Social-emotional behaviors in African-American toddlers : the role of risk and protective factors.

Social-emotional behaviors;Social-emotional problems;Social-emotional competence;African-American toddlers;Maternal depression;African-American parenting strategies

Paulette Flores, 1970-

University:University of Louisville

Department:Psychological and Brain Sciences

关键词: Social-emotional behaviors;    Social-emotional problems;    Social-emotional competence;    African-American toddlers;    Maternal depression;    African-American parenting strategies;   

Others  :  https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=1444&context=etd

美国|英语

来源: The Universite of Louisville's Institutional Repository

【 摘 要 】

The role of risk and protective factors in the family system on toddlers' social-emotional outcomes was examined by exploring the impact of depression and parenting strategies reported by female primary caregivers on toddlers' social-emotional competence and social-emotional problem behaviors. The goal of the research was to extend knowledge concerning how these risk and protective factors relate to social-emotional outcomes in an urban community sample of African-American families. Participants included 103 African-American women and toddlers. Hierarchical multiple regression analyses examined social-emotional problems and social-emotional competence. Results showed that female primary caregivers' depression and annual income were found to significantly predict ratings of toddlers' social-emotional problems. Results from the analysis of social-emotional competence revealed a different pattern. Parenting strategies measured in terms of family routines and gender of the toddlers significantly predicted ratings of social-emotional competence. The current findings that different profiles predicted different aspects of toddlers' social-emotional behaviors suggest that different family processes underlie toddlers' developing social-emotional competence and social-emotional problems. These findings have implications for culturally-sensitive interventions tailored to support social-emotional competence and decrease social-emotional problems in toddlers from African-American families.