Understanding Contextual Variables in Relation to Stability and Instability of Disrupted Parenting

• In Event: 1-195 - The impact of maternal trauma exposure and caregiving among low-income, ethnic minority infants and preschoolers

Integrative Statement

Background: Disrupted parenting behaviors contribute to child disorganized attachment (Madigan et al., 2006) and theoretically develops in the context of parental trauma and unresolved loss (Hesse & Main, 1999). These parenting behaviors are a mechanism in the intergenerational transmission of trauma. Disrupted parenting is heterogeneous (e.g., role-reversal, hostility, withdrawal, dissociation) while non-disrupted parenting is evidenced by more consistent and predictable parenting behaviors linked to better child social-emotional development. Studies find that disruption is relatively stable and prevalence varies based on demographic risk. This project aimed to further that understanding, and to determine contexts that may protect against disruption.
Methods: Data come from 31 economically disadvantaged caregivers (primarily African-American), who participated in a longitudinal study designed to increase child health. Caregivers and their children (aged 3-5 years) were recruited from Detroit Head Start, over-sampled for increased child body mass index (BMI), and reported high levels of lifetime trauma (e.g., ACEs, neighborhood violence). Initially, 52 caregivers were recruited to participate in four waves of data collection; the current study utilizes data from participants who completed the first and second wave, which occurred 5 months apart (n=31). Parenting behaviors were coded via observations of parent-child video-recorded interactions. The AMBIANCE coding system (Bronfman, Parsons, & Lyons-Ruth, 1999), a gold-standard video-coding procedure used to assess disrupted parenting behaviors, was used. Disrupted parenting was reliably assessed (ICCs ranged.81-.97; k for overall classification =.89). Self-reported parenting variables were assessed using the Parenting Sense of Competence scale (Gibaud-Wallston & Wandersman, 1978). Child social-emotional outcomes were assessed using the Child Behavior Checklist (Achenbach & Rescorla, 2011). Family demographic information was self-reported.
Results: Change in disrupted categorization was examined across both waves (see Table 1). About 55% of parents remained stable across time. Multinomial logistic regression was used to determine if (in)stability of disruption was associated with contextual variables, parenting self-report, and child social-emotional competencies. Regarding demographics, household income was associated with (in)stability. Caregivers who became disrupted had lower household incomes than caregivers who became non-disrupted (b=-1.77, p<.05). Child demographic factors were not associated with (in)stability in parental disruption. Using self-reported parenting variables, parental efficacy was significant. Caregivers who changed from non-disrupted to disrupted reported lower levels of efficacy than caregivers who were consistently rated non-disrupted (b=-.29, p<.05), or who changed from disrupted to non-disrupted (b=-.89, p<.01). Consistently disrupted caregivers reported low levels of parental energy compared to caregivers who shifted to disrupted (b=-.25, p<.05).When examining child social-emotional outcomes, caregivers who were consistently rated non-disrupted reported fewer child externalizing problems compared to caregivers consistently rated disrupted (b=-.51, p<.05).
Conclusions: Results contribute to the understanding of disrupted parenting, indicating there may be considerable instability in parental disruption. Alternatively, single assessments of disruption may be insufficient to capture the presence of disruption. Results provide insights into which caregiver-child dyads are at greatest risk for disrupted communication. Potential protective factors which lead to reductions in disruption over time should be considered as potential treatment targets, as non-disrupted parenting is far less likely to result in child disorganization and social-emotional concerns across development.

Authors

• Jessica Riggs, Eastern Michigan University
  Presenting Author

• Heather C. Janisse, Eastern Michigan University
  Non-Presenting Author