Sentences with phrase «less emotion coaching»

Parents reported that they engaged in significantly less emotion coaching for anger, M = 19.53, than for fear, M = 20.96, Wald χ 2 (1) = 3.62, p <.001, or for sadness, M = 20.96, Wald χ 2 (1) = 4.33, p <.001.

For instance, past research suggests that, in comparison to other ethnic groups, African American families tend to use less emotion coaching and are less emotion focused in their interactions [35, 69].

Not exact matches

In both studies, based on our rationale described above, we expected to find significant relationships between higher CU traits and a more negative pattern of parental emotion socialization beliefs and practices; including less coaching and acceptance of emotions, and more dismissing and disapproval of emotions.

Previous studies that have investigated these relationships in clinic - referred children with disruptive behavior disorders (DBDs), have found parents» coaching of emotions to be inversely associated with severity of behavioral problems [34], and less characteristic of the parents of conduct - problem children versus non-clinic controls [35].

The basics of positive psychology are examined first, such as positive emotions, emotional intelligence, happiness, subjective well - being, flow, optimism, resilience, self - determination theory, meaning, mindsets, and strengths, followed by less common (and in my view equally important) topics, for example national and global well - being, the positive body, positive change, time perspectives, and a review of positive psychology applications in professional contexts, such as education, coaching, and psychotherapy.

In comparison to children of parents with an emotion dismissing philosophy, emotion coached children tend to have better physiological and emotion regulation abilities, fewer externalising and internalising symptoms, higher self - esteem, less physiological stress, and higher levels of academic achievement (e.g., Shortt et al. 2010; Gottman et al. 1996).

Parents reported that they were significantly less likely to emotion coach AD children, M = 17.44, than non-AD children, M = 23.52.

Although the current research highlights that in comparison to non-AD youth, AD youth have poorer emotion regulation and parents of AD youth are less likely to hold an emotion coaching meta - emotion philosophy, it must be noted that these findings may not be specific to AD children.

In particular, parents of AD children were significantly less likely to be aware of their own emotions, less likely to be aware of their child's emotions, and less likely to engage in emotion coaching than parents of non-AD children.

First, the results have highlighted that parents of AD children are less likely than parents of non-AD children to have an emotion coaching philosophy when responding to their children's emotions.

AD parents, M = 13.49, were observed to be significantly less likely than non-AD parents, M = 18.44, to use emotion coaching.