Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-5nwft Total loading time: 0 Render date: 2024-05-05T14:00:09.504Z Has data issue: false hasContentIssue false

26 - Fostering Prosociality in the Family Context

A Review of Parent- and Family-Focused Interventions Promoting Children’s Effortful Control and Prosocial Tendencies

from Part IV - Applications

Published online by Cambridge University Press:  25 May 2023

Tina Malti
Affiliation:
University of Toronto
Maayan Davidov
Affiliation:
The Hebrew University of Jerusalem
Get access

Summary

The critical role of effortful control (EC) in promoting prosocial development has been consistently supported in correlation studies. Yet it remains unclear whether promoting EC can be an intermediate target through which psychological interventions promote prosocial tendencies in youth. This review focuses on how to translate basic developmental research on family influences on children’s EC into family-focused interventions. First, we review key features of family socialization associated with children’s EC. Second, we conduct a qualitative review of randomized controlled studies of family-focused interventions that have examined EC as an outcome or mediator. We review key components and formats of these interventions and their efficacy in improving EC and related youth outcomes. We also review family-focused interventions for promoting children’s prosocial tendencies. In summary, our review finds some evidence for the efficacy of family-focused interventions in improving children’s EC. Limitations of existing interventions and future directions are also discussed.

Type
Chapter
Information
The Cambridge Handbook of Prosociality
Development, Mechanisms, Promotion
, pp. 517 - 541
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alessandri, G., Luengo Kanacri, B. P., Eisenberg, N., Zuffianò, A., Milioni, M., Vecchione, M., & Caprara, G. V. (2014). Prosociality during the transition from late adolescence to young adulthood: The role of effortful control and ego-resiliency. Personality & Social Psychology Bulletin, 40(11), 14511465. https://doi.org/10.1177/0146167214549321CrossRefGoogle ScholarPubMed
Ayers, T. S., Sandier, I. N., West, S. G., & Roosa, M. W. (1996). A dispositional and situational assessment of children’s coping: Testing alternative models of coping. Journal of Personality, 64(4), 923958. doi:10.1111/j.1467-6494.1996.tb00949Google Scholar
Beauchaine, T., Gatzke-Kopp, L., Neuhaus, E., Chipman, J., Reid, M., & Webster-Stratton, C. (2013). Sympathetic- and parasympathetic-linked cardiac function and prediction of externalizing behavior, emotion regulation, and prosocial behavior among preschoolers treated for ADHD. Journal of Consulting and Clinical Psychology, 81, 481493. doi:10.1037/a0032302Google Scholar
Bindman, S. W., Hindman, A. H., Boewls, R. P., & Morris, F. J. (2013). The contributions of parental management language to executive function in preschool children. Early Childhood Research Quarterly, 28(3), 529539.CrossRefGoogle ScholarPubMed
Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & The Family Life Project Investigators. (2015). Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in early elementary grades. Developmental Psychology, 113. doi:10.1037/a0038813CrossRefGoogle Scholar
Breismeister, J. M. & Schaefer, C. E. (2007). Handbook of parent training: Helping parents prevent and solve problem behaviors (3rd ed.). John Wiley & Sons.Google Scholar
Carlo, G., Crockett, L. J., Wolff, J. M., & Beal, S. J. (2012). The role of emotional reactivity, self‐regulation, and puberty in adolescents’ prosocial behaviors. Social Development, 21, 667685. https://doi.org/10.1111/j.1467-9507.2012.00660.xGoogle Scholar
Chang, H., Shaw, D., Dishion, T., Gardner, F., & Wilson, M. (2015). Proactive parenting and children’s effortful control: Mediating role of language and indirect intervention effects. Social Development, 24, 206223. doi:10.1111/sode.12069.Google Scholar
Chloe, D. E., Olson, S. L., & Sameroff, A. J. (2013). The interplay of externalizing problems and physical and inductive discipline during childhood. Developmental Psychology, 49(11), 20292039. doi:10.1037/a0032054Google Scholar
Clark, C. A., & Woodward, L. J. (2015). Relation of perinatal risk and early parenting to executive control at the transition to school. Developmental Science, 18(4), 525542. doi:10.1111/desc.12232CrossRefGoogle ScholarPubMed
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631647. doi:10.1037/0022-006X.67.5.631Google Scholar
