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10 pages, 356 KiB

Open AccessArticle

The Development of Emotion Understanding among Five- and Six-Year-Old Left-Behind Children in Rural China

by Ruifeng Tan, Huimin Fang and Suiqing Chen

Int. J. Environ. Res. Public Health 2023, 20(5), 3974; https://doi.org/10.3390/ijerph20053974 - 23 Feb 2023

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The left-behind children (LBC), separated from their mother/father or parents for a long period of time, have long been discussed as a subject of concern in China. Existing research has concluded that rural children who did not migrate with parents are subject to [...] Read more.

The left-behind children (LBC), separated from their mother/father or parents for a long period of time, have long been discussed as a subject of concern in China. Existing research has concluded that rural children who did not migrate with parents are subject to emotional risks. In the present study, the purpose is to study the impact of parental migration on early emotional understanding. Purposeful sampling was used to recruit 180 children aged five to six years in rural areas of Guangdong province, including LBC and non-left-behind children (NLBC). Their level of emotional understanding (EU) was assessed by the emotional comprehension test (TEC) adapted to the Chinese context. The results showed that, on the three levels (External, Internal, Reflective) of emotional understanding, LBC aged five- to six- years old scored significantly lower than NLBC as counterparts. On the whole, the emotional comprehension ability of preschool LBC was significantly lower than that of NLBC. However, there were no significant differences within LBC nurtured by single parents, grandparents, and other relatives. This study confirmed that parental migration in early childhood considerably impacted rural LBC’s emotional understanding and affectional adjustment, which provided a significant basis for increasing parental care and early childhood companionship in rural areas. Full article

(This article belongs to the Special Issue Emotional and Behavioral Problems in Children, Adolescents, and Family)

15 pages, 405 KiB

Open AccessArticle

Bullying and Emotional Problems in Pupils from 11 to 13 Years Old: Joint Detection through Self-Report

by Ana-Isabel González-Contreras and José-Luis Ramos-Sánchez

Int. J. Environ. Res. Public Health 2022, 19(21), 14306; https://doi.org/10.3390/ijerph192114306 - 02 Nov 2022

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Abstract

The objective of this study was to adapt and make available a valid instrument based on a joint questionnaire (self-report type) to detect the risk of bullying and emotional problems in pupils aged from 11 to 13 years. The questionnaires used were that [...] Read more.

The objective of this study was to adapt and make available a valid instrument based on a joint questionnaire (self-report type) to detect the risk of bullying and emotional problems in pupils aged from 11 to 13 years. The questionnaires used were that of Spain’s Ombudsman (Defensor del Pueblo) to detect the risk of becoming a victim of bullying and an adaptation of Spain’s CECAD to assess the risk of emotional problems. The participants were 1077 gender-matched subjects enrolled in the 6th year of Primary Education (n = 467) and the 1st year of Lower Secondary Education (n = 610) from 19 schools in the Region of Extremadura. High reliability was obtained in both questionnaires, as well as a significant relationship between bullying and emotional problems (0.36). The scales place the pupils at either a certain risk level (mild, moderate, or severe) or no risk. The study concludes with the description of four situations deriving from the cross relationship between victimization and the pupil’s emotional problems: (1) no risk of bullying and no risk of emotional problems (73.2%), (2) risk of bullying but no risk of emotional problems (11.1%), (3) no risk of bullying but risk of emotional problems (9.4%), and (4) risk of bullying and risk of emotional problems (6.3%). Full article

(This article belongs to the Special Issue Emotional and Behavioral Problems in Children, Adolescents, and Family)

10 pages, 860 KiB

Open AccessArticle

The Association between Peer Victimization and Risk-Taking Behavior among Chinese Adolescents: Testing a Moderated Mediation Model

by Yangang Nie, Guodong Wang, Pei Chen, Linxin Wang and Kai Dou

Int. J. Environ. Res. Public Health 2022, 19(21), 14198; https://doi.org/10.3390/ijerph192114198 - 30 Oct 2022

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Abstract

Peer victimization has been considered a main source of risk-taking behavior among adolescents, but little is known about the mechanisms underlying this association. Based on the social–cognitive theory and the person–environment interactions model, the current study built a moderated mediation model to explore [...] Read more.

