Socioemotional Outcomes Research Articles

Complex posttraumatic stress disorder in intergenerational trauma transmission among Eritrean asylum-seeking mother-child dyads

ABSTRACT Background: Traumatic stress among forcibly displaced people has a variety of adverse consequences beyond individual mental health, including implications for poor socioemotional developmental outcomes for their children post-displacement. Objective: This study explored the intergenerational transmission of maternal ICD-11 Complex Posttraumatic Stress Disorder (CPTSD) and depression among asylum-seeking mothers for their children’s internalizing and externalizing difficulties. Method: Participants were 127 trauma-affected Eritrean mothers of preschool-aged children in Israel. The severity of child difficulties was compared between mothers with probable ICD-11 CPTSD (94.5% comorbid depression), ICD-11 PTSD (48.5% comorbid depression), unimorbid depression, and healthy mothers, using multivariate analyses of variance, while controlling for children’s direct exposure to adverse life experiences. Results: Probable ICD-11 CPTSD and PTSD were present in 23.6% and 26.0% of mothers, respectively. Relative to maternal PTSD, CPTSD was significantly and strongly associated with elevated child internalizing symptoms (d = 2.44) and marginally significantly, although strongly, associated with child externalizing symptoms (d = 1.30). Post-hoc exploratory analyses documented that, relative to maternal PTSD and depression, CPTSD and depression comorbidity was marginally significantly but strongly associated with child internalizing (SMD = .67), but not externalizing symptoms (SMD = .35). Conclusions: Findings implicate maternal CPTSD and comorbid depression in child socio-emotional development and inform clinical assessment, prevention, and intervention to attenuate poor development among children in unstable post-displacement settings.

Caregiver mental health and school-aged children's academic and socioemotional outcomes: Examining associations and mediators in Northern Ghana.

While there is a strong link between caregiver mental health, caregiver engagement, and child development, limited research has examined the underlying mechanisms of these associations in Africa. We examined the mediating role of dimensions of caregiver engagement in the association of caregiver psychological distress with children's academic and socioemotional outcomes in Ghana. Data came from 4,714 children (aged 5-17 years) and their caregivers in five regions of northern Ghana. Caregiver psychological distress and engagement (i.e., engagement in education, emotional supportiveness, and parenting self-efficacy) were self-reported by children's primary caregiver. Children's academic (literacy and numeracy) and socioemotional (prosocial skills and socioemotional difficulties) outcomes were directly assessed using validated measures. Structural equation modelling was used to estimate mediation models. We tested moderation by caregiver exposure to formal education, child's age, and child's sex. Fourteen percent of caregivers experienced elevated psychological distress. Higher levels of psychological distress were associated with children's poorer literacy and numeracy skills, and higher socioemotional difficulties, but not prosocial skills. The mediating role of caregiver engagement varied by caregiver exposure to formal education but not child's age or sex. Caregiver engagement in education explained the association between psychological distress and children's literacy skills (but not numeracy or socioemotional) in families where the caregiver had no formal education (indirect effect: β = 0.007 [95% CI: 0.000, 0.016]), explaining 23% of the association. No mediator explained the association of psychological distress with child outcomes among families where the caregiver had some formal education. The mechanisms through which caregiver psychological distress is associated with child outcomes in rural Ghana differ as a function of caregivers' exposure to formal education. These results highlight the importance of developing multi-component and culturally-sensitive programs to improve child outcomes. Further research in similar contexts is needed to advance scientific understanding on how to effectively promote child and family wellbeing.

Determining the perceived acceptability of an intervention designed to improve health literacy around developmentally appropriate play during infancy, with a community advisory group of mothers, in Soweto, South Africa.

