Dissertations / Theses on the topic 'Family expressiveness'

This study investigated associations between parents' expressed emotion during a series of play tasks with their child, and psychological assessments of parent, child, and family functioning. Parent and child dyads included 41 families with a child between ages 4 and 12 who sought a developmental assessment at the Youth and Family Development Program laboratory at Florida International University. Videotaped dyadic play tasks were rated, using an Emotional Expressiveness Rating Scale (EERS) developed for this study, for parents' communication of criticism, hostility, emotional over-involvement, indifference, and warmth toward their child. Associations between parent expressed emotion and parent, child, and family functioning were assessed. Negative expressed emotion in parents, particularly criticism, was correlated with externalizing child problems, high parental stress, and family conflict; parent warmth was correlated with parents' feeling rewarded by their child, and with family cohesion. The implications for mental health research and practice with parents and children are discussed.

Based on Super's (1990) developmental model of career development and Spence and Helmreich's (1978) gender identity theory, this study examined the relationship between the gender-related traits of instrumentality and expressiveness and women's preferences for multiple life-career roles. Super (1990) suggested that a career, as represented by the major life roles of student, worker, citizen, homemaker, and leisurite, is influenced by sex role stereotyping and individual differences. It was hypothesized in this project that gender role orientation (levels of instrumentality and expressiveness) would have an effect on women's role preferences.Adult women (N = 100) from three medium-sized midwestern communities were recruited from churches and community sororities. The women ranged in age from 20 to 82, with a mean age of 44.8 years. A response rate of 53%% was obtained. Role preferences, as expressed by women's participation, commitment, and value expectations, were measured by Nevill and Super's (1986) Salience Inventory (SI). Gender role orientation was assessed by Spence and Helmreich's (1974) Personal Attributes Questionnaire (PAQ). Scores on the PAQ were grouped into the categories ofandrogynous, instrumental, expressiveness, and undifferentiated by the median split technique. A demographic questionnaire was also administered.The demographic variables were grouped conceptually into five categories: personal, occupational, role satisfaction, parental influence, and spousal support for the purpose of preliminary analyses. Results of these analyses (Pearson Productmoment correlations, canonical correlations, and discriminant function analyses) revealed that personal and role satisfaction variables may moderate women's gender role orientation and role preferences. The main analyses were then conducted with three separate between-subjects MANOVAs. Although the results of the MANOVAs involving women's participation and commitment to multiple life-career roles were nonsignificant, another MANOVA involving women's value expectations was significant. Post-hoc procedures indicated that androgynous women had greater expectations of achieving their values in their work role than did instrumental women. It was also found that androgynous women had higher value expectations in the community and home roles than did undifferentiated women.A number of theoretical, empirical, and counseling implications were discussed. Limitations of the study were discussed in terms of the sample characteristics and the statistics employed.
Department of Counseling Psychology and Guidance Services

ABSTRACTEATON, KIMBERLY LINHART. Family expressiveness and emotion understanding: A meta-analysis of one aspect of parental emotion socialization. (Under the direction of Amy G. Halberstadt.)Associations between family styles of expressing emotion and children?s skill in understanding emotion were examined using a meta-analytic strategy for synthesizing the studies in this area. Moderating variables of emotion valence, age group, and measurement independence in the relationship between family expressiveness and outcomes in children were measured, as well as differences in the operationalization of expressiveness, understanding, who is the ?family?, and other research design elements. Parents? overall expressiveness and negative-submissive expressiveness exhibited a significant negative relationship with children?s emotion understanding over age. Negative family expressiveness and children?s emotion understanding tended to be curvilinearly related across age (an inverted U-shaped relationship). Explanations for these relations and future goals for research are discussed.

Death is a sensitive topic, and discussing death with children may be difficult for parents, especially parents who are uncomfortable with emotional expression. Many factors are associated with parents' decision to discuss death; however, a dearth of recent literature existed examining the role of parental emotional expressiveness and discussing death with children. Using Jackson's communications theory within the broader family systems theory, this exploratory non-experimental quantitative study examined if one or more of the selected variables of parents' emotional expressiveness, parents' gender, and any previous discussions about death with a child adequately predicted the age of a child when parents felt it was appropriate to discuss death with a child. Prospective participants were parents recruited from a national online university (n = 175). Multiple linear regression analysis using enter selection was conducted on the data from the instruments that included the Attitudes towards Emotional Expression Measure and the demographics questionnaire. Results indicated no significance between the predictor and criterion variables. Despite the non-significant results, this study has the opportunity to impact positive social change by encouraging further research to understand the association, if any, between emotional expressiveness and death conversations, de-stigmatizing discussions of death and bereavement, and informing parents and professionals regarding discussing death with children to help children cope with their emotions in bereavement.

