education level. Yet, within-culture studies of parenting among Mexican Americans are extremely scarce, especially among parents of young children. Methods: In this study, 103 Mexican American mothers of one- to six-year-old children (M = 4.6 years) completed two questionnaires measuring (1) beliefs about the importance of socialization practices with young children, and (2) long-term goals and values for children as adults. We investigated differences in seven scales across three dimensions of independence and interdependence: agency, conformity, and relatedness. Results: Practice beliefs and long-term goals varied according to mother's generation status, controlling for maternal education. Later generation mothers were more concerned with promoting autonomy (agency) (F2,97 = 6.85, partial eta squared =.12), and less with teaching obedience and manners (conformity) (F2,97 = 7.33, partial eta squared =.13), than earlier generation mothers. While they continued to value close relationships (relatedness), third generation mothers attached somewhat less importance to this long-term goal than earlier generation mothers (F2,97 = 4.89, partial eta squared =.09). Finally, generation status moderated relations between maternal education and teaching obedience and manners: maternal education level was more strongly negatively associated with the belief in teaching obedience and manners in third generation than in second-generation mothers (b = −.123, F3,99 = 16.911, R2 =.346, p <.001). Conclusions: Despite these intergenerational trends, across all generations, Mexican-origin mothers highly valued aspects of both agency and conformity as well as relatedness, providing further support for the emotional interdependence cultural model of parenting. This study increases our knowledge of Mexican American mothers' beliefs and goals, and may inform the design of evidence-based, culturally-sensitive interventions. [ABSTRACT FROM AUTHOR]

Objectives: Parents are a critical influence on adolescents' expressions of positive affect (PA; happiness, excitement), which are important components of adaptive emotional development during this developmental period. Despite a recent proliferation of studies examining outcomes of parental response to PA, limited research has explored unique adolescent characteristics that relate to parents' specific responses to adolescent PA. Thus, the current study examined the contribution of specific adolescent characteristics (temperament, age, and gender) on dampening and enhancing responses to PA. Methods: Parents (n= 371, 49.6% mothers) of adolescents between ages 10 and 17 years (Mage = 13.5 years, 46.4% female) recruited thru Amazon Mechanical Turk completed a series of questionnaires on their offspring's temperament and their enhancing and dampening responses to youth PA. Results: Over and above parental age and gender, parent-reported adolescent positive emotionality and effortful control were uniquely related to dampening responses; however, all temperament dimensions were unrelated to enhancing responses. Adolescent age and gender were unrelated to parental PA socialization and did not moderate links between parent-reported temperament and parental dampening responses; however, there was a significant three-way inter action for temperament, age and gender for parental enhancing responses. Conclusions: Overall the findings suggest that adolescents low in effortful control and positive emotionality elicit more parental dampening responses to PA. Future research is needed to clarify the factors that contribute to parents' enhancing of PA. [ABSTRACT FROM AUTHOR]

Objectives: The present study examined identity synthesis as a linking pathway in the association between perceived parenting (autonomy support, dependency-oriented psychological control, and achievement-oriented psychological control) and emerging adults' internalizing problems across three groups (European Americans, African Americans, and Asian Americans).Methods: The sample comprised 471 European American, 241 African American, and 355 Asian American emerging adults (total N = 1067; 69% female; Mage = 20.47; SD = 1.79). The mediating role of identity synthesis was tested and compared across ethnic groups via multiple-group path analyses using bootstrapping technique.Results: Findings revealed both similarities and differences across ethnic groups. Specifically, identity synthesis mediated the association between parental autonomy support and internalizing problems in all three ethnic groups. However, identity synthesis only mediated the association between parental dependency-oriented psychological control and internalizing problems for European American emerging adults, and the association between parental achievement-oriented psychological control and internalizing problems for African American and Asian American emerging adults.Conclusions: These findings illustrated the significant roles of parenting and identity development in emerging adults' psychological adjustment across ethnic groups. Moreover, although parenting indirectly impacted emerging adults' mental health in all groups, the specific patterns varied across different ethnic groups depending on the particular form of parenting, thus revealing both culturally-shared and -unique pathways from parents' socialization practices to their offspring's mental health outcomes. [ABSTRACT FROM AUTHOR]

