Children's Emotion Research Articles

Development and psychometric evaluation of a new domain-specific coparenting measure: Coparenting Children's Emotion Scale.

Caregivers play an integral role in supporting children's development, not only through their individual parenting practices but also how they work together as coparents. The literature on coparenting is extensive; however, most of the research has relied on global measures to assess the quality and functioning of the coparenting relationship. Examining the coparenting relationship with domain-specific measures enables a deeper understanding of this complex family process. One domain of particular interest is emotion socialization given the vast and long-term consequences emotion socialization has on children's emotional, social, behavioral, and psychological functioning. Emotion socialization literature would benefit from a domain-specific coparenting measure, as researchers have rarely explored how coparents work together when responding to their children's emotions (i.e., coparenting children's emotions). As such, an emotion-focused coparenting measure could address gaps in both coparenting and emotion socialization literature. This study outlines the development and psychometric evaluation of a domain-specific measure of coparenting, the Coparenting Children's Emotion Scale (CCES), which assesses how parents work together when responding to their children's emotions. In the current study, the factor structure, reliability, and validity of the CCES were examined in an Australian sample. Findings from exploratory and confirmatory factor analyses showed that the CCES comprises two subscales that capture coparents' levels of support/cooperation and undermining. In the current sample, both CCES subscales demonstrated good to excellent internal consistency, and good convergent and concurrent validity. The CCES will provide researchers and practitioners with a domain-specific measure to use in exploratory and intervention research.

Nonlinear associations between cardiovascular stress reactivity and emotional reactivity and emotion regulation among adolescents.

Cardiovascular stress reactivity (CVR) is considered as a physiological pathway linking emotional reactivity and emotion regulation with psychopathology. However, the associations between CVR and emotional reactivity and emotion regulation remain underexplored, with limited evidence showing that either excessive or blunted CVR is associated with emotional reactivity and emotional regulation. Recently, moderate CVR has been theoretically hypothesized to be related to optimal outcomes; however, whether CVR is nonlinearly associated with emotional reactivity and emotion regulation still needs to be investigated. Parents of 341 junior school students reported their children's emotional reactivity and emotion regulation on the Emotion Questionnaire, and the students were invited to participate in a mental arithmetic task with continuous cardiovascular monitoring indexed by heart rate (HR) and systolic and diastolic blood pressure (SBP, DBP). Results did not reveal any linear relationships between CVR and emotional reactivity or emotion regulation. However, quadratic associations between HR, SBP reactivity and emotional reactivity and emotion regulation were found even after controlling for sex, age and BMI. Specifically, there was a U-shaped association between HR, SBP reactivity, and emotional reactivity, while there was an inverted U-shaped association between HR, SBP reactivity, and emotion regulation. These findings suggest that moderate to high rather than exaggerated or blunted CVR reflects adaptive emotional reactivity and better emotion regulation among adolescents.

Effect of Animal-Assisted Activities on Symptoms and Emotions of Children with Neoplastic Disease: A Systematic Review with Meta-Analysis

BACKGROUND: Animal-assisted activities (AAAs) have long been present in pediatric oncology as a nonpharmacological intervention aimed at helping children cope with symptoms and negative emotions during hospitalization and antineoplastic treatment. Among the systematic reviews in the literature, there is a lack of one with meta-analysis that includes only RCTs centered on the effect of the intervention on symptoms and emotions in children with neoplastic disease. OBJECTIVE: To synthesize the effect of AAAs on symptoms and emotions of children with neoplastic disease. METHODS: Studies were searched from biomedical databases, trial registries, and web resources. The risk of bias of included studies was assessed with RoB 2, and the overall effect size of the intervention was calculated by creating random-effects meta-analyses graphically represented by forest plots. The summary of findings was illustrated with a table in accordance with the GRADE method. RESULTS: Three parallel-group randomized controlled trials with low risk of bias were included (N = 151, mean age: 8.5-11.2 years). AAAs are promising for anxiety reduction (N = 134; SMD = -0.07 [95% CI: -0.40, 0.27], p > 0.05) and quality of life improvement (N = 84; SMD = -0.11 [95% CI: -0.53, 0.31], p > 0.05) in children and for anxiety reduction (N = 154; SMD = -0.50 [95% CI: -1.52, 0.52], p > 0.05) in parents/caregivers. The certainty/quality of evidence is low to very low. CONCLUSIONS: The effect of animal-assisted activities to reduce anxiety and improve the quality of life of children with neoplastic disease and to reduce the anxiety of parents/caregivers is promising. However, more studies need to be conducted on the topic that overcome the important methodological limitations manifested by current research in order to collect more data in favor of implementing the intervention in pediatric oncology.

