Disrupted caregiving behavior as a mediator of the relation between disrupted prenatal maternal representations and toddler social–emotional functioning / Katherine L. GUYON-HARRIS in Development and Psychopathology, 34-3 (August 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-3 (August 2022) . - p.755-763 Titre : Disrupted caregiving behavior as a mediator of the relation between disrupted prenatal maternal representations and toddler social–emotional functioning Type de document : Texte imprimé et/ou numérique Auteurs : Katherine L. GUYON-HARRIS, Auteur ; Sarah M. AHLFS-DUNN, Auteur ; Sheri MADIGAN, Auteur ; Elisa BRONFMAN, Auteur ; Diane BENOIT, Auteur ; Alissa C. HUTH-BOCKS, Auteur Article en page(s) : p.755-763 Langues : Anglais (eng) Mots-clés : disrupted  maternal behavior  prenatal representations  toddler social-emotional functioning  transmission Index. décimale : PER Périodiques Résumé : The development of maternal representations of the child during pregnancy guides a mother’s thoughts, feelings, and behavior toward her child. The association between prenatal representations, particularly those that are disrupted, and toddler social-emotional functioning is not well understood. The present study examined associations between disrupted prenatal representations and toddler social-emotional functioning and to test disrupted maternal behavior as a mediator of this association. Data were drawn from 109 women from a larger prospective longitudinal study (N=120) of women and their young children. Prenatal disrupted maternal representations were assessed using the Working Model of the Child Interview disrupted coding scheme, while disrupted maternal behavior was coded 12-months postpartum from mother-infant interactions. Mother-reported toddler social-emotional functioning was assessed at ages 12 and 24 months. Disrupted prenatal representations significantly predicted poorer toddler social-emotional functioning at 24 months, controlling for functioning at 12 months. Further, disrupted maternal behavior mediated the relation between disrupted prenatal representations and toddler social-emotional problems. Screening for disrupted representations during pregnancy is needed to facilitate referrals to early intervention and decrease the likelihood of toddler social-emotional problems. En ligne : http://dx.doi.org/10.1017/S0954579420001674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Disrupted caregiving behavior as a mediator of the relation between disrupted prenatal maternal representations and toddler social–emotional functioning [Texte imprimé et/ou numérique] / Katherine L. GUYON-HARRIS, Auteur ; Sarah M. AHLFS-DUNN, Auteur ; Sheri MADIGAN, Auteur ; Elisa BRONFMAN, Auteur ; Diane BENOIT, Auteur ; Alissa C. HUTH-BOCKS, Auteur . - p.755-763. Langues : Anglais (eng) in Development and Psychopathology > 34-3 (August 2022) . - p.755-763 Mots-clés : disrupted  maternal behavior  prenatal representations  toddler social-emotional functioning  transmission Index. décimale : PER Périodiques Résumé : The development of maternal representations of the child during pregnancy guides a mother’s thoughts, feelings, and behavior toward her child. The association between prenatal representations, particularly those that are disrupted, and toddler social-emotional functioning is not well understood. The present study examined associations between disrupted prenatal representations and toddler social-emotional functioning and to test disrupted maternal behavior as a mediator of this association. Data were drawn from 109 women from a larger prospective longitudinal study (N=120) of women and their young children. Prenatal disrupted maternal representations were assessed using the Working Model of the Child Interview disrupted coding scheme, while disrupted maternal behavior was coded 12-months postpartum from mother-infant interactions. Mother-reported toddler social-emotional functioning was assessed at ages 12 and 24 months. Disrupted prenatal representations significantly predicted poorer toddler social-emotional functioning at 24 months, controlling for functioning at 12 months. Further, disrupted maternal behavior mediated the relation between disrupted prenatal representations and toddler social-emotional problems. Screening for disrupted representations during pregnancy is needed to facilitate referrals to early intervention and decrease the likelihood of toddler social-emotional problems. En ligne : http://dx.doi.org/10.1017/S0954579420001674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Early caregiving quality predicts consistency of competent functioning from middle childhood to