The Effects of Maternal Depression on Symbolic Interactions Between Mothers and Their Young Children PDF Download

Author: Elizabeth Catherine Tingley
Publisher:
ISBN:
Category : Depression, Mental
Languages : en
Pages : 420

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Author: Wendy Patricia Kovacs
Publisher:
ISBN:
Category :
Languages : en
Pages : 134

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All children enter the world ready to learn and develop; genetics, experiences, cultures, and environments influence these developmental trajectories. Time spent by primary caregivers with children early in life is vital to positive outcomes. Recovery from disruptions in these foundation periods are difficult and time consuming, so it is beneficial to families and communities to consider the variables that cause early disruptions and how they can be reduced. Maternal depression appears to run in families, apparently transmitted through genetic and social factors. The consequences of maternal depression for children may be interference in their typical developmental patterns and increased likelihood of their problem behaviors. Children with problem behaviors interact with children who have typical developmental histories, creating a community concern. Moderators of the link between maternal depression and children's problem behaviors have not been found consistently; one potential moderator is maternal knowledge of child development. Knowledge of child development increases a mother's understanding of developmentally appropriate practices to use with her children. If a depressed mother were knowledgeable about child development, it is possible that the negative influences of her illness on her child would be reduced. The acquisition of greater knowledge may be associated with the mental health of the mother. The goal of this study was to investigate the link between maternal depression and child problem behaviors as moderated by maternal knowledge of child development. The importance of reducing problem behaviors in children with depressed mothers remains central to helping families. The two predictor variables used in this study were maternal depression and maternal knowledge of child development, measured when the child was 14 months and 36 months old. The outcome variable used was child problem behaviors at 36 months. Analyses of variance and LISREL path analyses revealed significant relationships between maternal depression at 14 month and 36 months, between maternal depression at 36 months and children's problem behaviors at 36 months, and between maternal depression at 14 months and knowledge at 36 months. Single mother households were also significantly related to children's problem behaviors. These findings indicate that maternal education programming may not be sufficient to shield children from the deleterious effects of maternal depression. It is also necessary to focus on the mental health of the mother. If decreasing maternal depression when a child is young allows a mother to increase her knowledge of child development, the results for the child could be an increase in appropriate parenting.

Author: Clare Gallaway
Publisher: Cambridge University Press
ISBN: 9780521437257
Category : Language Arts & Disciplines
Languages : en
Pages : 340

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Language addressed to children, or 'Baby Talk', became the subject of research interest thirty years ago. Since then, the linguistic environment of infants and toddlers has been widely studied. Input and Interaction in Language Acquisition is an up-to-date statement of the facts and controversies surrounding 'Baby Talk', its nature and likely effects. With contributions from leading linguists and psychologists, it explores language acquisition in different cultures and family contexts, in typical and atypical learners, and in second and foreign language learners. It is designed as a sequel to the now famous Talking to Children, edited by Catherine Snow and Charles Ferguson, and Professor Snow here provides an introduction, comparing issues of importance in the field today with the previous concerns of researchers.

Author: Dorothea Burge
Publisher:
ISBN:
Category : Affective disorders
Languages : en
Pages : 330

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Author: Edward Tronick
Publisher:
ISBN:
Category : Political Science
Languages : en
Pages : 104

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Author: Arietta Slade
Publisher: Oxford University Press, USA
ISBN: 0195129121
Category : Family & Relationships
Languages : en
Pages : 328

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As they play, children do more than imagine--they also invent life-long approaches to thinking, feeling, and relating to other people. For nearly a century, clinical psychologists have been concerned with the content and interpersonal meaning of play. More recently, developmental psychologists have concentrated on the links between the emergence of symbolic play and evolving thought and language. At last, this volume bridges the gap between the two disciplines by defining their common interests and by developing areas of interface and interrelatedness. The editors have brought together original chapters by distinguished psychoanalysts, clinical psychologists, social workers, and developmental psychologists who shed light on topics outside the traditional confines of their respective domains. Thus the book features clinicians exploring subjects such as play representation, narrative, metaphor, and symbolization, and developmentalists examining questions regarding affect, social development, conflict, and psychopathology. Taken together, the contributors offer a rich, integrative view of the many dimensions of early play as it occurs among peers, between parent and child, and in the context of therapy.