African American parents and children are embedded within diverse social networks that cut across social contexts. Using a concurrent mixed-method approach, this study explored mechanisms through which kinship- and community-based social capital (i.e., intergenerational closure) may be associated with children's own competences at accessing social capital, as well as mothers' perspectives on the social-relational processes adhered in intergenerational closure, and on its importance for parenting and socialization goals. Third-grade children (N = 149) and their mothers participated in structured home interviews, and a subsample of mothers (n = 10) participated in semi-structured qualitative interviews. Path analysis (LISREL) indicated that kinship-based intergenerational closure was positively associated with communication between mothers and children (e.g., peers and friendships, importance of talking, life lessons) which was positively associated with children's self-efficacy in accessing intergenerational social resources (i.e., from adults). Community-based intergenerational closure was positively associated with parental community engagement. Parents involved in community organizations engaged in more parent-to-parent communication regarding parenting and childrearing issues. Greater communication between parents was positively associated with children's self-efficacy. Qualitative analyses indicated that mothers cultivated intergenerational closure across social contexts, that supported parenting and reinforced values, norms, and socialization goals, relying on network processes as theorized by James Coleman. This study highlights the mechanisms that link kinship- and community-based social capital to child social competences, as well as African American mothers' perspectives on the meanings of social relationships when there is intergenerational closure. Moreover, the study illustrates the applicability of Coleman's theory among economically diverse, southern, African American families. [ABSTRACT FROM AUTHOR]

In this qualitative pilot study, 12 self-identified African American parents (six mother-father dyads, ages 25-43) shared (via in-depth, in-person interviews) culturally relevant socialization beliefs, practices and goals for raising their toddler boys (ages 12-33 months). Transcript analysis focused on understanding the prevalence of and rationale for racial socialization (i.e., messages addressing the significance and meaning of race and ethnicity), the specific content of those messages, and the methods and modes by which parents use racial socialization and/or plan to use it with their toddler sons. Results indicated parents of toddlers engaged in common racial socialization tenets varyingly, including cultural socialization, preparation for bias, and egalitarianism. However, promotion of mistrust was a tenet not typically engaged in by parent participants. The importance of elucidating the culturally-influenced context of parenting (specifically, the engagement in racial socialization) for caregivers of this young age group are discussed. [ABSTRACT FROM AUTHOR]

The current study examined emotion socialization behaviors within a clinical sample of substance-dependent mothers. Interviews were conducted with N = 74 mothers in substance abuse treatment (outpatient and residential with or without opiate agonist medication). Each mother had a biological child between the ages of 3-8 years. We examined the factor structure of a widely-used emotion socialization measure (Coping with Children's Negative Emotions Scale) and included a novel subscale to capture the level of consistency of maternal reactions to children's emotions as a unique and salient component of emotion socialization. We found that, overall, mothers reported engaging in "emotion-coaching" styles of socialization, involving more consistent and supportive than non-supportive reactions to children's negative emotions, consistent with general population studies. However, compared to community sample mothers, substance-dependent mothers reported significantly greater levels of both supportive and non-supportive reactions to children's negative emotions, perhaps reflecting over-involved emotion socialization behaviors. The context of maternal drug use negatively impacted how well mothers balanced these types of reactions, such that mothers engaged in significantly higher levels of non-supportive and inconsistent reactions during periods of problematic drug use compared to periods of sobriety. These findings underscore the need to consider contextual risk as a predictor of emotion socialization and suggest that emotion socialization behaviors vary both within and across such contexts. Implications of this work highlight the importance of examining consistency as a characteristic of emotion socialization in its own right, particularly within families impacted by parental drug use and related contexts of high risk. [ABSTRACT FROM AUTHOR]

Racial socialization (RS) is one of the most important practices Black parents undertake to promote the well-being of Black children. However, research has not examined how Black coparents navigate RS together. Integrating principles from the RS and coparenting literatures, this study investigated whether individual (e.g., racial identity), couple (e.g., relationship satisfaction), and contextual (e.g., neighborhood composition) correlates influenced the occurrence and effectiveness of inter-parental dialogue about RS. Forty-four couples completed surveys and responded to two RS vignettes, which were videotaped and coded. Actor-partner interdependence models (APIM) revealed significant actor and partner effects at all levels. Implications of the current study are discussed in terms of future research on how parents traverse the RS process are presented. [ABSTRACT FROM AUTHOR]

