Parental Stress and Early Child Development: Adaptive and Maladaptive Outcomes

319 Pages·2017·4.18 MB·English

by  Kirby Deater-Deckard

Kirby Deater-Deckard · Robin Panneton
Editors
Parental Stress
and Early Child
Development
Adaptive and Maladaptive Outcomes
Parental Stress and Early Child Development
Kirby Deater-Deckard Robin Panneton
(cid:129)
Editors
Parental Stress and Early
Child Development
Adaptive and Maladaptive Outcomes
123
Editors
KirbyDeater-Deckard RobinPanneton
Department ofPsychological andBrain Department ofPsychology
Sciences Virginia Tech
University of Massachusetts Amherst Blacksburg, VA
Amherst, MA USA
USA
ISBN978-3-319-55374-0 ISBN978-3-319-55376-4 (eBook)
DOI 10.1007/978-3-319-55376-4
LibraryofCongressControlNumber:2017934313
©SpringerInternationalPublishingAG2017
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Kirby Deater-Deckard would like to dedicate
this volume to Keirsten, Anna and Elly
Deater-Deckard, with my gratitude and love.
Robin Panneton would like to dedicate this
volume to her identical twin sons (Sam and
Jack) and her husband (Lee) for collectively
challenging and sculpting the parenting
system that has enveloped her for the past 26
years (including pregnancy!). Parenting
twins was transformative on almost every
levelimaginable.Wewere stressed—allofus,
because none of us “knew” what we were
doing. We allowed ourselves to be both
teacher and student on a continual basis,
earning our successes as well as our failures
as we went along. It was wonderful and
frightening at all times, and allowed me to
fully appreciate the power of
bio/psycho/socio/cultural dynamics in
affecting our family, all families.
Preface
In scientific scholarship, knowledge is constructed as a social enterprise, in rela-
tionships between the scholar and others (Nelkin & Lindee 2004). This is what
makesscholarshipfunandengaging(eventhoughitmaynotalwaysfeelthatway)
andmakeshumaninquiryuniquewhencomparedtoeveryothertypeofknowledge
system in the universe. To say that scientific scholarship is socially constructed is
not to say that science is not real—it most certainly is real in the sense that our
knowledge of the mechanisms and processes of all that surrounds us depends
completelyonourcollectiveabilitiestosee,hear,feel,andtouchthatwhichweaim
to understand. But ultimately, our understanding emerges from social action. We
observe, explain, debate, reason, defend, debunk, and/or rationalize our under-
standingoftheworldwitheachother.Wesociallynegotiatethe“truth”byagreeing
with each other, anchoring our agreements to sets of standards that work well for
delimited periods of time and space. But occasionally assumptions get challenged,
standards fall, and intellectual revolutions ensue. This is the fun part.
Thestoryofthisscholarlyeditedbookisacaseinpoint.Theseedforthisbook
was planted in the late winter of 2005, when we first met. Kirby had come to
Virginia Tech for a faculty interview in developmental science. At that time, his
work was focused on applying statistical modeling approaches to partitioning
variance into “pockets” of genetic, shared environmental, and non-shared envi-
ronmentalinfluencesonindividualdifferenceattributes—and,whethertheseeffects
were additive or interactive. Robin’s empirical work was centered on infants’
perception of aspects of adult communicative action that lead to successful lan-
guage learning. But her teaching was often focused on issues and controversies
within the domains of genetic and epigenetic contributions to developmental out-
comes (largely due to the influence of Gilbert Gottlieb, Timothy Johnston, and
Robert Lickliter during her graduate training). On the surface, it was unlikely that
Kirby and Robin were headed into any social negotiations of their science!
Like all academic job interviews, Kirby’s itinerary was packed with meetings
andthejobtalkwasstressful.However,hismemoryofdinnerwithRobinandtheir
department chair isclear asabell.Whilehe consumed seascallopsanda verydry
martini,Robinconfessedthatshehadreservationsabouthisstatisticalinteractionist
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viii Preface
method and view of genes and environments as separable and quantifiable;
nonetheless, she would be a willing and true colleague who would engage him in
debateandinquiry.Shecouldnothaveknownitatthetime,butthatwasprecisely
the kind of “look inthe eye and hand inthe hand” that Kirby was looking for in a
new collaboration and friendship. We were on our way to social negotiation of
science after all.
In the true spirit of collaborative scholarship, we eventually co-taught an inte-
grated graduate/undergraduate seminar on “genetics and epigenetics in develop-
ment.”Eachweek,wewouldmeetwithagroupof10graduatestudentsforanhour,
then 2 hours with an additional 40 undergraduate seniors (overlapping with the
graduate students), and a final hour with just the undergraduates. Throughout this
time, we worked collectively and intensively to understand important readings
concerning gene and non-gene processes that affect developmental outcomes and
trajectories (with the graduate students serving as mentors to the undergraduates).
This“seminar-fest”wasexhaustingbutalsoexhilarating.Itmadeusrealizehow
hungry we were, and our students were, for this different kind of discourse. The
seedhadbeenplantedyearsbefore,andtheseminarwatereditwell.Still,ittookus
fivemoreyearsbeforeweconvergedontheideatoco-editthisbook.(Development
