Sibling Jealousy in a Triadic Context with Mothers and Fathers

The current study focused on jealousy between toddler and preschool siblings. Sixty-two families participated in triadic interaction sessions, in which mothers and then fathers were instructed to focus on one child (older sibling or toddler) while encouraging the other child to play with other toys in the room. Results indicated that child jealousy reactions differed between mothers and fathers, and parents behaved differently with older and younger siblings. Although older and younger siblings showed jealousy, older children were better than their toddler-age siblings at regulating jealousy responses and engaging in focused play. Further, younger siblings showed differences in jealous behavior when interacting with each parent, whereas older siblings showed somewhat greater behavioral consistency across parents, indicating internalization of emotion regulation style. Mothers expressed more happiness than fathers, and parents responded differently to older versus younger siblings' behaviors. Findings underscore the importance of examining emotion regulation processes within salient family relationships and of considering sibling interaction as a socialization context in which young children learn to negotiate emotional challenges.     

Differential parenting and children's social understanding

In the current study, a curvilinear association was examined between differential parenting and children's social understanding as measured using standardized assessments and behavioral observations. Social understanding was comprised of theory‐of‐mind and behavior indicating understanding of others’ minds (i.e., cognitive sensitivity and internal state talk and reasoning during sibling interactions). Data came from a community sample of 372 children (51.6% males; M age = 5.57, SD = 0.77), their younger siblings (M age = 3.14, SD = 0.27), and their mothers who were observed in their homes. We hypothesized that in families with higher levels of differential parenting, both favored and disfavored older siblings would display poorer social understanding, but that disfavored children would be more negatively impacted. Results from a hierarchical regression analysis indicated an inverse linear effect, rather than a curvilinear relationship, between being favored by mother and siblings’ social understanding. Specifically, disfavored older children showed higher levels of social understanding when interacting with their favored younger sibling. This relationship remained significant after controlling for variables such as age, SES, and language. Findings suggest that differential parenting plays a role in children's ability to understand others.     

Is there a Gender Difference in False Belief Development?

The contribution of children's social environment to their acquisition of theory of mind skills, combined with the well documented advantage for girls in mental state talk with siblings, peers and mothers, might lead to a female advantage on false belief tasks. We present a post‐hoc analysis of large datasets from two independent laboratories. A slight advantage for girls on false belief task performance was found in both datasets and was only apparent in younger but not older children. Language ability could be controlled for only in a smaller subsample of one dataset and cannot be ruled out as a potential mediator of this effect. However, if there is an age‐specific advantage for girls in false belief acquisition it is a weak effect only.     

Demographics, Parenting, and Theory of Mind in Preschool Children

This research examined associations among demographic variables, parenting strategies, and a theory of mind battery including measures of perception, desire, belief, and emotion understanding in 142 preschool‐aged children. In correlational analyses, maternal education and, to a lesser extent, income were associated with a number of aspects of theory of mind. Additionally, mothers’ use of instruction in response to child misbehavior was positively associated with perception and desire understanding whereas mothers’ use of consequences and power assertion were negatively associated with aspects of theory of mind. In regression analyses controlling for children's cognitive ability and age, maternal education continued to be positively associated with perception understanding. Power assertion was negatively associated with belief understanding, but positively associated with emotion understanding. Finally, mothers’ use of consequences in response to child misbehaviors was negatively related to emotion understanding.     

Maternal Mental State Language and Preschool Children's Attachment Security: Relation to Children's Mental State Language and Expressions of Emotional Understanding

Mothers’ mental state language in conversation with their preschool children, and children's preschool attachment security were examined for their effects on children's mental state language and expressions of emotional understanding in their conversation. Children discussed an emotionally salient event with their mothers and then relayed the event to a stranger. Compared to mothers of insecurely attached children, mothers of securely attached children used more mental state language and had children who used more mental state language with both mother and stranger, and who expressed more emotional understanding in the mother–child conversation. Maternal mental state language and attachment security made shared contributions to children's mental state language with their mothers. Maternal mental state language accounted for the effects of attachment security on children's expressions of emotional understanding in the mother–child conversation. Mothers’ mental state language to their children may enhance secure attachment and foster children's understanding of mental states in self and others.     