Bi-ethnic adolescents of marriage migrant mothers in Korea are often encouraged to be “pure” Koreans for their adjustments and not given the opportunities to explore their ethnic identity or to learn about their mother’s culture of origin. Existing studies conducted with mono-ethnic minorities in other countries, however, do not support this belief. We tested a conceptual model on the role of ethnic socialization, ethnic identity and self-esteem on school adjustment among bi-ethnic adolescents in Korea based on social identity theory and theoretical models of ethnic socialization and ethnic identity. We used data from 2015 National Survey of Multicultural Families. The study sample consisted of 296 adolescents aged 9-18 who were born between Korean fathers and Vietnamese marriage migrant mothers. We used structural equation modeling to specifically examine the association between ethnic socialization in terms of parents’ linguistic socialization and adolescents’ school adjustment mediated by ethnic identity in the form of ethnic regard and self-esteem among bi-ethnic adolescents. The results verified the hypothesized model, showing positive relationships between linguistic socialization and ethnic regard, ethnic regard and self-esteem, self-esteem and school adjustment, and ethnic regard and school adjustment. Additionally, the results of bootstrapping test showed that the indirect effect of linguistic socialization on self-esteem through ethnic regard was significant. The indirect effect of ethnic regard on school adjustment through self-esteem was significant and the indirect effect of linguistic socialization on school adjustment via ethnic regard and self-esteem was also significant. These results shed light on the important role of ethnic identity fostered at home among bi-ethnic adolescents of marriage migrant mothers in Korea. [ABSTRACT FROM AUTHOR]

Friendship experiences have been shown to be important predictors of adolescents’ loneliness. The current study examined selection and socialization effects of loneliness within reciprocal best friendships, while controlling for friendship quality. Analyses were conducted on a sample of 884 adolescents (42.08% boys), making up 442 dyads, who were on average 13.51 years old (SD = 1.37). Adolescents completed the peer-related loneliness subscale of the Loneliness and Aloneness Scale for Children and Adolescents as well as the Friendship Qualities Scale. A longitudinal actor-partner interdependence model, which accounts for the interdependencies in the data of best friends, suggested the presence of a selection effect for loneliness but no socialization effect. This finding within best friendships contrasts with studies on friendship networks where both selection and socialization were established. [ABSTRACT FROM AUTHOR]

Physical activity is a health relevant factor, particularly in affluent societies where overweight and obesity are increasingly prevalent, even among children. Understanding the development of physical activity patterns in childhood is thus an important issue for health promotion. Following socialization theory, this study describes and explains differences in objectively measured moderate-to-vigorous physical activity (MVPA) in a socially and ethnically mixed sample of 6- to 11-year-old children in Germany. MVPA levels were objectively measured with accelerometers over the course of six consecutive days (Wednesday to Monday). Parents' attitudes and practices as well as the family's socio-economic status (SES) were assessed from the parents via questionnaires. Results indicate that MVPA levels of children vary with gender, but not with age and ethnicity. Moreover, parental SES, parental support for the child's sports activities, parents' own sport activities and the parents' belief in sports' capacities to foster personality development, character building and social integration significantly predict the MVPA level of children. It is concluded that interventions to promote MVPA among children need to take family interactions and lifestyles into account and should address families in socio-economically underprivileged areas. [ABSTRACT FROM AUTHOR]

The enculturation or teaching of Native American traditions to Native American adolescents has been incorporated into substance-use prevention interventions in recent decades; yet, little is known about how enculturation may impact substance use through family socialization. The current study aimed to test the relationship between family identification with Native American culture and alcohol use among Native American families residing on or near a reservation, and determine if this relationship was mediated by family socialization practices. To achieve this aim, data ( n = 2368) collected as part of the NIDA-funded Drug Use among Young American Indians was used. No direct relationship was found between identification with Native American culture and alcohol use. Native American culture had an indirect effect on substance use through family communication and parental monitoring, such that a higher identification with Native American culture was associated with more communication and less monitoring, which were associated with drinking behavior. Findings reveal that identification with Native American culture may be related to family socialization, a relationship that could be important to address when designing alcohol-use prevention interventions for this population. [ABSTRACT FROM AUTHOR]

Homeschooling, a phenomenon that is increasingly widespread in the Western world, raises questions regarding the ability to supply children in this framework with adequate social encounters. Despite evidence regarding the importance of these encounters for children in homeschooling, there is insufficient data concerning the sources of differences between homeschooling families in the scope of these social encounters. The present study examined the relationships between a child's social encounters and socioeconomic aspects of the family, parental personalities, and the way homeschooling is practiced. One hundred and forty parents who homeschooled their children completed questionnaires about themselves, their families, and their children, as well as the social interactions of their children. The findings indicate that parental personalities and the way homeschooling is practiced correlated significantly with the social encounters of homeschooled children. Parents' conscientiousness was associated with a greater number of social encounters and more structure in the homeschooling. This article presents possible explanations for these findings, theoretical implications of the findings and possibilities for further research. [ABSTRACT FROM AUTHOR]

Mastery motivation is closely related to children's regulatory processes and is socialized by parents. However, we know little about how individual child and dyadic parent-child regulatory processes work together to foster the early development of mastery motivation in preschool. The present study examined dyadic persistence in parent-child interactions, children's effortful control, and children's successful vs. failed attempts in a challenging object mastery task at age 3.5 years and their prediction of teacher ratings of object-oriented and social mastery motivation in preschool at a 4-month follow-up ( N = 100). Path analytic models revealed that greater dyadic persistence during parent-child interactions predicted children's higher levels of social mastery. A greater rate of both successful and failed attempts at a challenging task predicted children's higher levels of object mastery. However, failed attempts were positively related to concurrent individual and dyadic regulatory measures, whereas successful attempts were not. Findings suggest that parent-child coregulation makes a significant contribution to mastery motivation development and that there may be distinct antecedents for object-oriented vs. social forms of mastery motivation. Findings also suggest that a child's early ability to persist in the face of failure may be an important predictor of mastery motivation in preschool. [ABSTRACT FROM AUTHOR]

Intimate partner violence (IPV) among African Americans is a serious public health concern. Research suggest that African Americans adolescents, particularly those from economically disadvantaged communities, are at heightened risk for experiencing and perpetrating dating violence compared to youth from other racial and ethnic groups. In the present study, we examined different relationship contexts that are sources of IPV socialization. Semi-structured interviews were conducted with 22 economically disadvantaged African American adolescents. Content analysis yielded five relationship contexts through which the participants witnessed, experienced, and perpetrated IPV: (a) adolescents' own dating relationships (64%), (b) siblings and extended family members (e.g., cousins, aunts, uncles) (59%), (c) parent-partners (27%), (d) friends (23%), and (e) neighbors (18%). Adolescents also frequently described IPV in their own dating relationships and in parent-partner relationships as mutual. Moreover, they appeared to minimize the experience of IPV in their own relationships. Efforts to reduce rates of IPV among economically disadvantaged African American adolescents should consider these relational contexts through which adolescents are socialized with regards to IPV and adolescents' beliefs about mutual violence in relationships. Results highlight the importance of culturally relevant prevention and intervention programs that consider these relationship contexts. [ABSTRACT FROM AUTHOR]

Based on ecocultural theory, this study utilizes focus group interviews to explore the ways Latino immigrant mothers and fathers transmit the values and beliefs they wish their young children to internalize. Findings suggest that parents purposely 'pick and choose' values they deem 'Latino,' such as the importance of family and values they deem 'American,' such as independence, to pass on to their children. Parents recognized three main barriers that might stand in their way of teaching their children to adapt to two cultural groups: balancing work and family, low self-esteem, and lack of good parental role models. However, they also pointed out two sources of strength that can help them overcome these barriers: optimism and motivation. This study provides a basis for generating hypotheses to be tested with larger datasets and informs the development of theory and culturally sensitive interventions and measures to evaluate Latino parenting. [ABSTRACT FROM AUTHOR]