ishard,andittakestime.)Theopportunityarosetobringtogethervoicesofabroad
range of scientists who could speak to our emerging collaborative perspective on
stress, parenting, intergenerational transmission, and developmental systems. With
excitement and considerable anxiety, we forged ahead with our invitations to
authors and were simply astonished by how receptive our colleagues were to the
ideas for the book. We purposefully approached scholars who not only examine
various aspects of parenting stress as it relates to developmental processes, but do
sofromadynamic,organic,andmultidirectionalperspective.Theendproductisa
book that fully embodies the perspective to which we are committed, and that we
feel is the most likely to generate fruitful discussions and inspire future thinking
about this very complex web of relationships. We are grateful to these authors for
capturing our enthusiasm and bringing it to each page of their contributions.
Amherst, USA Kirby Deater-Deckard
Blacksburg, USA Robin Panneton
Reference
Nelkin,D.,&Lindee,M.S.(2004).TheDNAmystique:Thegeneasaculturalicon.
Ann Arbor, MI: University of Michigan Press.
Contents
1 Unearthing the Developmental and Intergenerational Dynamics
of Stress in Parent and Child Functioning ... .... .... ..... .... 1
Kirby Deater-Deckard and Robin Panneton
Part I Common Sources of Parenting Stress
2 Ethnic Variation in Poverty and Parenting Stress . .... ..... .... 15
Rochelle C. Cassells and Gary W. Evans
3 Sociological Perspectives on Parenting Stress: How Social
StructureandCultureShapeParentalStrainandtheWell-Being
of Parents and Children. ..... .... .... .... .... .... ..... .... 47
Kei Nomaguchi and Melissa A. Milkie
4 Parental Stress and Child Temperament. .... .... .... ..... .... 75
Maureen E. McQuillan and John E. Bates
5 The Stress of Parenting Children with Developmental
Disabilities .... .... .... ..... .... .... .... .... .... ..... .... 107
Cameron L. Neece and Neilson Chan
Part II Consequences of Parenting Stress for Children
6 Developmental Origins of Self-regulation: Prenatal Maternal
Stress and Psychobiological Development During Childhood.. .... 127
Regula Neuenschwander and Timothy F. Oberlander
7 DNA Methylation: A Mediator Between Parenting Stress
and Adverse Child Development? .. .... .... .... .... ..... .... 157
Rosa H. Mulder, Jolien Rijlaarsdam and Marinus H. Van IJzendoorn
8 Poverty, Parent Stress, and Emerging Executive Functions
in Young Children.. .... ..... .... .... .... .... .... ..... .... 181
Eric D. Finegood and Clancy Blair
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x Contents
9 Child Maltreatment: Consequences, Mechanisms,
and Implications for Parenting. .... .... .... .... .... ..... .... 209
Brian T. Leitzke and Seth D. Pollak
10 How Being Mothered Affects the Development of Mothering . .... 235
Viara R. Mileva-Seitz and Alison S. Fleming
Part III Pathways to Managing Parental Stress
11 Parenting Stress and Parental Efficacy .. .... .... .... ..... .... 263
Keith Crnic and Emily Ross
12 The Role of Parental Emotion Regulation in Parent Emotion
Socialization: Implications for Intervention... .... .... ..... .... 285
Sophie Havighurst and Christiane Kehoe
Index .... .... .... .... .... ..... .... .... .... .... .... ..... .... 309
Editors and Contributors
About the Editors
Kirby Deater-Deckard, Ph.D. is a professor of psychological and brain sciences at the
UniversityofMassachusettsAmherst,andafellowoftheAssociationforPsychologicalScience.
Dr. Deater-Deckard conducts research and teaches courses on biological and environmental
influencesonindividualdifferencesinsocial-emotionalandcognitivedevelopmentinchildhood
and adolescence. The emphasisin this workis on intergenerational transmission, gene–environ-
mentmechanisms,andhomeandschoolenvironments.Hispublicationsspandevelopmentaland
familysciencesanddevelopmentalpsychopathologyareas,withresearchcurrentlyandpreviously
fundedbyNSFandNIH.Applicationsfocusonparentingstress:identifyingitsantecedentsand
consequences,itsadaptiveandmaladaptivefeatures,andimplicationsforparentingpreventionand
intervention programs.Inhiscurrentcollaborativeworkonparenting,he isexamining maternal
cognitiveandphysiologicalself-regulationanditsroleinparentingstressandharshcaregiving,in
thefaceofchallengingchildbehaviorandcontextualstressors.
RobinPanneton,Ph.D. isanassociateprofessorofpsychology,memberoftheFacultyofHealth
Sciences,andanaffiliatedmemberoftheSchoolofNeuroscienceatVirginiaTech.Dr.Panneton
conductsresearchontheprocessesandmechanismsofhowinfantslearntocommunicateinthe
first two years after birth. Predominantly, she is interested in how information available from
caretakersisattendedto,processed,andremembered byinfantsastheybegintheirpathwaysto
being language users. With the support offunding from NICHD and the James S. McDonnell
Foundation,shehaslookedatvoicerecognition,processingofintonationalcontours,integrationof
information across facial and vocal displays, attention modulation via emotional information in
speaker’sfacesandvoices,andearlyindicatorsofindividualdifferencesinlearningstylesasthey
relate to emerging language skills in low- and high-risk infants. In her teaching, she has con-
centratedondynamicsystemsviewofdevelopment,epigenetics,pre-andpostnatalcontributions
toearlyhumandevelopment,languagelearning,andthedevelopmentofattentionininfancyand
earlychildhood.
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