Development and validation of the short parent–child emotion communication questionnaire

ABSTRACT How parents value and address emotions with their children is essential for children’s emotion socialization. This study developed and validated the short Parent–Child Emotion Communication questionnaire (PEC), which measures the extent to which parents appreciate emotions, consciously discuss their own and their child’s emotions with their children, reflecting on both positive and negative emotions, and address the impact of emotion expression on social relationships. Parents of 316 preschoolers (Mage = 3.86 years) participated. Factor structure, measurement invariance across sex, and internal consistency of the PEC were assessed. Four indices for parents’ talk about a child’s emotional episode, and children’s social-emotional skills are tested for criterion and concurrent validity. The results confirmed the one-factor structure of the 8-item PEC, measurement invariance across boys and girls, and seemed to support the criterion/concurrent validity. The PEC thus may provide a tool to examine parent–child emotion communication in early childhood. Clinical implications of using the PEC are discussed.

Family-level profiles of parental reactions to emotions: Longitudinal associations with multi-informant reports of adolescent internalizing and externalizing symptoms.

Longitudinal study of associations between family-level emotion socialization and adolescent adjustment is limited. When American children (53.5% girls) were in second grade (N = 213; Mage = 7.98; data collected 2002-2003), mothers and fathers (79.8% of mothers and 74.2% of fathers were White) reported on their reactions to children's emotions; in seventh, eighth, and ninth grade (Mage = 13.03, 14.17, 15.29, respectively; data collected 2007-2010), adolescents, mothers, and fathers reported on adolescent internalizing and externalizing symptoms. Four family-level profiles of reactions were identified. Profile differences emerged, suggesting that the emotion dismissing profile was longitudinally associated with elevated adolescent internalizing and externalizing symptoms and that fathering may especially foster child adjustment for families in a divergence profile.

Enhancing Parental Understanding of Emotions in Children with Developmental Language Disorder: An Online Parent-Led Intervention Program.

Many children with developmental language disorder (DLD) have emotion recognition and regulation difficulties, but there are currently no known interventions enhancing emotional awareness in this population. This study explores the impact of parents' perspectives regarding children with DLD emotional understanding through a parent-led online emotion recognition (ER) intervention. Ten parents of children with DLD aged 6-11 participated in the study. A nonconcurrent multiple baseline design was employed, allowing for a rigorous analysis of changes in parental beliefs over time. Weekly data were collected through the Parents' Beliefs About Children's Emotions Questionnaire. Interviews were also conducted to gain deeper insights into parents' perceptions regarding the ER skills of their children. Results indicated that parents' beliefs about the need for guiding and supporting their child's ER skills increased over the intervention. Interviews also supported this, and three main themes were generated. The intervention program increased parents' awareness of (a) the importance of ER for children with DLD, (b) emotion-focused communication and engagement with their child, and (c) the integration of emotions into daily life. This study is the first known study that explores parents' beliefs about children with DLD ER skills, highlighting the importance of supporting parents through accessible interventions.

Emotion socialization in early childhood education and care – How preschool teachers support children's emotion regulation

Children’s emotional experiences during early childhood education and care (ECEC) are important for children’s emotional development and the socialization of this development by teachers. One central goal of emotion socialization is that it should help children acquire reflective regulation of their emotions, resulting in socially acceptable and age-appropriate experience and behavior. The current study is based on emotionally challenging situations of children in ECEC and aims at investigating, first, associations of teachers’ emotion coaching and co-regulation with children’s self-regulation, and, second, how teachers’ emotion coaching and co-regulation are linked with characteristics of the specific emotion episode and the involved child. Based on extensive video observations in the preschool setting (N = 19 groups), this study analyzed episodes with teacher interventions (N = 48 teachers) following a negative emotion expression by one or two children (N = 213 children aged 2–6 years old). Multilevel results show, first, that teachers’ initial emotion coaching and co-regulation through meta-cognitive prompts were associated with children’s independent self-regulation. Second, teachers’ emotion coaching and co-regulation were systematically associated with characteristics of the emotion episode, especially emotion quality and intensity. The findings support the assumption that emotion coaching and co-regulation are especially valuable tools to support self-regulation. However, emotion coaching and the different co-regulation levels and strategies do not turn out to be universal strategies that are used indiscriminately, but teachers use them depending on individual child and situational characteristics.

