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Longitudinal associations between specific types of emotional reactivity and psychological, physical health, and school adjustment / Jessica M. DOLLAR in Development and Psychopathology, 35-2 (May 2023)
[article]
Titre : Longitudinal associations between specific types of emotional reactivity and psychological, physical health, and school adjustment Type de document : Texte imprimé et/ou numérique Auteurs : Jessica M. DOLLAR, Auteur ; Nicole B. PERRY, Auteur ; Susan D. CALKINS, Auteur ; Lilly SHANAHAN, Auteur ; Susan P. KEANE, Auteur ; Lenka SHRIVER, Auteur ; Laurie WIDEMAN, Auteur Article en page(s) : p.509-523 Langues : Anglais (eng) Mots-clés : emotional reactivity physical health psychopathology risk-taking school problems Index. décimale : PER Périodiques Résumé : Using a multimethod, multiinformant longitudinal design, we examined associations between specific forms of positive and negative emotional reactivity at age 5, children?s effortful control (EC), emotion regulation, and social skills at age 7, and adolescent functioning across psychological, academic, and physical health domains at ages 15/16 (N = 383). We examined how distinct components of childhood emotional reactivity directly and indirectly predict domain-specific forms of adolescent adjustment, thereby identifying developmental pathways between specific types of emotional reactivity and adjustment above and beyond the propensity to express other forms of emotional reactivity. Age 5 high-intensity positivity was associated with lower age 7 EC and more adolescent risk-taking; age 5 low-intensity positivity was associated with better age 7 EC and adolescent cardiovascular health, providing evidence for the heterogeneity of positive emotional reactivity. Indirect effects indicated that children?s age 7 social skills partially explain several associations between age 5 fear and anger reactivity and adolescent adjustment. Moreover, age 5 anger reactivity, low-, and high-intensity positivity were associated with adolescent adjustment via age 7 EC. The findings from this interdisciplinary, long-term longitudinal study have significant implications for prevention and intervention work aiming to understand the role of emotional reactivity in the etiology of adjustment and psychopathology. En ligne : http://dx.doi.org/10.1017/S0954579421001619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503
in Development and Psychopathology > 35-2 (May 2023) . - p.509-523[article] Longitudinal associations between specific types of emotional reactivity and psychological, physical health, and school adjustment [Texte imprimé et/ou numérique] / Jessica M. DOLLAR, Auteur ; Nicole B. PERRY, Auteur ; Susan D. CALKINS, Auteur ; Lilly SHANAHAN, Auteur ; Susan P. KEANE, Auteur ; Lenka SHRIVER, Auteur ; Laurie WIDEMAN, Auteur . - p.509-523.
Langues : Anglais (eng)
in Development and Psychopathology > 35-2 (May 2023) . - p.509-523
Mots-clés : emotional reactivity physical health psychopathology risk-taking school problems Index. décimale : PER Périodiques Résumé : Using a multimethod, multiinformant longitudinal design, we examined associations between specific forms of positive and negative emotional reactivity at age 5, children?s effortful control (EC), emotion regulation, and social skills at age 7, and adolescent functioning across psychological, academic, and physical health domains at ages 15/16 (N = 383). We examined how distinct components of childhood emotional reactivity directly and indirectly predict domain-specific forms of adolescent adjustment, thereby identifying developmental pathways between specific types of emotional reactivity and adjustment above and beyond the propensity to express other forms of emotional reactivity. Age 5 high-intensity positivity was associated with lower age 7 EC and more adolescent risk-taking; age 5 low-intensity positivity was associated with better age 7 EC and adolescent cardiovascular health, providing evidence for the heterogeneity of positive emotional reactivity. Indirect effects indicated that children?s age 7 social skills partially explain several associations between age 5 fear and anger reactivity and adolescent adjustment. Moreover, age 5 anger reactivity, low-, and high-intensity positivity were associated with adolescent adjustment via age 7 EC. The findings from this interdisciplinary, long-term longitudinal study have significant implications for prevention and intervention work aiming to understand the role of emotional reactivity in the etiology of adjustment and psychopathology. En ligne : http://dx.doi.org/10.1017/S0954579421001619 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503 Observed emotional reactivity in response to frustration tasks in psychiatrically hospitalized youth with autism spectrum disorder / Jessie B. NORTHRUP in Autism, 24-4 (May 2020)
[article]
