Hostname: page-component-cb9f654ff-65tv2 Total loading time: 0 Render date: 2025-09-02T19:48:00.578Z Has data issue: false hasContentIssue false
  • English
  • Français

Applying new RDoC dimensions to the development of emotion regulation: Examining the influence of maternal emotion regulation on within-individual change in child emotion regulation

Published online by Cambridge University Press:  07 December 2021

Amy L. Byrd Open the ORCID record for Amy L. Byrd [Opens in a new window] ,
Angela H. Lee ,
Olivia A. Frigoletto ,
Maureen Zalewski  and
Stephanie D. Stepp
Amy L. Byrd*
Affiliation:
Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
Angela H. Lee
Affiliation:
Department of Psychology, University of Oregon, Eugene, OR, USA
Olivia A. Frigoletto
Affiliation:
Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
Maureen Zalewski
Affiliation:
Department of Psychology, University of Oregon, Eugene, OR, USA
Stephanie D. Stepp
Affiliation:
Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA
*
Author for Correspondence: Amy L. Byrd, Department of Psychiatry, University of Pittsburgh School of Medicine, Sterling Plaza, Suite 408, 201 North Craig Street, Pittsburgh, PA 15213; E-mail: amy.byrd@pitt.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

While the Research Domain Criteria (RDoC) acknowledges that environmental and developmental influences represent important elements of the RDoC framework, there is little specificity regarding how and when to systematically examine the impact of these dimensions on domains of function. The primary aims of this paper are to demonstrate the ways in which the RDoC can be expanded to include an explicit emphasis on (a) assessing within-individual change in developmental processes over time and (b) evaluating the extent to which selective and measurable environmental influences drive meaningful change during key developmental periods. We provide data from an ongoing randomized control trial as a proof of concept to highlight how repeated assessments within an experimental intervention design affords the unique opportunity to test the impact of environmental influences on within-individual change. Using preliminary data from 77 mother–child dyads repeatedly assessed across 12 months during the sensitive preschool period, we demonstrate the impact of change in maternal emotion regulation (ER) on within-individual growth in child ER and link that growth to fewer teacher-reported externalizing problems. In line with this Special Issue, findings are discussed within the context of expanding and clarifying the existing RDoC framework to explicitly incorporate environmental and developmental dimensions.

Keywords

dialectical behavior therapyemotion regulationexternalizing problemsintergenerational transmissionlongitudinaltrajectorypreschool

Information

Type
Special Issue Article
Information
Development and Psychopathology , Volume 33 , Special Issue 5: Applying RDoC-Informed Approaches to the Study of Development and Psychopathology , December 2021 , pp. 1821 - 1836
Check for updates
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Achenbach, T. M., & Rescorla, L. A. (2000). Manual for the ASEBA preschool forms & profiles. Burlington: University of Vermont, Research Center for Children, Youth, & Families.Google Scholar
Aldao, A. (2013). The future of emotion regulation research: Capturing context. Perspectives on Psychological Science, 8, 155–172. doi:10.1177/1745691612459518CrossRefGoogle ScholarPubMed
Baltes, P. B., & Nesselroade, J. R. (1979). History and rationale of longitudinal research. In Nesselroade, J. R. & Baltes, P. B. (Eds.), Longitudinal research in the study of behavior and development (pp. 1–39). New York, NY: Academic Press.Google Scholar