This longitudinal study examined the association between communication in the family on the development of empathy in young children. Co-regulation and family expressiveness measured communication in parent-child dyads at age 12 months (N = 186), 24 months (N = 100), and 36 months (N = 78). A follow-up was conducted at 60 months (N = 47) to measure empathy-related responding in children. Co-regulation styles change over time, generally increasing in the most engaged, two-way style of communication (symmetrical) and decreasing in one-sided and less engaged types. Greater family expressiveness predicted higher levels of empathy as observed in an empathy-eliciting experiment, but not as measured by mother interview, questionnaire, or child's response to facial expressions. In addition, empathy was not associated with the change in symmetrical co-regulation. The results of this study indicate that open, emotional family communication may be more important in the development of empathy than the style of dyadic communication.

Research has shown that the caregiving environment and the type of parent-child interactions that occur during development can have significant impact on future child outcomes for positive as well as negative outcomes (Ruffman, Slade, Devitt, & Crowe, 2006; Fonagy, Gergely, & Target, 2007). Language and emotional expressiveness are common themes that past research suggest are aspects of healthy and open parent-child interactions, and which may have associations with positive child outcomes (Carlson, Mandell, & Williams, 2004). Participants included 1359 children from the longitudinal NICHD Study of Early Child Care—variables were measured at 54 months, 3 rd , 4 th , and 6 th grades and at age 15. The early caregiving environment was found to predict 4 th grade language skills, but this relationship was not mediated by family emotional expressiveness in 3 rd grade. Family emotional expressiveness was found to predict 6 th grade social skills, but this was not mediated by 4 th grade language skills. Evidence of an indirect effect of language skills on social skills was found. Fifth grade language skills were not found to predict adolescent problem behavior, however, an overall significant indirect effect was found. Finally, family emotional expressiveness was found to predict adolescent problem behavior, and this relationship was partially mediated by 6th grade social skills. Direct, indirect, and total effects of the various predictors of adolescent problem behavior are discussed in the final chapter.

碩士
臺北市立師範學院
兒童發展研究所
93
Abstract This study aims at the discussions of correlation among Emotion Expresses Rules Understanding of children, Family Expressiveness Climate, and Interpersonal relationships. Its control variables include Emotion Expresses Rules Understanding and Family Expressiveness Climate；its independent variable is Interpersonal relationships。 There are in total 98 Taipei county children ranging from five- or six-year-olds from one kindergarten to third-graders and fifth-graders from one elementary school to participate in this research. Materials of “emotion expresses rules understanding” are collected by interviews, and questionnaires are used to investigate the materials of “family expressiveness climate.” Picture-board Sociometry Interview is adopted for kindergarten kids, and peer nomination for elementary school students for the understanding of “interpersonal relationships.” All the collected figures and data apply methodology of statistics such as T-test, one-way ANOVA、Pearson product-moment correlation Multiple stepwise regression analysis. Furthermore, the materials for the analysis of children’s reactions toward hiding emotion are also gathered and analyzed. Main findings of the study are as follows: 1. General situation for emotion expresses rules understanding and family expressiveness climate：Fifth graders have the best understandings over emotion expresses rules than third graders and kindergarten kids. No differences are found on children’s emotion expresses rules understanding as the variable “gender” is referred to. Family expressiveness climate appear to be positive type, “negative-dominant” are less likely happen. 2. The relationship between emotion expresses rules understanding and family expressiveness climate：Children emotion expresses rules understanding is found to have strong relevance among three types: “positive dominant,” “positive submissive,” and “negative dominant” rather than “negative submissive.” 3. The relationship between emotion expresses rules understanding and interpersonal relationships：The emotion expresses rules understanding affect the interpersonal relationships of children. The better understandings they have, the better interpersonal relationships they obtain. 4. The relationship between family expressiveness climate and interpersonal relationships：The ones who have higher scores in positive emotion types in family expressiveness climate table tent to have better interpersonal relationships. Moreover, the lower scores in negative emotion types represent better interpersonal relationships as well. 5. The correlation among emotion expresses rules understanding, family expressiveness climate and interpersonal relationships：Children’s “emotion expresses rules understanding” and “positive-dominant”are possible references to prediction for interpersonal relationships. 6. The reasons for children reactions toward emotion-hiding: Younger children tend to hide their true internal feelings to “avoid negative results” while older children tent to excuse themselves by “sacrifice” and “the successful emotion managements have met social expectations.” It appears that when gender is referred to, the reasons “sacrifice” and “the sake of personal dignity” are more likely to be chosen by girls. According to the findings above, some suggestions are proposed： Application to consultation in education 1. Understand the development of children emotion expresses rules, which is a key element for children’s interpersonal relationships and is worthy of constant concern and instruction from adults. 2. Parents should put emphasis on both words and personal examples. Furthermore, sympathetic family emotion atmosphere supports the development of children emotions. 3. The school is playing a role to retrieve the shortcoming of parents. Suggestions to future studies 1.A further step to discuss the development of emotion expresses rules understanding of children 2.More research on other reasons which would also affect children emotion expresses rules understanding. 3.Thorough observations for reasons and differences of adoption of emotion expresses rules by different children. 4.Change of the study approach. 5.Understand other member's ideas on family expressiveness climate. Key word：understanding of emotion expresses rules family expressiveness climate interpersonal relationships