Children require opportunities to participate in unstructured, unrestricted active play as infants, to encourage positive health, socioemotional and developmental outcomes in life. Certain social and environmental factors in the home setting can limit participation in play, particularly in low resource settings. As caregivers are their infants' first teachers, they have the important role of providing opportunities and space for children to learn through play. This mixed methods, cross-sectional study aimed to test the acceptability of an intervention developed to improve health literacy around play and development with mothers from Soweto, South Africa. Fifteen mothers with infants aged 0-3 months were included to form a Community Advisory Group (CAG). Two rounds of focus group discussions (FGDs) were conducted to explore the understanding of, and barriers to play and development, and to determine the acceptability of an intervention prototype. The prototype included developmentally appropriate activities presented in video format, demonstrations of how to make toys, infographics and other educational material which would be delivered to participants as part of the intervention. A further questionnaire was administered to participants one week after the FGD to determine the acceptability of intervention activities which the participants completed at home, with their infants. Participants reported several barriers to play, including limited options for safe outdoor play, overcrowding, insufficient time, limited resources, and conflicting information. Participants suggested that the intervention content be delivered every 1-2 weeks, through a data-free app. Overall, the prototype activities tested at home were deemed acceptable. The reported barriers, together with reduced motivation and self-efficacy observed in the participants, guided the researchers to develop intervention content focused on improving health literacy in play and development, delivered in the form of an interactive mobile app. Future research will develop and test the efficacy of this intervention in a low resource setting in South Africa.

Trauma-Informed Classrooms after Natural Disasters: A Literature Review

Abstract: With the continuing COVID-19 pandemic combined with natural disasters due to climate change, teachers’ ability to identify and address trauma is increasingly important to maximize academic and socioemotional outcomes. Trauma-informed classroom interventions in response to natural disasters are relatively unexamined. The objective of this literature review is to examine the following research questions is examined: 1) What trauma-informed-classroom strategies have been implemented secondary to a natural disaster? and 2) Over time, how has the use of curriculum modification to mitigate student trauma symptoms evolved? This narrative review examined peer-reviewed articles published since 2000 that examined trauma-informed classroom strategies with P-12 students following a natural disaster. Research indicated that trauma-informed classroom strategies fall in one of two categories: curriculum and instructional modifications and teacher-led interventions. The implementation of all strategies indicates improved psychosocial functioning in students. Research indicates that the perspective of teacher-led trauma-informed strategies have evolved in from a questionable practice in the early 2000s to a necessity in the time of COVID-19.

The predictive validity of the strange situation procedure: Evidence from registered analyses of two landmark longitudinal studies.

Meta-analyses demonstrate that the quality of early attachment is modestly associated with peer social competence (r = .19) and externalizing behavior (r = -.15), but weakly associated with internalizing symptoms (r = -.07) across early development (Groh et al., Child Development Perspectives, 11(1), 70-76, 2017). Nonetheless, these reviews suffer from limitations that undermine confidence in reported estimates, including evidence for publication bias and the lack of comprehensive assessments of outcome measures from longitudinal studies in the literature. Moreover, theoretical claims regarding the specificity of the predictive significance of early attachment variation for socioemotional versus academic outcomes had not been evaluated when the analyses for this report were registered (but see Dagan et al., Child Development, 1-20, 2023; Deneault et al., Developmental Review, 70, 101093, 2023). To address these limitations, we conducted a set of registered analyses to evaluate the predictive validity of infant attachment in two landmark studies of the Strange Situation: the Minnesota Longitudinal Study of Risk and Adaptation (MLSRA) and the NICHD Study of Early Child Care and Youth Development (SECCYD). Across-time composite assessments reflecting teacher report, mother report, and self-reports of each outcome measure were created. Bivariate associations between infant attachment security and socioemotional outcomes in the MLSRA were comparable to, or slightly weaker than, those reported in the recent meta-analyses, whereas those in the SECCYD were weaker for these outcomes. Controlling for four demographic covariates, partial correlation coefficients between infant attachment and all socioemotional outcomes were r ≤ .10 to .15 in both samples. Compositing Strange Situations at ages 12 and 18 months did not substantively alter the predictive validity of the measure in the MLSRA, though a composite measure of three different early attachment measures in the SECCYD did increase predictive validity coefficients. Associations between infant attachment security and academic skills were unexpectedly comparable to (SECCYD) or larger than (MLSRA) those observed with respect to socioemotional outcomes.