Titre : Observed emotional reactivity in response to frustration tasks in psychiatrically hospitalized youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jessie B. NORTHRUP, Auteur ; Matthew GOODWIN, Auteur ; Joshua MONTRENES, Auteur ; Jessica VEZZOLI, Auteur ; Josh GOLT, Auteur ; Christine B. PEURA, Auteur ; Matthew SIEGEL, Auteur ; Carla MAZEFSKY, Auteur Article en page(s) : p.968-982 Langues : Anglais (eng) Mots-clés : Autism Inpatient Collection adaptive behavior autism spectrum disorders emotional reactivity inpatient verbal ability Index. décimale : PER Périodiques Résumé : Large emotional reactions (e.g. outbursts, tantrums) can be common and distressing in the lives of individuals with autism spectrum disorder and their families. Most previous research that has examined these types of emotional responses have used questionnaire data or focused only on young children. In addition, very little research has included individuals across a large range of intellectual and functional abilities or individuals with more severe emotional and/or behavioral difficulties. This study examined emotional reactions to frustrating tasks in 6-21-year-olds with autism spectrum disorder who were psychiatrically hospitalized due to emotional and/or behavioral difficulties. We describe change in the amount, intensity, duration, and range of emotional reactions that the participants displayed from a neutral activity to the frustrating tasks and then to a neutral recovery period. We also examined associations between characteristics of the participants and these emotional reactions. We found that younger children displayed more negative emotions across the neutral and frustrating tasks; however, age did not relate to how big their reactions to frustration were. Furthermore, we found that individuals with fewer adaptive skills (i.e. age-appropriate life skills) and minimally verbal individuals had bigger reactions and recovered less following the frustration tasks. The results highlight the importance of examining emotional reactions in individuals with lower verbal and adaptive abilities and for interventions to consider the connection between verbal and adaptive skills and emotional reactions. En ligne : http://dx.doi.org/10.1177/1362361320908108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Autism > 24-4 (May 2020) . - p.968-982[article] Observed emotional reactivity in response to frustration tasks in psychiatrically hospitalized youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Jessie B. NORTHRUP, Auteur ; Matthew GOODWIN, Auteur ; Joshua MONTRENES, Auteur ; Jessica VEZZOLI, Auteur ; Josh GOLT, Auteur ; Christine B. PEURA, Auteur ; Matthew SIEGEL, Auteur ; Carla MAZEFSKY, Auteur . - p.968-982.
Langues : Anglais (eng)
in Autism > 24-4 (May 2020) . - p.968-982
Mots-clés : Autism Inpatient Collection adaptive behavior autism spectrum disorders emotional reactivity inpatient verbal ability Index. décimale : PER Périodiques Résumé : Large emotional reactions (e.g. outbursts, tantrums) can be common and distressing in the lives of individuals with autism spectrum disorder and their families. Most previous research that has examined these types of emotional responses have used questionnaire data or focused only on young children. In addition, very little research has included individuals across a large range of intellectual and functional abilities or individuals with more severe emotional and/or behavioral difficulties. This study examined emotional reactions to frustrating tasks in 6-21-year-olds with autism spectrum disorder who were psychiatrically hospitalized due to emotional and/or behavioral difficulties. We describe change in the amount, intensity, duration, and range of emotional reactions that the participants displayed from a neutral activity to the frustrating tasks and then to a neutral recovery period. We also examined associations between characteristics of the participants and these emotional reactions. We found that younger children displayed more negative emotions across the neutral and frustrating tasks; however, age did not relate to how big their reactions to frustration were. Furthermore, we found that individuals with fewer adaptive skills (i.e. age-appropriate life skills) and minimally verbal individuals had bigger reactions and recovered less following the frustration tasks. The results highlight the importance of examining emotional reactions in individuals with lower verbal and adaptive abilities and for interventions to consider the connection between verbal and adaptive skills and emotional reactions. En ligne : http://dx.doi.org/10.1177/1362361320908108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 The moderating role of adrenocortical reactivity in the associations between interparental conflict, emotional reactivity, and school adjustment / Patrick T. DAVIES ; Melissa L. STURGE-APPLE in Development and Psychopathology, 35-4 (October 2023)
[article]
Titre : The moderating role of adrenocortical reactivity in the associations between interparental conflict, emotional reactivity, and school adjustment Type de document : Texte imprimé et/ou numérique Auteurs : Patrick T. DAVIES, Auteur ; Melissa L. STURGE-APPLE, Auteur Article en page(s) : p.1878-1890 Langues : Anglais (eng) Mots-clés : biological sensitivity cortisol emotional reactivity parent conflict school adjustment Index. décimale : PER Périodiques Résumé : This study tested whether the associations between interparental conflict, children?s emotional reactivity, and school adjustment were moderated by children?s cortisol reactivity in a sample of young children (N = 243; mean age = 4.6 years at Wave 1; 56% female, 44% male) and their parents. Using a longitudinal, autoregressive design, observational assessments of children?s emotional reactivity at Wave 2 mediated the relationship between an observational measure