Siblings in lockdown: International evidence for birth order effects on child adjustment in the Covid19 pandemic

Supportive family relationships may mitigate the impact of the Covid19 pandemic on young children's adjustment, but existing work is limited by its focus on within-country variation and parental influences. Addressing these gaps, and drawing on reported buffering effects of older siblings on child mental health (Lawson and Mace, 2010), the current international study examined whether child adjustment problems were, on average, elevated by the pandemic and whether this buffering effect of older siblings would be maintained. In the first wave of the Covid19 pandemic (April to July 2020), 2516 parents of 3- to 8-year-old children living in Australia, China, Italy, Sweden, United Kingdom, and United States of America—six countries with contrasting governmental responses to the pandemic—completed an online survey about family experiences and relationships and child adjustment, as indexed by ratings on the Strengths and Difficulties Questionnaire (SDQ: R. Goodman, 1997). As expected, child SDQ total difficulty scores were elevated in all sites except Sweden (which notably did not enforce mass school closures). Compared to children without siblings, children with one or more older siblings showed fewer adjustment problems. Children from lone-parent households displayed more adjustment problems, as did those whose parents reported increased sibling conflict. Finally, child adjustment problems were negatively associated with family socio-economic status, but positively related to the indices of Covid-19 family disruption and government stringency. We discuss these findings in relation to existing work on asymmetric effects of older versus younger siblings, and siblings as sources of support.     

The intergenerational transmission of maternal discipline and standards for behavior

Mothers and grandmothers of 3- to 5-year-olds rated their frequency of use of five disciplinary techniques – physical punishment, withdrawal of love, explanation, material reward, and praise, described how they would react in a variety of disciplinary situations, and rated how stringent they were in demanding appropriate behavior in the areas of obedience, honesty, helping, and control of aggression. Mothers were asked to respond with reference to their child, and grandmothers with reference to their daughter when she was between 3 and 5 years of age. There was a significant correlation between mothers and grandmothers in their use of physical punishment and material reward. Mothers of girls who were categorized as power assertive in their responses to disciplinary situations had mothers who were also power assertive. There was no relationship between mothers and grandmothers in the standards they set for behavior. It is argued that discipline techniques are generally learned in the privacy of the home while standards are more likely to evolve after a variety of life experiences and that it is this fact that accounts for the relationship between mothers and grandmothers in the former area and not the latter.     

Maternal depression and children’s false belief understanding

Children of depressed mothers show substantial social impairment, which increases their risk for developing depression. Theory of mind understanding forms the basis of social functioning, and is impaired in children of currently depressed mothers. Models of risk emphasize that a history of any maternal depression confers risk to later psychopathology. Therefore, we tested a novel model of the impact of lifetime maternal depression on children’s false belief understanding that accounts for three primary factors that scaffold this understanding: maternal mental state talk, and children’s executive functioning and language abilities. Children aged 41–48 months with a maternal lifetime history of major depressive disorder (MDD; n = 19) performed significantly more poorly on the false belief battery compared to those without (n = 44). Further, lower levels of mental state talk, child executive functioning, and child language ability were significantly associated with poorer false belief scores. However, the relation between maternal MDD and children’s false belief performance was not mediated by any of these factors. These results indicate that maternal depression predicts poorer false belief understanding independently of other crucial scaffolding variables, and may be a social cognitive mechanism underlying the intergenerational transmission of depression.     

