Workshop on Parent-Child Interactions

elective courses

Parent-child interactions constitute the essential context for child

development. The quality of parent-child interactions is of interest both

to researchers studying human development and to clinical psychologists.

Throughout the course we will look at the methods of studying and

assessing parent-child interactions from infancy to middle childhood.

During each class we will watch videos of parent-child interactions and

analyze them according to a chosen theoretical approach or method.

Parent-child interactions constitute the essential context for child

development. By interacting with their parents, children learn how to

regulate their attention, emotion and behavior. These interactions change

dramatically from birth to middle childhood. The quality of these

interactions is of interest both to researchers studying human

development and to clinical psychologists.

Throughout this class students gain knowledge and experience of using

scientific methods of observing human behavior. We will consider various

approaches to analyzing observational data: micro vs macroanalysis,

qualitative (global rating scales) vs quantitative approach (measures of

behavior frequency).

We will look at developmental changes in the quality of typical parentchild

interactions, with some excursions to atypical development (i.e.

autism spectrum disorders).

The workshop will focus on (1) training in detailed and possibly impartial

observation (2) interpreting the behavior in the context of a chosen

theory (e.g. attachment theory).

Bibliography

Topic 1:

Aspland, H. and Gardner, F. (2003). Observational Measures of ParentChild

Interaction: An Introductory Review. Child and Adolescent

Mental Health, 8: 136–143.

Kelly, J. F., & Barnard, K. E. (2000). Assessment of parent-child interaction:

Implications for Early Intervention. In: , J. P. Shonkoff & S. J.

Meisels (Eds.). Handbook of early childhood intervention (pp. 258-

289). Cambridge: Cambridge University Press, 2000.

Topic 2:

Frascarolo, F., Tissot, H., & Favez, N. (2011). Observational situations of

interactions in families of four and more people. The Signal, 19(2),

1-6.

Rączaszek-Leonardi, J., Nomikou, I., & Rohlfing, K. J. (2013). Young

children’s dialogical actions: The beginnings of purposeful

intersubjectivity. IEEE Transactions on Autonomous Mental

Development, 5(3), 210-221.

Topic 3:

Benoit, D. (2004). Infant-parent attachment: Definition, types,

antecedents, measurement and outcome. Paediatrics & Child

Health, 9(8), 541–545.

George, C., & Solomon, J. (2016). The Attachment Doll Play Assessment:

Predictive Validity with Concurrent Mother-Child Interaction and

Maternal Caregiving Representations. Frontiers in Psychology, 7.

Topic 4:

Feldman, R. (2003). Infant–mother and infant–father synchrony: The

coregulation of positive arousal. Infant Mental Health Journal,

24(1), 1-23.

Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The Impact

of Parenting on Emotion Regulation During Childhood and

Adolescence. Child Development Perspectives.

Topic 5:

Cangialose, A., & Allen, P. J. (2014). Screening for autism spectrum

disorders in infants before 18 months of age. Pediatric nursing,

40(1), 33.

Topic 6:

Forcada-Guex, M., Pierrehumbert, B., Borghini, A., Moessinger, A., &

Muller-Nix, C. (2006). Early dyadic patterns of mother–infant

interactions and outcomes of prematurity at 18 months.

Pediatrics, 118(1), e107-e114.

Turner, S. M., Beidel, D. C., Roberson-Nay, R., & Tervo, K. (2003).

Parenting behaviors in parents with anxiety disorders. Behaviour

research and therapy, 41(5), 541-554.

Wan, M. W., Moulton, S., & Abel, K. M. (2008). A review of mother–child

relational interventions and their usefulness for mothers with

schizophrenia. Archives of women's mental health, 11(3), 171-

179.

Topic 7:

Beebe, B. (2006). Co-constructing mother–infant distress in face-to-face

interactions: Contributions of microanalysis. Infant Observation,

9(2), 151–164.

Wan, M. W., Green, J., Elsabbagh, M., Johnson, M., Charman, T.,

Plummer, F. and the BASIS Team. (2013). Quality of interaction

between at-risk infants and caregiver at 12–15 months is

associated with 3-year autism outcome. Journal of Child

Psychology and Psychiatry, 54: 763–771.

Topic 8:

Aldred, C., Green, J. and Adams, C. (2004). A new social communication

intervention for children with autism: pilot randomised controlled

treatment study suggesting effectiveness. Journal of Child

Psychology and Psychiatry, 45: 1420–1430.

Mesman, J. (2010). Maternal responsiveness to infants: comparing micro-

and macro-level measures. Attach Hum Dev, 12(1-2):143-9. doi:

10.1080/14616730903484763.

Topic 9:

Best, D. L., House, A. S., Barnard, A. E., & Spicker, B. S. (1994). Parent-child

interactions in France, Germany, and Italy: The effects of gender

and culture. Journal of cross-cultural psychology, 25(2), 181-

193.Lamb, M. E. (1977). Father-infant and mother-infant

interaction in the first year of life. Child development, 167-181.

Bus, A. G., Leseman, P. P., & Keultjes, P. (2000). Joint book reading across

cultures: A comparison of Surinamese-Dutch, Turkish-Dutch, and

Dutch parent-child dyads. Journal of Literacy Research, 32(1), 53-

76.

Lamb, M. E. (1977). Father-infant and mother-infant interaction in the

first year of life. Child development, 167-181.

1. Understanding of (a) the difference between observation and

interpretation of behavior, (b) the advantages and limitations of the

observation of parent-child interactions in psychological research and

in clinical work (c) the differences between a microanalytical vs

macroanalytical approach (d) the differences between global vs count

measures.

2. Awareness of various measures used in parent-child interaction

studies and methods of analyzing observational data.

3. Ability to look for important cues while observing a parent-child

interaction.

4. Ability to describe developmental changes and interpret a dyad’s

behavior in terms of a chosen theoretical approach.

5. Ability to write an observation report, including 1. Raw observational

data, 2. Diagnostic hypothesis, 3. Interpretation of behavior in terms

of a given theory/approach.

 Short test. 40% of final grade.

 Completing an in-class assignment: writing an observation report

based on a video of parent-child interactions presented in class. The

report should include: 1.) Raw observational data, 2.) Hypotheses

(theory-driven), 3.) Interpretation of the observational data. 60% of

final grade.

Attendance rules

One absence on is allowed without consequences. In case of a second

absence a make-up assignment will be required (irrespective of excuse).

Missing 3 or more classes results in not passing the course.