Interpersonal deviance, organizational deviance and socio-emotional factors at work: the role of socio-demographic traits

PurposeThe existing hospitality and tourism literature indicates a discrepancy in the findings related to the socio-demographic variables' impact on hotel employees' socio-emotional factors and behavioral outcomes. This study aims to provide a comprehensive understanding of this topic.Design/methodology/approachUsing a questionnaire, primary data were gathered from hotel employees in the Union Territory of Jammu and Kashmir, India from February to June 2022. A total of 416 valid responses collected through offline mode were used in the data analysis. Multiple linear regressions were done using SPSS V.29.FindingsThe findings show that the socio-demographic characteristics of respondents significantly affect socio-emotional factors at work as well as interpersonal deviance and organizational deviance.Practical implicationsPolicymakers and hotel managers can implement training and development programs that assist hotel employees with diversified socio-demographic attributes in handling stress, developing their emotional intelligence and minimizing workplace deviance. The study also provides hotel managers with actional recommendations to reduce work–family conflict, social disparity among employees and their emotional exhaustion.Originality/valueThe study adds to the literature with a comprehensive framework regarding the role of various socio-demographic traits in fostering interpersonal deviance, organizational deviance and socio-emotional factors at work.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-04-2023-0304

It takes a village: A multi-brain approach to studying multigenerational family communication

Grandparents play a critical role in child rearing across the globe. Yet, there is a shortage of neurobiological research examining the relationship between grandparents and their grandchildren. We employ multi-brain neurocomputational models to simulate how changes in neurophysiological processes in both development and healthy aging affect multigenerational inter-brain coupling – a neural marker that has been linked to a range of socio-emotional and cognitive outcomes. The simulations suggest that grandparent-child interactions may be paired with higher inter-brain coupling than parent-child interactions, raising the possibility that the former may be more advantageous under certain conditions. Critically, this enhancement of inter-brain coupling for grandparent-child interactions is more pronounced in tri-generational interactions that also include a parent, which may speak to findings that grandparent involvement in childrearing is most beneficial if the parent is also an active household member. Together, these findings underscore that a better understanding of the neurobiological basis of cross-generational interactions is vital, and that such knowledge can be helpful in guiding interventions that consider the whole family. We advocate for a community neuroscience approach in developmental social neuroscience to capture the diversity of child-caregiver relationships in real-world settings.

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

ABSTRACT Participation, a fundamental right of all children, is described as an indicator of early childhood education (ECE) settings’ quality, and as an investment in children’s development and well-being. Teachers and children influence each other, within interactions that shape participatory processes. In this study, we examined associations between ECE teachers’ participation practices (i.e. both self-reported and observed), observed teacher-child interactions, and children’s socio-emotional outcomes (i.e. self-concept and social skills), mediated by children’s perceptions of their own participation. Participants in this study were 336 children (163 boys), aged between 42 and 76 months (M = 60.14, SD = 7.86), from 58 ECE classrooms in the Lisbon area, Portugal, and their lead teachers. Research Findings: Suggest positive associations between observed participation practices and children’s self-concept, mediated by children’s perceptions of participation. To our knowledge, this study represents the first empirical attempt to address the mechanisms by which participation practices are associated with children’s developmental outcomes, valuing children’s subjective experiences of participation, and accounting for different informants and levels of analysis. Practice or Policy: The main findings and study implications for research, practice, and policymaking are discussed.

Maternal reminiscing during middle childhood: Associations with maternal personality and child temperament from the Growing Up in New Zealand cohort study.

The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child temperament. A total of 1,404 mother-child dyads from the prebirth longitudinal cohort study Growing Up in New Zealand (https://www.growingup.co.nz) participated in a reminiscing task about a negative event when children were 8 years old. This broader cohort is broadly representative of the New Zealand population in terms of maternal ethnicity and socioeconomic status. Conversations were scored using a revised version of the Elaborative Reminiscing Scale. Child temperament during infancy, but not childhood, uniquely predicted maternal reminiscing style. Maternal extraversion also predicted a more elaborative reminiscing style. Other maternal factors, including education, ethnicity, and age, were also identified as unique predictors of maternal reminiscing style. These findings fit well with an ecological systems view of maternal reminiscing as a function of child, maternal, and cultural factors. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Critical Periods in Cognitive and Socioemotional Development: Evidence from Weather Shocks in Indonesia