Connor-Smith, J. K., Compas, B. E., Wadsworth, M. E., Thomsen, A. H., & Saltzman, H. (2000). Responses to stress in adolescence: Measurement of coping and involuntary stress responses. Journal of Consulting and Clinical Psychology, 68(6), 976992. doi:10.1037/0022-006X.68.6.976Google Scholar
Davidov, M., Vaish, A., Knafo‐Noam, A., & Hastings, P. D. (2016). The motivational foundations of prosocial behavior from a developmental perspective – Evolutionary roots and key psychological mechanisms: Introduction to the Special Section. Child Development, 87, 16551667. https://doi.org/10.1111/cdev.12639Google Scholar
Diaz, A., & Eisenberg, N. (2015). The process of emotion regulation is different from individual differences in emotion regulation: Conceptual argument and a focus on individual differences. Psychological Inquiry, 26, 3747. doi:10.1080/1047840X.2015.959094CrossRefGoogle Scholar
Dishion, T. J., & Stormshak, E. (2007). Intervening in children’s lives: An ecological, family-centered approach to mental health care. American Psychological Association.CrossRefGoogle Scholar
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495525. doi:10.1146/annurev.clinpsy.121208.131208CrossRefGoogle ScholarPubMed
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In Lamb, M. E. & Lerner, R. M. (Eds.), Handbook of child psychology and developmental science: Socioemotional processes (pp. 610656). John Wiley & Sons. https://doi.org/10.1002/9781118963418.childpsy315Google Scholar
Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76, 10551071. doi:10.1111/j.1467-8624.2005.00897CrossRefGoogle ScholarPubMed
El-Sheikh, M., & Elmore-Staton, L. (2004). The link between marital conflict and child adjustment: Parent-child conflict and perceived attachments as mediators, potentiators, and mitigators of risk. Developmental Psychopathology, 16(3), 631648.Google Scholar
Elizur, Y., & Somech, L. Y. (2018). Callous-unemotional traits and effortful control mediate the effect of parenting intervention on preschool conduct problems. Journal of Abnormal Child Psychology, 46(8), 16311642. https://doi.org/10.1007/s10802-018-0412-zGoogle Scholar
Erickson, S. J., Duvall, S. W., Fuller, J., Schrader, R., MacLean, P., & Lowe, J. R. (2013). Differential associations between maternal scaffolding and toddler emotion regulation in toddlers born preterm and full term. Early Human Development, 89(9), 699704.Google Scholar
Fay-Stammbach, T., Hawes, D. J., & Meredith, P. (2014). Parenting influences on executive function in early childhood: A review. Child Development Perspectives, 8(4), 258264. doi:10.1111/cdep.12095Google Scholar
Fosco, G., Frank, J., Stormshak, E., & Dishion, T. (2013). Opening the “black box”: Family check-up intervention effects on self-regulation that prevents growth in problem behavior and substance use. Journal of School Psychology, 51, 455468. doi:10.1016/j.jsp.2013.02.001Google Scholar
Gonzales, N. A., Dumka, L. E., Millsap, R. E., Gottschall, A., McClain, D. B., Wong, J. J., German, M., Marucio, A. M., Wheeler, L., Carpentier, F. D., & Kim, S. Y. (2012). Randomized trial of a broad preventive intervention for Mexican American adolescents. Journal of Consulting and Clinical Psychology, 80(1), 116.Google Scholar
Gross, J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26, 126. doi:10.1080/1047840X.2014.94078CrossRefGoogle Scholar
Hirshfeld-Becker, D. R., Masek, B., Henin, A., Blakely, L. R., Pollock-Wurman, R. A., McQuade, J., & Biederman, J. (2010). Cognitive behavioral therapy for 4- to 7- year old children with anxiety disorders: A randomized controlled trial. Journal of Counseling and Clinical Psychology, 78(4), 498510. doi:10.1037/a0019055Google Scholar
Hoffman, W., Friese, M., & Strack, F. (2009). Impulse and self-control from a dual-systems perspective. Perspectives on Psychological Science, 4(2), 162176. doi:10.1111/j.1745-6924.2009.01116.xGoogle Scholar
Joussemet, M., Landry, R., & Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology, 49(3), 194200. doi:10.1037/a0012754CrossRefGoogle Scholar
Kendall, P. C., Hudson, J. L., Gosch, E., Flannery-Schroeder, E., & Suveg, C. (2008). Cognitive-behavioral therapy for anxiety disordered youth: A randomized clinical trial evaluating child and family modalities. Journal of Consulting and Clinical Psychology, 76(2), 282297. https://doi.org/10.1037/0022-006X.76.2.282CrossRefGoogle ScholarPubMed
Kendall, P. C., & Marrs-Garcia, A. (1999). Psychometric analyses of a therapy-sensitive measure: The Coping Questionnaire (CQ). Unpublished manuscript, Temple University.Google Scholar
