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Author: Shayna Skelley Coburn Publisher: ISBN: Category : Mother and child Languages : en Pages : 113
Book Description
The parent-child relationship is one of the earliest and most formative experiences for social and emotional development. Synchrony, defined as the rhythmic patterning and quality of mutual affect, engagement, and physiological attunement, has been identified as a critical quality of a healthy mother-infant relationship. Although the salience of the quality of family interaction has been well-established, clinical and developmental research has varied widely in methods for observing and identifying influential aspects of synchrony. In addition, modern dynamic perspectives presume multiple factors converge in a complex system influenced by both nature and nurture, in which individual traits, behavior, and environment are inextricably intertwined within the system of dyadic relational units. The present study aimed to directly examine and compare synchrony from three distinct approaches: observed microanalytic behavioral sequences, observed global dyadic qualities, and physiological attunement between mothers and infants. The sample consisted of 323 Mexican American mothers and their infants followed from the third trimester of pregnancy through the first year of life. Mothers were interviewed prenatally, observed at a home visit at 12 weeks postpartum, and were finally interviewed for child social-emotional problems at child age 12 months. Specific aspects of synchrony (microanalytical, global, and physiological) were examined separately as well as together to identify comparable and divergent qualities within the construct. Findings indicated that multiple perspectives on synchrony are best examined together, but as independent qualities to account for varying characteristics captured by divergent systems. Dyadic relationships characterized by higher reciprocity, more time and flexibility in mutual non-negative engagement, and less tendency to enter negative or unengaged states were associated with fewer child social-emotional problems at child age 12 months. Lower infant cortisol was associated with higher levels of externalizing problems, and smaller differences between mother and child cortisol were associated with higher levels of child dysregulation. Results underscore the complex but important nature of synchrony as a salient mechanism underlying the social-emotional growth of children. A mutually engaged, non-negative, and reciprocal environment lays the foundation for the successful social and self-regulatory competence of infants in the first year of life.
Author: Shayna Skelley Coburn Publisher: ISBN: Category : Mother and child Languages : en Pages : 113
Book Description
The parent-child relationship is one of the earliest and most formative experiences for social and emotional development. Synchrony, defined as the rhythmic patterning and quality of mutual affect, engagement, and physiological attunement, has been identified as a critical quality of a healthy mother-infant relationship. Although the salience of the quality of family interaction has been well-established, clinical and developmental research has varied widely in methods for observing and identifying influential aspects of synchrony. In addition, modern dynamic perspectives presume multiple factors converge in a complex system influenced by both nature and nurture, in which individual traits, behavior, and environment are inextricably intertwined within the system of dyadic relational units. The present study aimed to directly examine and compare synchrony from three distinct approaches: observed microanalytic behavioral sequences, observed global dyadic qualities, and physiological attunement between mothers and infants. The sample consisted of 323 Mexican American mothers and their infants followed from the third trimester of pregnancy through the first year of life. Mothers were interviewed prenatally, observed at a home visit at 12 weeks postpartum, and were finally interviewed for child social-emotional problems at child age 12 months. Specific aspects of synchrony (microanalytical, global, and physiological) were examined separately as well as together to identify comparable and divergent qualities within the construct. Findings indicated that multiple perspectives on synchrony are best examined together, but as independent qualities to account for varying characteristics captured by divergent systems. Dyadic relationships characterized by higher reciprocity, more time and flexibility in mutual non-negative engagement, and less tendency to enter negative or unengaged states were associated with fewer child social-emotional problems at child age 12 months. Lower infant cortisol was associated with higher levels of externalizing problems, and smaller differences between mother and child cortisol were associated with higher levels of child dysregulation. Results underscore the complex but important nature of synchrony as a salient mechanism underlying the social-emotional growth of children. A mutually engaged, non-negative, and reciprocal environment lays the foundation for the successful social and self-regulatory competence of infants in the first year of life.
Author: Bridget Catherine Gamber Publisher: ISBN: Category : Languages : en Pages : 72
Book Description
Joint attention is an early emerging skill that plays a critical role in early child development (Moore & Dunham, 1995). This shared engagement facilitates language acquisition (e.g., Morales et al., 1998) and predicts social cognition in early childhood (Van Hecke et al., 2007). Thus, it is important to understand factors contributing to individual differences in joint attention development. One potential predictor is mother-infant synchrony, the extent to which mothers' verbal and nonverbal input is contingent upon their infants' focus (Siller & Sigman, 2002). Researchers found synchrony to be positively associated with the rate of language development (Akhtar et al., 1991). However, few studies have examined mother-infant synchrony longitudinally and whether synchrony influences individual differences in joint attention. The present study is one of the first to examine these relationships in depth prospectively. Twenty typically-developing infants (11 male) and their mothers participated at approximately 9, 12, and 15 months of age as part of a larger longitudinal study of infants at risk for Autism Spectrum Disorders. Each dyad engaged in a 15-minute unstructured play session, which was coded for synchrony (Siller & Sigman, 2002). In addition, researchers administered the Early Social Communication Scales (ESCS; Mundy et al., 2003) with the infant, which was coded for Initiating Joint Attention (IJA) and Responding to Joint Attention (RJA). The results suggest that synchrony was stable within dyads across 9, 12, and 15 months. Surprisingly, higher 9-month synchrony was correlated with lower 12-month RJA. Growth curve modeling revealed significant growth in RJA, but not IJA, over time. However, synchrony scores did not significantly predict growth in IJA or RJA over time as predicted. These preliminary results suggest that synchrony is a relatively stable construct that likely reflects true differences between mother-infant dyads. Mothers following their child's lead more often at 9 months had infants exhibiting less RJA at 12 months. Contrary to our predictions, there were no other significant associations between synchrony and joint attention. These findings will be reexamined upon collection of additional data. Nonetheless, the current study helps to elucidate the nature of synchrony and joint attention over time in infancy.