Abstract Early-life circumstances are important determinants of long-run human capital and well-being outcomes. The first 1,000 days of life are often cited as a ‘critical period’ for child development, but this notion has rarely been directly tested. In a setting where children are potentially subject to shocks in every year of their childhood, I estimate the impact of early-life weather shocks on adult cognitive and socioemotional outcomes for individuals born in rural Indonesia between 1988 and 2000. There is a strong critical period for these shocks at age two for cognitive development, but no evidence for a similar critical period for socioemotional development. The effects appear to be driven by changes in agricultural income and nutritional investment. The impacts are initially latent, only appearing after age 15. I show suggestive evidence for dynamic complementarity in early-life investments.

Sleep and Socioemotional Outcomes Among Sexual and Gender Minority Adolescents: A Longitudinal Study

Sexual and gender minority adolescents face specific stressors associated with their minority status, leading to compromised socioemotional outcomes and sleep. Sleep patterns have, in turn, been found to predict socioemotional outcomes. As such, we aimed to investigate whether healthy sleep patterns prospectively predicted socioemotional outcomes, and whether associations varied as a function of sexual and gender minority status. We conducted a secondary data analysis among adolescents at age 14 to 17, from a nationally representative prospective cohort in the United Kingdom (N = 8923, mean age = 13.8), with 7021 cisgender heterosexual, 1801 sexual minority, and 101 gender minority adolescents. Indicators of socioemotional outcomes included self-esteem, emotional well-being, peer relationships, and relationship with parents. The results showed that gender minority adolescents reported the worst sleep patterns and socioemotional outcomes, followed by sexual minority and cisgender heterosexual adolescents. Results from multi-group path analyses showed that emotional well-being, self-esteem, and peer relationships at age 17 were prospectively predicted by sleep patterns and the associations were moderated by sexual and gender minority status. Influence of sleep patterns, particularly sleep initiation problems and frequent awakening, on socioemotional outcomes was greater among gender minority adolescents, when compared to cisgender heterosexual adolescents. In conclusion, positive socioemotional outcomes were predicted by healthy sleep patterns. The potential role of sleep health in optimizing socioemotional outcomes among sexual and gender minority adolescents might warrant further investigation in prevention or intervention studies.

Coparenting Profiles and Children's Socioemotional Outcomes in Unmarried Parents with Low-Income.

This study aimed to examine patterns of mother-father coparenting relationship quality and their associations with child empathy, emotional insecurity, and behavior problems in families with low income. Given the growing number of nonmarital births and the high risk of relationship dissolution among cohabiting couples living with low income, it is important to examine the coparenting relationships among racially diverse unmarried couples from low-income contexts. To date, little research has assessed patterns of coparenting relationships and their associations with child socioemotional outcomes among this population. Participants were 4,266 unmarried couples and their preschool-aged children from the Building Strong Families study. Latent profile analysis was conducted. Latent profile analysis of survey data from mothers and fathers revealed four coparenting patterns: Profile 1: low quality, more negative maternal coparenting perceptions (7.2%); Profile 2: moderate-high quality, high congruence, slightly more negative paternal coparenting perceptions (25.2%); Profile 3: low congruence, severely more negative maternal coparenting perceptions (11.8%); and Profile 4: mutual high-quality coparenting (55.8%). Children of parents with the mutual high-quality coparenting profile had the most positive outcomes according to maternal reports of child socioemotional development. Highly congruent and positive perceptions of the other parent as a coparent were found to be significant promotive factors for positive child socioemotional development. Family strengthening policies and programs for unmarried couples with low income should target and support the development of mutually satisfying, high-quality coparenting relationships, with the ultimate goal to improve developmental outcomes for young children in such families.

Racial Disparities in the Impact of Head Start on Health Outcomes Among Low-Income Head Start-Eligible Children and Parents.

