Mother-Child Interaction as a Cradle of Theory of Mind: The Role of Maternal Emotional Availability

2015 ◽  
Vol 25 (1) ◽  
pp. 139-156 ◽  
Author(s):  
Maria Licata ◽  
Susanne Kristen ◽  
Beate Sodian
Keyword(s):  
Theory Of Mind ◽  
Emotional Availability ◽  
Child Interaction ◽  
Mother Child Interaction

scholarly journals Infant frontal asymmetry predicts child emotional availability

2015 ◽  
Vol 39 (6) ◽  
pp. 492-496 ◽  
Author(s):  
Maria Licata ◽  
Markus Paulus ◽  
Nina Kühn-Popp ◽  
Jorg Meinhardt ◽  
Beate Sodian
Keyword(s):  
Emotional Availability ◽  
Frontal Asymmetry ◽  
Interaction Quality ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Child Involvement ◽  
Frontal Activity ◽  
Eeg Activation ◽  
Electroencephalogram Eeg

While factors influencing maternal emotional availability (EA) have been well investigated, little is known about the development of child EA. The present longitudinal study investigated the role of frontal brain asymmetry in young children with regard to child EA (child responsiveness and involvement) in mother–child interaction in a sample of 28 children at 7, 14, and 50 months of age. When infants were 7 months of age, mother–child interaction quality was assessed using the EA-Scales. At 14 months, infants’ resting asymmetric frontal activity was assessed by means of the electroencephalogram (EEG). When children were 50 months old, mother–child interaction quality was measured again. Analyses showed that relatively higher left frontal EEG activation was related to higher child involvement at 50 months, but not to child responsiveness. Those findings suggest a specific relation between individual differences in frontal asymmetry, and child approach and initiating behaviors in mother–child interaction.

Father-child and mother-child interaction in families with a child feeding disorder: The role of paternal involvement

2010 ◽  
Vol 31 (6) ◽  
pp. 682-698 ◽  
Author(s):  
Naama Atzaba-Poria ◽  
Gal Meiri ◽  
Maaian Millikovsky ◽  
Anat Barkai ◽  
Maayan Dunaevsky-Idan ◽  
...  
Keyword(s):  
Paternal Involvement ◽  
Child Feeding ◽  
Feeding Disorder ◽  
Child Interaction ◽  
Mother Child Interaction

scholarly journals The Role of Mental Health of Mothers of Children With Learning Disabilities in the Relationship Between Parental Stress, Mother-child Interaction, and Children’s Behavioral Disorders

2021 ◽  
Vol 7 (2) ◽  
pp. 149-158
Author(s):  
Setareh Mohammadipour ◽  
◽  
Zahra Dasht Bozorgi ◽  
Farzaneh Hooman ◽  
◽  
...  
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Behavioral Disorders ◽  
Parental Stress ◽  
Students With Learning Disabilities ◽  
Mediating Role ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
The Relationship

Background: Behavioral problems are common in childhood, presenting debilitating conditions that cause numerous difficulties for the affected children and their families. The present study aimed to investigate the relationship between parental stress and mother-child interaction, and children’s behavioral disorders with the mediating role of mental health in the mothers of children with learning disabilities. Methods: The research population of this descriptive-correlational study consisted of the mothers of all students with learning disabilities in Adnimeshk City, Iran, in 2020. Applying the convenience sampling method, 210 students were selected as the study sample. The research instruments included the Child Behavior Checklist, the Parental Stress Scale, the Child-Parent Relationship Scale, and the Mental Health Questionnaire. The proposed model was evaluated using path analysis in AMOS v. 24. Results: The obtained results indicated a direct and significant relationship between parental stress and children’s behavioral disorders (β=0.321, P=0.0001), as well as mother-child interaction and mothers’ mental health (β=0.255, P=0.001). There was a negative relationship between mother-child interaction and children’s behavioral disorders (β=-0.148, P=0.019), as well as parental stress and mothers’ mental health (β=-0.581, P=0.0001). Furthermore, the collected results presented a reverse and significant relationship between mothers’ mental health and children’s behavioral disorders (β=-0.360, P=0.0001). The indirect path analysis data revealed that mothers’ mental health played a mediating role in the relationship between parental stress, mother-child interaction, and children’s behavioral disorders (P=0.001). Conclusion: According to the present research results, the model proposed in this study was favorably fitted; thus, it can be considered as an important step in identifying the factors affecting behavioral disorders in students with learning disabilities.

Learning discourse topic management in the preschool years

1986 ◽  
Vol 13 (2) ◽  
pp. 231-250 ◽  
Author(s):  
Susan H. Foster
Keyword(s):  
Language Development ◽  
Physical Environment ◽  
First Year ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Prelinguistic Communication ◽  
Development Of Language ◽  
Discourse Topic ◽  
Modular Framework

ABSTRACTThe ability of children aged 0;1 to 2;6 to initiate and maintain topics of conversation is explored using videotaped data of mother–child interaction collected at home. An analysis of both verbal and non-verbal behaviours suggests that initially children attract attention exclusively to themselves as topics of conversation. The emergence of manipulative skills from 0; 5 and the development of deictic gestures from around the end of the first year facilitate the initiation of topics concerned with items in the physical environment. Finally, with the development of language, reference to intangibles becomes possible. In maintaining topics, children are initially capable of extended sequences only within the context of routines, but by 2;6 are able to maintain coherent topics independently. The implications of the analysis presented for understanding the role of prelinguistic communication in language development are discussed against the background of a modular framework.

