Parenting practices and dysregulation profile in a sample of Italian children.

BACKGROUND: emotional dysregulation is a transdiagnostic factor linked to a heightened risk for psychopathology. A dysregulation profile (DP) derived from the Strenght and Difficulties Questionnaire (SDQ) is often used to indirectly assess emotional dysregulation in children and adolescents. Theoretical models account for parenting as a causal and maintaining factor for emotional dysregulation. Notwithstanding, empirical data are scant. METHODS: 547 students (47.5% males) aged between 9 and 11 years of age (mean age = 9.66, SD = 0.64) were assessed with the SDQ-DP (teacher and parent-reported) and their parents self-reported on their own parenting practices with the Alabama Parenting Questionnaire. RESULTS: as expected, SDQ-DP teacher-rated was positively associated with maternal and paternal negative parenting practices; SDQ-DP mother and father-rated were both negatively associated with maternal and paternal positive parenting and positively associated with maternal and paternal negative parenting practices. LIMITATION: the age range is limited to pre-adolescents. The cross-sectional nature of the study precludes inferences on causality. CONCLUSIONS: youth's emotional dysregulation is linked to parenting practices. These findings support the need to include families in the intervention for emotionally dysregulated youths.

One Year Follow Up Efficacy of the Coping Power Universal and Its Relations with Teachers' Occupational Stress.

The coping power universal (CPU) is an evidence-based universal prevention program delivered by teachers, and completely integrated into the school agenda. Previous studies have shown its positive effects, though little is known about its longer-term effects, and no previous study has explored whether teachers' occupational stress could influence the CPU efficacy. The current study aimed to explore the 1 year follow up of the CPU on students' externalizing and internalizing problems and prosocial behavior, and the influence of baseline levels of teachers' stress in a sample of 316 3rd graders and their teachers (N = 32). Results showed that the CPU led to positive effects, not attainable with the standard curriculum. Additionally, improvements in prosocial behavior persisted even one year after the conclusion of the program. However, improvements in internalizing and externalizing problems were not maintained at the follow up, highlighting the need to understand the factors influencing the CPU efficacy. In this regard, our findings showed that high levels of teachers' occupational stress predicted poorer improvements following the CPU, and an increase in students' difficulties at the follow-up assessment. Addressing teachers' stress as part of prevention programs for students could boost their efficacy and yield more lasting results.