Bariola, E., Gullone, E., & Hughes, E. K. (2011). Child and adolescent emotion regulation: The role of parental emotion regulation and expression. Clinical Child and Family Psychology Review, 14, 198. doi:10.1007/s10567-011-0092-5CrossRefGoogle ScholarPubMed
Beauchaine, T. P., & Cicchetti, D. (2016). A new generation of comorbidity research in the era of neuroscience and research domain criteria. Development and Psychopathology, 28, 891–894. doi:10.1017/S0954579416000602CrossRefGoogle ScholarPubMed
Beauchaine, T. P., & Cicchetti, D. (2019). Emotion dysregulation and emerging psychopathology: A transdiagnostic, transdisciplinary perspective. Development and Psychopathology, 31, 799–804. doi:10.1017/S0954579419000671CrossRefGoogle ScholarPubMed
Beauchaine, T. P., & Hinshaw, S. P. (2020). RDoC and psychopathology among youth: Misplaced assumptions and an agenda for future research. Journal of Clinical Child & Adolescent Psychology, 49, 322–340. doi:10.1080/15374416.2020.1750022CrossRefGoogle Scholar
Bendezú, J. J., Cole, P. M., Tan, P. Z., Armstrong, L. M., Reitz, E. B., & Wolf, R. M. (2018). Child language and parenting antecedents and externalizing outcomes of emotion regulation pathways across early childhood: A person-centered approach. Development and Psychopathology, 30, 1253. doi:10.1017/S0954579417001675CrossRefGoogle ScholarPubMed
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246. doi:10.1037/0033-2909.107.2.238CrossRefGoogle ScholarPubMed
Blandon, A. Y., Calkins, S. D., Keane, S. P., & O'Brien, M. (2008). Individual differences in trajectories of emotion regulation processes: The effects of maternal depressive symptomatology and children's physiological regulation. Developmental Psychology, 44, 1110. doi:10.1037/0012-1649.44.4.1110CrossRefGoogle ScholarPubMed
Bocknek, E. L., Brophy-Herb, H. E., & Banerjee, M. (2009). Effects of parental supportiveness on toddlers’ emotion regulation over the first three years of life in a low-income African American sample. Infant Mental Health Journal: Official Publication of The World Association for Infant Mental Health, 30, 452–476.CrossRefGoogle Scholar
Brown, T. T., & Jernigan, T. L. (2012). Brain development during the preschool years. Neuropsychology Review, 22, 313–333. doi:10.1007/s11065-012-9214-1CrossRefGoogle ScholarPubMed
Browne, M. W. (1993). Alternative ways of assessing model fit. In Bollen, K. & Long, J. (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.Google Scholar
Buckholdt, K. E., Parra, G. R., & Jobe-Shields, L. (2014). Intergenerational transmission of emotion dysregulation through parental invalidation of emotions: Implications for adolescent internalizing and externalizing behaviors. Journal of Child and Family Studies, 23, 324–332. doi:10.1007/s10826-013-9768-4CrossRefGoogle ScholarPubMed
Byrd, A. L., Vine, V., Frigoletto, O. A., Vanwoerden, S., & Stepp, S. D. (2021). A multi-method investigation of parental responses to youth emotion: Prospective effects on emotion dysregulation and reactive aggression in daily life. Research on Child and Adolescent Psychopathology, 1–15 (advanced publication online).Google ScholarPubMed
Calkins, S. D., & Hill, A. (2007). Caregiver influences on emerging emotion regulation: Biological and environmental transactions in early development. In Gross, J. J. (Ed.), Handbook of emotion regulation (pp. 229–248). New York, NY: Guilford Press.Google Scholar
Campos, J. J., Frankel, C. B., & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75, 377–394. doi:10.1111/j.1467-8624.2004.00681.xCrossRefGoogle ScholarPubMed
Carcone, D., & Ruocco, A. C. (2017). Six years of research on the national institute of mental health's research domain criteria (RDoC) initiative: A systematic review. Frontiers in Cellular Neuroscience, 11, 46. doi:10.3389/fncel.2017.00046CrossRefGoogle ScholarPubMed
Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22, 489–510. doi:10.1016/j.cogdev.2007.08.002CrossRefGoogle Scholar
Chaplin, T. M., Klein, M. R., Cole, P. M., & Turpyn, C. C. (2017). Developmental change in emotion expression in frustrating situations: The roles of context and gender. Infant and Child Development, 26, e2028. doi:10.1002/icd.2028CrossRefGoogle ScholarPubMed
Cicchetti, D., Ackerman, B. P., & Izard, C. E. (1995). Emotions and emotion regulation in developmental psychopathology. Development and Psychopathology, 7, 1–10. doi:10.1017/S0954579400006301CrossRefGoogle Scholar
Cicchetti, D., & Rogosch, F. A. (1999). Psychopathology as risk for adolescent substance use disorders: A developmental psychopathology perspective. Journal of Clinical Child Psychology, 28(3), 355–365.CrossRefGoogle ScholarPubMed
Cole, P. M., & Jacobs, A. E. (2018). From children's expressive control to emotion regulation: Looking back, looking ahead. European Journal of Developmental Psychology, 15, 658–677. doi:10.1080/17405629.2018.1438888CrossRefGoogle ScholarPubMed
Cole, P. M., Lougheed, J. P., & Ram, N. (2018). The development of emotion regulation in early childhood: A matter of multiple time scales. In Cole, P. M. & Hollenstein, T. (Eds.), Emotion regulation: A matter of time (pp. 52–69). New York: Routledge.CrossRefGoogle Scholar
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75, 317–333. doi:10.1111/j.1467-8624.2004.00673.xCrossRefGoogle ScholarPubMed
Crespo, L. M., Trentacosta, C. J., Aikins, D., & Wargo-Aikins, J. (2017). Maternal emotion regulation and children's behavior problems: The mediating role of child emotion regulation. Journal of Child and Family Studies, 26, 2797–2809. doi:10.1007/s10826-017-0791-8CrossRefGoogle Scholar
Crowell, S. E., Vlisides-Henry, R. D., & Kaliush, P. R. (2020). Emotion generation, regulation, and dysregulation as multilevel transdiagnostic constructs. In Beauchaine, T. P. & Crowell, S. E. (Eds.), The Oxford handbook of emotion dysregulation (pp. 85–98). New York, NY: Oxford University Press;.Google Scholar
Cuthbert, B. N. (2014). The RDoC framework: Facilitating transition from ICD/DSM to dimensional approaches that integrate neuroscience and psychopathology. World Psychiatry, 13, 28–35. doi:10.1002/wps.20087CrossRefGoogle ScholarPubMed
Cuthbert, B. N., & Insel, T. R. (2013). Toward the future of psychiatric diagnosis: The seven pillars of RDoC. BMC Medicine, 11, 126. doi:10.1186/1741-7015-11-126CrossRefGoogle ScholarPubMed
Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57(1), 194–201. doi:10.2307/1130651CrossRefGoogle Scholar
Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238–256. doi:10.1111/1467-8624.00533CrossRefGoogle ScholarPubMed
Dennis, T. A. (2004). Manual for coding child emotion regulation behaviors. Unpublished research manual. New York, NY: Hunter College, City University of New York.Google Scholar
Diamond, A., Carlson, S. M., & Beck, D. M. (2005). Preschool children's performance in task switching on the dimensional change card sort task: Separating the dimensions aids the ability to switch. Developmental Neuropsychology, 28, 689–729. doi:10.1207/s15326942dn2802_7CrossRefGoogle Scholar
Dunn, L. M., & Dunn, D. M. (2007). PPVT-4: Peabody picture vocabulary test. Bloomington, MN: Pearson Assessments.Google Scholar
Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9, 241–273. doi:10.1207/s15327965pli0904_1CrossRefGoogle ScholarPubMed
Fargas-Malet, M., McSherry, D., Larkin, E., & Robinson, C. (2010). Research with children: Methodological issues and innovative techniques. Journal of Early Childhood Research, 8, 175–192. doi:10.1177/1476718X09345412CrossRefGoogle Scholar