Khaleque, A. (2013). Perceived parental warmth, and children’s psychological adjustment, and personality dispositions: A meta-analysis. Journal of Child and Family Studies, 22(2), 297306.Google Scholar
Kochanska, G., DeVet, K., Goldman, M., Murray, K., & Putnam, S. P. (1994). Maternal reports of conscience development and temperament in young children. Child Development, 65(3), 852868. https://doi.org/10.2307/1131423CrossRefGoogle ScholarPubMed
Kochanska, G., Murray, K., & Coy, K. C. (1997). Inhibitory control as a contributor to conscience in childhood: From toddler to early school age. Child Development, 68(2), 263277.Google Scholar
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220232. doi:10.1037/0012-1649.36.2.220Google Scholar
Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18, 199214. doi:10.1037/0012-1649.18.2.199Google Scholar
LaFrenière, P. J., Dumas, J., Dubeau, D., & Capuano, F. (1992). The development and validation of the preschool socio-affective profile, psychological assessment. Journal of Consulting and Clinical Psychology, 4, 442450. doi:10.1037/1040-3590.4.4.442Google Scholar
Landry, S., Miller-Loncar, C. L., Smith, K., & Swank, P. (2002). The role of early parenting in children’s development of executive processes. Developmental Neuropsychology, 21(1), 358375.Google Scholar
Lee, K., Bull, R., & Ho, R. M. H. (2013). Developmental changes in executive functioning. Child Development, 84, 19331953. doi:10.1111/cdev.12096Google Scholar
Lengua, L. J., Honorado, E., & Bush, N. R. (2007). Contextual risk and parenting as predictors of effortful control and social competence in preschool children. Journal of Applied Developmental Psychology, 28(1), 4055. doi:10.1016/j.appdev.2006.10.001Google Scholar
Lengua, L. J., Sandler, I. N., West, S. G., Wolchik, S. A., & Curran, P. J. (1999). Emotionality and self-regulation, threat appraisal, and coping in children of divorce. Development and Psychopathology, 11(1), 1537.CrossRefGoogle ScholarPubMed
Liew, J., Eisenberg, N., Spinrad, T. L., Eggum, N. D., Haugen, R. G., Kupfer, A., Reiser, M. R., Smith, C. L., Lemery‐Chalfant, K., & Baham, M. E. (2011). Physiological regulation and fearfulness as predictors of young children’s empathy‐related reactions. Social Development, 20(1), 111134. https://doi.org/10.1111/j.1467-9507.2010.00575.xCrossRefGoogle ScholarPubMed
Menting, A., Castro, B., & Matthys, W. (2013). Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 33, 901913.Google Scholar
Metcalfe, J., & Mischel, W. (1999). A hot/cool-system and analysis of delay of gratification: Dynamics of willpower. Psychological Review, 106, 319.Google Scholar
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361388. doi:10.1111/j.1467-9507.2007.00389.xGoogle Scholar
Nordling, J. K., Boldt, L. J., O’Bleness, J., & Kochanska, G. (2016). Effortful control mediates relations between children’s attachment security and their regard for rules of conduct. Social Development, 25(2), 268284. https://doi.org/10.1111/sode.12139CrossRefGoogle ScholarPubMed
Padilla‐Walker, L. M., & Christensen, K. J. (2011). Empathy and self‐regulation as mediators between parenting and adolescents’ prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 21, 545551. https://doi.org/10.1111/j.1532-7795.2010.00695.xGoogle Scholar
Power, T. G. (2004). Stress and coping in childhood: The parent’s role. Parenting: Science and Practice, 4, 271317. doi:10.1207/s15327922par0404_1Google Scholar
Reid, M., Webster-Stratton, C., & Hammond, M. (2007). Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children. Journal of Clinical Child and Adolescent Psychology, 36(4), 605620.Google Scholar
Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72(5), 13941408. doi:10.1111/1467-8624.00355Google Scholar
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In Eisenberg, N., Damon, W., & Lerner, R. M. (Eds.), Handbook of child psychology, Vol. 3:. Social, emotional, and personality development (6th ed., pp. 99166). John Wiley & Sons.Google Scholar
Sandler, I. N., Tein, J. Y., Mehta, P., Wolchik, S., & Ayers, T. (2000). Coping efficacy and psychological problems of children of divorce. Child Development, 71(4), 10991118. doi:10.1111/1467-8624.00212CrossRefGoogle ScholarPubMed
Santiago, C. D., Lennon, J. M., Fuller, A. K., Brewer, S. K., & Kataoka, S. H. (2014). Examining the impact of a family treatment component for CBITS: When and for whom is it helpful? Journal of Family Psychology, 28(4), 560. doi:10.1037/a0037329Google Scholar