The present study examined children's support-seeking of mothers (SSM) as a moderator of the association between maternal emotion socialization responses and children's emotion management. Participants included 119 mother-child dyads (63 boys, M age = 9.61 years, 73.1 % Caucasian). Maternal emotion socialization was assessed via observed mother-child interactions and child report. Analyses indicated several main effects such that child-reported maternal reward responses were associated with stronger child emotion management, whereas perceived maternal punishment and neglect were associated with poorer child emotion management. Regarding the significant interactions, observed maternal general unsupportive socialization responses were negatively associated with emotion management. Additionally, for children low in SSM, child-reported maternal overriding of children's emotions was positively associated with better emotion management. Support-seeking of mothers may mitigate the risk of some unsupportive maternal socialization responses and may be an adaptive strategy in middle childhood in particular contexts. [ABSTRACT FROM AUTHOR]

This qualitative study compared West African immigrant parents' and adolescents' perspectives on parental monitoring of adolescents' peer groups. Parents ( n = 31) and adolescent children ( n = 25) were interviewed using focus groups and individual interviews, and data were analyzed using a grounded theory approach. Parents expressed a general concern about external influences on their children, particularly their mistrust of their children's friends. Adolescents reported that they were aware of their parents' fears and described their attempts to manage their parents' concerns while simultaneously maintaining friendships with same-ethnic and other-ethnic peers. This study offers both parent and adolescent perspectives in an effort to better understand adolescents' peer socialization and parental monitoring among West African immigrant families, one of the fastest growing demographic groups in the United States. Recommendations for mental health professions are discussed. [ABSTRACT FROM AUTHOR]

The present study examined whether reports of maternal socialization and child emotion expression differ depending on the emotion-eliciting context. Early adolescents and their mothers ( N = 146) from suburban middle-class families in Gujarat, India participated. In response to hypothetical academic and interpersonal situations, children rated the intensity of felt emotion, and likelihood of expressing felt emotion, and mothers rated the acceptability of their children's emotional expressions, and their behavioral responses to children. Results revealed that across both situations children reported expressing sadness more than anger, and expressing both emotions more in interpersonal than academic situations. Mothers reported child sadness to be significantly more acceptable than anger, and both emotions were significantly more acceptable in interpersonal than academic situations. Mothers reported problem-focused responses (solution) and scolding more in response to academic than interpersonal situations, whereas they reported problem-focused responses (explanation), coaxing, and distraction more in interpersonal than academic situations. [ABSTRACT FROM AUTHOR]

Authoritative parenting provided by the parent and received by the child offers support and demand to socialize the child, possibly in terms of the performance of taking others' perspectives and self-esteem. Nevertheless, when the child receives less authoritative parenting than the parent claims to provide, a discrepancy in authoritative parenting between the parent-child pair happens and would be likely to reduce the performance. Such impacts on the performance are the focus of this study. Based on cross-sectional data collected from 223 children (aged 14-21 years) and their parents through self-administered questionnaires, results analyzed from structural equation modeling show that (1) authoritative parents, based on the reports of both the parent and child, engendered a positive direct effect on the child's perspective taking, which in turn sustained a positive effect on the child's self-esteem; (2) discrepancy in authoritative parenting between the parent-child pair indicated negative direct effects on both the child's perspective taking and self-esteem; and (3) the child's perspective taking significantly mediated, although not totally, the effects of authoritative parenting and its discrepancy on the child's self-esteem. The present study supports the propositions of symbolic-interactionist theory in explanation of the importance of authoritative parenting and its discrepancy in relation to the child's development of perspective taking and self-esteem. Implications and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Tic disorders can have an emotional and social impact on children and families, which can in turn have a reciprocal impact on tics. Research into parenting interventions within this population is limited. Twenty-five professionals' views on the acceptability, effectiveness, feasibility and utility of parenting interventions were explored using Q-methodology. Three highly correlated factors emerged, indicating three viewpoints with discrete elements that were underpinned by similar general perspectives. All factors endorsed a psychological approach, the importance of parenting practices, and theoretical and clinical justifications for parenting interventions. Discrete elements of the viewpoints debated the advocated focus, barriers and audience of interventions. Multidisciplinary professionals endorsed parenting interventions as a therapeutic tool within tic disorders. Results provide suggestions to further develop and implement interventions. [ABSTRACT FROM AUTHOR]