Penerapan Metode Gerak dan Lagu Untuk Meningkatkan Sosial Emosional Anak Usia 5-6 Tahun di RA Al Fajar Denai

It is very important to implement discipline in early childhood, to train discipline in early childhood in terms of developing social emotions in children. As this research aims to determine the social-emotional development of children aged 5-6 years before the movement and singing methods were implemented at RA Al-Fajar Denai, how the movement and singing methods were implemented at RA al-Fajar Denai to improve the socio-emotive development of children aged 5 -6 years old, and whether movements and singing methods can improve the social emotional development of children aged 5-6 years at RAAl-Fadar Denai. Apart from observations and compilation of supporting materials, this study uses a classroom action research approach. Using a collaboration paradigm that emphasizes cooperation between researchers and teachers, this Classroom Action Study was carried out for two months, from February to March 2024, in Raudhatul Atfhal Al-Fajar Denai, Kec. At RA Al-Fajar Denai, researchers collaborated with group teachers to plan, implement, observe and think about activities during two work cycles. From the research results, which were produced using movement and song as methods, the findings are very relevant to children's social-emotional development. Specifically, the data we obtained showed that 6.7% of children who had previously not progressed and 13.3% of children who had developed as expected had not progressed, and that 20% and 80% of children had developed very well, respectively. achieved the desired category of 65%. We can conclude that the movement and song methods that have been used have a great influence on the social emotional development of children aged 5-6 years. .

"Trying to remain calm…but I do reach my limit sometimes": An exploration of the meaning of gentle parenting.

Raising young children has always been hard, but evidence suggests that it may be getting harder. The isolation of the pandemic, the pressures to fulfill exacting parenting standards, and the explosion of "expert" parenting advice on social media have fueled the rise of "gentle parenting," an approach that pivots away from older, discipline-heavy parenting typologies and which promises the development of happier, healthier children. Despite the popularity of gentle parenting, it has received no empirical scrutiny. The current study represents the first systematic investigation of what gentle parenting entails. Data were gathered from a sample (N = 100) of parents of at least one child between the ages of 2 and 7 from the Midwest, Southeast, and Southwest. Approximately half (n = 49) of the sample identified as "gentle parents." Inductive analyses identified this approach as one that emphasizes high levels of parental affection and parents' and children's emotion regulation. Gentle parenting appears to be distinct from other established measures of parenting approaches in its emphasis on boundaries, yet the enactment of those boundaries is not uniform. Overall, gentle parents reported high levels of parenting satisfaction and efficacy, but a subset of gentle parents who were highly critical of themselves reported significantly lower levels of efficacy than the rest of the sample. Statements of parenting uncertainty and burnout were present in over one-third of the gentle parent sample. Implications are discussed for future research and increased support for those who identify as gentle parents.

Evaluating the Effectiveness of CHRIS'S Birds Assisted Therapy on Dental Anxiety among Pediatric Patients: A Pilot Study.

The heart of childhood nurtures an array of immature emotions. Through this rollercoaster of childhood emotions, from tears to laughter, it is the sole responsibility of a pediatric dentist to help the children navigate through their emotions with their empathetic actions. Whenever a child is anxious or fearful in the dental chair, the child may put forth his emotion through crying or taking up a flight response. Dental caries is a disease that is aggravated when a child refuses to cooperate with dental treatment. The tiny holes in the tooth, when unfilled, may lead to bigger problems, which in turn may lead to tooth loss in future. It is the comprehensive responsibility of the pediatric dentist to support health and emotional development and provide a complete, fulfilling oral rehabilitation to the child patient. The purpose of this study was to determine the anxiety levels of pediatric patients visiting the dental Outpatient Department at a Dental College and Hospital in Kavalkinaru. This study unveils a novel technique wherein birds were used in the form of CHRIS'S Birds Assisted Therapy to reduce anxiety in pediatric dental patients. Results showed that intervention with birds through CHRIS'S Birds Assisted Therapy significantly reduced the anxiety levels in children. Thus, CHRIS'S Birds Assisted Therapy is shown to be a promising method of anxiety control, a key to a successful pediatric dental practice. Joybell C, Kumar K. Evaluating the Effectiveness of CHRIS'S Birds Assisted Therapy on Dental Anxiety among Pediatric Patients: A Pilot Study. Int J Clin Pediatr Dent 2024;17(S-1):S84-S94.