Peer victimization has been considered a main source of risk-taking behavior among adolescents, but little is known about the mechanisms underlying this association. Based on the social–cognitive theory and the person–environment interactions model, the current study built a moderated mediation model to explore whether self-control mediated the link between peer victimization and adolescent risk-taking behavior and whether positive parenting moderated this link. We used a 2-time longitudinal design (6 months apart) to investigate 488 adolescents (M_age = 15.63 years, SD = 1.64) from 3 middle schools in Guangzhou. The results were as follows: (1) There were significant correlations among peer victimization, adolescent risk-taking behavior, self-control, and positive parenting when controlling for demographic variables. (2) Peer victimization not only influenced risk-taking behavior directly, but also indirectly through self-control. (3) Positive parenting moderated the influence of self-control on risk-taking behavior. In other words, positive parenting could enhance the inhibitory effect of self-control on risk-taking behavior. The results help reveal the mechanism by which adolescent risk-taking behavior forms and may help inform interventions against adolescent risk-taking behavior. Full article

(This article belongs to the Special Issue Emotional and Behavioral Problems in Children, Adolescents, and Family)

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12 pages, 537 KiB

Open AccessArticle

Acceptance and Commitment Training Focused on Psychological Flexibility for Family Members of Children with Intellectual Disabilities

by David Lobato, Francisco Montesinos, Eduardo Polín and Saray Cáliz

Int. J. Environ. Res. Public Health 2022, 19(21), 13943; https://doi.org/10.3390/ijerph192113943 - 27 Oct 2022

Cited by 2 | Viewed by 1923

Abstract

The objective of the study was to analyse the effect of a psychological flexibility intervention programme based on Acceptance and Commitment Therapy (ACT) on 36 family members of children with intellectual disabilities. The 6-PAQ (parental psychological flexibility), PSS-14 (perceived stress), GHQ-12 (psychological health), [...] Read more.

The objective of the study was to analyse the effect of a psychological flexibility intervention programme based on Acceptance and Commitment Therapy (ACT) on 36 family members of children with intellectual disabilities. The 6-PAQ (parental psychological flexibility), PSS-14 (perceived stress), GHQ-12 (psychological health), and WBSI (suppression of unwanted thoughts) were used as measurement instruments before the programme (pre), after (post), and at follow-up (after two months). Possible change in family interactions due to the family intervention was also assessed through self-monitoring. A decrease in psychological inflexibility, a reduction in stress, an improvement in psychological well-being, and a reduction in the tendency to suppress thoughts and emotions were observed after the programme. Furthermore, the effects seem to extend to family interactions, with an increase in positive interactions and a decrease in negative ones. The study leads us to think about the importance of psychological flexibility in children with chronic conditions as a process that mediates the impact of stress and family well-being. Full article

(This article belongs to the Special Issue Emotional and Behavioral Problems in Children, Adolescents, and Family)

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18 pages, 1123 KiB

Open AccessArticle

Translation and Validation of the Malay Version of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA)

by Manisah Mohd Ali, Suzana Mohd Hoesni, Nur Afrina Rosharudin, Siti Rashidah Yusoff, Mohamad Omar Ihsan Razman, Khairul Farhah Khairuddin, Tuti Iryani Mohd Daud, Noor Azimah Muhammad and Dharatun Nissa Puad Mohd Kari

Int. J. Environ. Res. Public Health 2022, 19(18), 11399; https://doi.org/10.3390/ijerph191811399 - 10 Sep 2022

Cited by 2 | Viewed by 2662

Abstract

The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) has been translated and adapted globally. This study aimed to examine the psychometric properties of the Malay version of the ERQ-CA. The ERQ-CA underwent forward and back translation twice and was tested in two [...] Read more.

The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) has been translated and adapted globally. This study aimed to examine the psychometric properties of the Malay version of the ERQ-CA. The ERQ-CA underwent forward and back translation twice and was tested in two separate studies, Study 1 and Study 2, with 296 and 359 students aged between 13 and 14 years old, respectively. Cronbach’s alpha values were calculated, and confirmatory factor analysis was conducted. The results from Study 1 demonstrate good internal consistency for cognitive reappraisal and expressive suppression. The results indicate a good factor loading for most of the items, but only one value of the goodness-of-fit met the criteria for a good fit. The results from Study 2 show improvements in the values of the goodness-of-fit that are comparable to previous studies, but there was a decrease in the factor loading scores. Overall, the Malay version of the ERQ-CA possesses acceptable reliability and validity. Further studies are required in the near future to develop a Malay version of the ERQ-CA that reasonably represents Malaysian adolescents. Full article

(This article belongs to the Special Issue Emotional and Behavioral Problems in Children, Adolescents, and Family)

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11 pages, 523 KiB

Open AccessArticle

Parental Support and Problematic Smartphone Use: A Serial Mediating Model of Self-Esteem and Fear of Missing Out

by Ji-Hye Kim

Int. J. Environ. Res. Public Health 2022, 19(13), 7657; https://doi.org/10.3390/ijerph19137657 - 23 Jun 2022

Cited by 15 | Viewed by 2547

Abstract

Based on problem behavior theory and interpersonal acceptance–rejection theory, this study aimed to examine the mediating roles of self-esteem and fear of missing out (FoMO) on the influence of parental support on adolescents’ problematic smartphone use. This study is a cross-sectional and descriptive [...] Read more.