Fay-Stammbach, T., Hawes, D. J., & Meredith, P. (2014). Parenting influences on executive function in early childhood: A review. Child Development Perspectives, 8, 258–264. doi:10.1111/cdep.12095CrossRefGoogle Scholar
Fernandez, K. C., Jazaieri, H., & Gross, J. J. (2016). Emotion regulation: A transdiagnostic perspective on a new RDoc domain. Cognitive Therapy and Research, 40, 426–440. doi:10.1007/s10608-016-9772-2CrossRefGoogle ScholarPubMed
First, M. B., Williams, J. B., Karg, R. S., & Spitzer, R. L. (2016). User's guide for the SCID-5-CV Structured Clinical Interview for DSM-5® disorders: Clinical version. Washington, DC: American Psychiatric Publishing, Inc.Google Scholar
Fox, N. A. (1994). Dynamic cerebral processes underlying emotion regulation. Monographs of the Society for Research in Child Development, 59, 152–166. doi:10.1111/j.1540-5834.1994.tb01282.x.CrossRefGoogle ScholarPubMed
Franklin, J. C., Jamieson, J. P., Glenn, C. R., & Nock, M. K. (2015). How developmental psychopathology theory and research can inform the research domain criteria (RDoC) project. Journal of Clinical Child & Adolescent Psychology, 44, 280–290. doi:10.1080/15374416.2013.873981CrossRefGoogle ScholarPubMed
Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483–527. doi:10.1016/0885-2014(95)90024-1CrossRefGoogle Scholar
Garber, J., & Bradshaw, C. P. (2020). Developmental psychopathology and the research domain criteria: Friend or Foe? Journal of Clinical Child & Adolescent Psychology, 49, 341–352. doi:10.1080/15374416.2020.1753205CrossRefGoogle ScholarPubMed
Garber, J., & Dodge, K. A. (Eds.). (1991). The development of emotion regulation and dysregulation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31. doi:10.1037/0033-2909.134.1.31CrossRefGoogle ScholarPubMed
Garvey, M., Avenevoli, S., & Anderson, K. (2016). The national institute of mental health research domain criteria and clinical research in child and adolescent psychiatry. Journal of the American Academy of Child & Adolescent Psychiatry, 55, 93–98. doi:10.1016/j.jaac.2015.11.002CrossRefGoogle ScholarPubMed
Glenn, C. R., Cha, C. B., Kleiman, E. M., & Nock, M. K. (2017). Understanding suicide risk within the Research Domain Criteria (RDoC) framework: Insights, challenges, and future research considerations. Clinical Psychological Science, 5, 568–592. doi:10.1177/2167702616686854CrossRefGoogle ScholarPubMed
Goldsmith, H. H., & Rothbart, M. K. (1996). Prelocomotor and Locomotor Laboratory Temperament Assessment Battery, Lab-TAB; version 3.0. Technical Manual, Department of Psychology, University of Wisconsin, Madison, WI.Google Scholar
Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–54. doi:10.1023/B:JOBA.0000007455.08539.94CrossRefGoogle Scholar
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271–299. doi:10.1037/1089-2680.2.3.271CrossRefGoogle Scholar
Guyer, A. E., Silk, J. S., & Nelson, E. E. (2016). The neurobiology of the emotional adolescent: From the inside out. Neuroscience & Biobehavioral Reviews, 70, 74–85. doi:10.1016/j.neubiorev.2016.07.037CrossRefGoogle ScholarPubMed
Hajal, N. J., & Paley, B. (2020). Parental emotion and emotion regulation: A critical target of study for research and intervention to promote child emotion socialization. Developmental Psychology, 56, 403. doi:10.1037/dev0000864CrossRefGoogle ScholarPubMed
Harned, M. S., Korslund, K. E., Schmidt, S. C., & Gallop, R. J. (2021). The dialectical behavior therapy adherence coding scale (DBT ACS): Psychometric properties. Psychological Assessment, 33(6), 552–561. doi:10.1037/pas0000999.CrossRefGoogle ScholarPubMed
