Socialization Of Regulation Research Articles

Systematic Review of the Research Evidence Examining the Effectiveness of Interventions Using a Sensory Integrative Approach for Children

Twenty-seven studies were systematically reviewed to identify, evaluate, and synthesize the research literature on the effectiveness of sensory integration (SI) intervention on the ability of children with difficulty processing and integrating sensory information to engage in desired occupations and to apply these findings to occupational therapy practice. Results suggest the SI approach may result in positive outcomes in sensorimotor skills and motor planning; socialization, attention, and behavioral regulation; reading-related skills; participation in active play; and achievement of individualized goals. Gross motor skills, self-esteem, and reading gains may be sustained from 3 mo to 2 yr. Findings may be limited by Type II error because of small sample sizes, variable intervention dosage, lack of fidelity to intervention, and selection of outcomes that may not be meaningful to clients and families or may not change with amount of treatment provided. Replication of findings with methodologically and theoretically sound studies is needed to support current findings.

Emotion Socialization as a Framework for Understanding the Development of Disorganized Attachment

AbstractRecent years have seen the emergence of accounts of the origins of the Disorganized attachment relationship in early mother–infant interaction, each building on the pioneering work of Main and Hesse—dysfunctional emotional processes figure prominently in all these accounts. This paper applies a framework based on two complementary theories of emotion socialization, Gianino and Tronick's (1992) Mutual Regulation Model and Gergely and Watson's (1996) Social Biofeedback Theory, to suggest an emotion‐based mechanism consistent with recently proposed models of the development of Disorganized attachment. The framework is used to generate hypothetical accounts of the role of dysfunctional emotional processes and maladaptive emotion socialization in early mother–infant interaction in the development of Disorganized attachment along two distinct pathways, one associated with actual abuse of the infant and the other associated with maternal unresolved trauma.

Patterns of Early Socialization: Mother-and Father-Infant Interaction in the Home

To provide a description of early socialization patterns in the home, naturalistic observations of the families of 24 first-born infants (four boys and four girls at each of three ages: 11, 14, and 17 months) were conducted. Four kinds of parental socializing practices were recorded: behavioral socialization, cognitive socialization, parent-infant play, and short-term behavioral regulation. The majority of interactions fell into the cognitive socialization and short-term behavioral regulation categories. Parental socialization practices were geared to the child's developmental level: attempts to regulate infant attention and aggression decreased with age; attempts to engage infants in planful, self-regulated sequences of behavior (household responsibilities and prosocial behavior) increased. Mothers attempted to enforce more household rules than did fathers, and both mothers and fathers were more likely to discourage aggression and encourage prosocial behavior in their girls, and to encourage household responsibilities and turn-taking games in their boys.