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Cover -- Half Title -- Title -- Copyright -- Contents -- PART I: GENERAL FAMILY/MARRIAGE PROCESSES -- Introduction -- A Family-Wide Model for the Role of Emotion in Family Functioning -- A Meta-Analysis of Family Expressiveness and Children's Emotion Expressiveness and Understanding -- When My Mommy Was Angry, I Was Speechless": Children's Perceptions of Maternal Emotional Expressiveness Within the Context of Economic Hardship -- Psychosocial Moderators of Emotional Reactivity to Marital Arguments: Results from a Daily Diary Study -- Emotional and Relational Consequences of Coping in Stepfamilies -- Affect Pattern Recognition: Using Discrete Hidden Markov Models to Discriminate Distressed from Nondistressed Couples -- The Role of Emotions in Marriage and Family Therapy: Past, Present, and Future -- PART II: DEVELOPMENTAL AND PARENT-CHILD PROCESSES -- The Contribution of Older Siblings' Reactions to Emotions to Preschoolers' Emotional and Social Competence -- Children's Understanding of Emotion Communication in Families -- Maternal Sensitivity and Infant Emotional Reactivity: Concurrent and Longitudinal Relations -- Children's Emotional Reactions to Stressful Parent-Child Interactions: The Link Between Emotion Regulation and Vagal Tone -- The Coping with Children's Negative Emotions Scale (CCNES): Psychometric Properties and Relations with Children's Emotional Competence -- Parental Contributions to Preschoolers' Understanding of Emotion -- Children's Emotional Regulation and Social Competence in Middle Childhood: The Role of Maternal and Paternal Interactive Style -- Index

AbstractThe social functioning of 64 young adolescents (10‐ to 12‐year olds) was examined in relation to negative emotionality and regulation during early adolescence, as well as two, four, and six years earlier. Young adolescents who were viewed as relatively high in social functioning (i.e., high teacher‐rated school social competence; low mother‐ or father‐rated problem behavior) were generally viewed as relatively low on negative emotionality and high on regulatory abilities during early adolescence as well as two, four, and six years earlier. Furthermore, negative emotionality and regulation during early adolescence, and in some cases at previous time periods, contributed unique variance to the prediction of social functioning during early adolescence. Young adolescents who were consistently low in social functioning across time were higher on negative emotionality and lower on regulation than were young adolescents who were consistently high on social functioning over time.

Abstract The goal of this study was to investigate differences in the social context of peer victimization for preschoolers and kindergarteners. Data were collected from 168 children. For preschoolers, neither social acceptance nor friendships were significantly related to peer victimization. Instead, playing with peers and exposure to aggressive peers were associated with higher rates of peer victimization. For kindergarteners, exposure to aggressive peers also contributed to the risk for peer victimization, but being liked by peers and having friends were inversely related to victimization, thereby providing a buffering effect. The developmental implications of these findings are discussed.

AbstractThis short‐term longitudinal study assessed the relations between the social context of children's play (playgroup size, playgroup gender composition, and play setting) in the fall and peer victimization in the spring for low‐income, minority, preschool girls and boys. Gender differences in these associations, as well as the moderating effect of children's individual problem behavior, were considered. Using a multiple‐brief observation procedure, preschoolers' (N= 255, 49 percent girls) naturally occurring play in each type of social context was recorded throughout the fall semester. Observers also rated children's victimization and problem behaviors in the fall, and teachers rated children's victimization at the end of the school year. Findings suggested that social context variables predicted spring victimization above and beyond fall victimization and individual levels of problem behavior, and that these associations varied for boys and girls. The findings signify the importance of the social context on changes in peer victimization.

AbstractThe purpose of this study was to examine empathy‐related and personal correlates of children's comforting reactions. Quantity and quality of third to sixth graders' comforting of a crying infant were assessed and their relations with situational and dispositional empathy‐related responding, shyness, and vagal tone were examined. Quantity and quality of boys' comforting were related to reports of sympathetic/empathic responding to an empathy‐inducing film, whereas quantity of girls' comforting was associated with low facial and heart rate markers of vicarious distress in another context. Quality of comforting was associated with markers of girls' vicarious distress. Comforting was negatively related to younger children's shyness and marginally, positive correlated with girls' vagal tone. Suppression of vagal tone was associated with quantity of comforting.