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We examined whether maternal emotion coaching at pre-treatment predicted children's treatment response following a 12-week program addressing children's Oppositional Defiant Disorder (ODD) symptoms. Eighty-nine mother-child dyads participated. At pre-treatment, mothers and children engaged in an emotion talk task. Mothers also reported their beliefs about emotions at pre-treatment and their child's disruptive behavior symptoms, emotion regulation, and emotion lability/negativity at pre-, mid-, and post-treatment. Clinicians reported children's symptom severity at pre- and post-treatment. Children's emotion lability/negativity moderated effects of maternal emotion coaching on children's post-treatment ODD symptoms, with stronger benefits of emotion coaching for children high in emotion lability/negativity. Results suggest that emotion coaching may promote treatment response for children with ODD who are especially at risk due to their emotionality.

Background: Added sugar intake in the form of sugar-sweetened beverages (SSBs) has been considered a contributor to weight gain and cardiometabolic dysfunction in adults and youth. Adolescents are some of the highest consumers of added sugars, taking in ∼16% of their total calories from added sugars with ∼40% of these calories coming from SSBs. Food preferences and self-regulation of dietary intake by youth can be influenced by parents., Objective: To evaluate the effectiveness of the Theory of Planned Behavior (TPB) in understanding and predicting adolescents' SSB consumption, identify which constructs are the most important when evaluating SSB consumption in adolescents, and determine whether and how adolescents' beverage choices are influenced by parents' reactions to their beverage choices., Design: Measurements for this cross-sectional study included four record-assisted 24-hour dietary recalls and responses to an SSB-specific TPB questionnaire from 100 adolescents. Consenting parents completed a beverage intake questionnaire, a TPB questionnaire, and the Parent Response to Beverage Choice Questionnaire., Results: The TPB explained 34% of the variance in adolescents' and parents' intention to limit SSBs to <1cup/day. Parents' perceived behavioral control (b=1.35; P=0.002) and adolescents' subjective norms (b=0.57; P=0.001) were the strongest predictors of intention, and intention was the strongest predictor of SSB consumption in both adolescents and parents (b=-37 [P=0.026] and b=-49 [P=0.003], respectively). The TPB explained more variance in parent SSB consumption (R(2)=0.38) than adolescents (R(2)=0.22). Parents did more discouraging of SSBs and encouraging of non-SSBs. Adolescents' intention to limit SSB consumption moderated the relationship between parents' reactions encouraging SSBs and adolescents' predicted SSB consumption (P=0.021)., Conclusions: The TPB explained a small but significant amount of variance in adolescents' SSB consumption. When addressing adolescent SSB intake, people in addition to parents may influence their intentions and SSB consumption., (Copyright © 2016 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.)

Background: Efforts to reduce unhealthy dietary intake behaviors in youth are urgently needed. Theory-based interventions can be effective in promoting behavior change; one promising model is the Theory of Planned Behavior (TPB)., Purpose: The aim of this study was to determine, using a systematic literature review, how the TPB has been applied to investigate dietary behaviors, and to evaluate which constructs are associated with dietary behavioral intentions and behaviors in youth., Methods: Publications were identified by searching electronic databases, contacting experts in the field, and examining an evolving Internet-based TPB-specific bibliography. Studies including participants aged 2-18years, all TPB constructs discernible and measured with a description of how the variables were assessed and analyzed, were published in English and peer-reviewed journals, and focused on nutrition-related behaviors in youth were identified. Accompanying a descriptive statistical analysis was the calculation of effect sizes where possible, a two-stage meta-analysis, and a quality assessment using tenants from the Consolidated Standards of Reporting Trials (CONSORT) and Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statements., Results: Thirty-four articles, including three intervention studies, were reviewed. The TPB was most often used to evaluate healthy eating and sugary snack and beverage consumption. Attitude had the strongest relationship with dietary behavioral intention (mean r=0.52), while intention was the most common predictor of behavior performance (mean r=0.38; both p<0.001). All three interventions revealed beneficial outcomes when using the TPB (e.g. η(2)=0.51 and ds=0.91, 0.89, and 0.79); extending the Theory with implementation intentions may enhance its effectiveness (e.g. η(2)=0.76)., Conclusions: Overall, the TPB may be an effective framework to identify and understand child and adolescent nutrition-related behaviors, allowing for the development of tailored initiatives targeting poor dietary practices in youth. However, support from the literature is primarily from observational studies and a greater effort towards examining these relationships within intervention studies is needed., (Copyright © 2015 Elsevier Ltd. All rights reserved.)

Effects of person- and process-focused feedback, parental lay theories, and prosocial self-concept on children's prosocial behavior were investigated with 143 9- and 10-year-old children who participated in a single session. Parents reported entity (person-focused) and incremental (process-focused) beliefs related to prosocial behavior. Children completed measures of prosocial self-concept, then participated in a virtual online chat with child actors who asked for help with service projects. After completing the chat, children could assist with the service projects. In the first cohort, children were randomly assigned to receive person-focused, process-focused, or control feedback about sympathy. In the second cohort, with newly-recruited families, children received no feedback. When given process-focused feedback, children spent less time spent helping and worked on fewer service projects. When given no feedback, children spent less time helping when parents held incremental (process-focused) beliefs. Children with higher prosocial self-concept who received no feedback worked on more service projects.