Havighurst, S. S., Wilson, K. R., Harley, A. E., Kehoe, C., Efron, D., & Prior, M. R. (2013). “Tuning into kids”: Reducing young children's behavior problems using an emotion coaching parenting program. Child Psychiatry & Human Development, 44, 247–264. doi:10.1007/s10578-012-0322-1CrossRefGoogle ScholarPubMed
Hongwanishkul, D., Happaney, K. R., Lee, W. S., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental Neuropsychology, 28, 617–644. doi:10.1207/s15326942dn2802_4CrossRefGoogle ScholarPubMed
Hopwood, C., Bleidorn, W., & Wright, A. G. (2021). Connecting theory to methods in longitudinal research, March 28. Retrieved from https://doi.org/10.31234/osf.io/w5huzCrossRefGoogle Scholar
Howse, R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P., & Shelton, T. L. (2003). Regulatory contributors to children's kindergarten achievement. Early Education and Development, 14, 101–120. doi:10.1207/s15566935eed1401_7CrossRefGoogle Scholar
Insel, T. R., Cuthbert, B. N., Garvey, M., Heinssen, R., Pine, D. S., Quinn, K. (2010). Research Domain Criteria (RDoC): Toward a new classification framework for research on mental disorders. American Journal of Psychiatry, 167(7), 748–751.CrossRefGoogle Scholar
Ip, K. I., Jester, J. M., Sameroff, A., & Olson, S. L. (2019). Linking Research Domain Criteria (RDoc) constructs to developmental psychopathology: The role of self-regulation and emotion knowledge in the development of internalizing and externalizing growth trajectories from ages 3 to 10. Development and Psychopathology, 31, 1557–1574. doi:10.1017/S0954579418001323CrossRefGoogle ScholarPubMed
Izard, C. E., Woodburn, E. M., Finlon, K. J., Krauthamer-Ewing, E. S., Grossman, S. R., & Seidenfeld, A. (2011). Emotion knowledge, emotion utilization, and emotion regulation. Emotion Review, 3, 44–52. doi:10.1177/1754073910380972CrossRefGoogle Scholar
Jung, T., & Wickrama, K. A. (2008). An introduction to latent class growth analysis and growth mixture modeling. Social and Personality Psychology Compass, 2(1), 302–317.CrossRefGoogle Scholar
Kaufman, E. A., Puzia, M. E., Mead, H. K., Crowell, S. E., McEachern, A., & Beauchaine, T. P. (2017). Children's emotion regulation difficulties mediate the association between maternal borderline and antisocial symptoms and youth behavior problems over 1 year. Journal of Personality Disorders, 31, 170–192. doi:10.1521/pedi_2016_30_244CrossRefGoogle ScholarPubMed
Kehoe, C. E., Havighurst, S. S., & Harley, A. E. (2020). Tuning in to teens: Investigating moderators of program effects and mechanisms of change of an emotion focused group parenting program. Developmental Psychology, 56, 623. doi:10.1037/dev0000875CrossRefGoogle ScholarPubMed
Kiff, C. J., Lengua, L. J., & Zalewski, M. (2011). Nature and nurturing: Parenting in the context of child temperament. Clinical Child and Family Psychology Review, 14, 251. doi:10.1007/s10567-011-0093-4CrossRefGoogle ScholarPubMed
Kim, S., Nordling, J. K., Yoon, J. E., Boldt, L. J., & Kochanska, G. (2013). Effortful control in “hot” and “cool” tasks differentially predicts children's behavior problems and academic performance. Journal of Abnormal Child Psychology, 41, 43–56. doi:10.1007/s10802-012-9661-4CrossRefGoogle ScholarPubMed
Kim-Spoon, J., & Grimm, K. J. (2016). Latent growth curve modeling and developmental psychology. In Cicchetti, D. (Ed.), Developmental psychopathology, Vol. 1, theory, and method (3rd ed., pp. 986–1041). Hoboken, NJ: Wiley.Google Scholar
Klimes-Dougan, B., Brand, A. E., Zahn-Waxler, C., Usher, B., Hastings, P. D., Kendziora, K., & Garside, R. B. (2007). Parental emotion socialization in adolescence: Differences in sex, age and problem status. Social Development, 16, 326–342. doi:10.1111/j.1467-9507.2007.00387.xCrossRefGoogle Scholar
Kochanska, G., Murray, K., Jacques, T. Y., Koenig, A. L., & Vandegeest, K. A. (1996). Inhibitory control in young children and its role in emerging internalization. Child Development, 67, 490–507. doi:10.2307/1131828CrossRefGoogle ScholarPubMed
