Child anxiety and parenting in England and Italy: the moderating role of maternal warmth / Alessandra RAUDINO in Journal of Child Psychology and Psychiatry, 54-12 (December 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1318-1326 Titre : Child anxiety and parenting in England and Italy: the moderating role of maternal warmth Type de document : Texte imprimé et/ou numérique Auteurs : Alessandra RAUDINO, Auteur ; Lynne MURRAY, Auteur ; Corinne TURNER, Auteur ; Eirini TSAMPALA, Auteur ; Adriana LIS, Auteur ; Leonardo DE PASCALIS, Auteur ; Peter J. COOPER, Auteur Article en page(s) : p.1318-1326 Langues : Anglais (eng) Mots-clés : Anxiety  parenting  development Index. décimale : PER Périodiques Résumé : Background Parenting factors have been implicated in the aetiology and maintenance of child anxiety. Most research has been correlational with little experimental or longitudinal work. Cross-cultural comparison could be illuminating. A comparison of Italian and British children and their mothers was conducted. Methods A sample of 8- to 10-year old children, 60 Italian and 49 English, completed the Spence Child Anxiety Scale. Mothers also completed two questionnaires of parenting: the Skills of Daily Living Checklist (assessing maternal autonomy granting) and the Parent–Child Interaction Questionnaire (assessing maternal intrusiveness). Parenting was assessed in two video-recorded blindly rated mother–child interaction tasks, the ‘belt-buckling tasks and the ‘etch-a-sketch’, providing objective indices of overcontrol, warmth, lack of autonomy granting, and overprotection. Results There were no differences between the children in overall anxiety and specific forms of anxiety. Parenting, however, was markedly different for the two countries. Compared to English mothers, on the two questionnaires, Italian mothers were significantly less autonomy granting and more intrusive; and in terms of the observed indices, a significantly greater proportion of the Italian mothers displayed a high level of both overprotection and overcontrol, and a low level of autonomy granting. Notably, Italian mothers evidenced significantly more warmth than English mothers; and maternal warmth was found to moderate the impact of self-reported maternal intrusiveness on the level of both overall child anxiety and the level of child separation anxiety; and it also moderated the relationship between both observed maternal intrusiveness and overall child anxiety and observed maternal overprotectiveness and child separation anxiety. Conclusions Although, compared to the British mothers, the Italian mothers were more likely to evidence high levels of parenting behaviours previously found to be anxiogenic, the high levels of warmth displayed by these mothers to their children appears to have neutralised the adverse impact of these behaviours. En ligne : http://dx.doi.org/10.1111/jcpp.12105 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Child anxiety and parenting in England and Italy: the moderating role of maternal warmth [Texte imprimé et/ou numérique] / Alessandra RAUDINO, Auteur ; Lynne MURRAY, Auteur ; Corinne TURNER, Auteur ; Eirini TSAMPALA, Auteur ; Adriana LIS, Auteur ; Leonardo DE PASCALIS, Auteur ; Peter J. COOPER, Auteur . - p.1318-1326. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1318-1326 Mots-clés : Anxiety  parenting  development Index. décimale : PER Périodiques Résumé : Background Parenting factors have been implicated in the aetiology and maintenance of child anxiety. Most research has been correlational with little experimental or longitudinal work. Cross-cultural comparison could be illuminating. A comparison of Italian and British children and their mothers was conducted. Methods A sample of 8- to 10-year old children, 60 Italian and 49 English, completed the Spence Child Anxiety Scale. Mothers also completed two questionnaires of parenting: the Skills of Daily Living Checklist (assessing maternal autonomy granting) and the Parent–Child Interaction Questionnaire (assessing maternal intrusiveness). Parenting was assessed in two video-recorded blindly rated mother–child interaction tasks, the ‘belt-buckling tasks and the ‘etch-a-sketch’, providing objective indices of overcontrol, warmth, lack of autonomy granting, and overprotection. Results There were no differences between the children in overall anxiety and specific forms of anxiety. Parenting, however, was markedly different for the two countries. Compared to English mothers, on the two questionnaires, Italian mothers were significantly less autonomy granting and more intrusive; and in terms of the observed indices, a significantly greater proportion of the Italian mothers displayed a high level of both overprotection and overcontrol, and a low level of autonomy granting. Notably, Italian mothers evidenced significantly more warmth than English mothers; and maternal warmth was found to moderate the impact of self-reported maternal intrusiveness on the level of both overall child anxiety and the level of child separation anxiety; and it also moderated the relationship between both observed maternal intrusiveness and overall child anxiety and observed maternal