Parents' beliefs about children's emotions comprise an important aspect of parental emotion socialization and may relate to children's mental health and well-being. Thus, the goal of this study was to develop the multifaceted Parents' Beliefs About Children's Emotions (PBACE) questionnaire. Central to our work was inclusion of multiple ethnic groups throughout the questionnaire development process, from initial item creation through assessment of measurement invariance and validity. Participants included 1,080 African American, European American, and Lumbee American Indian parents of 4- to 10-year-old children who completed the initial item pool for the PBACE. Exploratory factor analyses were conducted with 720 of these parents to identify factor structure and reduce items. Confirmatory factor analysis was then conducted with a holdout sample of 360 parents to evaluate model fit and assess measurement invariance across ethnicity and across parent gender. Finally, validity of the PBACE scales was assessed via correlations with measures of parental emotional expressivity and reactions to children's emotions. The PBACE is composed of 33 items in 7 scales. All scales generally demonstrated measurement invariance across ethnic groups and parent gender, thereby allowing interpretations of differences across these ethnic groups and between mothers and fathers as true differences rather than by-products of measurement variance. Initial evidence of discriminant and construct validity for the scale interpretations was also obtained. Results suggest that the PBACE will be useful for researchers interested in emotion-related socialization processes in diverse ethnic groups and their impact on children's socioemotional outcomes and well-being. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

We assessed linkages of mothers' emotion coaching and children's emotion regulation and emotion lability/negativity with children's adjustment in 72 mother-child dyads seeking treatment for Oppositional Defiant Disorder (ODD). Dyads completed questionnaires and discussed emotion-related family events. Maternal emotion coaching was associated with children's emotion regulation, which in turn was related to higher mother-reported adaptive skills, higher child-reported internalizing symptoms, and lower child-reported adjustment. When children were high in emotion lability/negativity, mothers' emotion coaching was associated with lower mother and child reports of externalizing behavior. Results suggest the role of emotion regulation and emotion lability in child awareness of socio-emotional problems and support the potential of maternal emotion coaching as a protective factor for children with ODD, especially for those high in emotion lability.

We conducted a qualitative study to explore parental beliefs about emotions in the family across three cultures (African American, European American, and Lumbee American Indian), using the underutilized yet powerful methodology of focus groups. The main goal of this monograph is to understand parents’ beliefs about the role of emotions in the family and how cultural or ethnic background may influence those beliefs. Based on philosophical traditions and previous research, three dimensions of parental beliefs were predicted: Value of Emotion, Socialization of Emotion, and Controllability of Emotion. We expected new themes to emerge during the focus groups.Twelve focus groups were conducted with 87 parents from the three cultural groups mentioned above. Groups met for two sessions scheduled 2 weeks apart. Focus group discussions were led by same-ethnicity moderators. Aninductive analysis was conducted; key themes and subthemes were identified.All three theoretically derived dimensions were well represented in each focus group. Cultural similarities in themes within these dimensions included children’s appropriate expression of negative emotions, role of emotion in the home, children’s capacity for controlling emotions, and parents’ role in socialization of emotion. Cultural variations included concern about parents’ expression of negative emotion, children’s modulation of positive emotion, the role emotions play in behavior, and choice in emotional experience. Two new dimensions also emerged: Relational Nature of Emotions and Changeability of Emotions. Cultural similarities in themes within these dimensions included emphasis on emotional connections with children, emotional contagion in families, developmental change in children’s emotions, and intergenerational change in emotion socialization. Cultural variation included discussion of emotions as guides for action and children’s emotional privacy. Dimensions and the themes and subthemes within them are presented with supporting evidence and sources. Implications of parental beliefs for emotion socialization theory and future research, as well as limitations, are discussed.

This study investigated parents' emotion-related beliefs, experience, and expression, and children's recognition of their parents' emotions with 40 parent-child dyads. Parents reported beliefs about danger and guidance of children's emotions. While viewing emotion-eliciting film clips, parents self-reported their emotional experience and masking of emotion. Children and observers rated videos of parents watching emotion-eliciting film clips. Fathers reported more masking than mothers and their emotional expressions were more difficult for both observers and children to recognize compared with mothers' emotional expressions. For fathers, but not mothers, showing clearer expressions was related to children's general skill at recognizing emotional expressions. Parents who believe emotions are dangerous reported greater masking of emotional expression. Contrary to hypothesis, when parents strongly believe in guiding their child's emotion socialization, children showed less accurate recognition of their parents' emotions.

The authors predicted that mothers' evaluative comments would affect their preschool-aged children's learning during a craft-making activity. Each mother (N = 67) taught her child 6 crafts in a playroom in a university setting. Three weeks later, the child returned to the playroom to redo the crafts. Evaluators tested the children's memories of the procedures for completing the crafts. The authors used videotapes of the mothers' teaching to code for statements that positively evaluated their children's performances (praise) or that negatively evaluated their children's performances (criticism). Maternal praise did not affect children's memories. Maternal criticism did not affect their daughters' memories. However, sons were more likely to more accurately redo craft steps for which their mothers had made at least 1 comment criticizing their performances. The authors proposed that emotional arousal was a reason for girls' and boys' differential responses to maternal criticism.