Laursen, B., & Collins, W. A. (2009). Parent–child relationships during adolescence. In Lerner, R. M., & Steinberg, L. (Eds.), Handbook of adolescent psychology. Vol. 2: Contextual influences on adolescent development (3rd ed., pp. 93–42). New York: Wiley.Google Scholar
Lengua, L. J., Moran, L., Zalewski, M., Ruberry, E., Kiff, C., & Thompson, S. (2015). Relations of growth in effortful control to family income, cumulative risk, and adjustment in preschool-age children. Journal of Abnormal Child Psychology, 43, 705–720. doi:10.1007/s10802-014-9941-2CrossRefGoogle ScholarPubMed
Li, D., Li, D., Wu, N., & Wang, Z. (2019). Intergenerational transmission of emotion regulation through parents’ reactions to children's negative emotions: Tests of unique, actor, partner, and mediating effects. Children and Youth Services Review, 101, 113–122. doi:10.1016/j.childyouth.2019.03.038CrossRefGoogle Scholar
Linehan, M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: Guilford Press.Google Scholar
Linehan, M. (2014). DBT skills training manual. New York, NY: Guilford Publications.Google Scholar
Linehan, M., Comtois, K. A., Murray, A. M., Brown, M. Z., Gallop, R. J., Heard, H. L., … Lindenboim, N. (2006). Two-year randomized controlled trial and follow-up of dialectical behavior therapy vs therapy by experts for suicidal behaviors and borderline personality disorder. Archives of General Psychiatry, 63, 757–766. doi:10.1001/archpsyc.63.7.757CrossRefGoogle ScholarPubMed
Linehan, M., Korslund, K. E., Harned, M. S., Gallop, R. J., Lungu, A., Neacsiu, A. D., … Murray-Gregory, A. M. (2015). Dialectical behavior therapy for high suicide risk in individuals with borderline personality disorder: A randomized clinical trial and component analysis. JAMA Psychiatry, 72, 475–482. doi:10.1001/jamapsychiatry.2014.3039CrossRefGoogle ScholarPubMed
Lynch, T. R., Trost, W. T., Salsman, N., & Linehan, M. (2007). Dialectical behavior therapy for borderline personality disorder. Annual Review of Clinical Psychology, 3, 181–205. doi:10.1146/annurev.clinpsy.2.022305.095229CrossRefGoogle ScholarPubMed
Mittal, V. A., & Wakschlag, L. S. (2017). Research domain criteria (RDoC) grows up: Strengthening neurodevelopmental investigation within the RDoC framework. Journal of Affective Disorders, 216, 30. doi:10.1016/j.jad.2016.12.011CrossRefGoogle ScholarPubMed
Moilanen, K. L., Shaw, D. S., Dishion, T. J., Gardner, F., & Wilson, M. (2010). Predictors of longitudinal growth in inhibitory control in early childhood. Social Development, 19, 326–347. doi:10.1111/j.1467-9507.2009.00536.xCrossRefGoogle Scholar
Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 31, 571–588. doi:10.1002/ab.20099CrossRefGoogle Scholar
Morelen, D., Shaffer, A., & Suveg, C. (2016). Maternal emotion regulation: Links to emotion parenting and child emotion regulation. Journal of Family Issues, 37, 1891–1916. doi:10.1177/0192513X14546720CrossRefGoogle Scholar
Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11, 233–238. doi:10.1111/cdep.12238CrossRefGoogle Scholar
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16, 361–388. doi:10.1111/j.1467-9507.2007.00389.xCrossRefGoogle ScholarPubMed
Muthén, L. K., & Muthén, B. O. (2017). Mplus user’s guide, eighth edition. Los Angeles, CA: Muthén & Muthén.Google Scholar
Neacsiu, A. D., Bohus, M., & Linehan, M. M. (2014). Dialectical behavior therapy: An intervention for emotion dysregulation. In Gross, J. J. (Ed.), Handbook of emotion regulation (pp. 491–507). New York: Guilford Press.Google Scholar
Pears, K. C., & Moses, L. J. (2003). Demographics, parenting, and theory of mind in preschool children. Social Development, 12, 1–20. doi:10.1111/1467-9507.00219CrossRefGoogle Scholar
