Sentences with phrase «affective responsiveness»

The results showed a good temporal stability for Problem Solving, General Functioning, Communication, and Affective Responsiveness scales, and a good internal reliability of the scale.

The MCRS (Miller, Kabacoff, Epstein, & Bishop, 1994) is a coding system designed to be used with the McMasters Structured Interview of Family Functioning (McSiff) to assess problem solving, communication, roles, affective responsiveness, affective involvement, behavioral control, and general functioning of families.

The items included on the General Functioning Scale measure the overall health / pathology of the family relating to six dimensions of family functioning: a) problem solving, b) communication, c) roles, d) affective responsiveness, e) affective involvement, and f) behavioral control.

The lack of affective responsiveness to others» mental states — one of the hallmarks of psychopathy — is thought to give rise to increased interpersonal aggression.

Using 12 items, the scale included the dimensions problem solving, communication, roles, affective responsiveness and involvement, and behavioural control.

Of particular relevance to the current article are the findings that improvements in specific aspects of family functioning including communication, affective responsiveness and involvement, role clarity, and problem solving, all characteristics linked to the core family resilient processes, were associated with reductions in parent and child distress and improvements in their adaptive functioning overall.

For example, in a study of 450 parents of 6 — 8 - year - old children, authoritative parenting was positively associated with measures of parental affective responsiveness and involvement, whereas authoritarian and permissive parenting styles were inversely associated with these measures (Topham et al., 2011).

The FAD contains seven subscales designed to assess the six dimensions of the McMaster Model of Family Functioning: Problem Solving, Communication, Roles, Affective Responsiveness, Affective Involvement and Behaviour Control, and contains a seventh General Functioning scale.

The grandparenting group scored higher on such dimensions of family functioning as Communication, Role, Affective Involvement, Affective Responsiveness, and General Family Function (GF) than their counterpart group.

Among the six dimensions there are Problem Solving (PS), Communication (CM), Roles (RL), Affective Involvement (AI), Affective Responsiveness (AR), and Behavioral Control (BC)(Shek, 2001): (1) problem solving (the capability of the family to cope with problems in order to keep effective family functioning); (2) CM (the way of exchanging information between family members); (3) RL (whether the family assign certain tasks to guarantee implementation of family functions); (4) AR (to which extent the family members emotionally react to stimulation); (5) AI (to which extent the family members show concern to each other); and (6) behavior control (the behavioral models that the family establishes to cope with stressful situations).

Two trained raters judged the affective responsiveness of infants, comprising of how much they thought the infant was trying to interact with the speaker, how interested they appeared and the valence of the infant's emotional state.

They found that infants of both age groups showed greater affective responsiveness to IDS than to ADS.

The development of affective responsiveness in infant monkeys.

Not exact matches

Cognitive - affective structures associated with maltreatment may promote emotional constriction or peculiar emotional responsiveness, interfering with a child's ability to engage successfully with peers.6

Attunement is characterized as parents» responsiveness to the biological, affective, cognitive and emotional needs of the child.

Parent - child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustment.52

A recent random assignment intervention study examined whether mothers» responsive behaviours could be facilitated and whether such behaviours would boost young children's learning.6 To also examine the most optimal timing for intervention (e.g. across infancy versus the toddler / preschool period versus both), families from the intervention and non-intervention groups were re-randomized at the end of the infancy phase, to either receive the responsiveness intervention in the toddler / preschool period or not.22 The intervention was designed to facilitate mothers» use of key behaviours that provided affective - emotional support and those that were cognitively responsive, as both types of support were expected to be necessary to promote learning.

As both normal and high - risk children benefited from responsiveness that provided affective - emotional and cognitively responsive support, the effectiveness of responsiveness seems best understood when it is defined as a broad construct.

Children's development of the cognitive and social skills needed for later success in school may be best supported by a parenting style known as responsive parenting.1 Responsiveness is an aspect of supportive parenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a chilResponsiveness is an aspect of supportive parenting described across different theories and research frameworks (e.g. attachment, socio - cultural) as playing an important role in providing a strong foundation for children to develop optimally.2 - 4 Parenting that provides positive affection and high levels of warmth and is responsive in ways that are contingently linked to a young child's signals («contingent responsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a chilresponsiveness») are the affective - emotional aspects of a responsive style.5 These aspects, in combination with behaviours that are cognitively responsive to the child's needs, including the provision of rich verbal input and maintaining and expanding on the child's interests, provide the range of support necessary for multiple aspects of a child's learning.6

In line with this idea, Dix» affective model of parenting states that parents» emotions are at the heart of both adaptive and maladaptive emotion - related parenting practices with positive and empathic emotions promoting parental warmth, patience, and responsiveness to child emotions, while negative emotions like anger and frustration are thought to lead to parental inattention, avoidance, and hostility (Dix 1991).

Alongside parents» cognitive support, global measures of the affective quality (e.g., warmth, positivity, responsiveness) of parent - child interactions appear positively related to: (i) preschool children's early academic skills (as measured by tests of language ability and parent - rated school - readiness)(Leerkes et al., 2011); (ii) literacy, mathematics and teacher - rated academic competence in middle childhood (e.g., NICHD Early Child Care Research Network, 2008); and (iii) academic achievement in adolescence (Jimerson et al., 2000).

Parental awareness of their own affective experiences and those of their teen during parenting interactions may lead to an increase in their responsiveness to child needs and a reduction in the use of harsh discipline that can occur when parents are overwhelmed by their own strong negative affects such as anger or shame.