Poster #83 - Parent-Child Reminiscing Mitigates the Negative Impact of the COVID-19 Pandemic on Children’s Externalizing Problems

• In Event: Poster Session 19

Abstract

Negative effects of the COVID-19 pandemic on well-being have become clear (De France et al., 2021). Specifically, significant challenges among families with young children were reported (APA, 2020; Gassman-Pines et al., 2020; Horesh & Brown, 2020). A particular concern is increased externalizing behavior problems (Francisco et al., 2020; Jiao et al., 2020; Liu et al., 2021; Singh et al., 2020). However, little research has examined factors that might reduce the negative impacts of the pandemic on children. Past research has provided evidence that children’s conversations with parents about everyday stressful experiences can help children understand and cope (Fivush, 2019). Thus, we examined the role of children’s conversations with parents about stressful experiences during the pandemic in mitigating the link between the negative impacts of the COVID-19 pandemic on families and children’s externalizing behavior problems. Importantly, although prior research has primarily considered children’s conversations with mothers, given the increasing role fathers play in childcare (Cabrera et al., 2000), we considered both mother-child and father-child conversations.

In May - July 2020, data were collected from 56 mother-child dyads and 42 father-child dyads. Parents reported on the impacts of the COVID-19 pandemic on the family using the Epidemic-Pandemic Impacts Inventory (EPII; Grasso et al., 2020). A total negative impacts score was created by summing the negative impacts families experienced in the facets of work, home life, emotional wellbeing, health, and physical distancing. Mothers also reported on children’s externalizing problems using the Child Behavior Checklist (CBCL; Achenbach, 1991). Children completed separate conversations with their mothers and fathers regarding the child’s biggest challenge during the pandemic. Conversations were recorded via Zoom, then transcribed and coded for parental elaboration and use of emotion and cognitive words. A composite conversational support variable was created by averaging total elaboration, emotion, and cognitive words.

Results indicated a significant association between negative COVID-19 impacts and children’s externalizing problems (r = 0.28, p < .05). This negative association was moderated by mothers’ (b= 0.39, p < 0.05) and fathers’ (b = -0.25, p < 0.05) conversational support. Specifically, when mothers and fathers used more conversational support during their conversations about the child’s biggest challenge, the association between COVID impacts and children’s externalizing problems was mitigated (high maternal conversational support: b = .30, p < 0.05; low maternal conversational support: b = 0.72, p < 0.001; high paternal conversational support: b = -0.41, p = .14; low paternal conversational support: b = 0.69, p < .05).

Findings indicated that mothers’ and fathers’ conversations with their children reduced the negative impact of the pandemic on children’s externalizing problems. These findings suggest that the way parents discuss pandemic-related challenges with their children can support children’s adjustment during the pandemic. Specifically, using more conversational support when discussing the challenges the pandemic presents, parents can help children understand and cope with the stress, providing children with a source of resilience. Those working with children can benefit from the knowledge that conversational support may help children to understand and cope with challenging events, including the COVID-19 pandemic.

Authors

• Madeline Marie Patrick, University of Missouri, Columbia
  Presenting Author

• Jennifer Bohanek, University of Missouri - Columbia

• Tara Lottes

• Evan Reichard

• Nanxi Xu, Vanderbilt University

• Amanda Bennett, University of Florida

• Chase O’Neal, University of Missouri - Columbia

• Ashley M. Groh, University of Missouri - Columbia