Pfohl, B., Blum, N., & Zimmerman, M. (1995). The structured interview for DSM-IV personality disorders: SIDP-IV. Iowa City: University of Iowa. Retrieved from http://scholar.google.com/scholar?q=related:82vkkJM2u4kJ:scholar.google.com/&hl=en&num=20&as_sdt=0,5&as_ylo=1995&as_yhi=1995Google Scholar
Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12, 427–441. doi:10.1017/S0954579400003096CrossRefGoogle Scholar
Röll, J., Koglin, U., & Petermann, F. (2012). Emotion regulation and childhood aggression: Longitudinal associations. Child Psychiatry & Human Development, 43, 909–923. doi:10.1007/s10578-012-0303-4CrossRefGoogle ScholarPubMed
Rothbart, M. K., Michael, I. P., & Kieras, J. (2006). Temperament, attention, and the development of self-regulation. In McCartney, K. & Phillips, D. (Eds.), Blackwell handbook of early childhood development (pp. 338–357). Malden: Blackwell Publishing.CrossRefGoogle Scholar
Rutherford, H. J., Wallace, N. S., Laurent, H. K., & Mayes, L. C. (2015). Emotion regulation in parenthood. Developmental Review, 36, 1–14. doi:10.1016/j.dr.2014.12.008CrossRefGoogle ScholarPubMed
Rutter, M. (1996). Transitions and turning points in developmental psychopathology: As applied to the age span between childhood and mid-adulthood. International Journal of Behavioral Development, 19, 603–626. doi:10.1177/016502549601900309CrossRefGoogle Scholar
Rutter, M., Pickles, A., Murray, R., & Eaves, L. (2001). Testing hypotheses on specific environmental causal effects on behavior. Psychological Bulletin, 127, 291. doi:10.1037/0033-2909.127.3.291CrossRefGoogle ScholarPubMed
Saarni, C., Campos, J. J., Camras, L. A., & Witherington, D. (2006). Emotional development: Action, communication, and understanding. In Handbook of child psychology: Vol.3. Social, emotional and personality development (pp. 226–288). New Jersey: John Wiley & Sons Inc.Google Scholar
Shelleby, E. C., & Shaw, D. S. (2014). Outcomes of parenting interventions for child conduct problems: A review of differential effectiveness. Child Psychiatry & Human Development, 45(5), 628–645.CrossRefGoogle ScholarPubMed
Slagt, M., Dubas, J. S., Deković, M., & van Aken, M. A. (2016). Differences in sensitivity to parenting depending on child temperament: A meta-analysis. Psychological Bulletin, 142, 1068. doi:10.1037/bul0000061CrossRefGoogle ScholarPubMed
Spear, L. P. (2009). Heightened stress responsivity and emotional reactivity during pubertal maturation: Implications for psychopathology. Development and Psychopathology, 21, 87–97. doi:10.1017/s0954579409000066CrossRefGoogle ScholarPubMed
Squires, J., Bricker, D. D., & Twombly, E. (2009). Ages & stages questionnaires. Baltimore, MD, USA: Paul H. Brookes.Google Scholar
Sroufe, L. A., & Rutter, M. (1984). The domain of developmental psychopathology. Child Development, 55, 17–29. doi:10.2307/1129832CrossRefGoogle ScholarPubMed
Steinberg, L., & Morris, A. S. (2001). Adolescent development. Journal of Cognitive Education and Psychology, 2, 55–87. doi:10.1891/194589501787383444CrossRefGoogle Scholar
Steinberg, L., & Silk, J. S. (2002). Parenting adolescents. In Bornstein, M. H. (Ed.), Handbook of parenting: Vol. 1: Children and parenting (pp. 103–133). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Sturge-Apple, M. L., Davies, P. T., Cicchetti, D., Hentges, R. F., & Coe, J. L. (2017). Family instability and children's effortful control in the context of poverty: Sometimes a bird in the hand is worth two in the bush. Development and Psychopathology, 29, 685–696. doi:10.1017/S0954579416000407CrossRefGoogle Scholar