of Wave 1 conflict between parents and teacher?s report of children?s school adjustment at Wave 3. However, children?s cortisol reactivity to parent conflict at Wave 1 moderated the first link, such that emotional reactivity operated as a mediator for children with heightened cortisol reactivity but not children with low cortisol reactivity. Moderation was expressed in a ?for better? or ?for worse? form hypothesized by biological sensitivity to context theory. Thus, children with high cortisol reactivity experienced greater emotional reactivity than their peers when faced with more destructive conflict but also lower emotional reactivity when exposed to more constructive interparental conflict. Results are discussed as to how they advance emotional security and biological sensitivity to context theories. En ligne : https://dx.doi.org/10.1017/S0954579422000542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515
in Development and Psychopathology > 35-4 (October 2023) . - p.1878-1890[article] The moderating role of adrenocortical reactivity in the associations between interparental conflict, emotional reactivity, and school adjustment [Texte imprimé et/ou numérique] / Patrick T. DAVIES, Auteur ; Melissa L. STURGE-APPLE, Auteur . - p.1878-1890.
Langues : Anglais (eng)
in Development and Psychopathology > 35-4 (October 2023) . - p.1878-1890
Mots-clés : biological sensitivity cortisol emotional reactivity parent conflict school adjustment Index. décimale : PER Périodiques Résumé : This study tested whether the associations between interparental conflict, children?s emotional reactivity, and school adjustment were moderated by children?s cortisol reactivity in a sample of young children (N = 243; mean age = 4.6 years at Wave 1; 56% female, 44% male) and their parents. Using a longitudinal, autoregressive design, observational assessments of children?s emotional reactivity at Wave 2 mediated the relationship between an observational measure of Wave 1 conflict between parents and teacher?s report of children?s school adjustment at Wave 3. However, children?s cortisol reactivity to parent conflict at Wave 1 moderated the first link, such that emotional reactivity operated as a mediator for children with heightened cortisol reactivity but not children with low cortisol reactivity. Moderation was expressed in a ?for better? or ?for worse? form hypothesized by biological sensitivity to context theory. Thus, children with high cortisol reactivity experienced greater emotional reactivity than their peers when faced with more destructive conflict but also lower emotional reactivity when exposed to more constructive interparental conflict. Results are discussed as to how they advance emotional security and biological sensitivity to context theories. En ligne : https://dx.doi.org/10.1017/S0954579422000542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 Transgenerational associations between maternal childhood stress exposure and profiles of infant emotional reactivity / Alison E. HIPWELL in Development and Psychopathology, 31-3 (August 2019)
[article]
Titre : Transgenerational associations between maternal childhood stress exposure and profiles of infant emotional reactivity Type de document : Texte imprimé et/ou numérique Auteurs : Alison E. HIPWELL, Auteur ; Irene TUNG, Auteur ; Jessie B. NORTHRUP, Auteur ; Kate KEENAN, Auteur Article en page(s) : p.887-898 Langues : Anglais (eng) Mots-clés : childhood stress emotional reactivity emotion dysregulation transgenerational still-face response Index. décimale : PER Périodiques Résumé : Childhood exposure to stress can induce prolonged negative effects on health, which in turn confer risks for the next generation, but greater specificity is needed to inform intervention. A first step is to measure individual differences in emotional reactivity to stress early in life in ways that can account for heterogeneity in child exposure. The present study tested the hypothesis that mothers’ childhood exposure to stress would be differentially associated with patterns of positive and negative emotional reactivity in their offspring, suggesting transmission of stress response across generations. Participants were 268 young mothers (age 14–23 years) followed longitudinally since childhood, and their infants aged 3–9 months. Latent class analysis of infant emotions expressed before and during the still-face paradigm yielded five subgroups that varied in valence, intensity, and reactivity. After accounting for sociodemographic factors, infant temperament, and postpartum depression, multinomial regression models showed that, relative to an emotionally regulated still-face response, infants showing low negative reactivity were more likely to have mothers exposed to childhood emotional abuse, and infants showing high and increasing negative reactivity were more likely to have mothers exposed to childhood emotional neglect. Mechanisms by which early maternal stress exposure influences emotional reactivity in offspring are discussed. En ligne : http://dx.doi.org/10.1017/S0954579419000324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Development and Psychopathology > 31-3 (August 2019) . - p.887-898[article] Transgenerational associations between maternal childhood stress exposure and profiles of infant emotional reactivity [Texte imprimé et/ou numérique] / Alison E. HIPWELL, Auteur ; Irene TUNG, Auteur ; Jessie B. NORTHRUP, Auteur ; Kate KEENAN, Auteur . - p.887-898.