Author: Meagan Beth Ruhl
Publisher:
ISBN:
Category :
Languages : en
Pages : 126

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The purpose of the present study was to examine the association between maternal depressive symptomology and social outcomes in children using a nonclinical sample. The possible mediating influence of the mothers' parenting style on the relationship between maternal depressive symptomology and externalizing and internalizing behavior in children was of special interest. The possible moderating effects of child gender and the father's presence in the home was also explored. The sample included 131 mothers and their third grade children. The Center for Epidemiological Studies Depression Scale (CES-D) was used to measure maternal depressive symptomology. The Parenting Dimensions Inventory (PDI) was used to measure the parenting style of the mothers. Externalizing and internalizing behavior in children was measured by teacher report using the Social Skills Rating System-Teacher (SSRS-T) form. Correlations revealed a significant relationship between maternal depressive symptomology and internalizing behavior in children, but not externalizing behavior. Correlations also revealed a significant relationship between the mothers' parenting style (i.e. nurturant-responsiveness) and internalizing behavior in children, but not externalizing behavior. Results of hierarchical regression analyses showed the mothers' parenting style mediated the relationship between maternal depressive symptomology and children's internalizing behavior. Results also showed that child gender and the father presence in the home were not moderating variables. Implications for future research on the impact of maternal depressive symptomology on child outcomes are discussed.

Author: Ben Taylor Reeb
Publisher:
ISBN:
Category :
Languages : en
Pages : 106

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Author: Yongmin Zang
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Human capital development, including both cognitive and non-cognitive skills, at early childhood can have large long-term impacts not only on individual labor market outcomes and socio-economic success but also on economic growth. Studies suggest that parents, especially mothers in single-parent and low-income families, play an important role in developing the skills of their children at different stages of childhood. However, children from disadvantaged environments face many risk factors, such as poverty, parental health problems, and limited parental education. In particular, maternal depression is an "adverse early environment" for child development and is negatively associated with the quality of parenting practices and mother-child relationship. In turn, the lower quality of parenting practices and mother-child relationship might harm children's development. This thesis examines the effect of maternal depression on pre-school children's development in terms of their cognitive abilities and behavioral problems by using longitudinal data from the Fragile Family and Child Well-being Study (FFCWS). By using a family (child-mother) fixed effects (FE) model, we provide new evidence to the literature that maternal depression imposes a big risk for child development in fragile families, which are mainly those unwed parents and their non-marital childbearing. Specifically, maternal depression tends to reduce standardized Peabody Picture Vocabulary Test (PPVT) score by about 16.4 percent of a standard deviation. We also find that maternal depression has a similar adverse effect within non-marital families, but the effect gets more adverse (about 18.5 percent of a standard deviation) within non-marital families with higher poverty level. In addition, we find that maternal depression has a much larger adverse effect on girls (about 23.2 percent of a standard deviation), as well as children whose mothers have an education level of high school or above (about 24.4 percent of a standard deviation). Regarding child's behaviors, maternal depression tends to increase of the child's Anxiety/Depression problems from ages three to five. Specifically, maternal depression tends to increase the Anxiety/Depression Index, on average, by about 20.9 percent of a standard deviation. We also find that maternal depression has a much larger adverse effect (about 31.3% of a standard deviation) on children from households living below the Local Poverty Line (LPL). In addition, we find that maternal depression has a moderately large effect on Black children (about 36.4 percent of a standard deviation), as well as girls (about 30.7 percent of a standard deviation). We find no evidence that maternal depression affects contemporaneous child's Withdrawal behavior, but find weak evidence that maternal depression affects child's Aggression behavior as a whole. The findings in our study have important implications regarding public policies for dealing with the problem of maternal depression and child development within fragile families.

Author: Fatima H. Sozzer
Publisher:
ISBN:
Category : Children of depressed persons
Languages : en
Pages : 13

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Depression can go beyond influencing the livelihood of a woman, Mothers with depression often have difficulty paying attention to their children, and can fail to establish a bond with them (Delaney, 2017). The current study looked for a relation between children's internalizing symptoms and their mothers' depressive symptoms, and whether or not strength of the mother-child bond mediates that relation. Significant effects of maternal depression were found on child's internalizing symptoms. Barron and Kenny's four step method to establishing mediation was used (Barron and Kenny, 1983; Mackinnon and others, 2007). Based on Barron and Kenny's criterion for establishing mediation, mediation was found. Specifically, the mother-child relationship was found the mediate the relationship between maternal depression and child's internalizing symptoms. Implications of the results are discussed.