overprotectiveness and child separation anxiety. Conclusions Although, compared to the British mothers, the Italian mothers were more likely to evidence high levels of parenting behaviours previously found to be anxiogenic, the high levels of warmth displayed by these mothers to their children appears to have neutralised the adverse impact of these behaviours. En ligne : http://dx.doi.org/10.1111/jcpp.12105 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1370-1379 Titre : Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Leonardo DE PASCALIS, Auteur ; Mark TOMLINSON, Auteur ; Zahir VALLY, Auteur ; Harold DADOMO, Auteur ; Brenda MACLACHLAN, Auteur ; Charlotte WOODWARD, Auteur ; Peter J. COOPER, Auteur Article en page(s) : p.1370-1379 Langues : Anglais (eng) Mots-clés : Parent–child interactions  prosocial behaviour  attention  language  parent training Index. décimale : PER Périodiques Résumé : Background Consistent with evidence from high-income countries (HICs), we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book sharing with their infants benefitted infant language and attention (Vally, Murray, Tomlinson, & Cooper, ). Here, we investigated whether these benefits were explained by improvements in carer–infant interactions in both book-sharing and non-book-sharing contexts. We also explored whether infant socioemotional development benefitted from book sharing. Methods We conducted a randomized controlled trial in Khayelitsha, South Africa. Carers of 14–16-month-old infants were randomized to 8 weeks’ training in book sharing (n = 49) or a wait-list control group (n = 42). In addition to the cognitive measures reported previously, independent assessments were made at base line and follow-up of carer–infant interactions during book sharing and toy play. Assessments were also made, at follow-up only, of infant prosocial behaviour in a ‘help task’, and of infant imitation of doll characters’ nonsocial actions and an interpersonal interaction. Eighty-two carer–infant pairs (90%) were assessed at follow-up. (Trial registration ISRCTN39953901). Results Carers who received the training showed significant improvements in book-sharing interactions (sensitivity, elaborations, reciprocity), and, to a smaller extent, in toy-play interactions (sensitivity). Infants in the intervention group showed a significantly higher rate of prosocial behaviour, and tended to show more frequent imitation of the interpersonal interaction. Improvements in carer behaviour during book sharing, but not during toy play, mediated intervention effects on all infant cognitive outcomes, and tended to mediate intervention effects on infant interpersonal imitation. Conclusions Training in book sharing, a simple, inexpensive intervention that has been shown to benefit infant cognitive development in a low-middle income country, also shows promise for improving infant socioemotional outcomes in this context. Benefits are mediated by improvements in carer–infant interactions, particularly in book-sharing contexts. En ligne : http://dx.doi.org/10.1111/jcpp.12605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Leonardo DE PASCALIS, Auteur ; Mark TOMLINSON, Auteur ; Zahir VALLY, Auteur ; Harold DADOMO, Auteur ; Brenda MACLACHLAN, Auteur ; Charlotte WOODWARD, Auteur ; Peter J. COOPER, Auteur . - p.1370-1379. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1370-1379 Mots-clés : Parent–child interactions  prosocial behaviour  attention  language  parent training Index. décimale : PER Périodiques Résumé : Background Consistent with evidence from high-income countries (HICs), we previously showed that, in an informal peri-urban settlement in a low-middle income country, training parents in book sharing with their infants benefitted infant language and attention (Vally, Murray, Tomlinson, & Cooper, ). Here, we investigated whether these benefits were explained by improvements in carer–infant interactions in both book-sharing and non-book-sharing contexts. We also explored whether infant socioemotional development benefitted from book sharing. Methods We conducted a randomized controlled trial in Khayelitsha, South Africa. Carers of 14–16-month-old infants were randomized to 8 weeks’ training in book sharing (n = 49) or a wait-list control group (n = 42). In addition to the cognitive measures reported previously, independent assessments were made at base line and follow-up of carer–infant interactions during book sharing and toy play. Assessments were also made, at follow-up only, of infant prosocial behaviour in a ‘help task’, and of infant imitation of doll characters’ nonsocial actions and an interpersonal interaction. Eighty-two carer–infant pairs (90%) were assessed at follow-up. (Trial registration ISRCTN39953901). Results Carers who received the training showed significant improvements in book-sharing interactions (sensitivity, elaborations, reciprocity), and, to a smaller extent, in toy-play interactions (sensitivity). Infants in the intervention group showed a significantly higher rate of prosocial behaviour, and tended to show more frequent imitation of the interpersonal interaction. Improvements in carer behaviour during book sharing, but not