Examining the Relationship Between Parent and Child Social Emotional Competence Levels
Click the Poster to View Full Screen, Right click to save image
Kristen Schiavo
CoPIs:
Meital Oshri, Kathleen Allbert
College:
The College of Health Professions and Human Services
Major:
School and Clinical Psychology
Faculty Research Advisor(s):
Keri Giordano
Abstract:
Social-emotional competence (SEC) has been shown to be crucial for a young child’s success (Domitrovich et al., 2017). Previous research has demonstrated improvement in children’s social and emotional behavior after parents completed parent education training, where they gained a greater understanding of how regulating their own emotions can improve the behavior of their children (Darling et al., 2019). However, limited research exists exploring the association between parent and child SEC. The present study compares parents’ SEC levels to the SEC levels of their children. It is hypothesized that parental level of SEC will predict child level of competence. Data will be collected from parents using the Collaborative for Academic, Social, and Emotional Learning (CASEL) Personal Self Reflection measure and from children using the Social Skills Improvement System Social-Emotional Learning Edition (SSIS-SEL) measure. Participants for this study will be recruited through flyers posted in communities (libraries, museums, childcare centers, etc.) in the northeastern part of the United States and it is expected that 100 participants will be included in the final analysis. We will also look to see if demographic factors (race, marital status, education level, income) predict the match between child/parent SEC levels. This research can help determine whether targeting adult SEC levels is a vital first step in increasing the SEC of young children.