The socialization of social–emotional behaviour in early childhood classrooms: child outcomes moderated by socioeconomic risk

ABSTRACT Early childhood educator's emotional socialization may contribute crucially to young children's social–emotional competence. Here, we examined the contributions of self-reported reactions to children's emotions and beliefs about emotional socialization of 90 teachers to the social–emotional competence of 334 pre-schoolers. Teacher-reported emotion socialization, especially as moderated by classroom socioeconomic risk, often predicted pre-schoolers’ end-of-year social–emotional behaviours, independent of child covariates, including children's beginning-of-year premeasures. Only three findings resembled the parent emotion socialization literature, however, and two appeared unique to the pre-school environment. Most were specific to classrooms where children experienced socioeconomic risk. The pattern of moderation findings highlights the importance of context in teachers’ emotional socialization. Suggestions are given for expanded research on the topic and potential applications to assist teachers in their role as emotion socializers.

CLEM: A cross-language emotional metanorm in children

The relationship between emotion and language in children is an emerging field of research. To carry out this type of study, researchers need to precisely manipulate the emotional parameters of the words in their experimental material. However, the number of affective norms for words in this population is still limited. To fill this gap, the present report presents a set of 7 norms that measure the emotional parameters (valence, arousal) of words rated by children in French, English, German, Spanish, and Chinese. The high correlations between the valence values and the moderate correlations between arousal values of these norms allow us to determine a cross-language homogeneity of emotional representations in children. Thus, this report introduces a significant metanorm with 508 words characterized by valence and by arousal. This tool is a worthwhile resource for researchers interested in the links between emotion and language, as well as for those interested in cross-language comparisons. The complete database can be downloaded at the following address: https://osf.io/stnbk/

Effect of Clown Therapy on Symptoms and Emotions of Children with Neoplastic Disease: A Systematic Review with Meta-Analysis

INTRODUCTION: Clown therapy is a widely used nonpharmacological intervention for the control and management of symptoms and emotions in pediatric settings. There are some studies evaluating the effect of the intervention on children with neoplastic disease, but a systematic review summarizing the overall benefit is lacking. OBJECTIVE: To evaluate the effect of clown therapy on the symptoms and emotions of children with neoplastic pathology. METHODS: Studies (randomized or quasi-randomized parallel-group controlled trials) were searched from biomedical databases, web resources, and trial registries. The intervention was compared with standard care; primary outcomes were pain and anxiety, and secondary outcomes were fear, stress, fatigue, depression, distress, and mood. Risk of bias was assessed with Cochrane Risk of Bias tool for randomized trials (RoB 2), and the overall effect size was calculated with variable effects meta-analysis. The summary of results was illustrated in accordance with the GRADE method. RESULTS: Five quasi-randomized parallel-group trials with a high risk of bias were included (N = 376, mean age: 6.9-10.9 years). Children who received clown therapy manifested a reduction in anxiety (N = 181; SMD = -2.17 [95% CI: -4.20, -0.14], p < 0.05) and fatigue (N = 176; SMD = -2.03 [95% CI: -5.39, 1.32], p > 0.05). The certainty/quality of evidence is very low. CONCLUSIONS: Clown therapy appears to be more effective than standard care in reducing anxiety and fatigue in children with neoplastic disease. However, more studies are needed to confirm the results, as the very low certainty/quality of evidence currently does not justify routine implementation of the intervention in pediatric oncology.

Push-Pull Mechanism of Attention and Emotion in Children with Attention Deficit Hyperactivity Disorder.