Racial socialization is one factor known to attenuate the negative consequences of racial discrimination on adolescents' anger and depressive symptoms. However, little is known about whether racial socialization messages addressing cultural and racial pride and messages preparing youth for racial discrimination and racial barriers function differently depending upon whether adolescents perceive personal versus institutional racial discrimination. Thus, the present study examined whether racial socialization messages emphasizing racial pride and racial barriers protected against anger and depressive symptoms for African American adolescents' experience of personal and institutional racial discrimination. Participants were a community sample of 106 urban African American adolescents (57 % girls; mean age = 15.41) residing in a large metropolitan area. Regression analyses revealed that personal racial discrimination was positively associated with anger for youth reporting low cultural pride reinforcement, and positively associated with depressive symptoms for youth reporting low cultural alertness to discrimination; there were no associations between personal racial discrimination and anger or depressive symptoms for youth reporting high racial socialization messages. Neither cultural pride nor racial barrier racial socialization message protected against institutional racial discrimination. Findings suggest that the protective effects of racial socialization messages vary based on the type of racial discrimination adolescents experience. [ABSTRACT FROM AUTHOR]

Little is known about how parents socialize children's positive affect regulation during late childhood. Consequently, we examined how mothers' reported responses to their children's (aged 7-12 years) positive emotions were linked to children's behavioral problems and how children's self-control moderated these associations. Our results indicated that maternal encouragement of positive emotions predicted fewer externalizing behaviors, but only for youth with lower self-control. Maternal explanation about their children's positive emotions was unrelated to youth's behavioral problems. Lastly, maternal dismissing responses to their children's positive emotions (i.e., reprimanding responses and discomfort) were related to more externalizing and internalizing in youth, and these effects were not dependent on the children's self-control. The current study adds to the limited research on positive affect socialization and offers some evidence that youth's self-control may serve as a vantage-sensitivity factor in the association between maternal positive affect socialization and youth adjustment. [ABSTRACT FROM AUTHOR]

The present study examined the relation between retrospectively reported parental emotion socialization practices and emerging adults' mental health across four ethnic groups. Participants were 112 European American, 89 Latino/a American, 82 African American/Black, and 83 Asian American emerging adults. Participants completed questionnaires assessing current mental health symptoms and retrospective reports of parents' responses to their expression of negative affect as adolescents. Fathers' socialization practices were associated with emerging adults' functioning across ethnic groups, but the relation between mothers' socialization and emerging adults' functioning varied across ethnic groups. Supportive practices were significantly associated with fewer symptoms in emerging adults only for Latino/a American families, and unsupportive practices were associated with more symptoms in emerging adults only for European American and African American/Black families. Results point to the importance of parental emotion socialization practices during adolescence for emerging adults' well-being, but suggest that some practices may be more important than others depending on cultural background. [ABSTRACT FROM AUTHOR]

Parental reactions to children's negative emotions, including supportive and unsupportive reactions, are considered to socialize children's emotion regulation, which is critical to children's socio-emotional competency. Limited research has investigated how the characteristics of parents, such as parental emotion dysregulation, are associated with their reactions to children's emotions. Little is known about fathers' and mothers' complementary role in alleviating or buffering against the effect of spouses' reactions on children's emotion regulation abilities. This study examined these links with 195 Chinese school-age children ( M age = 9.15 , SD = 1.02) and their biological parents. The findings indicated that parental emotion dysregulation was associated with their supportive reactions to children's negative emotions and these reactions interacted with the co-caregiver's emotion dysregulation to exert an effect on children's emotion regulation. These findings not only highlight the pathway through which parental emotion regulation abilities are transferred to their children but also suggest that fathers and mothers both play distinct roles in socializing children's emotion regulation. Further, their interaction, rather than paternal or maternal emotion dysregulation per se, appeared to influence children's emotional competence. [ABSTRACT FROM AUTHOR]