Observational Context of Mother-Child Interaction: Impact of a stress Context on Emotional Availability

2017 ◽  
Vol 26 (6) ◽  
pp. 1583-1591 ◽  
Author(s):  
Katja Dittrich ◽  
Anna Fuchs ◽  
Daniel Führer ◽  
Felix Bermpohl ◽  
Dorothea Kluczniok ◽  
...  
Keyword(s):  
Emotional Availability ◽  
Child Interaction ◽  
Mother Child Interaction

Pragmatic Assessment

1984 ◽  
Vol 49 (4) ◽  
pp. 368-377 ◽  
Author(s):  
Tanya M. Gallagher ◽  
Holly K. Craig
Keyword(s):  
Language Impaired ◽  
Frequent Type ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Multiple Context ◽  
Conversational Interactions ◽  
Pragmatic Assessment

The present study examined the pragmatic role of a frequently repeated utterance, "it's gone," within the multiple context conversational interactions of a 4-year-old specifically language-impaired boy. The data indicate that the phrase was an interactive access strategy to engage his partners in a nonexistence/disappearance game, a frequent type of early mother-child interaction. The assessment and intervention implications of these data are discussed.

The Cycle of Abuse: Emotional Availability in Resilient and Non-Resilient Mothers with Early Life Maltreatment

2020 ◽  
Vol 53 (5-6) ◽  
pp. 298-305
Author(s):  
Emilia Louisa Mielke ◽  
Corinne Neukel ◽  
Anna Fuchs ◽  
Karen Hillmann ◽  
Anna-Lena Zietlow ◽  
...  
Keyword(s):  
Mental Disorders ◽  
Mental Disorder ◽  
Early Life ◽  
Maternal Sensitivity ◽  
Emotional Availability ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
History Of ◽  
Interaction Task ◽  
And Control

<b><i>Background:</i></b> Early life maltreatment (ELM) has a high risk of transmission across generations, known as “the cycle of abuse.” ELM is also an important risk factor for developing mental disorders, and having a mental disorder increases the risk of child abuse. Both the abuse potential in mothers with ELM and in mothers with a history of mental disorders might be associated with a disturbed mother-child interaction. <b><i>Objective:</i></b> The current study examined differences in emotional availability between mothers with a history of ELM and previous or current mental disorders (non-resilient), mothers with ELM without mental disorders (resilient), and control mothers without ELM and without mental disorders. <b><i>Methods:</i></b> Thirty-three non-resilient mothers, 18 resilient mothers, and 37 control mothers and their 5- to 12-year-old children participated in a standardized mother-child interaction task. Videotaped interactions were rated by three independent, trained raters based on the Emotional Availability Scales (EA Scales) and compared between the groups. <b><i>Results:</i></b> The non-resilient mothers and their children showed reduced maternal sensitivity, structuring, non-intrusiveness, non-hostility, responsiveness, and involvement compared to the resilient mothers and their children and the control mothers and their children (<i>p</i> = 0.006, η<sub>p</sub><sup>2</sup> = 0.12). No differences on any of the EA Scales were found between resilient mothers and control mothers. <b><i>Conclusions:</i></b> These deficits in mother-child interaction in non-resilient mothers might contribute to mechanisms that could explain the cycle of abuse. Interestingly, resilient mothers, who did not develop a mental disorder despite having experienced ELM, did not show these deficits. Thus, prevention programs promoting resilience might be a key to break the cycle of abuse.

EMOTIONAL AVAILABILITY IN MOTHER-CHILD INTERACTION: THE EFFECTS OF MATERNAL DEPRESSION IN REMISSION AND ADDITIONAL HISTORY OF CHILDHOOD ABUSE

2015 ◽  
Vol 33 (7) ◽  
pp. 648-657 ◽  
Author(s):  
Dorothea Kluczniok ◽  
Katja Boedeker ◽  
Anna Fuchs ◽  
Catherine Hindi Attar ◽  
Thomas Fydrich ◽  
...  
Keyword(s):  
Maternal Depression ◽  
Childhood Abuse ◽  
Emotional Availability ◽  
History Of Childhood ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
History Of

The Role of "Recognition" in the Resolution of a Specific Interpersonal Dilemma

1993 ◽  
Vol 24 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Anne-Lise Løvlie Schibbye
Keyword(s):  
Structural Changes ◽  
Mutual Recognition ◽  
Child Interaction ◽  
Mother Child Interaction ◽  
Dialectical Perspective ◽  
The Relationship

AbstractIn this article the author argues that recognition of self or others is necessary for structural changes in our clients as well as for growth in all relationships. Recognition is seen as a way to deal with our conflicting needs as we progress toward an individuated self and as a way to solve conflicts within our relationships. From a dialectical perspective, dysfunctional interaction between partners reveals both the conflict and the lack of recognition. Various ways of resolving the dilemma are explored. An analysis of a mother-child interaction shows that intersubjectivity is basic in recognition. The dialectic perspective emphasizes in addition the threat and mutuality involved in recognition. With mutual recognition we gain ourselves both as subjects and as objects, and we preserve the relationship. Finally, implications of the dialectical way of conceptualizing relationships are summarily presented.

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