adolescence following early psychosocial deprivation / Katherine L. GUYON-HARRIS in Development and Psychopathology, 33-1 (February 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-1 (February 2021) . - p.18-28 Titre : Early caregiving quality predicts consistency of competent functioning from middle childhood to adolescence following early psychosocial deprivation Type de document : Texte imprimé et/ou numérique Auteurs : Katherine L. GUYON-HARRIS, Auteur ; Kathryn L. HUMPHREYS, Auteur ; Devi MIRON, Auteur ; Florin TIBU, Auteur ; Nathan A. FOX, Auteur ; Charles A. NELSON, Auteur ; Charles H. ZEANAH, Auteur Article en page(s) : p.18-28 Langues : Anglais (eng) Mots-clés : adolescence  caregiving  competence  institutional rearing  resilience Index. décimale : PER Périodiques Résumé : Adverse developmental outcomes for some children following institutional care are well established. Removal from institutional care and placement into families can promote recovery. However, little is known about how positive outcomes are sustained across adolescence among children with histories of severe deprivation. The present study examined the caregiving conditions that are associated with attaining and maintaining competent functioning (i.e., outcomes within typical levels) from middle childhood to adolescence following exposure to early institutional care. The participants included children with and without a history of institutional care who had competence assessed at ages 8, 12, and 16 years across seven domains: family relationships, peer relationships, academic performance, physical health, mental health, substance use (ages 12 and 16 years only), and risk-taking behavior. The participants were grouped based on whether they were always versus not always competent and never versus ever competent at ages 8 through 16 years. Adolescents with a history of institutional care were less likely to be consistently competent than those who were family reared. Among those who were exposed to early institutional rearing, maintaining competent functioning from 8 to 16 years was associated with spending less time in institutions and receiving higher-quality caregiving early in life. Ensuring high quality early caregiving may promote competent functioning following early deprivation. En ligne : http://dx.doi.org/10.1017/s0954579419001500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] Early caregiving quality predicts consistency of competent functioning from middle childhood to adolescence following early psychosocial deprivation [Texte imprimé et/ou numérique] / Katherine L. GUYON-HARRIS, Auteur ; Kathryn L. HUMPHREYS, Auteur ; Devi MIRON, Auteur ; Florin TIBU, Auteur ; Nathan A. FOX, Auteur ; Charles A. NELSON, Auteur ; Charles H. ZEANAH, Auteur . - p.18-28. Langues : Anglais (eng) in Development and Psychopathology > 33-1 (February 2021) . - p.18-28 Mots-clés : adolescence  caregiving  competence  institutional rearing  resilience Index. décimale : PER Périodiques Résumé : Adverse developmental outcomes for some children following institutional care are well established. Removal from institutional care and placement into families can promote recovery. However, little is known about how positive outcomes are sustained across adolescence among children with histories of severe deprivation. The present study examined the caregiving conditions that are associated with attaining and maintaining competent functioning (i.e., outcomes within typical levels) from middle childhood to adolescence following exposure to early institutional care. The participants included children with and without a history of institutional care who had competence assessed at ages 8, 12, and 16 years across seven domains: family relationships, peer relationships, academic performance, physical health, mental health, substance use (ages 12 and 16 years only), and risk-taking behavior. The participants were grouped based on whether they were always versus not always competent and never versus ever competent at ages 8 through 16 years. Adolescents with a history of institutional care were less likely to be consistently competent than those who were family reared. Among those who were exposed to early institutional rearing, maintaining competent functioning from 8 to 16 years was associated with spending less time in institutions and receiving higher-quality caregiving early in life. Ensuring high quality early caregiving may promote competent functioning following early deprivation. En ligne : http://dx.doi.org/10.1017/s0954579419001500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442

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