Children's Theory of Mind: Understanding of Desire, Belief and Emotion with Social Referents

Preschooler's understanding of belief, desire, and emotion was assessed in a new false belief task that explored childen's mental state reasoning about social situations. The social analog task presented a change in a partner's play activity rather than a change in the location of a physical object. Two main differences from the usual pattern of theory of mind results were obtained. Five-year-olds had more difficulty understanding a false belief about another's current social activity compared to a false belief about a physical situation. The understanding of desire exhibited a 3- to 5-year age change that may have been shown because the social situation involved conflicting desires. When there was a conflict, the younger children tended to disregard the stated desire and exhibited 'social opportunism' by misattributing desires to permit a social interaction. The new results give a more varied picture of the development of theory of mind, and argue for expanding its study into social frames of reference.     

The influence of an older sibling on preschoolers’ lie‐telling behavior

In the present study, children’s (2‐ to 5‐years old) lie‐telling was examined in relation to theory of mind (first‐order false belief understanding), executive functioning (measuring inhibitory control in conjunction with working memory), and presence of siblings in the home (no siblings vs. siblings; younger siblings vs. older siblings).  Lie‐telling was observed using a temptation resistance paradigm. Overall, of the 152 (74.9%) children who peeked at the toy, 73 (48%) lied during the temptation resistance paradigm. Children with higher scores on measures of first‐order false belief understanding, and measures that relied on inhibitory control, were more likely to lie compared to their truthful counterparts.  Additionally, children with older siblings were more likely to lie to the research assistant, and this relationship was independent of performance on cognitive tasks. Overall, results demonstrate that having an older sibling has an independent, direct effect on the development of young children’s lie‐telling abilities, irrespective of cognitive ability. These findings support the argument that lie‐telling is a behavior that is facilitated by both cognitive and social factors.     

A Longitudinal Study of Mother-Child Relationships and Theory of Mind in the Preschool Period

To investigate individual differences in theory of mind acquisition, this study examined whether different aspects of early mother-child relationships contributed to the development of false belief understanding at the close of the preschool period. Forty-six mother and child pairs were seen when children were two and again at five years of age. At age two, home-based Q-sort observations of attachment security and maternal sensitivity were made, and mothers completed a number of self-report measures to create an aggregate of maternal emotional distress. At age five, attachment security and maternal distress were reassessed, and false belief tasks were administered that were based on unexpected identities and locations of objects. In addition, attachment-relevant false belief tasks involving separation from caregivers were also used, which children found significantly more difficult than tasks involving objects. Age five security predicted object location task performance. Maternal sensitivity and emotional distress at age two predicted later caregiver location task performance, even controlling for age five measures. These results support a growing literature on the importance of relationship processes and parenting context to theory of mind acquisition.     

Mothering after child removal: Living under the rule of Greek gods

Many women who experience mental illness are mothers. Evidence suggests that the role of mother is of great importance and value to these women, yet they are more likely than other women to have their children removed from their care. Little is known about the experiences of these mothers after their children are removed. This paper presents a phenomenological analysis of in‐depth interviews with 8 women to answer the following question: How do mothers living with severe mental illness experience mothering after removal of their children by child protection services? The analysis showed that mothering continued to be a major life role for these women, but the way they enacted this role was transformed. Their mothering was now constrained and prescribed by external agents, likened to Greek gods, which imposed both boundaries to what they could do and an obligation to prove themselves worthy. Like Greek gods, these external agents were seen as all powerful, unpredictable, and flawed. The study highlights the need for child protection services and support services to recognize and support noncustodial mothering activities.     

