Abstract
This study aims first to compare Belgian and Quebec mothers’ emotion- related reactions toward typically developing (TD) children and children with intellectual disabilities (ID) and examine whether these practices vary depending on individual factors and culture. Second, it investigates to which extent these maternal reactions contribute to Theory of Mind (ToM), emotion regulation and social skills in these children. The participants were 72 children with and without ID matched on developmental age and their mothers from Belgium and Quebec. Mothers completed questionnaires on their reactions to emotions felt by their children’s and on the children’s socio-emotional abilities. One-way MANCOVAs indicated effects only for ID samples of culture, considering maternal educational level as a covariate, on maternal unsupportive reactions to negative emotions and, specifically, on unsupportive (punition and minimization) and supportive (problem-focused, comforting and encouragement) reactions to negative emotions. Correlational and stepwise regression analyses showed that individual factors, such as developmental age, ID factor in children, mothers’ educational level and culture explained a percentage of the variance in mothers’ reactions to positive or negative emotions in children. Moreover, individual factors and mothers’ reactions to positive or negative emotions in children explained a percentage of the variance in children’s ToM abilities, emotion regulation and social skills. Findings highlighted the importance of considering cultural and educational factors as well as individual characteristics to understand how ToM, emotion regulation and social adjustment in children with and without ID are influenced by these factors in addition to parents’ reactions to emotions. It provides useful information for assisting parents in supporting their child’s socio-emotional abilities.
Highlights
The present article aims to question how socio-emotional abilities in children with intellectual disabilities (ID) and typically developing (TD) children are influenced by individual, cultural factors and parents’ practices of emotion socialization
In comparing two French-speaking countries (Quebec and Belgium), the interest of this exploratory study is based on the fact that both cultural groups speak French, promote similar educational values, oriented by autonomy and social inclusion of preschoolers at risk and children with ID, and are working to improve the assistance given to parents to support their children’s social skills and adjustment
Considering individual characteristics, the TD children in the two cultural groups do not differ in terms of gender, chronological age (CA), and global developmental age (GDA), so they are well matched on their two variables
Summary
The present article aims to question how socio-emotional abilities in children with intellectual disabilities (ID) and typically developing (TD) children are influenced by individual, cultural factors and parents’ practices of emotion socialization. In comparing two French-speaking countries (Quebec and Belgium), the interest of this exploratory study is based on the fact that both cultural groups speak French ( there is some variability in the use of words and expressions), promote similar educational values, oriented by autonomy and social inclusion of preschoolers at risk and children with ID, and are working to improve the assistance given to parents to support their children’s social skills and adjustment. Despite these partial cross-cultural similarities, other aspects of each culture could cause the ERSBs in these mothers to vary. In order to base this study, reference should be made to relevant theories and the state of the art about skills in theory of mind, emotion regulation and social adjustment of TD children and with ID and about parents’ practices of socialization of emotions, including their reactions to children’s emotions.
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