PACD - Parental sensitivity Flashcards
What does sensitivity to distress e.g. cries get linked to?
Attachment security, reduced behavioural problems, empathy, social competence and affect (emotion) regulation
What does sensitivity to non distress e.g. direct attention get linked to?
Language development and cognitive development
What may sensitivity help to explain?
Small associations found between global sensitivity and child outcomes
What is parenting as a socialisation?
Goal for child to internalise societal norms and become a functioning member of society
What does hostile or punitive parenting produce?
Affective overarousal in children, undermines emotion regulation development and undermines learning in specific contexts by compromising attentional capabilities
What are children more likely to do if they have supportive and positive parenting?
Better able to respond to parental efforts to focus attention and guide their behaviour. More likely to be disposed to process their parents request for desirable and control their emotion and behaviour
What are supportive parents more likely to model?
Constructive, regulated ways to manage interpersonal interactions and may help children to manage their distress
What does maternal sensitivity seem to promote?
Emotion regulation in children which in turn is linked to a range of outcomes - their behaviour, their social competence, their attachment and their prosocial behaviour
What do markers of sensitivity include?
Acknowledging the child’s affect, contingent vocalisation by the parent, facilitating the manipulation of an object or child movement, appropriate attention focusing, evidence of good time paced to the child’s interests, slowing the pace when appearing overstimulated, shared positive affect, sitting on floor at Childs level
What do markers of intrusive interactions include?
Failing to modulate behaviour that the child turns from, defends against, or expresses negative
affect to
■ Offering a continuous barrage of stimulation (physical or verbal), food, or toys
■ Not allowing child to influence pace or focus of play, interaction or feeding
■ Taking away objects or food while the child still appears interested
■ Not allowing the child to handle toys he/she reaches for
■ Insisting that the child do something (play, eat, interact) in which he/she is not interested
■ Not allowing the child to make choices
■ Manipulating the child’s body in an intrusive manner
■ Physically impairing the child’s movement
What do markers of detachment/disengagement include?
Putting the child so he/she faces away from the parent, without attempts to visually “check-in”
■ Presenting toys without first engaging the child or showing him/her how to manipulate them
■ Rarely making eye contact or talking to the child
■ Not responding to the child’s vocalisations, smile, or reaches for toys
■ An unawareness of the child’s capabilities and appropriate activities
■ Positioning the child so that he/she cannot reach or manipulate a toy
■ Ignoring the interesting things the child does
■ Letting the child play unsupervised without checking in
■ Continually calling the child “baby” instead of using his/her name
■ Directing comments or stares towards the camera
■ Behaving in a mechanical or performance oriented manner
■ Behaving in an emotionally uninvolved manner or appearing to be a bay-sitter rather than a parent
when interacting with child
What do parents of children with behaviour problems often show?
Inconsistent discipline, harsh discipline, lack of supervison, failure to provide consistent social rules, lack of warmth and coercive patterns
Patternson coercion hypothesis
What is the rationale of parenting management training for child behavioural problems?
Based on behavioural and social learning theories view of child early social learning - that conditioning has so far been ineffective in promoting pro-social development.
What are the aims of social learning theory based parenting interventions?
Encourage playful interactions between parent and child to build relationship
■ Giving clear directions and rules
■ Enhance levels of warmth and positive reinforcement for desirable child behaviours
– Encourage use of praise and rewards (e.g., social praise, tangibles) to increase socially desirable
behaviours
■ Modify antecedents (triggers or setting events) for undesirable behaviours
– Reorganise the child’s day to prevent problems
■ Modify consequences for undesirable behaviours
– Using consistent and calmly executed consequences for unwanted behaviours
– Use time-out from positive reinforcement to discourage unwanted behaviours
■ Use observational learning (modelling by other adults) of adaptive parenting approaches