This study examined racial disparities in Head Start's impact on health outcomes for families with young children in poverty. Research questions were as follows: (a) are there racial disparities in health outcomes among low-income families? (b) Does Head Start participation promote better health outcomes? And (c) does Head Start's impact on health outcomes differ by race and ethnicity? Logistic regression analysis found that African American and Hispanic children experience lower health outcomes than their white peers, including lower rates of dental screening, more frequent injury-related care, lower overall health status, and lower rates of health insurance coverage. In comparison to White parents, African American and Hispanic parents reported lower levels of cigarette smoking. Children enrolled in Head Start received significantly more dental screening than their non-Head Start peers, regardless of race and ethnicity. The positive impacts of Head Start were particularly pronounced for African American and Hispanic children when compared to White children. Families that do not speak English as their primary language and those with lower household incomes experienced worse health outcomes. The positive impact of Head Start on the health outcomes of marginalized populations highlights the need for continued expansion of Head Start programs, as they strive to provide equal opportunities for improvements in academic, socio-emotional, and health outcomes for children and their parents in low-income households. The recruitment and enrollment process for Head Start should provide eligibility and application information in multiple languages for families in deep poverty.

The impact of household pets on children's daily lives: Differences in parent-child conversations and implications for children's emotional development.

Living with a pet is related to a host of socioemotional health benefits for children, yet few studies have examined the mechanisms that drive the relations between pet ownership and positive socioemotional outcomes. The current study examined one of the ways that pets may change the environment through which children learn and whether childhood pet ownership might promote empathy and prosocial behavior through parent-child conversations about emotions and mental states in the presence of a pet dog. Participants included 123 parent (118 mothers, four fathers) and child (65 female, 58 male, Mage = 39.50 months, 75 White, not Hispanic, nine Asian/Pacific Islander, seven Hispanic, five Black/African American, two South Asian/Indian, two American Indian/Alaska Native, two "other," 21 more than one race, 111 residing in the United States) dyads currently living with a pet dog (n = 61) or having never lived with a pet dog (n = 62). As hypothesized, we found that parents used a greater proportion of emotion and mental state language with their children when playing with their pet dog than with a lifelike toy, suggesting that the presence of a household pet may be one context used to promote conversations about emotions and mental states. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The Effects of TPR on the Second Language Learning of 3-4-year-old Children

This paper focuses on comparing the efficacy of the Total Physical Response (TPR) and Audio-Lingual Method (ALM) for teaching a second language to children aged 3-4. TPR is a language learning method that employs physical movements and commands to facilitate language acquisition, while ALM focuses on accurate pronunciation and grammar through repetitive practice and reinforcement. Research has shown that early language exposure has long-term benefits for children, including improved cognitive development, academic performance, and socio-emotional outcomes. However, previous studies have focused on older children or adults, and there is limited research on TPRs effectiveness for 3-4-year-olds. The proposed study aims to address this gap by testing whether TPR is better than ALM in teaching a second language to young children. The study involved sixty 3-4-year-old children from a kindergarten in Hangzhou, China, and used the Preschool Language Scale-5 (PLS-5) as an assessment tool.

Maternal adverse childhood experiences on child growth and development in rural Pakistan: An observational cohort study.

Maternal adverse childhood experiences (ACEs) have significant impacts on the next generation with links to negative birth outcomes, impaired cognitive development, and increased socioemotional problems in children. However, not all types or levels of adversity are similarly deleterious and research from diverse contexts is needed to better understand why and how intergenerational transmission of adversity occurs. We examined the role of maternal ACEs on children's growth, cognitive, and socioemotional development at 36 months postpartum in rural Pakistan. We used data from 877 mother-child dyads in the Bachpan Cohort, a birth cohort study. Maternal ACEs were captured using an adapted version of the ACE-International Questionnaire. Outcomes at 36 months of age included child growth using the WHO growth z-scores, fine motor and receptive language development assessed with the Bayley Scales of Infant and Toddler Development, and socioemotional and behavioral development measured with the Ages and Stages Questionnaire: Socioemotional and Strengths and Difficulties Questionnaire. To estimate the associations between maternal ACEs and child outcomes, we used multivariable generalized linear models with inverse probability weights to account for sampling and loss to follow-up. Over half of mothers in our sample (58%) experienced at least one ACE. Emotional abuse, physical abuse, and emotional neglect were the most commonly reported ACEs. We found null relationships between the number of maternal ACEs and child growth. Maternal ACEs were associated with higher fine motor and receptive language development and worse socioemotional and behavioral outcomes. Maternal ACE domains had similarly varying relationships with child outcomes. Our findings highlight the complexity of intergenerational associations between maternal ACEs and children's growth and development. Further work is necessary to examine these relationships across cultural contexts and identify moderating factors to mitigate potential negative intergenerational effects.