Scott, S., & O’Conner, T. (2012). An experimental test of differential susceptibility to parenting among emotionally-dysregulated children in randomized controlled trial for oppositional behavior. Journal of Child Psychology and Psychiatry, 53(11), 11841193. doi:10.1111/j.1469-7610.2012.02586.xGoogle Scholar
Soenens, B., Vansteenkiste, M., & van Petegem, S. (2015). Let us not throw out the baby with the bathwater: Applying the principle of universalism without uniformity to autonomy-supporting and controlling parenting. Child Development Perspectives, 9(1), 4449.CrossRefGoogle Scholar
Solantaus, T., Paavonen, J., Toikka, S., & Punamaki, R. (2010). Preventive interventions in families with parental depression: Children’s psychosocial symptoms and prosocial behavior. European Child & Adolescent Psychiatry, 19, 883892. doi:10.1007/s00787-010-0135-3.Google Scholar
Somech, L. & Elizur, Y. (2012). Promoting self-regulation and cooperation in pre-kindergarten children with conduct problems: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(4), 412422.Google Scholar
Spinrad, T. L., & Gal, D. E. (2018). Fostering prosocial behavior and empathy in young children. Current Opinion on Psychology, 20, 4044. doi:10.1016/j.copsyc.2017.08.004.Google Scholar
Steele, R. G., Elkin, T. D., & Roberts, M. C. (2008). Handbook of evidence-based therapies for children and adolescents: Bridging science and practice. Springer Science + Business Media.Google Scholar
Sulik, M. J., Huerta, S., Zerr, A., Eisenberg, N., Spinrad, T. L., Valiente, C., … & Taylor, H. B. (2010). The factor structure of effortful control and measurement invariance across ethnicity and sex in a high-risk sample. Journal of Psychopathology and Behavioral Assessment, 32(1), 822. doi:10.1007/s10862-009-9164-yGoogle Scholar
Taylor, Z. E., Eisenberg, N., & Spinrad, T. L. (2015). Respiratory sinus arrhythmia, effortful control, and parenting as predictors of children’s sympathy across early childhood. Developmental Psychology, 51(1), 1725. https://doi.org/10.1037/a0038189CrossRefGoogle ScholarPubMed
Taylor, Z. E., Eisenberg, N., Spinrad, T. L., & Widaman, K. F. (2013). Longitudinal relations of intrusive parenting and effortful control to ego-resiliency during early childhood. Child Development, 84(4), 11451151. doi:10.1111/cdev.12054Google Scholar
Thompson, R. A. (2014). Socialization of emotion and emotion regulation in the family. In Gross, J. J (Ed.), Handbook of emotion regulation (pp. 173186). Guilford Press.Google Scholar
Tolan, P., Hanish, L., McKay, M., & Dickey, M. (2002). Evaluating process in child and family interventions: Aggression prevention as an example. Journal of Family Psychology, 16(2), 220236. doi:10.1037//0893-3200.16.2.220.Google Scholar
Valiente, C., Swanson, J., & Lemery-Chalfant, K. L. (2012). Kindergartner’s temperament, classroom engagement, and student-teacher relationship: Moderation by effortful control. Social Development, 21(3), 558576. doi:10.1111/j.1467-9507.2011.00640.xGoogle Scholar
Velez, C. E., Wolchik, S. A., Tein, J. Y., & Sander, I. (2011). Protecting children from consequences of divorce: A longitudinal study of the effects on children’s coping processes. Child Development, 82(1), 244257. doi:10.1111/j.1467-8624.2010.01553.xGoogle Scholar
Watson, K., Dunbar, J., Thingpen, J., Reising, M., Hudson, K., McKee, L., Forehand, R., & Compas, B. (2014). Observed parental responsiveness/warmth and children’s coping: Cross-sectional and prospective relations in a family depression preventive intervention. Journal of Family Psychology, 28(3), 278286. doi:10.1037/a0036672Google Scholar
Webster-Stratton, C. (2004). Quality training, supervision, ongoing monitoring, and agency support: Key ingredients to implementing The Incredible Years programs with fidelity. University of Washington.Google Scholar
Weisz, J. R. & Kazdin, A. (2014). Evidence-based psychotherapies for children and adolescents (2nd ed.). Guilford Press.Google Scholar
Willoughby, M. T., Wirth, R. J., Blair, C. B., & Family Life Project Investigators. (2012). Executive function in early childhood: Longitudinal measurement invariance and developmental change. Psychological Assessment, 24(2), 418431. doi:10.1037/a0025779Google Scholar
Zelazo, P. D., Muller, U., Frye, D., Marcovitch, S., Argitis, G., Bosevoski, J., … & Sutherland, A. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), vii137.Google Scholar
Zhou, Q., Chen, S., & Main, A. (2012). Commonalities and differences in research on children’s effortful control and executive function: A call for an integrated model of self-regulation. Child Development Perspectives, 6(2), 112121. doi:10.1111/j.1750-8606.2011.00176.xGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×