Sun, M., Vinograd, M., Miller, G. A., & Craske, M. G. (2017). Research Domain Criteria (RDoC) and emotion regulation. In Essau, C. A., LeBlanc, S. S., & Ollendick, T. H. (Eds.), Emotion regulation and psychopathology in children and adolescents (pp. 79–110). Oxford: Oxford University Press.Google Scholar
Supplee, L. H., Skuban, E. M., Trentacosta, C. J., Shaw, D. S., & Stoltz, E. (2011). Preschool boys’ development of emotional self-regulation strategies in a sample at risk for behavior problems. The Journal of Genetic Psychology, 172, 95–120. doi:10.1080/00221325.2010.510545CrossRefGoogle Scholar
Thomas, J. C., Letourneau, N., Campbell, T. S., Tomfohr-Madsen, L., & Giesbrecht, G. F. (2017). Developmental origins of infant emotion regulation: Mediation by temperamental negativity and moderation by maternal sensitivity. Developmental Psychology, 53, 611. doi:10.1037/dev0000279CrossRefGoogle ScholarPubMed
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59, 25–52. doi:10.1111/j.1540-5834.1994.tb01276.xCrossRefGoogle ScholarPubMed
Thompson, S. F., Zalewski, M., Kiff, C. J., Moran, L., Cortes, R., & Lengua, L. J. (2020). An empirical test of the model of socialization of emotion: Maternal and child contributors to preschoolers’ emotion knowledge and adjustment. Developmental Psychology, 56, 418. doi:10.1037/dev0000860CrossRefGoogle Scholar
Vanwoerden, S., Byrd, A. L., Vine, V., Beeney, J. E., Scott, L. N., & Stepp, S. D. (2021). Momentary borderline personality disorder symptoms in youth as a function of parental invalidation and youth-perceived support. Journal of Child Psychology and Psychiatry. doi:10.1111/jcpp.13443 (Advanced online publication).Google ScholarPubMed
Walden, T. A., & Smith, M. C. (1997). Emotion regulation. Motivation and Emotion, 21, 7–25.Google Scholar
Williams, K. T. (1997). Expressive vocabulary test (2nd ed.) (EVT™ 2). Journal of American Academy of Child Adolescent Psychiatry, 42, 864–872.Google Scholar
Wood, P. K. (2011). Developmental models for children's temperament: Alternatives to chronometric polynomial curves. Infant and Child Development, 20, 194–212. doi:10.1002/icd.692CrossRefGoogle Scholar
Wood, P. K., & Jackson, K. M. (2013). Escaping the snare of chronological growth and launching a free curve alternative: General deviance as latent growth model. Development and Psychopathology, 25, 739–754. doi:10.1017/s095457941300014xCrossRefGoogle ScholarPubMed
Woody, M. L., & Gibb, B. E. (2015). Integrating NIMH research domain criteria (RDoC) into depression research. Current Opinion in Psychology, 4, 6–12. doi:10.1016/j.copsyc.2015.01.004CrossRefGoogle ScholarPubMed
Zalewski, M., Musser, N., Binion, G., Lewis, J. K., & O'Brien, J. R. (2020). Relations of maternal borderline personality disorder features with preschooler executive functioning and theory of mind. Journal of Personality Disorders, 34, 565–576. doi:10.1521/pedi_2019_33_412CrossRefGoogle ScholarPubMed
Zanarini, M. C., Vujanovic, A. A., Parachini, E. A., Boulanger, J. L., Frankenburg, F. R., & Hennen, J. (2003). A screening measure for BPD: The McLean screening instrument for borderline personality disorder (MSI-BPD). Journal of Personality Disorders, 17, 568–573. doi:10.1521/pedi.17.6.568.25355CrossRefGoogle Scholar
Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6, 354–360. doi:10.1111/j.1750-8606.2012.00241.xGoogle Scholar
Zelazo, P. D., & Cunningham, W. A. (2007). Executive function: Mechanisms underlying emotion regulation. In Gross, J. (Ed.), Handbook of emotion regulation (pp. 135–158). New York: Guilford Press.Google Scholar
Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics, 27, 155–168. doi:10.1097/00004703-200604000-00014CrossRefGoogle ScholarPubMed
Supplementary material: File

Byrd et al. supplementary material

Table S1 and Figure S1

Download Byrd et al. supplementary material(File)
File 76.9 KB