Maternal Stress: The First 14 Months Postpartum

SYNOPSIS Objective. Maternal stress is a psychological response to the demands of motherhood. A high level of maternal stress is a risk factor for maternal mental health problems, including depression and anxiety, as well as adverse infant socioemotional and cognitive outcomes. Yet, levels of maternal stress (i.e., levels of stress related to parenting) among low-risk samples are rarely studied longitudinally, particularly in the first year after birth. Design. We measured maternal stress in an ethnically diverse sample of low-risk, healthy U.S. mothers of healthy infants (N = 143) living in South Florida across six time points between 2 weeks and 14 months postpartum using the Parenting Stress Index-Short Form, capturing stress related to the mother, mother-infant interactions, and the infant. Results. Maternal distress increased as infants aged for mothers with more than one child, but not for first-time mothers whose distress levels remained low and stable across this period. Stress related to mother-infant dysfunctional interactions lessened over the first 8 months. Mothers’ stress about their infants’ difficulties decreased from 2 weeks to 6 months, and subsequently increased from 6 to 14 months. Conclusions. Our findings suggest that maternal stress is dynamic across the first year after birth. The current study adds to our understanding of typical developmental patterns in early motherhood and identifies potential domains and time points as targets for future interventions.

Differential effects of prenatal psychological distress and positive mental health on offspring socioemotional development from infancy to adolescence: ameta-analysis.

The impact of prenatal maternal mental health on offspring socioemotional development is substantial and enduring. Existing literature primarily focuses on the effects of psychological distress during pregnancy, emphasizing adverse child outcomes. Recent studies, however, highlight the unique impact of positive maternal mental health on child outcomes. To elucidate the differential associations of maternal psychological distress and positive mental health during pregnancy with child outcomes, we conducted a systematic literature search and random-effects meta-analyses on studies investigating the associations of prenatal maternal mental health with child socioemotional development. Our analyses, comprising 74 studies with 321,966 mother-child dyads across 21 countries, revealed significant associations of prenatal psychological distress with both adverse and positive child socioemotional outcomes. Notably, the effect sizes for the association of psychological distress with positive child outcomes were smaller compared to adverse outcomes. Positive prenatal mental health, on the other hand, was significantly associated with positive socioemotional outcomes but not adverse outcomes. This meta-analysis highlights the independence of negative and positive prenatal mental health constructs and their distinct relationships with child socioemotional development. The findings underscore the importance of considering the positive spectrum of maternal mental health and developmental outcomes to enhance our understanding of prenatal influences on child development. Systematic Review Registration: https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=335227, identifier CRD42022335227.

Classroom assessment fairness inventory: a new instrument to support perceived fairness in classroom assessment

ABSTRACT Fair assessment in the classroom is a concern from student, teacher, principal and public perspectives. Standards and policies also underscore fairness as a key underpinning for assessments. Perceptions of fairness impact students’ socio-emotional and learning outcomes, and build confidence, trust and legitimacy for the assessment outcomes. However, a direct inquiry into students’ perceptions of what a fair assessment means has received scant attention. Without appreciating students’ perceptions, we lack insights into how students’ perceptions of fairness impact their responses to assessment outcomes for learning and grading purposes. Therefore, this study leveraged the Classroom Assessment Fairness Inventory to investigate first-year undergraduate students’ perceptions of fairness about their secondary school experiences in Ontario, Canada. The results present initial validity evidence for the inventory to support a fairness theory and practice in classroom assessment contexts.

Movement Mediates The Relationship Between Socioeconomic Position And Socio-Emotional Outcomes

Movement Mediates The Relationship Between Socioeconomic Position And Socio-Emotional Outcomes