The crying infant: understandable only in a multidisciplinary perspective

The parents' perception of how much their infant cries does not always correspond to the objective amount. The purpose of this study was to examine the correlation between the parents' perception of the infants' crying and the objective amount of crying and to explore the factors of conceivable importance to the perception of infant crying as well as to the measurable amount of crying. The group studied consisted of 122 infants and their parents. According to the mothers' perception — responses to a questionnaire — 86 of these were non-crying and 36 crying infants. According to the mothers, 22 non-crying infants cried as much as or more than those who were considered as crying. Nine categorized by their mothers as crying infants cried less than those categorized as non-crying. Thus, there was a mismatch between subjective and objective crying and non-crying. One factor found to be relevant for the mother's experience of the infant's crying was the explanations the parents gave about crying in their infant. Objective crying differed significantly between the families who had 0–1 siblings and those who had two siblings or more. Correlated with objective crying were the father's age, the father's perception of his wife's recent delivery and the mother's emotional feelings recorded in diaries during the observation weeks. Correlated with subjective crying in the infant were pain relief during delivery and the mother's emotional feelings.     

The Significance of Past Abuse to Current Intervention Strategies with Depressed Mothers in Child and Family Care

Correspondence to Professor Michael Sheppard, Department of Social Policy and Social Work, University of Plymouth, Drake Circus, Plymouth, Devon, PL6 7EW, UK. Summary There is now considerable evidence that a high proportion offamilies subject to child and family care social work interventioncontain depressed mothers. There is also evidence that the presenceof clinical depression is associated, amongst these clients,with child abuse. Vulnerability to both depression and childabuse have been traced back to the early child-care experiencesof those who are currently parents, expressed in child abusein terms of intergenerational transmission, although it is alsoclear for both that further factors also contribute to thisvulnerability. Despite the link between maternal depressionand child abuse, we have little evidence about the processesand mechanisms, based on social workers judgements about thesituation, by which families with depressed mothers are morelikely than other clients to be involved with intervention forchild abuse. This paper seeks to ‘map’ the pathwaysand the intermediate mechanisms which provide the link betweenthe experience of past abuse and social workers interventionstrategies. Drawing on theoretically significant factors, itfocuses on the following variables: the experience of past abuse,the mother's attributed character, attachment and bonding, childbehavioural problems and intervention strategy. The paper demonstratesa number of significant ‘paths’ through which familiesbecome subject to one or other intervention strategy. It showsthat, while an emphasis on needs assessment is to be welcomed(Department of Health, 1999), they need to be considered (i)within a theoretical framework which helps social workers makesense of, and respond to situations and (ii) through an understandingof longitudinal dimensions (key factors in mothers' earlierlife) which are aspects of this theoretical understanding.     

Affective Qualities of Sibling Disputes, Mothers' Conflict Attitudes, and Children's Theory of Mind Development

Preschoolers' theory of mind (ToM) was examined in relation to emotional features of their conflicts with siblings, using mothers as privileged informants. Fifty-four children aged 3 to 5 years and their 54 mothers took part. Children were given 10 standard false belief tasks and a standardized language test. Mothers completed questionnaires, rated vignettes, and kept a conflict diary to provide detailed data on siblings' conflicts, mothers' conflict attitudes, and mothers' use of mental state language to talk about children's disputes. Results revealed that children's ToM scores were significantly correlated with affective dimensions of their sibling disputes, including more frequent expression of positive emotion while disagreeing and less post-conflict distress. Logistic regression showed these associations were independent of age and verbal ability. Mothers' conflict attitudes were significantly correlated with the affective outcome of their children's disputes but not with the preschooler's level of ToM understanding. Findings are discussed in relation to possible reciprocal influences between ToM development and the growth of affectively positive and constructive conflict resolution skills.     

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

The purpose of the study was to examine the differential relations between mother–child reminiscing about a positive emotional event vs. a negative emotional event and attachment security, family climate, and young children's socioemotional development. Fifty preschool children (M age = 50.69 months, SD = 4.64) and their mothers completed two reminiscing conversations at the laboratory, which were coded for emotion‐laden discourse, affect, and elaboration, and children completed measures of emotional understanding and representations of relationships. At their homes, mothers completed the attachment Q‐sort and the self‐report family inventory. Both attachment security and family climate were related to the quality of mother–child affect and maternal elaboration during both positive and negative reminiscing conversations. Attachment security and family climate, however, were principally related to discussion of emotion during the negative event discussions. In addition, it was mother–child reminiscing about the negative emotional event that was associated with high levels of children's socioemotional development.     

