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Maternal sensitivity to distress, attachment and the development of callous-unemotional traits in young children
Background
Callous-unemotional (CU) traits are characterized by a lack of responsiveness to the emotions of others, particularly negative emotions. A parenting environment where the child's own distress emotions are sensitively responded to may help foster the child's ability to respond to the emotions of others. We tested whether maternal sensitivity to distress, and other parenting characteristics, were associated with CU traits over the preschool period, and examined whether this was mediated via infant attachment status.
Method
In an epidemiological cohort, CU traits were assessed at age 2.5, 3.5, and 5.0 years by mother report. Dimensions of parenting were assessed in free play at age 29 weeks in a stratified subsample of 272, and attachment status at 14 months (n = 265). Structural equation modelling with maximum likelihood estimation was used to examine predictions from parenting dimensions and attachment status.
Results
A parenting factor comprised of sensitivity to distress (n = 207), sensitivity to non-distress, positive regard toward the infant (or warmth), and intrusiveness, predicted child CU traits (p = .023). This effect was accounted for mainly by sensitivity to distress (p = .008) and positive regard (p = .023) which showed a synergistic effect as evidenced by a significant interaction (p = .01). This arose because the combination of low sensitivity to distress and low positive regard created the risk for elevated CU traits. Although sensitivity and positive regard predicted attachment security and disorganization, there were no associations between attachment status and CU traits.
Conclusions
The finding of contributions from both sensitivity to distress and positive regard to reduced CU traits suggests that children's responsiveness to othersâ emotions may be increased by their own mothersâ responsiveness to them and their mothersâ warmth. There was no evidence that this was mediated via attachment status. Implications for intervention and future directions are discussed
The Effects of Intranasal Oxytocin Administration on Sensitive Caregiving in Mothers with Postnatal Depression
The impact of program structure on cortisol patterning in children attending out-of-home child care
Nonmaternal Care's Association With Mother's Parenting Sensitivity: A Case of Self-Selection Bias?
Child Care in Infancy and Cognitive Performance Until Middle Childhood in the Millennium Cohort Study
Hours in non-parental child care are related to language development in a longitudinal cohort study
Background: The effects of child care services on several domains of child development have been extensively investigated, but evidence regarding the effects of child care on language development remains inconclusive. Methods: Within a large-scale population-based study, we examined the longitudinal associations between non-parental child care and language development from 1 to 6 years (n = 5375). Results: Results showed that more hours in non-parental child care were associated with better language abilities. However, more hours in care in the first year of life were associated with less language proficiency at ages 1 to 1.5. At later ages, this effect disappeared and language proficiency increased. Furthermore, children who spent more hours in centre-based care had better language scores than children in home-based care. Ethnicity, socio-economic status, gender or parity did not change these results. Conclusions: This large, multi-ethnic study demonstrates beneficial effects of non-parental child care, particularly centre-based care, on language proficiency later in childhood
Child Care Quality and Cognitive Development: Trajectories Leading to Better Preacademic Skills
Developmental Transactions Between SelfâRegulation and Academic Achievement Among LowâIncome African American and Latino Children
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