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Jordan A. Booker, M.S., Julie C. Dunsmore, Ph.D., &

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1 Maternal Emotion Coaching Predicts Emotion Regulation in Children with Oppositional Defiant Disorder
Jordan A. Booker, M.S., Julie C. Dunsmore, Ph.D., & Thomas H. Ollendick, Ph.D.

2 Objectives Why is emotion regulation critical for children, particularly those from a clinical sample? What is emotion coaching and how might it promote emotion regulation? Is emotion coaching associated with other aspects of parenting and the family environment linked with ODD? What have we seen so far? What are possible implications and future directions?

3 Oppositional Defiant Disorder
Oppositional Defiant Disorder (ODD) is a disruptive behavior disorder (APA, DSM-IV-TR, 2000) 8 symptoms, including losing temper, arguing with adults, often angry, easily annoyed Associated with difficulty with emotional communication and social relations (Pardini & Fite, 2010; Salmon, Dadds, Allen & Hawes, 2009) Predictive of later criminal charges and increased anxiety and depression (Pardini & Fite, 2010; Wolff & Ollendick, 2006)

4 Emotion Regulation Emotion regulation is an important aspect of socio-emotional development (Shields & Cicchetti, 1998) Involves management of emotional experiences and contextually-appropriate displays of emotion (Saarni, 1990; Shields & Cicchetti, 1998) Associated with academic success, lower anxiety, decreases in externalizing behavior, better social skills and personal well-being (Blandon et al., 2010; Cole, Michel, & Teti, 1994; Graziano et al., 2007; Miller et al., 2006; Trentacosta & Izard, 2007) In clinical populations, two patterns: (Southam-Gerow & Kendall, 2002) Excessive inhibition of emotion Undercontrol of emotion

5 Emotion Coaching Parental emotion coaching involves parents’ acceptance of children’s emotions and teaching about appropriate emotion displays (Gottman, Katz, & Hooven, 1996) Includes being receptive toward and helping children label emotion experiences, assistance with coping with emotions Associated with adaptive outcomes (Katz & Hunter, 2007; Katz & Windecker-Nelson, 2006; Shipman et al., 2007; Stocker, Richmond, Rhoades & Kiang, 2007) Concurrent and longitudinal research supports an indirect influence through emotion regulation (Cunningham, Kliewer, & Garner, 2009; Gottman et al., 1996; Ramsden & Hubbard, 2002) Aim 1: Is emotion coaching related to emotion regulation in children with ODD?

6 Parent/Family Characteristics and ODD
Parenting and family risk factors for ODD include: Parenting strategies such as poor monitoring and inconsistent discipline (Cunningham & Boyle, 2002) Family dysfunction, including low cohesion, limited emotion expression, and high conflict (Greene et al., 2002) Aim 2: Is emotion coaching related to other aspects of parenting and the family environment linked with ODD?

7 Sample Families entering a treatment program for their child with Oppositional Defiant Disorder (51 males, 30 females) Variable Mean SD Range Child Age 9.63 1.74 7 – 13 Mother Age 39.63 7.03 26 – 76 Family Income $60,982 $40,413 $0 - $175,000

8 Measurement Timing Construct Pre-Treatment Mid-Treatment
Post-Treatment Emotion coaching X Emotion regulation Parenting and Family Characteristics

9 Measurement of Emotion Coaching
Mothers completed the Parents’ Beliefs about Children’s Emotions questionnaire (Halberstadt et al., 2008) Value of positive emotion Value of negative emotion Parents should guide children’s emotions Emotion talk task, with mother and child discussing: A time when they had fun with the other person A time when they were with the other person and got upset (sad, mad or scared) Something they did last Sunday Coded for mothers’ encouragement of children’s emotions 0 = No encouragement 1 = Acknowledgement of the described event 2 = Acknowledgement of the child’s emotion 3 = Emotion coaching (i.e., emotion labeling, discussion of causes and consequences)

10 Emotion Coaching Composite
Mothers’ Emotion-Related Beliefs (PBACE) Value of Positive Emotions Value of Negative Emotions Belief Parents Should Guide Children’s Emotions Mothers’ Emotion-Related Behaviors (Emotion Talk Task) Encouragement of Children’s Positive Emotions Encouragement of Children’s Negative Emotions

11 Measurement of Emotion Regulation and Parenting/Family Variables
Mothers completed: Emotion Regulation Checklist (Sheilds & Cicchetti, 1997) Emotion regulation Alabama Parenting Questionnaire (Frick, 1991) Poor monitoring Inconsistent parenting Family Environment Scale (Moos & Moos, 1994) Cohesion Expressiveness Conflict

12 Correlations at Pre-Treatment
Pre-Treatment Variables Emotion Regulation Emotion Coaching Mother Education Level .06 .00 Child Age -.16 Female -.11 - .26* Family Cohesion .38 ** .21† Family Expressiveness .31 .16 Family Conflict -.14 .01 Mother Poor Monitoring -.06 .10 Mother Inconsistent Discipline -.05 Mother Emotion Coaching .30 -- Note. †p<.10, *p<.05, **p<.01, ***p<.001.

13 Hierarchical Regression Predicting Pre-Treatment Emotion Regulation
β ΔR2 Step 1 .169** Family Cohesion .317* Family Conflict .029 Family Expressiveness .172 Step 2 .002 Poor Monitoring .024 Inconsistent Discipline -.062 Step 3 .047* Emotion Coaching .227* F(6, 74) 3.441 sig. .005** Note. VIF for all variables < 5.0. *p<.05, **p<.01.

14 Hierarchical Regression Predicting Mid-Treatment Emotion Regulation
β ΔR2 Step 1 .040 Family Cohesion .143 Step 2 .108* Emotion Coaching .266* F(2, 60) 3.631 sig. .032* Note. *p<.05

15 Review Aim 1: Is emotion coaching related to emotion regulation in children with ODD? Yes, both concurrently and longitudinally (at both pre- and mid-treatment) Still predictive after controlling for relevant family environment variables Aim 2: Is emotion coaching related to other aspects of parenting and the family environment linked with ODD? No, correlations are modest at best Therefore, emotion coaching seems to have a unique predictive effect

16 Implications & Future Directions
Benefits of emotion coaching for children with disruptive behavior Associated with better emotion regulation Unique associations beyond other important parent and family characteristics Promising future directions Bi-directionality between child behaviors and parent coaching Emotion coaching was not related to change in emotion regulation in this sample – but, not a focus of treatment Incorporation of emotion coaching in established treatments

17 Acknowledgements The staffs of the Social Development Lab and Child Study Center at Virginia Tech The National Institute of Mental Health NIMH 5R01MH076141 The Institute for Society, Culture, and Environment at Virginia Tech Virginia Tech Initiative to Maximize Student Diversity Southern Regional Education Board

18 Thank you. Questions?

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