Langues : Anglais (eng)
in Development and Psychopathology > 31-3 (August 2019) . - p.887-898
Mots-clés : childhood stress emotional reactivity emotion dysregulation transgenerational still-face response Index. décimale : PER Périodiques Résumé : Childhood exposure to stress can induce prolonged negative effects on health, which in turn confer risks for the next generation, but greater specificity is needed to inform intervention. A first step is to measure individual differences in emotional reactivity to stress early in life in ways that can account for heterogeneity in child exposure. The present study tested the hypothesis that mothers’ childhood exposure to stress would be differentially associated with patterns of positive and negative emotional reactivity in their offspring, suggesting transmission of stress response across generations. Participants were 268 young mothers (age 14–23 years) followed longitudinally since childhood, and their infants aged 3–9 months. Latent class analysis of infant emotions expressed before and during the still-face paradigm yielded five subgroups that varied in valence, intensity, and reactivity. After accounting for sociodemographic factors, infant temperament, and postpartum depression, multinomial regression models showed that, relative to an emotionally regulated still-face response, infants showing low negative reactivity were more likely to have mothers exposed to childhood emotional abuse, and infants showing high and increasing negative reactivity were more likely to have mothers exposed to childhood emotional neglect. Mechanisms by which early maternal stress exposure influences emotional reactivity in offspring are discussed. En ligne : http://dx.doi.org/10.1017/S0954579419000324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 The role of alexithymia in parent-child interaction and in the emotional ability of children with autism spectrum disorder / Andreia P. COSTA in Autism Research, 12-3 (March 2019)
[article]
Titre : The role of alexithymia in parent-child interaction and in the emotional ability of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Andreia P. COSTA, Auteur ; G. STEFFGEN, Auteur ; C. VOGELE, Auteur Article en page(s) : p.458-468 Langues : Anglais (eng) Mots-clés : alexithymia autism spectrum disorder emotion regulation emotional reactivity parent-child interaction Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have more emotional difficulties than typically developing (TD) children. Of all the factors that impact children's emotional development, parents, and the way they interact with their children, are of crucial importance. The present study compared the amount of parent-child interactions among 35 dyads of parents and their children with ASD and 41 dyads of parents and their TD children, aged between 3 and 13 years, during a frustration-eliciting situation. We further examined whether children's alexithymia is linked to parent-child interactions and whether parent-child interactions are linked to children's emotional difficulties. We found that parents of children with ASD interacted significantly less with their children than parents of TD children. This reduced interaction was better explained by children's alexithymia than by children's ASD diagnosis. Finally, parent-child interaction mediated the relationship between children's ASD diagnosis and children's emotion regulation ability, as well as some aspects of children's emotional reactivity but only if not accounting for children's alexithymia levels. Our results demonstrate the determinant role children's alexithymia plays on parent-child interactions and on how these interactions are linked to children's difficulties in emotion regulation and emotional reactivity. Results are discussed in light of how parent-child interactions and the emotional ability of children with ASD can be improved by targeting children's alexithymia. Autism Res 2019, 12: 458-468 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In the present research, we found that parents of children with autism interact less with their children compared to parents of typically developing children. We also found that this decreased interaction is linked to children's difficulties to recognize, describe, and distinguish emotions, a triad of difficulties known as alexithymia. Furthermore, parents' interaction with their children explains emotional reactivity and emotion regulation problems in children with autism. However, if we take into consideration children's alexithymia, then parents' interaction with their children is not related to their children's emotional difficulties in reactivity and regulation. Therefore, to improve the interaction between parents and their children with autism, and the emotional development of these children, we recommend interventions that teach children with autism how to recognize, describe, and distinguish emotions in themselves and others. En ligne : http://dx.doi.org/10.1002/aur.2061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism Research > 12-3 (March 2019) . - p.458-468[article] The role of alexithymia in parent-child interaction and in the emotional ability of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Andreia P. COSTA, Auteur ; G. STEFFGEN, Auteur ; C. VOGELE, Auteur . - p.458-468.
Langues : Anglais (eng)
in Autism Research > 12-3 (March 2019) . - p.458-468
Mots-clés : alexithymia autism spectrum disorder emotion regulation emotional reactivity parent-child interaction Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have more emotional difficulties than typically developing (TD) children. Of all the factors that impact children's emotional development, parents, and the way they interact with their children, are of crucial importance. The present study compared the amount of parent-child interactions among 35 dyads of parents and their children with ASD and 41 dyads of parents and their TD children, aged between 3 and 13 years, during a frustration-eliciting situation. We further examined whether children's alexithymia is linked to parent-child interactions and whether parent-child interactions are linked to children's emotional difficulties. We found that parents of children with ASD interacted significantly less with their children than parents of TD children. This reduced interaction was better explained by children's alexithymia than by children's ASD diagnosis. Finally, parent-child interaction mediated the relationship between children's ASD diagnosis and children's emotion regulation ability, as well as some aspects of children's emotional reactivity but only if not accounting for children's alexithymia levels. Our results demonstrate the determinant role children's alexithymia plays on parent-child interactions and on how these interactions are linked to children's difficulties in emotion regulation and emotional reactivity. Results are discussed in light of how parent-child interactions and the emotional ability of children with ASD can be improved by targeting children's alexithymia. Autism Res 2019, 12: 458-468 (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In the present research, we found that parents of children with autism interact less with their children compared to parents of typically developing children. We also found that this decreased interaction is linked to children's difficulties to recognize, describe, and distinguish emotions, a triad of difficulties known as alexithymia. Furthermore, parents' interaction with their children explains emotional reactivity and emotion regulation problems in children with autism. However, if we take into consideration children's alexithymia, then parents' interaction with their children is not related to their children's emotional difficulties in reactivity and regulation. Therefore, to improve the interaction between parents and their children with autism, and the emotional development of these children, we recommend interventions that teach children with autism how to recognize, describe, and distinguish emotions in themselves and others. En ligne : http://dx.doi.org/10.1002/aur.2061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Attend Less, Fear More: Elevated Distress to Social Threat in Toddlers With Autism Spectrum Disorder / Suzanne L. MACARI in Autism Research, 14-5 (May 2021)
PermalinkCharacterizing difficulties with emotion regulation in toddlers with autism spectrum disorder / Taylor N. DAY in Research in Autism Spectrum Disorders, 96 (August 2022)
PermalinkEmotion Regulation in Children and Adolescents With Autism Spectrum Disorder / Andrea C. SAMSON in Autism Research, 8-1 (February 2015)
PermalinkMothering, fathering, and the regulation of negative and positive emotions in high-functioning preschoolers with autism spectrum disorder / Yael HIRSCHLER-GUTTENBERG in Journal of Child Psychology and Psychiatry, 56-5 (May 2015)
PermalinkThe impact of experimental sleep restriction on affective functioning in social and nonsocial contexts among adolescents / Dana L. MCMAKIN in Journal of Child Psychology and Psychiatry, 57-9 (September 2016)
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