Based on problem behavior theory and interpersonal acceptance–rejection theory, this study aimed to examine the mediating roles of self-esteem and fear of missing out (FoMO) on the influence of parental support on adolescents’ problematic smartphone use. This study is a cross-sectional and descriptive study. A total of 260 Korean adolescents from two public middle schools were selected through convenience sampling (female, 50.4%; mean age, 13.16 ± 0.84; range age, 12~15). Participants completed self-report questionnaires assessing sociodemographic characteristics, parental support, self-esteem, FoMO, and problematic smartphone use. The collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficients, and mediation analysis. The findings show that self-esteem and FoMO play a serial mediating role in the relationship between parental support and adolescents’ problematic smartphone use. Specifically, parental support had a negative effect on adolescents’ problematic smartphone use by increasing self-esteem but decreasing FoMO. These results provide further guidance in the prevention of and intervention of adolescent problematic smartphone use. Full article

(This article belongs to the Special Issue Emotional and Behavioral Problems in Children, Adolescents, and Family)

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10 pages, 1203 KiB

Open AccessArticle

Psychological Flexibility Is Associated with Parental Stress in Relatives of People with Intellectual Disabilities

by David Lobato, Francisco Montesinos and Juan M. Flujas-Contreras

Int. J. Environ. Res. Public Health 2022, 19(10), 6118; https://doi.org/10.3390/ijerph19106118 - 18 May 2022

Cited by 5 | Viewed by 2125

Abstract

The objective of the study was to examine the relationship between psychological flexibility, perceived stress, and psychological heath in relatives of people with a disability diagnosis. 151 relatives completed an online questionnaire that included 6-PAQ (parental psychological flexibility), PSS (perceived stress), GHQ-12 (psychological [...] Read more.

The objective of the study was to examine the relationship between psychological flexibility, perceived stress, and psychological heath in relatives of people with a disability diagnosis. 151 relatives completed an online questionnaire that included 6-PAQ (parental psychological flexibility), PSS (perceived stress), GHQ-12 (psychological health) and WBSI (suppression of unwanted thoughts). The results showed significant relationships between the four measured variables. A bimodal distribution was observed in the variables related to psychological flexibility. The multiple regression showed that difficulties in self as context, committed actions and defusion explain a high percentage of the variance of parental stress and general psychological health. The study provides new evidence to consider psychological flexibility as a mediating variable in psychological well-being. The presented data served as the basis for the development of an ACT-based intervention protocol and the implementation of a clinical trial for relatives of children with disabilities. Full article

(This article belongs to the Special Issue Emotional and Behavioral Problems in Children, Adolescents, and Family)

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Other

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18 pages, 667 KiB

Open AccessCase Report

Parenting Intervention for Psychological Flexibility and Emotion Regulation: Clinical Protocol and an Evidence-Based Case Study

by Juan M. Flujas-Contreras, Azucena García-Palacios and Inmaculada Gómez

Int. J. Environ. Res. Public Health 2022, 19(9), 5014; https://doi.org/10.3390/ijerph19095014 - 20 Apr 2022

Cited by 3 | Viewed by 3004

Abstract

Psychological flexibility has been found as a protective factor for several psychological problems, including the field of parenting. The present study aims to illustrate a clinical protocol, session by session, for the promotion of parental psychological flexibility and emotion regulation in a case [...] Read more.

Psychological flexibility has been found as a protective factor for several psychological problems, including the field of parenting. The present study aims to illustrate a clinical protocol, session by session, for the promotion of parental psychological flexibility and emotion regulation in a case study. The clinical protocol is based on third-wave behavior therapy in a brief intervention of four sessions. The intervention is presented in a clinical case of a mother with a child diagnosed with Oppositional Defiant Disorder. Both mother and child experienced problems with emotional regulation and psychological flexibility. The results show clinically significant improvements in psychological flexibility, emotional regulation, and stress parenting in the mother both after the intervention and at follow-up. In the child, emotional perspective-taking skills, acceptance, and valued actions improved. The case illustrates in detail the application of different strategies of acceptance, mindfulness, emotion regulation, and emotional defusion applicable to parenting. Clinical implications are discussed. Full article

(This article belongs to the Special Issue Emotional and Behavioral Problems in Children, Adolescents, and Family)

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