Do personality traits moderate relations between psychologically controlling parenting and problem behavior in adolescents?

This research examined whether and how adolescents' personality traits moderate associations between psychologically controlling parenting and problem behaviors. On the basis of self-determination theory, we also examined the mediating role of psychological need frustration in the effects of psychologically controlling parenting. A cross-sectional study in two samples (N = 423 and 292; M-age = 12.43 and 15.74 years) was conducted. While in Sample 1 both mothers and adolescents provided reports of parenting and problem behavior, Sample 2 relied on adolescent-reported parenting and mother-reported problem behavior. Psychologically controlling parenting was related to internalizing and externalizing problems in both samples. Little systematic evidence was obtained for the moderating role of personality, with the exception of a moderating effect of Agreeableness. In both samples, psychological control was unrelated to externalizing problems among adolescents high on Agreeableness. Analyses of Sample 2 showed that associations between psychological control and problem behavior were mediated by psychological need frustration. Adolescent personality plays a modest role as a moderator of associations between psychologically controlling parenting and problem behavior. Frustration of adolescents' basic and universal psychological needs can account for the undermining effects of psychologically controlling parenting. Directions for future research are discussed

Adaptive emotion regulation, academic performance and internalising problems in Flemish children with special educational needs : a pilot study

School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children’s adaptive emotion regulation plays a crucial role, as it was shown to be independently related to improved AP and fewer IP. However, to gain stronger evidence for this assumption, it should be further clarified whether adaptive emotion regulation, AP and IP are also jointly associated and, if so, how this is reflected in children with SEN. To explore these issues, two different models were tested in a cross-sectional pilot including 61 Flemish elementary school children with SEN (39 boys and 22 girls, mean age = 10.0 years old). Teachers reported on adaptive emotion regulation, AP and IP. The results indicated that AP partially mediated the relationship between adaptive emotion regulation and IP (model 1), while IP fully mediated the relationship between adaptive emotion regulation and AP (model 2). Practical implications, strengths, and limitations were discussed

The distinction of 'Psychosomatogenic family types' Based on parents' self reported questionnaire information: a cluster analysis

The theory of 'psychosomatogenic family types' is often used in treatment of somatizing adolescents. This study investigated the validity of distinguishing 'psychosomatogenic family types' based on parents' self-reported family features. The study included a Flemish general population sample of 12-year olds (n = 1428). We performed cluster analysis on 3 variables concerning parents' self-reported problems in family functioning. The distinguished clusters were examined for differences in marital problems, parental emotional problems, professional help for family members, demographics, and adolescents' somatization. Results showed the existence of 5 family types: 'chaotic family functioning,' 'average amount of family functioning problems,' 'few family functioning problems,' 'high amount of support and communication problems,' and ' high amount of sense of security problems' clusters. Membership of the 'chaotic family functioning' and 'average amount of family functioning problems' cluster was significantly associated with higher levels of somatization, compared with 'few family functioning problems' cluster membership. Among additional variables, only marital and parental emotional problems distinguished somatization relevant from non relevant clusters: parents in 'average amount of family functioning problems' and 'chaotic family functioning' clusters reported higher problems. The data showed that 'apparently perfect' or 'enmeshed' patterns of family functioning may not be assessed by means of parent report as adopted in this study. In addition, not only adolescents from 'extreme' types of family functioning may suffer from somatization. Further, professionals should be careful assuming that families in which parents report average to high amounts of family functioning problems also show different demographic characteristics

Parents' power assertive discipline and internalizing problems in adolescents: the role of attachment

Objective. To increase understanding of the link between power assertive discipline and internalizing problems in adolescence, the present study investigated the role of attachment. Design. For this purpose, 514 families (mothers, fathers, and adolescents ranging in age from 10 to 18 years) completed questionnaires measuring power assertive discipline, attachment, and internalizing problems. Power assertive discipline was measured with multiple informants. The mediating and moderating role of attachment was investigated with bootstrapping analyses. Results. Complete mediation was found in the entire group and independent of parents' gender. Analyses for separate age groups confirmed the mediating role of attachment. Power assertive discipline tended to be linked with higher internalizing problems only when early adolescents reported high levels of attachment security. Conclusion. Power assertive discipline is associated with internalizing problems and less secure attachment, and attachment explained the association between power assertive discipline and internalizing problems