Background/Objectives: While deficits in executive attention and alerting systems in children with attention deficit hyperactivity disorder (ADHD) are well-documented, findings regarding orienting attention in ADHD have been inconsistent. The current study investigated the mechanism of attentional orienting in children with ADHD by examining their attentional bias towards threatening stimuli. Furthermore, we explored the modulating role of anxiety levels in ADHD on this attentional bias. Methods: In Experiment 1, 20 children with ADHD and 26 typically developing children (TDC) performed a continuous performance task that included task-irrelevant distractions consisting of angry faces and neutral places. In Experiment 2, 21 children with ADHD and 25 TDC performed the same task, but with angry and neutral faces as distractors. To measure children's anxiety levels, the State-Trait Anxiety Inventory was administered before each experiment. Results: In Experiment 1, results revealed no attentional bias effects in children with ADHD, whereas TDC exhibited attentional capture effects by both types of distractors. However, in Experiment 2, ADHD children demonstrated an attentional bias towards angry faces, which revealed a significant positive correlation with their trait anxiety levels (r = 0.61, p < 0.05). Further analyses combining all ADHD children showed that trait anxiety levels in Experiment 2 were significantly higher than those in Experiment 1. Finally, a significant positive correlation was found between anxiety levels and attentional bias towards angry faces in all ADHD children (r = 0.36, p < 0.01). Conclusions: Children with ADHD exhibited atypical attentional-orienting effects to threats, and their levels of trait anxiety appeared to modulate such attentional-orienting mechanisms.

The MoodWheel app: validation and factor structure of a new tool for the assessment of mood based on the experience sampling method

Background The MoodWheel app is a newly developed tool that uses experience sampling method (ESM) for assessing negative and positive emotions, based on the circumplex model of emotions and the binary model of distress, and including behavioral and heart rate (HR) measurement via photoplethysmography and the possibility to personalize the application with additional measures. Aims: This study was designed to assess the factorial structure, reliability and validity of the MoodWheel (MW) application for evaluating emotions in children, adolescents. Methods A sample of 490 children and adolescents were recruited from the schools. Internal consistency was assessed via Cronbach’s alpha test. Concurrent validity was assessed by evaluating the correlations between MW and Profile of Emotional Distress scale (PED) scores, in terms of functional/dysfunctional negative and positive emotions. Results Results obtained show that MW has good to excellent internal consistency and test-retest reliability, while the convergent validity was also adequate. Moreover, we found support for the organization of the MW based on the binary model of distress, given the predictive value found for the irrational and rational beliefs. Conclusions The MW application is a useful and easy to use tool that can be used for the accurate measurement of emotions, which will be complimented in future with additional behavioral parameters to provide a comprehensive and dynamic assessment.

Parent's use of coercive control practices with food is associated with poorer emotion regulation and increased emotional overeating in preschoolers

Emotional overeating is defined as eating in response to emotions. Around the preschool years, there is a shift from emotional undereating to overeating, which suggests environmental influences in the development of overeating. The use of food by parents to control their child's emotions, rather than to teach them appropriate emotion regulation strategies, may impact the child's ability to regulate their own emotions, resulting in emotional overeating. We hypothesized that such coercive control practices with food by parents would be associated with poorer ability of the child to regulate their own emotions, which in turn would lead to increased emotional overeating, but not emotional undereating. Mothers of four- and five-year-olds (N = 221) were recruited through MTurk and Prolific to complete online questionnaires measuring food parenting practices (Comprehensive Feeding Style Questionnaire and Parent Feeding Style Questionnaire), child emotion regulation (Emotion Regulation Checklist), and child emotional eating (Child Eating Behavior Questionnaire). Several mediation models were tested. Parent's use of food to control emotions and behavior was associated with higher levels of emotional overeating, which was mediated by poorer child emotion regulation. However, child emotion regulation did not mediate the association between parent's use of food to control emotions and behavior and the child's emotional undereating. Taken together, these models suggest that parent's use of coercive control with food may lead to child emotional overeating, but not emotional undereating, by teaching children to regulate their emotions through eating rather than more adaptive regulation strategies. Future experimental and longitudinal studies are needed to directly test the nature and direction of these associations and whether coercive control with food teaches children to overeat in response to their emotions in lieu of using appropriate emotion regulation strategies.

