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Assessing Reflective Parenting in Interaction with School-Aged Children

Ensink, K; Leroux, A; Normandin, L; Biberdzic, M; Fonagy, P; (2017) Assessing Reflective Parenting in Interaction with School-Aged Children. Journal of Personality Assessment , 99 (6) pp. 585-595. 10.1080/00223891.2016.1270289. Green open access

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Abstract

The aim of this study was to examine whether it was to develop a reliable and valid assessment of reflective parenting implicit in interaction with school-aged children using an adaptation of the Squiggle paradigm developed by Winnicott and a manualized coding system. A total of 158 mother-child dyads participated when children were aged 5-12. Of this group, 89 children had experienced sexual abuse (CSA). Inter -rater reliability using the manualized coding system was excellent. The factor analysis identified a Reflective Parenting Stance factor, in addition to an Affectionate Support factor and a Negative Parenting factor. Furthermore, there was a medium strength relationship between the mother’s Reflective Parenting Stance evident in her interactions with her child and parental reflective functioning assessed using the Parent Development Interview, suggesting the Parental Reflective Stance is a good indicator of parental reflective functioning in interaction. With regard to parent reports of child internalizing and externalizing behaviors, the Reflective Parenting Stance, was the only predictor of internalizing difficulties and a significant predictor of externalizing difficulties in addition to CSA.

Type: Article
Title: Assessing Reflective Parenting in Interaction with School-Aged Children
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00223891.2016.1270289
Publisher version: http://dx.doi.org/10.1080/00223891.2016.1270289
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Reflective parenting, Squiggle, Mother–infant interactions, Parenting assessment, Reflective functioning
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/1503737
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