Temperament and Parenting：气质与父母教养.ppt

Temperament and Parenting Lea Rose Dougherty Social and Personality Development Fall, 2004 Why Study Child Temperament? Researchers have recognized the importance of examining intrapersonal factors, such as temperament, as certain dispositional characteristics have been associated with, and predictive of, behavioral maladjustment Intrapersonal factors affect Interpersonal relationships Development of psychopathology Therapy Outcome Overview of Lecture The Role of Parenting in the Development of Temperament Behavioral Inhibition and Parenting Behaviors Influences of Parenting and Temperament on Child Development Bell (1968) reconceptualized socialization as a mutually interactive process, with both child and caregiver seeking to redirect, reduce or augment the behavior of the other Researchers began to recognize that children differ in such qualities as responsiveness to parental socialization strategies, capacity to control their emotional reactivity, and capacity to bring pleasure or distress to their parents As Rothbart (1989, p. 195) put it, “the infant’s temperament regulates and is regulated by the actions of others from the earliest hours.” Research on Temperament and Parenting Temperament and parenting are linked, but it is difficult to predict on theoretical grounds what the nature of the association should be Conceptual and Methodological Issues Genetic similarity of parent and child Nonindependence of measures (parent reports) Any association between concurrent parenting and child temperament may also be the result of childrearing history Few studies allow unambiguous interpretation of results Research on Temperament and Parenting Distress-related temperament attributes (e.g., irritability, “difficultness,” negative mood) are associated with poorer parenting and general unresponsiveness (e.g., Hemphill Sanson, 2000; Hinde, 1989; Linn Horrowitz, 1983) Child’s positive affect and self-regulation are associated with parental responsiveness, social