Maureen C. Smith

Understanding Feelings and Coping with Emotional Situations: A Comparison of Maltreated and Nonmaltreated Preschoolers

The effects of maltreatment on childen’s emotion knowledge (e.g., recognition of facial cues for happy, sad, mad, scared, and surprised expressions), parent- and teacher-rated social and expressive behavior (e.g., aspects of emotion regulation such as emotional intensity, regulation of emotionally-driven behavior, and classroom social competence with peers such as conflict management), and hypothetical social problem-solving skills were examined in a sample of 45 preschool-aged, predominantly African-American preschoolers. Comparisons between maltreated, high-risk, and low-risk groups revealed no reliable differences in emotion knowledge, but several significant differences in hypothetical social problem-solving skills and in parent- and teacher-rated social and expressive behavior. Specifically, maltreated children were rated high on negative emotionality and emotional support-seeking at school, and they were rated low on support-seeking at home, instrumental action at home, problem-focused social problem-solving strategies, and conflict management. In general, teachers rated maltreated children as the least competent, low-risk children as intermediate, and high-risk children as the most competent.

Developmental trends in emotion understanding among a diverse sample of African-American preschool children

The contributions of age and cognitive-language skills to childrens emotion understanding (e.g., recognition of facial expression and understanding of contextual cues for five basic emotions: happy, sad, mad, scared, and surprised; as well as childrens application of their understanding of emotions to hypothetical situations requiring them to cope with maternal anger) were examined in a sample of 45 preschool-aged African-American children. These children came from diverse SES and parenting backgrounds, with a heavy concentration of the sample from disadvantaged homes. The results were similar to studies of Caucasian children. Specifically, the results indicated that both age and cognitive-language skills contribute to childrens emotional understanding. However, the contribution of age to emotion understanding was more consistent than the contribution of cognitive-language skills. Judgments of anger showed an age-related increase in accuracy in the contextual cue condition but not in the facial cue condition. Compared to other samples, children in this study were fairly accurate at judging and identifying fear. The results are discussed in terms of parent emotion socialization practices and implications for childrens emotional development.

Sibling placement in foster care: An exploration of associated concurrent preschool-aged child functioning

Abstract This correlational study explored the concurrent association between basic measures of child functioning (e.g., social competence, emotional and behavioral problems) that may be influenced by placement status (i.e., placement with, or separation from, an older sibling in foster care). Subjects were 38 preschool-aged foster children: 25 were placed with an older sibling and 13 were separated from an older sibling. ANOVA and Chi-Square tests revealed few significant between-group differences on the background and case history variables or between the two groups of foster mothers. One notable exception was that children placed with their siblings had a greater frequency of prior psychological problems. With respect to the measures of child functioning, the two groups did not differ on prosocial behavior. However, the children placed with their older siblings tended to have fewer emotional and behavioral problems but lower receptive vocabulary scores than children separated from their siblings. The results are discussed in terms of placement policy and decision-making issues.

An Investigation of Imaginary Companions in an Ethnic and Grade Diverse Sample

This investigation focused on the nature of imaginary companions (ICs) in 43 ethnically diverse, young school-age children (kindergarten, first, and second grade). We tested the hypotheses that our diverse sample would be able to describe their ICs in detail that is similar to rich descriptions of ICs found in samples of preschool-age, Caucasian children. Although we did not expect grade differences, we expected gender differences and explored differences by ethnicity. We also hypothesized that children with ICs would report greater tendencies to engage in overall fantasy play and that they would rate the importance of companionship with a real friend stronger than did children without an IC. The results supported the hypotheses that children in our sample would have ICs and be able to describe them in rich detail. The analyses revealed no grade or gender differences in having a companion, but did suggest that there may be subtle differences in the ICs of different ethnic groups that require further exploration. Finally, children with an IC did appear to have a greater fantasy orientation than children without an IC which suggests that the presence of ICs are an important part of childrens lives from a wide range of backgrounds.

Imaginary Companions of Blind, Deaf, and Typically Developing School Children:

Having an imaginary companion (IC) during childhood is associated with developmental advantages. ICs also appear to persist and may serve as a coping mechanism for at-risk children. Few studies have examined imagination in blind and deaf children, two groups who may struggle with peer relationships and loneliness. This study explores the presence of ICs in a sample of 12 blind, 13 deaf, and 26 typically developing, ethnically diverse 8- to 12-year-old children. It examines teacher- and child-reports of competence potentially associated with having an IC. Results indicate that 54% of the children reported a current or prior IC, and those children engaged in more pretend play and fantasy than children without ICs. Deaf children reported the highest rates, and blind children the lowest rates, of ICs. The data suggest that having an IC may be associated with social and emotional benefits for deaf and blind children.