The promotive influence of positive moral emotions on prosocial behavior in 3–5‐year‐old children

AbstractProsocial behaviour is a hallmark of social and emotional competence during childhood. Thus, promoting the development of children's prosocial behaviour can have important downstream benefits for individuals and society. Previous studies indicated that there is a positive effect of negative moral emotions on prosocial behaviour, but the influence of positive moral emotions on prosocial behaviour remains largely unknown. This study adopted three experiments to investigate the influence of positive moral emotions on three aspects of prosocial behaviour in 3–5‐year‐old children. After inducing positive moral emotions in children, they were observed either in helping (Experiment 1, N = 151, 75 boys), sharing (Experiment 2, N = 141, 69 boys) or comforting (Experiment 3, N = 132, 66 boys) scenarios. Results showed that: (1) children's helping, sharing and comforting behaviours in the moral emotions (experimental) group were significantly higher than those in the control group, suggesting that positive moral emotions could positively influence the examined prosocial behaviours; (2) there were age differences in children's helping, sharing and comforting, but the effect of positive moral emotions on the examined prosocial behaviours did not differ by age and gender. These findings point to the need for fostering positive moral emotions in early cultivation of children's prosocial behaviour during pre‐schooler education.

The Effects of Hospital-Based School Lessons on Children's Emotions, Distress and Pain.

Lessons conducted in hospitals ensure school continuity for hospitalized children unable to attend regular school. Hospital-based school (HS) provides a tailored experience that ensures normality for children through education. The objective of this study is to evaluate the effects of the proposed lessons in reducing negative emotions, distress, and pain in children, as well as fostering positive affects. The study was conducted with 32 hospitalized children, aged 8-12 years, in the Onco-Hematology and Pediatric Unit of Meyer Children's Hospital IRCCS (Florence, Italy). Positive and negative emotions were measured using the Positive and Negative Affect Scale for Children; distress was measured using the Physiological Hyperarousal for Children; pain was measured using the Visual Analogue Scale for children. Variables were assessed before (T0) and after (T1) lessons, for three times; for each variable, collected data were averaged at both T0 and T1. Statistical analyses showed a significant increase in positive emotions in hospitalized children and a significant decrease in negative emotions, distress, and pain; nevertheless, only for pain the significant correlation between its scores before and after the HS lessons indicated that the detected change occurred for all participants in much the same way. These preliminary results suggest that HS lessons can promote hospitalized children's well-being, at least as far as pain reduction is concerned.

Peningkatan Sosial dan Emosional Melalui Metode Demonstrasi Pada Anak Kelompok B di TK Falasifa Surabaya

The aim of this research is to determine the increase in children's social and emotional development through the demonstration method for group B children at Kindergarten Falasifa Surabaya. This type of research uses the classroom. Action Research (PTK). This research was carried out in two cycles, namely cycle I and cycle II. With four stages each consisting of planning, action, observation, and reflection. The subjects of this research consisted of 13 group B children at Kindergarten Falasifa Surabaya. The research results obtained show that the development of children's social and emotional abilities has increased through demonstration methods in aspects of children's socialization and controlling children's emotions. The increase was large, with an average value of 56.03% in cycle I and an average value of 80.15% in cycle II. Therefore, children's social and emotional development can be improved through demonstration methods.

Threat, Emotion Dysregulation, and Parenting in a Clinical Sample of Children with Disruptive Behaviour.

Early-life adversity is associated with the development of internalizing and externalizing problems in children. Despite this, there is a need to understand the mechanisms linking these experiences to psychopathology, especially in clinical samples. This cross-sectional study tested emotion dysregulation as a mechanism linking early-life threat to psychopathology in a clinical sample of children with disruptive behavior problems. We also explored parental positive reinforcement as a protective factor in these pathways.A clinical sample of 606 children aged 6-12years, referred to a mental healthcare hospital, were included. Parent-reported child threat, and parent- and teacher-reported child emotion dysregulation and psychopathology, were collected. Path analysis was used to explore the mediating effect of emotion dysregulation in the relation between threat and psychopathology. The moderating effects of parental positive reinforcement were explored through moderated-mediation analyses. Emotion dysregulation partially mediated the association between threat and both internalizing (β = .18, P = .006)and externalizing (β = .19, P = .002) problems. Positive reinforcement did not buffer the association between threat and emotion dysregulation (β = .09, P = .62) or the association between emotion dysregulation and internalizing (β = -.003, P = .20)or externalizing (β = -.002, P = .35). Poor emotion regulation may be a transdiagnostic mechanism linking early-threat with internalizing and externalizing problems in clinic-referred children with disruptive behaviors. Factors aside from parental positive reinforcement should be explored as protective factors in these pathways, including those directly implicated in the purported mechanisms linking these factors over time.