This research analyses the semantic disorders and the level of personal, social and school adaptation in children in residential care between 6 and 18 years of age. The research is carried out in the Residential Childcare Homes of Extremadura (Spain). The study shows that there are important difficulties affecting the semantic organisation of the children's narrative and conversational discourse, lexical recuperation problems in spontaneous language, and scarce ability to store or represent the semantic meanings of words. Similarly, with respect to the children's degree of personal, social and school adaptation, we conclude that there is a relationship between the level of semantic dominion and the degree of adaptation. The scarce semantic competence leads to a bad adaptation of the children to their environment and to behavioral and emotional disorders. In this work, a proposal is made for activities aimed at improving children's semantic competence, and the need to set up socio-educational intervention programmes to encourage the development of linguistic skills in minors in care is stressed. [ABSTRACT FROM AUTHOR]

The purpose of the current investigation was to explore whether monitoring behavior (i.e., parental solicitation, child disclosure, and parental involvement) was directly and indirectly (via parental knowledge and parent-youth openness) related to adolescent adjustment (i.e., antisocial behavior, substance use, and school grades). The sample consisted of 206 families with adolescents (ages 10-18 years) from predominantly low-income, high-risk neighborhoods. Monitoring behavior (parent reports), parental knowledge and parent-youth openness (youth reports), and adolescent adjustment (parent and youth reports) were all based on questionnaire data collected during a laboratory assessment. Results showed that when the monitoring behavior factors were examined simultaneously, only child disclosure was significantly and inversely related to youth antisocial behavior. In contrast, only parental involvement was significantly associated with less substance use. Moreover, school grades were significantly and incrementally predicted by both child disclosure and parental involvement. Parental solicitation was not significantly related to any of the adolescent outcomes. The findings also demonstrated evidence of indirect effects (via parental knowledge) in the link between monitoring behavior and adolescent adjustment. Implications regarding the socialization process during adolescence are discussed. [ABSTRACT FROM AUTHOR]

Research indicates that parents' methods of emotion socialization impact the development of their children's emotion expressivity, which, in turn, is implicated in the emergence of internalizing symptoms. Relatively little research, however, has examined the emotion socialization behaviors that mothers and fathers use to socialize their children's emotion regulation with respect to how these behaviors may differentially predict depressive symptoms in their sons and daughters. In the current study, the relations among these three variables were investigated by having mothers and fathers report on their children's dysregulation and regulation coping of anger and sadness. Sons and daughters reported on their perceived receipt of parents' responses to their anger and sadness expressivity, as well as their own depressive symptoms. Correlational analyses revealed that unsupportive responses to emotional expressivity were related to greater child emotion dysregulation, poorer emotion coping, and depressive symptoms. Moderation analyses revealed that, for both mothers and fathers, at high levels of unsupportive responses to emotions, children were perceived to have more anger dysregulation, less anger coping, less sadness coping, and more depressive symptoms. Regression analyses indicated that mothers' unsupportive responses to sadness and fathers' unsupportive responses to anger are associated with their children's depressive symptoms. These findings support the notion that mothers and fathers play unique roles in children's emotion regulation skills and subsequent risk for depression. [ABSTRACT FROM AUTHOR]

Scant research has examined links between particular emotion socialization processes and child emotion functioning cross-nationally. In this study, we assessed a sample of 55 families from the United States (U.S.; 28 boys and 27 girls) and 49 families from China (27 boys and 22 girls) on family emotional expressiveness and children's emotional experiences and regulation. Results indicated that children and families from the U.S. reported greater emotional expressiveness than their Chinese counterparts. Children from the U.S. also reported greater undercontrolled emotion than Chinese youth. Family expression of positive emotion was related to effortful emotion regulation in U.S. youth only, whereas family expression of negative emotion was associated with undercontrolled emotion for both U.S. and Chinese children. Our findings advance context-specific models of emotional development by illustrating similarities and differences in emotional functioning among U.S. and Chinese families. From a clinical perspective, the findings suggest that practitioners should consider the cultural variations of emotion communication within families when conducting both assessment and therapy. [ABSTRACT FROM AUTHOR]