Author: Lisa Nicole Timmons Publisher: ISBN: Category : Dyadic analysis (Social sciences) Languages : en Pages : 82
Book Description
Dyadic synchrony is the degree of coordination of behavior or states of partners in social interaction. Synchrony between parents and their infants is thought to be important for the development of self-regulatory abilities. The purpose of the current study was to examine factors associated with parent-infant synchrony when infants were 6-9 months old and outcomes of parent-infant dyadic synchrony when the child was 3 years of age. Facial affect synchrony and physiological synchrony of mothers and fathers with their infants was compared during the free play (FP) and reunion (RE) episodes of the Still Face Procedure (SFP). Depressive symptoms, relationship satisfaction, father involvement, and fathering attitudes were examined as potential predictors of parent-infant synchrony. Additionally, dyadic synchrony and father-specific factors were examined as potential predictors of later child emotion regulation. Results indicated that mothers and fathers were equally synchronous with infants in facial affect synchrony, but some differences were found for physiological synchrony. Fathering attitudes predicted father-infant facial affect synchrony during the relatively stressful RE episode of the SFP. No significant predictors of later child emotion regulation were identified. Further research is necessary to clarify mixed findings about predictors and outcomes of synchrony from this and other studies. Implications for future research and interventions are discussed.
Author: Toni L. Hembree-Kigin Publisher: Springer Science & Business Media ISBN: 1489914390 Category : Psychology Languages : en Pages : 174
Book Description
This practical guide offers mental health professionals a detailed, step-by-step description on how to conduct Parent-Child Interaction Therapy (PCIT) - the empirically validated training program for parents with children who have disruptive behavior problems. It includes several illustrative examples and vignettes as well as an appendix with assessment instruments to help parents to conduct PCIT.
Author: Lisa J. Berlin Publisher: Guilford Press ISBN: 1593854706 Category : Psychology Languages : en Pages : 384
Book Description
Synthesizing the latest theory, research, and practices related to supporting early attachments, this volume provides a unique window into the major treatment and prevention approaches available today. Chapters address the theoretical and empirical bases of attachment interventions; explore the effects of attachment-related trauma and how they can be ameliorated; and describe a range of exemplary programs operating at the individual, family, and community levels. Throughout, expert authors consider cross-cutting issues such as the core components of effective services and appropriate outcome measures for attachment interventions. Also discussed are policy implications, including how programs to enhance early child - caregiver relationships fit into broader health, social service, and early education systems.
Author: Kirby Deater-Deckard Publisher: Yale University Press ISBN: 0300133936 Category : Self-Help Languages : en Pages : 220
Book Description
All parents experience stress as they attempt to meet the challenges of caring for their children. This comprehensive book examines the causes and consequences of parenting distress, drawing on a wide array of findings in current empirical research. Kirby Deater-Deckard explores normal and pathological parenting stress, the influences of parents on their children as well as children on their parents, and the effects of biological and environmental factors. Beginning with an overview of theories of stress and coping, Deater-Deckard goes on to describe how parenting stress is linked with problems in adult and child health (emotional problems, developmental disorders, illness); parental behaviors (warmth, harsh discipline); and factors outside the family (marital quality, work roles, cultural influences). The book concludes with a useful review of coping strategies and interventions that have been demonstrated to alleviate parenting stress.
Author: Jeffrey J. Lockman Publisher: Cambridge University Press ISBN: 1108663001 Category : Psychology Languages : en Pages : 1104
Book Description
This multidisciplinary volume features many of the world's leading experts of infant development, who synthesize their research on infant learning and behaviour, while integrating perspectives across neuroscience, socio-cultural context, and policy. It offers an unparalleled overview of infant development across foundational areas such as prenatal development, brain development, epigenetics, physical growth, nutrition, cognition, language, attachment, and risk. The chapters present theoretical and empirical depth and rigor across specific domains of development, while highlighting reciprocal connections among brain, behavior, and social-cultural context. The handbook simultaneously educates, enriches, and encourages. It educates through detailed reviews of innovative methods and empirical foundations and enriches by considering the contexts of brain, culture, and policy. This cutting-edge volume establishes an agenda for future research and policy, and highlights research findings and application for advanced students, researchers, practitioners, and policy-makers with interests in understanding and promoting infant development.
Author: Shayna Skelley Coburn
Author: Shayna Skelley Coburn
Author: Bridget Catherine Gamber
Author: Lisa Nicole Timmons
Author: Toni L. Hembree-Kigin
Author: 
Author: Soumeyya Halayem
Author: Lisa J. Berlin
Author: Kirby Deater-Deckard
Author: Jeffrey J. Lockman
Author: Alison Leslie Miller