碩士
輔仁大學
兒童與家庭學系碩士班
99
The purpose of this study was to understand the relations among family emotional expressiveness, children’s effortful control and children’s social competence. Quetionnaires were used for parents and teachers of 4-6 year-old children studying in public and private preschools in New Taipei and Taipei Cities. The tools included the Family Emotional Expressiveness Scale and Children’s Behavior Questionnaire-Short Form which was filled out by parents. Children’s Social Competence Scale was assessed by teachers. There were 425 valid data collected. The data collected were analyzed by descriptive statistics, reliability analyses, t-tests, one way ANOVAs, Pearson correlations and multiple regressions. The main results were as followed: 1. Family emotional expressiveness included “positive emotional expressiveness” and “negative emotional expressiveness”. It showed that family had more positive emotional expressiveness and interactions than negative emotional expressiveness. 2. There were four dimensions in children’s effortful control: attention focusing, perceptucl sensitivitity, inhibitory control, and low intensity pleasure. The score of children’s effortful control was between “little correct” and “pretty correct”. It showed that the score of effortful control for young children was above average. 3. Children’s social competence included five dimensions: cooperation, interaction, politencess, independence and prosocial. The result indicated that children often showed social competence. 4. There were significant gender differences in children’s social competence. Girls’ social competence was higher than boys’ except in the interaction dimension. The group of five year-old’s social competence was higher than that of four year-old’s. 5. There was no significant differences in children’s social competence based upon family SES. 6. The results of correlations showed that family emotional expressiveness, children’s effortful control, children’s gender and age were partly positively related to children’s social competence. Family negative emotional expressiveness were partly negatively related to children’s social competence. However, family SES showed no relation to children’s social competence. 7. Regression analyses indicated that family positive emotional expressiveness, inhibitory control of children’s effortful control, children’s gender and age did show significantly prediction to children’s social competence. Family SES was not significant related. All of the variables accounted for 12%~24% variance of children’s the total and scales of social competence. Based on the findings above, suggestions were made for teachers and parents. Issues for further study were also provided. Keywords: family emotional expressiveness, effortful control, social competence, young children

碩士
輔仁大學
兒童與家庭學系碩士班
100
Abstract The Relations of Family Emotional Expressiveness, Parental Meta-Emotional Philosophy and Young Children’s Emotional Regulation The purpose of this study was to understand the relations of family emotional expressiveness, parental meta-emotional philosophy and young children’s emotional regulation. Questionnaire surveys were given to parents who were primary care-givers and took care of 4 to 6 year-old children in preschools in Taipei area. The tools included “Family Emotional Expressiveness Scale”, “Parental Meta-Emotional Philosophy Scale” and “Children’s Emotional Regulation Checklist”. There were 614 valid responses collected. The data collected were analyzed using descriptive statistics, Pearson correlation and multiple linear regressions. The results are summarized as follows: 1. The children of parents who perceived their family showed more positive emotional expressiveness and showed less negative emotional expressiveness. The family’s positive emotional expressiveness was significantly positively correlated with young children’s positive emotional regulation. The family’s negative emotional expressiveness was significantly positively correlated with young children’s negative and unstable emotional regulation. 2. Parental emotional-coaching of meta-emotional philosophy was significantly positively related to young children’s positive emotional regulation. Parental emotional-dismissing of meta-emotional philosophy was not related to young children’s positive and negative emotional regulation. 3. It was found that young children showed more positive emotional regulation and less negative and unstable emotional regulation. The multiple regression analyses indicated that the family with high positive emotional expressiveness, children who were girls rather than boys had positive impact on young children’s emotional regulation. The family with negative emotional expressiveness, children who were boys rather than girls had positive associations with young children’s negative and unstable emotional regulation. Based on the findings above, suggestions on family emotional expressiveness, parental emotional-coaching and young children’s emotional education were made for parents and teachers. Issues for further study were also provided. Key words: family emotional expressiveness, parental meta-emotional philosophy, emotional regulation, young children