The effects of TIME-IN on emotion regulation, externalizing, and internalizing problems in promoting school readiness

Children’s readiness for school is often threatened by the occurrence of both externalizing and internalizing problems. Previous research has shown that Positive Behavioral Interventions and Supports (PBIS) is particularly effective for fostering children’s behavioral skills and reducing externalizing problems. However, whether PBIS can enhance children’s emotional skills and reduce internalizing problems is less clear. Therefore, TIME-IN was developed, which extends PBIS by also including emotional support systems. It was tested whether TIME-IN was effective for (a) improving emotion regulation and (b) reducing depressive symptoms. Furthermore, it was tentatively explored whether TIME-IN is accompanied by more than natural fluctuations in both children’s externalizing and internalizing problems. The effectiveness of TIME-IN was evaluated in a non-randomized study, in which an intervention group was compared with a matched control group. Both research questions were addressed in a sample consisting of 81 children between 8 and 12 years of age with special educational needs. Questionnaires for teachers (i.e., TRF), children (i.e., FEEL-KJ and CDI), and their parents (i.e., CBCL) were administered at the beginning (T0) and the end of the school year (T1) using multi-informant assessment. Only indicative evidence was found for the hypothesis that TIME-IN improved children’s emotion regulation. Practical implications, strengths, and limitations were discussed

Non-suicidal self-injury in adolescence: a longitudinal study of the relationship between NSSI, psychological distress and perceived parenting

Objective: The present study investigates whether either adolescents' psychological distress and/or perceived parenting predicted the occurrence of NSSI. Furthermore, the consequences of NSSI are examined in a three-wave longitudinal study. Design: The sample at time 1 (age 12) consisted of 1396 adolescent reports and 1438 parent reports. At time 2 (age 13), 827 adolescent reports and 936 parent reports were obtained. Time 3 (age 14) included 754 adolescent reports and 790 parent reports. Psychological distress of adolescents was measured using the Strengths and Difficulties Questionnaire. Perceived parenting behaviors were examined by the Parental Behavior Scale and the Psychological Control Scale. Results: A total of 10% of the adolescents engaged in NSSI at least once before age 15. Higher psychological distress of adolescents at time 1 was associated with the presence of NSSI at time 2 or 3. The association between psychological distress at time 1 and perception of decreased parental rule setting at time 3 was mediated by the presence of NSSI at time 2. Conclusions: The present study showed that psychological distress at age 12 predicts NSSI over time and that parental awareness of NSSI changes the perception of parenting behaviors. (C) 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved

Extending School-Wide Positive Behavior Support (SWPBS) with Emotional Support Systems

Children’s readiness for school is often threatened by the occurrence of both externalising (EP) and internalising (IP) problems. In search for solutions, research has shown that School-Wide Positive Behaviour Support (SWPBS) is particularly effective for fostering children’s behavioural skills and reducing EP. However, whether SWPBS can enhance children’s emotional skills and reduce IP is less clear. Therefore, TIME-IN was developed, which extends SWPBS by also including emotional support systems. It will be tested whether TIME-IN is effective for (a) improving emotion regulation (ER) and (b) reducing depressive symptoms. Furthermore, it will be tentatively explored whether TIME-IN is accompanied by more than natural fluctuations in both children’s EP and IP. The effectiveness of TIME-IN will be evaluated in a non-randomized study, in which an intervention group will be compared with a matched control group. Both research questions will be addressed in a sample consisting of children between 8 and 12 years of age with special educational needs (SEN), who have been argued to benefit most from school readiness interventions. Questionnaires for teachers, children, and their parents will be administered at the beginning (T0) and the end of the school year (T1) using multi-informant assessment. Practical implications, strengths, and limitations were discussed. ISCRTN registry 54456609.Registered on 28 March 2017. Ethical requirements were fulfilled