Tuning in to Toddlers: Research Protocol and Recruitment for Evaluation of an Emotion Socialization Program for Parents of Toddlers.

Background: Parenting a toddler is a challenging experience for many parents with times of emotional dysregulation in both parent and child. Parenting interventions may be useful for parents to improve their ability to regulate emotions and respond to children's emotions in a way that assists the child to understand and regulate emotions (emotion competence). Tuning in to Toddlers (TOTS) is a new parenting program that aims to improve parents' emotion regulation, emotional responsiveness, and emotion coaching (aspects of emotion socialization) to promote optimal emotional development in toddlers, and prevent social and behavioral difficulties. This paper outlines the rationale, methodology, intervention, and recruitment used in a trial to establish program efficacy. Methods/Design: Parents of toddlers aged 18-36 months old were recruited through child care centers (CC) and maternal child health (MCH) centers in Melbourne, Australia and were allocated to either intervention or a 15-month wait-list control condition in a cluster-randomized controlled design. Inclusion criteria were a child in the age range at baseline attending one of the CC or MCH centers. Exclusion criteria were if the parent/carer had insufficient English to attend the intervention and complete measures. Parents in the intervention condition participated in the 6-session group TOTS program delivered by two facilitators using a structured manual and measures of program fidelity and acceptability. Participants in the wait-list control condition received the intervention after a 15-month waiting period. Participants completed measures at baseline, post-intervention (intervention participants only) and 15-month follow-up. Primary outcome measures included parent emotion socialization (parent-report and observed). Secondary outcomes included parent-reported parent functioning (emotion regulation and mental health), toddler social, emotional and behavioral functioning, and parent and toddler systemic cortisol stress (using hair samples). The study was designed to comply with the CONSORT statement and intervention reporting outlined using TIDieR. Results: Three hundred and six parents were recruited and completed baseline parent questionnaires, with a further 234 completing parent-child observation assessments, 235 parent cortisol, and 198 child cortisol. Discussion: This paper is a methodological description of the TOTS randomized controlled trial evaluation protocol. It outlines some of the challenges in recruiting parents of toddlers to parenting programs. Clinical Trial Registration: www.ClinicalTrials.gov, identifier ACTRN12615000 962538.

Emotion socialization and child conduct problems: A comprehensive review and meta-analysis.

Decades of research have emphasized the role that coercive and ineffective discipline plays in shaping child and adolescent conduct problems, yet an emerging body of evidence has suggested that parents' emotion socialization behaviors (ESBs) (e.g., reactions to emotions, discussion of emotions, and emotion coaching) may also be implicated. This meta-analysis examined concurrent and longitudinal associations between parental ESBs and conduct problems, and tested for moderators of these associations. A systematic search identified 49 studies for which data on concurrent associations between ESBs and conduct problems were available (n=6270), and 14 studies reporting on prospective associations (n=1899). Parental ESBs were found to be significantly associated with concurrent (r=-0.08) and prospective (r =-0.11) conduct problems, in the order of small effect sizes. Key findings of moderator analyses were that ESBs were more strongly associated with conduct problems at younger ages and when ESBs were focused on the socialization of negative rather than positive emotions. Findings support the integration of ESBs into family-based models of antisocial behavior, and have the potential to inform the design of parent training interventions for the prevention and treatment of child conduct problems.

Towards a new model of attentional biases in the development, maintenance, and management of pain.

Individuals with chronic pain demonstrate attentional biases (ABs) towards pain-related stimuli. However, the clinical importance of these biases is yet to be determined and a sound theoretical model for explaining the role of ABs in the development and maintenance of pain is lacking. Within this article, we (1) systematically review prospective and experimental research exploring ABs and pain outcomes in light of current theoretical models and (2) propose a theoretical framework for understanding AB in pain. Across prospective research, an attentional pattern of vigilance-avoidance was observed. Interventions targeting ABs were less consistent; however, there were promising findings among studies that found attentional training effects, particularly for laboratory research. The proposed Threat Interpretation Model suggests a relationship between threat, interpretation, and stimuli in determining attentional processes, which while tentative generates important testable predictions regarding the role of attention in pain and builds on previous theoretical and empirical work in this area.

Outcome value influences attentional biases in human associative learning: dissociable effects of training and instruction.

Four experiments using human participants examined how learning about the value of an outcome with which a cue is associated influences attention to that cue. Experiment 1 demonstrated that participants learn more rapidly about cues that previously predicted high-value outcomes than those that predicted low-value outcomes, indicating an attentional bias that is based on the learned value of cues. Experiments 2 through 4 examined the nature of this bias by retrospectively manipulating the value of the outcomes involved through instructions to participants. Results demonstrate that learning about value through trial-by-trial training and through instruction both influence attention to the cues involved, but in different ways. We take these findings to suggest that the learning of attentional responses, just like more overt forms of instrumental action, can be influenced by both goal-directed and habit-like processes.

Orientation-specificity of adaptation: isotropic adaptation is purely monocular.

Numerous studies have found that prolonged exposure to grating stimuli reduces sensitivity to subsequently presented gratings, most evidently when the orientations of the adapting and test patterns are similar. The rate of sensitivity loss varies with angular difference indicating both the presence and bandwidths of psychophysical 'orientation channels'. Here we study the orientation dependency of contrast adaptation measured both monoptically and dichoptically. Earlier psychophysical reports show that orientation bandwidths are broader at lower spatial frequencies, and we confirm this with a simple von Mises model using 0.25 vs. 2 c.p.d. gratings. When a single isotropic (orientation invariant) parameter is added to this model, however, we find no evidence for any difference in bandwidth with spatial frequency. Consistent with cross-orientation masking effects, we find isotropic adaptation to be strongly low spatial frequency-biased. Surprisingly, unlike masking, we find that the effects of interocular adaptation are purely orientation-tuned, with no evidence of isotropic threshold elevation. This dissociation points to isotropic (or 'cross-orientation') adaptation being an earlier and more magnocellular-like process than that which supports orientation-tuned adaptation and suggests that isotropic masking and adaptation are likely mediated by separate mechanisms.

Negative transfer in human associative learning.

Models of attentional allocation in associative learning are typically structured according to one of two guiding principles: the predictiveness principle, which posits that attention is paid to cues that have reliably predicted an outcome in the past, or the uncertainty principle, which states that attention is paid to cues about which little is known. Both principles are well supported by studies of animals. However, in studies of human learning, there is very little direct empirical support for the uncertainty principle. In the study reported here, we addressed this gap by investigating negative transfer, a phenomenon that may provide unique support for the uncertainty principle. In two human learning experiments using an allergist task, we replicated the primary findings of previous research on animal learning. We believe that these data provide the first direct evidence for the uncertainty principle in human associative learning.