碩士
國立臺灣大學
心理學研究所
93
The effect of harsh verbal discipline on children’s self-esteem and adult-child relationship has already been documented. It is not yet clear whether the negative effect of harsh verbal discipline is due to the specific role of the discipliners, the specific content of verbal disciplines, or the interaction effect of both discipliners and content. Thus, three hypotheses, the Relationship Hypothesis, the Content Hypothesis, and the Content-Relationship Interaction Hypothesis were evaluated in the present study. One hundred and seven undergraduate students, 296 senior high students, and 216 junior high students participated in the study. Subjects’ parental FEQ scores were gathered through Family Expressiveness Questionnaire. Then the subjects reported their reactions to hypothetical stories of school failure and 3 kinds of parental verbal disciplines. The results supported the three Hypothesis. The degree of being angry is significantly higher when hearing the negative disciplines from Negative Dominant parents than from Negative Submissive or Positive parents. The degree of self-competence and self-liking decreased significantly more upon hearing “relationship-threatening” than all other verbal disciplines. The person-focus criticism verbal disciplines of Negative Dominant parents induce the most negative dominant emotion and reactions, and the relationship-threatening verbal disciplines of Negative Submissive and Positive parents induce the most negative submissive emotions and reactions.

Dissertação de Mestrado em Temas de Psicologia do Desenvolvimento apresentada à Faculdade de Psicologia e de Ciências da Educação
The family of a child provides a various of relational experiences, that influence how the child experiences, gives significance, expresses and regulates his emotions (Eisenberg et al., 2001). The quality of these relationships shapes the interactive behavior of the child and also how the child manages his emotions. It can be a enhancing or vulnerable factor in the development of the child (Collins, Maccoby, Steinberg, Heatheringtar & Branstein, 2000). This investigation consists of 165 young people, with the ages between 13 and 16 years. It intends to evaluate the relationship between the perception of the emotional expressivity towards their family (positive or negative) of these young adults, the development of emotional symptoms and problematic relationships with their friends. The adapted to Portuguese, reduced version of the Self Expressiveness in the Family Questionnaire _SEFQ has been used for this investigation. It is an adaptation of the Expressividade Familiar Questionnaire (QEF; Halberstadt, 1986; translation and adaptation of Dinis, Gouveia, & Xavier, 2010). This questionnaire has a high validity for investigation purposes. This investigation has proved that there is a significant relationship between the perception of these young adults to the negative expressivity towards their family and their development of emotional symptoms, for both male and female, no matter the age. Regarding the problems with their friend, it can be concluded that these young adults reveal less relational problems with their colleagues when experiencing an emotional positive family environment. The age variable showed no significant influence on the obtained results.
A família proporciona à criança uma multiplicidade de experiências relacionais que influenciam a aprendizagem desta face à experiencia, significado, expressão e regulação das emoções (Eisenberg et al., 2001). A qualidade destas relações molda o comportamento interpessoal da criança e o modo como gere as emoções, podendo constituir-se como fator potenciador ou de vulnerabilidade no desenvolvimento (Collins, Maccoby, Steinberg, Heatheringtar & Branstein, 2000). A presente investigação tem por base uma amostra de 165 jovens, com idades entre os 13 e os 16 anos, e pretende avaliar a relação entre a perceção dos adolescentes face à expressividade emocional da família (positiva ou negativa) e o desenvolvimento de sintomas emocionais e de problemas de relacionamento com os colegas. Procedeu-se à adaptação, para língua portuguesa, do Self Expressiveness in the Family Questionnaire (SEFQ) (Halberstadt, 1995), versão simplificada, sendo este uma variação do Family Expressiveness Questionnaire (QEF; Questionário de Expressividade Familiar) (Halberstadt, 1986), traduzido e adaptado pelo Professor Catedrático José Pinto Gouveia e a sua equipa de investigação (Dinis, Gouveia, & Xavier, 2011). O instrumento apresentou uma boa consistência interna para fins de investigação. No presente estudo, conclui-se que existe uma relação significativa entre a perceção dos jovens face à expressividade familiar negativa e o desenvolvimento de sintomas emocionais, para ambos os sexos, independentemente da idade. No que respeita aos problemas de relacionamento com os colegas, verificou-se que os jovens revelam menos problemas de relacionamento com os colegas quando percecionam o seu ambiente familiar como sendo emocionalmente positivo. A variável idade não mostrou influências significativas nos resultados obtidos.