Sibling Relationships and Social-emotional Adjustment in Different Family Contexts

The aims of this study were to examine family type (nonstep, stepfather, stepmother, and single mother) and sibling type (full‐ and half‐siblings) differences in sibling relationship quality (positivity and negativity), and to investigate links between sibling relationship quality and child externalizing and internalizing problems. The sample included 192 families with a 5‐year‐old target child and an older sibling. In addition, 80 of these families included a third older child. Mothers and the older siblings (8 years and older) completed questionnaires and interviews regarding conflict and support in their sibling relationships, and parents and teachers reported on each child's social‐emotional adjustment. Sibling negativity (conflict, aggression) was highest in single‐mother families and full‐siblings were more negative than half‐ and stepsiblings. There was some evidence that sibling antagonism was associated with more child behavioral and emotional problems, but these effects were moderated by family type.     

Attachment, Parent–Child Discourse and Theory-of-Mind Development

This study investigated the relations among attachment, mother–child discourse, and theory of mind in a sample of 76 four‐year‐old children (mean age = 4.48 years; 36 boys). Mother–child conversations about a past event were coded for maternal use of elaborative discourse and mothers' references to mental states. Mothers completed the attachment q‐sort and children completed four false‐belief tasks. Results revealed that maternal conversational elaboration was a significant predictor of children's theory‐of‐mind performance, whereas maternal mental state references and attachment security were not. The findings provide further evidence for the importance of discourse in children's theory‐of‐mind development.     

Mothers' and Fathers' Emotion Socialization and Children's Emotion Regulation: A Within‐Family Model

In the current study, we examined whether mothers' and fathers' reactions to young children's positive and negative emotions were associated with children's negativity and emotion regulation. We utilized a within‐family design with 70 families (mother, father, and two siblings between the ages of 2 and 5 years). Mothers and fathers completed questionnaires about their emotion socialization as well as children's negativity and emotion regulation. Results indicated that mothers' and fathers' unsupportive reactions to children's positive emotions were associated with children's negativity. Fathers' unsupportive reactions to children's emotional displays were differentially associated with older and younger siblings' emotion regulation. Fathers' unsupportive responses to children's positive and negative emotions also contributed jointly to children's emotion regulation. The results suggest that exploring the within‐family correlates of children's emotion regulation and negativity is useful for understanding children's emotional development.     

Parenting Assessment in a Psychiatric Mother and Baby Unit

Correspondence to Dr Gertrude Seneviratne, Section of Perinatal Psychiatry, Division of Psychological Medicine, Institute of Psychiatry, De Crespigny Park, London SE5 8AF, UK. E-mail: G.Seneviratne{at}iop.kcl.ac.uk Summary Courts and social services often seek the advice of mental healthprofessionals in deciding whether a mentally ill mother shouldremain the primary carer of her infant. This paper describesthe referral pathways, outcomes at discharge and subsequently,of a sample of mothers referred for parenting assessments toa psychiatric Mother and Baby Unit. A further aim was to examinefactors predicting outcome. A casenote study of sixty-one consecutivereferrals for in-patient parenting assessment over a six-yearperiod is described. Social Services were contacted to establishdevelopments at least nine months after discharge. Fewer thanhalf of the mothers were discharged together with their babiesat the end of the assessment period, and at follow-up, lessthan a third were still caring for their children. Diagnosisof the mother's illness was the main factor determining whethershe continued to care for her child both at discharge and atfollow-up; mothers with depression were more likely to remainprimary carers. Variations in the timing and process of referralsrelated to a lack of antenatal planning were associated withincreased rates of separation of mother and infant before theassessment. The findings illustrate the need for more integratedco-ordination between professionals in mental health and children'sservices to ensure early planning for mothers and infants atrisk.