Browsing by Subject "Parent-child interaction"

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    Emotion Regulation and Socialization in the Context of Cumulative Risk: Social-Emotional Adjustment in Children Experiencing Homelessness
    (2018-08) Labella, Madelyn
    The acquisition of emotion regulation skills is a key developmental task, largely socialized by caregivers, that lays the foundation for healthy social-emotional adjustment. Unfortunately, both parental socialization and children’s self-regulation are disrupted in contexts of high cumulative risk. The current dissertation evaluated emotion regulation and socialization during observed parent-child interaction as predictors of social-emotional adjustment in young children experiencing homelessness. Study 1 used linear regression and latent profile analysis to identify links among child reactivity and regulation, parental affect profiles, and teacher-reported adjustment in the context of risk and adversity. Children’s difficulty down-regulating anger during parent-child interaction was linked to more teacher-reported social-behavioral problems. Empirically-derived profiles of parent affect were related to child behavior during the interaction and in the classroom: the minority of parents showing elevated anger had children who were observed to struggle with anger down-regulation and were reported by teachers to have more social-behavioral problems at school. Sociodemographic risk additionally predicted more social-behavioral problems, controlling for child and parent anger expression. Study 2 built on these findings using dynamic structural equation modeling to investigate dyadic interplay between parent and child anger across the problem-solving discussion. Parents and children showed significant stability in anger from one interval to the next, as well as cross-lagged associations consistent with bidirectional feedback processes and significant novel anger reactivity. Individual differences in child anger stability were related to more social-behavioral problems at school. More observed anger contagion, particularly from child to parent, predicted more parent-reported externalizing problems, as did higher family adversity. Results are interpreted in light of theory and research and future directions are discussed.
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    Shifting Perspectives of Adult Learners Through a Graduate-Level Parent-Child Interaction Course: A Post-Intentional Phenomenological Investigation
    (2015-04) Cline, Heather
    This post-intentional phenomenological study examined the phenomenon of shifting perspectives as it took shape for six adult learners through a graduate-level, online parent-child interaction course (Vagle, 2014a). Learning in adulthood is not a neutral endeavor, but rather a process involving the assimilation of new information to fit with prior knowledge, assumptions, and practices. Acquiring content expertise and developing proficiency in professional skills alone may transfer to practice, but in a manner that supports one's current frame of reference, which may perpetuate narrow minded and/or rigid beliefs (Kumashiro, 2002). Therefore, adult learners must be guided to critically examine preconceptions in order to recognize and revise faulty assumptions and narrow views, which may lead to the development of competencies that are more thoughtful, justified, and inclusive (Mezirow, 2012). Conceptual change and transformative learning theories provide useful frameworks for understanding and investigating how this type of learning may be promoted and investigated in higher education settings (Mezirow, 2000; Strike & Posner, 1985). This study aimed to understand how shifting perspectives took shape for adult learners through a graduate-level, online parent-child interaction course designed to promote change and transformation with pre-service parent educators and others who plan to support families in a professional capacity. Additionally, this study explored the topics about which participants shifted their perspectives, and ways in which the learning environment may have contributed. Data was gathered retrospectively in the form of students' written participation in the online course Moodle site, and analyzed using a whole-parts-whole phenomenological approach (Vagle, 2014a). Findings depict the phenomenon of shifting perspectives as taking shape through four tentative manifestations: 1) moving through multiple contexts and relationships, 2) distancing and taking ownership, 3) experiencing cognitive-affective conflict, and 4) broadening horizons. Embedded in these dimensions are findings revealing that participants' shifted perspectives regarding topics related to parent-child interaction content and parent educator practice. Furthermore, shifting perspectives was supported by ongoing opportunities for both peer dialogue and personal reflection within a process-oriented learning environment that encouraged deep engagement in rich course material. Study implications inform pedagogical practices which may promote shifting perspectives with adult learners in higher education settings.