Comparing Emotion Recognition Skills among Children with and without Jailed Parents

Approximately five million children in the United States have experienced a co-resident parent’s incarceration in jail or prison. Parental incarceration is associated with multiple risk factors for maladjustment, which may contribute to the increased likelihood of behavioral problems in this population. Few studies have examined early predictors of maladjustment among children with incarcerated parents, limiting scholars’ understanding about potential points for prevention and intervention. Emotion recognition skills may play a role in the development of maladjustment and may be amenable to intervention. The current study examined whether emotion recognition skills differed between three- to eight-year-old children with and without jailed parents. We hypothesized that children with jailed parents would have a negative bias in processing emotions and less accuracy compared to children without incarcerated parents. Data were drawn from 128 families, including 75 children (53.3% male, M = 5.37 years) with jailed parents and 53 children (39.6% male, M = 5.02 years) without jailed parents. Caregivers in both samples provided demographic information. Children performed an emotion recognition task in which they were asked to produce a label for photos expressing six different emotions (i.e., happy, surprised, neutral, sad, angry, fearful). For scoring, the number of positive and negative labels were totaled; the number of negative labels provided for neutral and positive stimuli were totaled (measuring negative bias/overextension of negative labels); and valence accuracy (i.e., positive, negative, neutral) and label accuracy were calculated. Results indicated a main effect of parental incarceration on the number of positive labels provided; children with jailed parents presented significantly fewer positive emotions than the comparison group. There was also a main effect of parental incarceration on negative bias (the overextension of negative labels); children with jailed parents had a negative bias compared to children without jailed parents. However, these findings did not hold when controlling for child age, race/ethnicity, receipt of special education services, and caregiver education. The results provide some evidence for the effect of the context of parental incarceration in the development of negative emotion recognition biases. Limitations and implications for future research and interventions are discussed

Ecological Systems in the Contexts of Foster Care and Parental Incarceration

This bundled dissertation sought to advance research about children in the contexts of foster care and/or parental incarceration. The first study, “Developmental Differences in Children\u27s Visits with Their Parents in Jail,†expanded upon previous research of young children\u27s experiences visiting jail by including a sample of 3-17-year-olds. The study described children\u27s visitation through quantitative (measured by the Jail-Prison Observation Checklist) and qualitative (themes gleaned from observations of children\u27s visits with parents in jail) analyses with an ecological systems framework. The second longitudinal study, “Visits with Fathers Involved in the Criminal Justice System and Behavioral Outcomes among Children in Foster Care,†considered individual (i.e., race, gender, emotional and behavioral adjustment) and microsystem factors (i.e., visitation with parents who are incarcerated) to inform recommendations for correctional systems and policymakers in the exosystems, macrosystems, and chronosystems. Finally, few studies consider greater ecological systems and the well-being of children in foster care. As such, the third study, titled Ecological Disruptions and Well-being among Children in Foster Care, examined the impact of multiple ecological disruptions (i.e., changes in or separation from siblings, friends, school, church, community) on children\u27s internalizing symptoms and externalizing behaviors over time. The combination of these three studies increases understanding about the complex, interactive factors that impact the well-being of children in the contexts of child welfare and/or parental incarceration

The Health and Development of Young Children Who Witnessed Their Parent’s Arrest Prior to Parental Jail Incarceration

Most U.S. incarceration occurs in jails, with more than 10 million annual admissions, and most individuals in jail are parents of minor children. In this short-term longitudinal study, we examined the health and development of young children who did or did not witness their parent’s arrest prior to parental jail incarceration. 228 individuals in 76 triads (incarcerated parents, children, at-home caregivers) were enrolled from four jails in two states. Jailed parents and caregivers reported on whether the child witnessed the parent’s arrest or crime. Children’s caregivers completed questionnaires about children’s emotional symptoms during the prior 6 months and demographics, as well as children’s emotional reactions to separation from the parent and child health at the initial assessment and 2 weeks later. Trained researchers conducted a developmental assessment with children while waiting to visit parents. Results of regression-based moderated mediation analyses indicated that when their emotional symptoms were high, children who witnessed parental arrest were more likely to have poorer health initially and more intense negative reactions to the parent leaving for jail. In addition, when children’s general emotional symptoms were low, children who witnessed their parent’s arrest were more likely to exhibit developmental delays, especially in their early academic skills, compared to children who did not witness the arrest. Witnessing the parent’s crime related to missed milestones in social and adaptive development. Findings have implications for policies regarding safeguarding children during parental arrest and referrals for health- and development-promotion services following parental criminal justice system involvement