Efficacy of a reminiscing and emotion training intervention on maltreating families with preschool-aged children
Bibliographic Data
| ID | 9787320 |
|---|---|
| Authors | Kristin Valentino (0000-0003-3882-6409, University of Notre Dame, corresponding author), E Mark Cummings (0000-0002-5932-606X, University of Notre Dame), John G Borkowski (University of Notre Dame), John Borkowski, Leah C Hibel (0000-0002-6548-6975, University of California, Davis), Jennifer Burke Lefever (0000-0002-8162-1815, University of Notre Dame), Jennifer Lefever, Monica Lawson (0000-0002-1320-0728, University of Notre Dame) |
| Year | 2019 |
| Volume | 55 |
| Issue | 11 |
| Pages | 2365-2378 |
| Publication date | 2019-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0000792 |
| PMID | 31380660 |
| OpenAlex | W2965231016 |
| Language | EN |
| Citations received | 11 |
| References cited | 32 |
The current investigation reports the results of a randomized controlled trial of a brief, relational intervention for maltreated preschool-aged children and their mothers, called Reminiscing and Emotion Training (RET). RET facilitates elaborative and emotionally supportive parent-child communication, which is an essential component of the parent-child relationship and is especially relevant for the preschool age period. Participants were 248 children between the ages of 3- to 6-years-old and their mothers. Following a baseline assessment, 165 maltreating families were randomized into RET or a Community Standard (CS) condition in which families received case management and written parenting information; 83 families participated in the nonmaltreating comparison condition. Results indicated that the key mechanisms targeted by the RET interventions were enhanced, such that mothers who participated in RET were significantly better in elaboration and sensitive guidance during reminiscing at the posttest than were maltreating mothers who did not receive the intervention, with medium to large effect sizes; additionally, mothers in the RET group were more elaborative than mothers from the nonmaltreatment group. Children in the RET condition also contributed significantly more memories and had better emotional knowledge than did children in the CS condition, controlling for baseline values and language, and approximated the functioning of nonmaltreated children. These findings add to a growing literature underscoring the benefits of brief, focused, relational interventions for maltreated children and their caregivers. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Developmental psychology · Intervention (counseling · Preschool education · Child and Adolescent Psychosocial and Emotional Development · Family Support in Illness · Identity, Memory, and Therapy · Psychology
Parent–adolescent reminiscing and youth psychopathology
Developmental and Intervention-Related Change in Autobiographical Memory Specificity in Maltreated Children
Psychosocial Interventions for Edge of Care Families in the Early Years
From the “Here and Now” to the “There and Then”
Growing Memories
Indirect Effect of Maltreatment on Child Cooperation and Exploration Through Maternal Sensitive Guidance
Trauma-Focused Tuning in to Kids
Reliability and Validity Evidence for an Adapted Affect Knowledge Test for Preschool Children Using Rasch Theory
Parental and Family Storytelling Across the Generations
Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions
I Can Relate
Elaborating on Elaborations
Social Cognition, Prosocial Behavior, and Emotion in Preschoolers
A Secure Base from Which to Explore Close Relationships
A Meta-analytic Review of Components Associated with Parent Training Program Effectiveness
The Emergence of Autobiographical Memory
The Development of Autobiographical Memory
Training Mothers in Elaborative Reminiscing Enhances Children’s Autobiographical Memory and Narrative
Tuning in to Kids
Mother-child conversations about the past
Reduced Autobiographical Memory Specificity Among Maltreated Preschoolers
Encouraging narratives in preschoolers
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Can Emotional Language Skills be Taught During Parent Training for Conduct Problem Children
Maternal Emotion Socialization in Maltreating and Non‐maltreating Families
Does It Matter if Preschool Children and Mothers Discuss Positive vs. Negative Events During Reminiscing? Links with Mother‐reported Attachment, Family Emotional Climate, and Socioemotional Development
Family Narratives, Self, and Gender in Early Adolescence
Overgeneral autobiographical memory and traumatic events
Tuning in to kids
Developing Evidence‐Based Interventions for Foster Children
Mother-child play and emerging social behaviors among infants from maltreating families
Maternal Structure and Autonomy Support in Conversations About the Past
Mother-Child Discourse in Two Contexts
Mother–child reminiscing and autobiographical memory specificity among preschool-age children
Maternal sensitive guidance during reminiscing in the context of child maltreatment
Less is more
| Citations per year | 2.2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |