Kelly E. Buckholdt

Emotion Regulation as a Mediator of the Relation Between Emotion Socialization and Deliberate Self‐Harm

This study examined (a) whether retrospective reports of specific parent responses to sadness (i.e., reward, punishment, neglect, override, magnification) were related to deliberate self-harm (DSH) and (b) whether difficulties regulating emotions (i.e., difficulties monitoring, evaluating, and modifying emotions) mediated those relations. One hundred eighteen college students completed measures of parental emotion socialization, emotion regulation difficulties, and DSH. Parental reward and override of sadness were directly related to lower DSH scores. Parental punishment and neglect of sadness were related to higher DSH scores, and these associations were mediated by difficulties evaluating emotions. In other words, parental punishment and neglect of sadness may place individuals at risk for DSH by fostering negative evaluations of emotional experiences and the belief that nothing can be done to effectively manage emotions.

Perceptions of Parental Awareness of Emotional Responses to Stressful Life Events.

There is a need to better understand family processes related to recovery from past stressful life events. The present study aimed to investigate links between perceptions of parental awareness regarding stressful life events, continued event-related rumination, and current symptoms of depression. Students at a diverse, urban university completed a Life Events Checklist and a semistructured interview regarding family processing of stressful life events, as well as self-report measures of event-related rumination and depression. Results indicated that perceptions of mothers’ and fathers’ awareness of sadness regarding stressful life events as well as mothers’ and fathers’ verbal event processing predicted symptoms of event-related rumination and depression. Results support the inclusion of perceptions of parental awareness in the understanding of how emerging adults continue to cope with past stressful life events.

Targeting Family Risk Factors in the Context of Treating Youth Depression: A Survey of Psychologists

This study investigated the practices and perceptions of psychologists related to targeting family risk factors when treating youth depression. Participants were practicing psychologists recruited through the National Register of Health Service Providers in Psychology (N = 279). Psychologists completed a brief anonymous survey about addressing parental psychopathology, interparental discord, and parent–child relationship problems when treating youth depression. Psychologists tended to use clinical interviews with parents and youth to assess family risk factors for a large percentage of their cases, whereas they tended to use questionnaires completed by parents and youth for a relatively small percentage of cases. When psychologists made treatment recommendations related to family risk factors, they perceived that a relatively small percentage of families adhered to the recommendations. Although they tended to report knowing when to make treatment recommendations that target family risk factors, they felt less confident in how to get families to follow the recommendations. Results highlight important directions for future research related to directly targeting family risk factors in the context of treating youth depression.

Parent emotion coaching buffers the psychological effects of poor peer relations in the classroom

Parent emotion coaching (i.e., child-reported parental responses to sadness and anger) was examined as a moderator of peer relations in the classroom (i.e., peer-rated sociability, number of mutual friends, and respect nominations) and self-perceptions of social competence (i.e., loneliness and optimism). Participants were 129 (44% boys; 66% Caucasian) fourth through sixth graders. If parents were perceived as low in emotion coaching, low sociability and low peer respect were associated with greater loneliness; low peer respect was also associated with low peer optimism when combined with low emotion coaching. Importantly, with high parent emotion coaching, there was no significant association between problematic peer relations and negative self-perceptions of social competence. Parent emotion coaching may buffer the effects of poor peer relations.