during toy play, mediated intervention effects on all infant cognitive outcomes, and tended to mediate intervention effects on infant interpersonal imitation. Conclusions Training in book sharing, a simple, inexpensive intervention that has been shown to benefit infant cognitive development in a low-middle income country, also shows promise for improving infant socioemotional outcomes in this context. Benefits are mediated by improvements in carer–infant interactions, particularly in book-sharing contexts. En ligne : http://dx.doi.org/10.1111/jcpp.12605 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Socially anxious mothers' narratives to their children and their relation to child representations and adjustment / Lynne MURRAY in Development and Psychopathology, 26-4 (Part 2) (November 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1531-1546 Titre : Socially anxious mothers' narratives to their children and their relation to child representations and adjustment Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Jeff E. PELLA, Auteur ; Leonardo DE PASCALIS, Auteur ; Adriane ARTECHE, Auteur ; Laura PASS, Auteur ; Ray PERCY, Auteur ; Catharine CRESWELL, Auteur ; Peter J. COOPER, Auteur Article en page(s) : p.1531-1546 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Anxious mothers' parenting, particularly transfer of threat information, has been considered important in their children's risk for social anxiety disorder (SAnxD), and maternal narratives concerning potential social threat could elucidate this contribution. Maternal narratives to their preschool 4- to 5-year-old children, via a picture book about starting school, were assessed in socially anxious (N = 73), and nonanxious (N = 63) mothers. Child representations of school were assessed via doll play (DP). After one school term, mothers (Child Behavior Checklist [CBCL]) and teachers (Teacher Report Form) reported on child internalizing problems, and child SAnxD was assessed via maternal interview. Relations between these variables, infant behavioral inhibition, and attachment, were examined. Socially anxious mothers showed more negative (higher threat attribution) and less supportive (lower encouragement) narratives than controls, and their children's DP representations SAnxD and CBCL scores were more adverse. High narrative threat predicted child SAnxD; lower encouragement predicted negative child CBCL scores and, particularly for behaviorally inhibited children, Teacher Report Form scores and DP representations. In securely attached children, CBCL scores and risk for SAnxD were affected by maternal anxiety and threat attributions, respectively. Low encouragement mediated the effects of maternal anxiety on child DP representations and CBCL scores. Maternal narratives are affected by social anxiety and contribute to adverse child outcome. En ligne : http://dx.doi.org/10.1017/S0954579414001187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 [article] Socially anxious mothers' narratives to their children and their relation to child representations and adjustment [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Jeff E. PELLA, Auteur ; Leonardo DE PASCALIS, Auteur ; Adriane ARTECHE, Auteur ; Laura PASS, Auteur ; Ray PERCY, Auteur ; Catharine CRESWELL, Auteur ; Peter J. COOPER, Auteur . - p.1531-1546. Langues : Anglais (eng) in Development and Psychopathology > 26-4 (Part 2) (November 2014) . - p.1531-1546 Index. décimale : PER Périodiques Résumé : Anxious mothers' parenting, particularly transfer of threat information, has been considered important in their children's risk for social anxiety disorder (SAnxD), and maternal narratives concerning potential social threat could elucidate this contribution. Maternal narratives to their preschool 4- to 5-year-old children, via a picture book about starting school, were assessed in socially anxious (N = 73), and nonanxious (N = 63) mothers. Child representations of school were assessed via doll play (DP). After one school term, mothers (Child Behavior Checklist [CBCL]) and teachers (Teacher Report Form) reported on child internalizing problems, and child SAnxD was assessed via maternal interview. Relations between these variables, infant behavioral inhibition, and attachment, were examined. Socially anxious mothers showed more negative (higher threat attribution) and less supportive (lower encouragement) narratives than controls, and their children's DP representations SAnxD and CBCL scores were more adverse. High narrative threat predicted child SAnxD; lower encouragement predicted negative child CBCL scores and, particularly for behaviorally inhibited children, Teacher Report Form scores and DP representations. In securely attached children, CBCL scores and risk for SAnxD were affected by maternal anxiety and threat attributions, respectively. Low encouragement mediated the effects of maternal anxiety on child DP representations and CBCL scores. Maternal narratives are affected by social anxiety and contribute to adverse child outcome. En ligne : http://dx.doi.org/10.1017/S0954579414001187 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245

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