Parental meta-emotion philosophy and emotion coaching in families of children and adolescents with an anxiety disorder

Katherine E. Hurrell; Frances L. Houwing; Jennifer L. Hudson

doi:10.1007/s10802-016-0180-6

Parental meta-emotion philosophy and emotion coaching in families of children and adolescents with an anxiety disorder

Katherine E. Hurrell, Frances L. Houwing, Jennifer L. Hudson^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

41 Citations (Scopus)

107 Downloads (Pure)

Abstract

Using a multi-method approach, this study examined differences in parental meta-emotional philosophy (including, parental emotional awareness and emotion coaching) for families with anxiety disordered (AD; n = 74) and non-AD (n = 35) children (aged 7 to 15). Further, it was investigated whether children’s emotion regulation (ER) varied across the AD and non-AD groups. Parent(s) were interviewed about their awareness of emotions and emotion coaching; completed a battery of questionnaires that included a measure assessing children’s emotion regulation; and engaged in a parent-child discussion task. Results indicated that compared to parents of non-AD youth, parents of AD youth were less aware of their own emotions and their children’s emotions, and these results varied by emotion type. Parents of AD youth engaged in significantly less emotion coaching than parents of non-AD youth. AD youth were identified as having significantly greater difficulty regulating their emotions when compared to non-AD youth. Implications for the role of parental meta-emotional philosophy and AD youth’s emotion regulation are discussed.

Original language	English
Pages (from-to)	569-582
Number of pages	14
Journal	Journal of Abnormal Child Psychology
Volume	45
Issue number	3
DOIs	https://doi.org/10.1007/s10802-016-0180-6
Publication status	Published - Apr 2017

Bibliographical note

Copyright the Author(s) 2017. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

childhood anxiety
emotion regulation
parenting
emotion socialisation

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10.1007/s10802-016-0180-6

Publisher version (open access)Final published version, 396 KBLicence: Unspecified

Cite this

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title = "Parental meta-emotion philosophy and emotion coaching in families of children and adolescents with an anxiety disorder",

abstract = "Using a multi-method approach, this study examined differences in parental meta-emotional philosophy (including, parental emotional awareness and emotion coaching) for families with anxiety disordered (AD; n = 74) and non-AD (n = 35) children (aged 7 to 15). Further, it was investigated whether children{\textquoteright}s emotion regulation (ER) varied across the AD and non-AD groups. Parent(s) were interviewed about their awareness of emotions and emotion coaching; completed a battery of questionnaires that included a measure assessing children{\textquoteright}s emotion regulation; and engaged in a parent-child discussion task. Results indicated that compared to parents of non-AD youth, parents of AD youth were less aware of their own emotions and their children{\textquoteright}s emotions, and these results varied by emotion type. Parents of AD youth engaged in significantly less emotion coaching than parents of non-AD youth. AD youth were identified as having significantly greater difficulty regulating their emotions when compared to non-AD youth. Implications for the role of parental meta-emotional philosophy and AD youth{\textquoteright}s emotion regulation are discussed.",

keywords = "childhood anxiety, emotion regulation, parenting, emotion socialisation",

author = "Hurrell, {Katherine E.} and Houwing, {Frances L.} and Hudson, {Jennifer L.}",

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doi = "10.1007/s10802-016-0180-6",

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AU - Houwing, Frances L.

AU - Hudson, Jennifer L.

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PY - 2017/4

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N2 - Using a multi-method approach, this study examined differences in parental meta-emotional philosophy (including, parental emotional awareness and emotion coaching) for families with anxiety disordered (AD; n = 74) and non-AD (n = 35) children (aged 7 to 15). Further, it was investigated whether children’s emotion regulation (ER) varied across the AD and non-AD groups. Parent(s) were interviewed about their awareness of emotions and emotion coaching; completed a battery of questionnaires that included a measure assessing children’s emotion regulation; and engaged in a parent-child discussion task. Results indicated that compared to parents of non-AD youth, parents of AD youth were less aware of their own emotions and their children’s emotions, and these results varied by emotion type. Parents of AD youth engaged in significantly less emotion coaching than parents of non-AD youth. AD youth were identified as having significantly greater difficulty regulating their emotions when compared to non-AD youth. Implications for the role of parental meta-emotional philosophy and AD youth’s emotion regulation are discussed.

AB - Using a multi-method approach, this study examined differences in parental meta-emotional philosophy (including, parental emotional awareness and emotion coaching) for families with anxiety disordered (AD; n = 74) and non-AD (n = 35) children (aged 7 to 15). Further, it was investigated whether children’s emotion regulation (ER) varied across the AD and non-AD groups. Parent(s) were interviewed about their awareness of emotions and emotion coaching; completed a battery of questionnaires that included a measure assessing children’s emotion regulation; and engaged in a parent-child discussion task. Results indicated that compared to parents of non-AD youth, parents of AD youth were less aware of their own emotions and their children’s emotions, and these results varied by emotion type. Parents of AD youth engaged in significantly less emotion coaching than parents of non-AD youth. AD youth were identified as having significantly greater difficulty regulating their emotions when compared to non-AD youth. Implications for the role of parental meta-emotional philosophy and AD youth’s emotion regulation are discussed.

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Parental meta-emotion philosophy and emotion coaching in families of children and adolescents with an anxiety disorder

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