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5 results

  • Parent couple conflict and emotional and behavioral problems in youth with autism: Longitudinal investigation of bidirectional effects

  • Brianna Piro-Gambetti, Geovanna Rodriguez, Lauren M. Papp, Jessica L. Greenlee, Sigan L. Hartley
  • Journal:
    Development and Psychopathology / Volume 35 / Issue 1 / February 2023
    Published online by Cambridge University Press:
    28 September 2021, pp. 62-72
    • Article
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  • Families of youth with autism spectrum disorder (ASD) are vulnerable to maladaptive psychosocial experiences, including elevated youth emotional and behavioral problems (EBPs) and poor parent couple relationship outcomes. Yet, the extent to which these family psychosocial experiences are intertwined has been given little research attention. The present study longitudinally investigated the bidirectional associations between parent couple conflict (PCC) and youth EBPs in 188 families of children and adolescents with ASD (initially aged 5 to 12 years) across four time points (T1, T2, T3, T4), each spaced 12 months apart. Mother- and father-report of youth EBPs and PCC were entered into a cross-lagged panel model. After adjusting for youth age and intellectual disability status and parent education and couple relationship length, the results indicated that father-report of PCC predicted increased youth EBPs 12 months later (T1→T2 and T2→T3). In addition, father-report of youth EBPs predicted increased PCC 12 months later (T3→T4). Mother-report did not demonstrate cross-lagged effects. The findings suggest that fathers’ perceptions of PCC and youth emotional and behavioral functioning are transactionally related, highlighting the need for family-wide interventions.

  • Changes in marital conflict and youths' responses across childhood and adolescence: A test of sensitization

  • Marcie C. Goeke-Morey, Lauren M. Papp, E. Mark Cummings
  • Journal:
    Development and Psychopathology / Volume 25 / Issue 1 / February 2013
    Published online by Cambridge University Press:
    11 February 2013, pp. 241-251

  • Although the sensitization hypothesis is fundamental to process-oriented explanations of the effects of marital conflict on children, few longitudinal tests of the theory's propositions have been conducted. Hierarchical linear modeling was used in this prospective, longitudinal study (n = 297 families) to assess changes in the dimensions of responding to conflict (i.e., emotional, cognitive, and behavioral) for 3 consecutive years in youths between the ages of 8 and 19 years. Moreover, to test the notion of sensitization, analyses were conducted to examine whether change in marital conflict predicted change in children's responding across middle childhood and adolescence. Supporting the sensitization hypothesis, increases in exposure to hostile marital conflict were associated with increases in children's negative emotionality, threat, self-blame, and skepticism about resolution. With a few exceptions, the effects were largely consistent for boys and girls and for younger and older children.

  • Chapter 19 - Marital Health

  • from Part III - Environments
  • Edited by Linda Mayes, Yale University, Connecticut, Michael Lewis
  • Book:
    The Cambridge Handbook of Environment in Human Development
    Published online:
    05 October 2012
    Print publication:
    27 August 2012, pp 385-405

  • Summary

    This chapter discusses the many ways in which schools influence human development with multiple levels of regulatory processes most directly related to the day-to-day interactions children have with their teachers. It describes each of the major contextual levels outlined in 1999 and also discusses how their associated processes can influence children's academic and social-emotional functioning. The chapter summarizes what people know about developmental changes in these contextual processes as children progress through different school types and how such contextual changes influence children's development. The next level of school contextual processes is most closely associated with the teacher. This chapter discusses three examples of processes at this level: teacher beliefs, instructional practices, and teacher-student relationships. The next level of influences is that of academic tracks or curriculum differentiation policies. Parent involvement in their child's schooling has consistently emerged as an important factor in promoting both academic achievement and socio-emotional well-being.

  • 9 - Regulatory Processes in Children's Coping with Exposure to Marital Conflict

  • Edited by Sheryl L. Olson, University of Michigan, Ann Arbor, Arnold J. Sameroff, University of Michigan, Ann Arbor
  • Book:
    Biopsychosocial Regulatory Processes in the Development of Childhood Behavioral Problems
    Published online:
    02 July 2009
    Print publication:
    16 February 2009, pp 212-237

  • Summary

    Associations between predictors of family risk (e.g., interparental conflict) and children's emotional and behavioral dysregulation are well documented (Cummings & Davies, 1994; Emery, 1982; Grych & Fincham, 1990). A central aim of the developmental psychopathology framework is to articulate the processes underlying such associations and how these relations over time are related to the development of psychopathology (Cummings, Davies, & Campbell, 2000). Developmental psychopathology emphasizes process-oriented research concerned with identifying specific responses and patterns of behaviors underlying development, paying particular attention to how these responses and patterns change in different contexts over time. Working from a developmental psychopathology perspective, this chapter examines children's regulatory processes in response to exposure to different forms of marital conflict, as well as the relations of these regulatory responses to their broader adjustment. Specifically, this chapter integrates social (i.e., marital conflict) and regulatory (i.e., children's emotional and behavioral responses to marital conflict) processes to advance understanding of the relationships between children's regulatory expressions in these contexts and their overall adjustment.

    INTERPARENTAL CONFLICT AS A FAMILY RISK FACTOR

    Exposure to marital conflict is stressful for children (Emery, Fincham, & Cummings, 1992). Children exposed to angry adult interactions display increased arousal and dysregulated behavior (e.g., Cummings, Iannotti, & Zahn-Waxler, 1985; Cummings, Zahn-Waxler, & Radke-Yarrow, 1981). In this context, children report feelings of negative emotions, such as anger and fear (e.g., Goeke-Morey, Cummings, Harold, & Shelton, 2003).