Parent emotion socialization (ES), the process through which caregivers influence the development and expression of emotions in their children, needs to be interpreted within a socio- cultural context. Given that current research has primarily been conducted in Western cultures, it is critical to examine parent ES among families from Eastern cultural backgrounds. The current study aimed to acquire empirical knowledge on ES goals, beliefs, and practices during early childhood (i.e., with toddlers and preschoolers) using parent-report and observational measures among urban Indian parents and White parents in the United States (US). Data was derived from two samples. Study 1 includes 77 parent-toddler dyads in the US (New York; n = 39) and India (Chennai, n = 38); study 2 includes 217 parents of preschoolers residing in India (native Indian parents, n = 98) and the US (White parents, n = 119). As hypothesized, Indian parents of toddlers and preschoolers endorsed more balanced (i.e. with collectivistic and individualistic components) socialization goals, had differing beliefs on the value and function of emotions, and exhibited some ES practices (i.e., minimization reactions and expressive encouragement) that differed in utility and functionality, compared to White families in the US. Results highlight the need for considering the specific settings in which emotions are expressed when examining ES in Indian contexts, and the importance of considering cultural diversity in examining parent ES beliefs and practices and their impact on child outcomes. The current study contributes to the emerging body of literature on ES during early childhood among urban Indian populations. Findings will facilitate more effective early intervention supporting young children's development in an Indian cultural context, setting them up for success in social, emotional, and academic domains. / Doctor of Philosophy / Parent emotion socialization (ES), the process through which caregivers influence the development and expression of emotions in their children, needs to be interpreted within a socio- cultural context. Current research on this topic has been primarily conducted in Western cultures and as such, it is critical to examine parent ES among families from Eastern cultural backgrounds. The current study explores ES-related goals, beliefs, and practices during early childhood among urban Indian parents and White parents in the United States (US). Overall, Indian parents endorsed more balanced socialization goals (goals that aim to inculcate independence and autonomy along with maintaining interpersonal harmony). Indian parents also had differing beliefs on the value and function of emotions and exhibited some parenting practices (i.e., minimizing the child's emotional response and validating the expression of emotions) that differed in how they affected children's emotional and social outcomes, compared to White families in the US. The current study contributes to the emerging body of literature on ES during early childhood among urban Indian populations. Findings will facilitate more effective early intervention supporting young children's development in an Indian cultural context, setting them up for success in social, emotional, and academic domains.

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The present thesis examined emotion regulation differences among victims and non victims of bullying and its role as a mediator in the link between victimization and internalizing or externalizing outcomes. Participants from Grades 6 to 8 (n = 240) completed measures that assessed level of victimization, emotions felt relative to emotions expressed during bullying situations, and internalizing and externalizing symptoms. Weak victim-related differences revealed that boy victims reported feeling more shame and expressing more fear than nonvictims, whereas girl victims reported expressing more shame and feeling and expressing more anger and sadness. A new measure of emotional regulation did not reveal any victim -related differences , nor was emotional regulation found to play a mediating role. Discussion focuses on how antecedent- and response-focused regulation can account for victim-related differences found, and how victims' emotional regulation difficulties may be more attributable to antecedent-focused regulation and poor evaluation of consequences of expressing certain emotions than emotional inhibition during a bullying interaction.

This exploratory study was written with the intent to inform educators of the impact that divorce may have on children, of possible factors contributing to the resiliency in children of divorce, and of possible intervention efforts on the part of educators. An extensive literature review presented various perspectives from researchers, authors, and theorists. Developmental theorists such as Erickson were paralleled with empirical evidence collected by researchers such as Wallerstein. Studies including a meta-analysis by Amato (2001) were presented in discussions of the possible outcomes for children of divorce. Long-term outcomes were considered from the perspective of a sociologist and a journalist. Positive parenting skills were offered by experts such as Brooks (2005). A qualitative study of the reflective experiences of adult children of divorced parents was also initiated to determine the accuracy of the literature review and to encourage further research in this area. This thesis involved a self-administered survey of eleven adult children of divorce, while analysis of the survey data utilized a modified form of Grounded Theory. <p>Findings from the survey and the literature review demonstrated the need for relevant educational programs and professional development of educators. It also revealed that programming for parents should include significant elements of motivational and transfer-of-learning techniques, and that programs promoting positive reflective thought are needed for adults emerging from childhood divorce experiences. <p>The descriptions of emotions and behaviours disclosed by the participants of the survey were compelling and direct, offering convincing insight into the impact of parental divorce. Participants indicated that parents, and other significant individuals, did not understand what they were feeling. Most participants could recall individuals or groups that did intervene positively in their lives; one mention was made of teacher concern about possible depression. The participants offered insight into positive and negative parental behaviours, and their reflective discussions suggested that one significant outcome of parental divorce was the impact it had on the parent/child relationship, as well as the suggestion that a difficult transition into adult relationships was often a result of this experience. Although significant research has been accomplished on the short-term impact on child development, investigation into the long-term outcomes of parental divorce has received minimal attention, possibly making it difficult for educators to have concrete data to draw upon. <p>The research strongly suggested that there may be a population of individuals that could benefit from educational programs that focus upon their experience as children of divorce. It is my conclusion that an appropriate educational context of constructive reflection and support can contribute positively to the well-being and quality of life for children of divorce.

This exploratory study was written with the intent to inform educators of the impact that divorce may have on children, of possible factors contributing to the resiliency in children of divorce, and of possible intervention efforts on the part of educators. An extensive literature review presented various perspectives from researchers, authors, and theorists. Developmental theorists such as Erickson were paralleled with empirical evidence collected by researchers such as Wallerstein. Studies including a meta-analysis by Amato (2001) were presented in discussions of the possible outcomes for children of divorce. Long-term outcomes were considered from the perspective of a sociologist and a journalist. Positive parenting skills were offered by experts such as Brooks (2005). A qualitative study of the reflective experiences of adult children of divorced parents was also initiated to determine the accuracy of the literature review and to encourage further research in this area. This thesis involved a self-administered survey of eleven adult children of divorce, while analysis of the survey data utilized a modified form of Grounded Theory. <p>Findings from the survey and the literature review demonstrated the need for relevant educational programs and professional development of educators. It also revealed that programming for parents should include significant elements of motivational and transfer-of-learning techniques, and that programs promoting positive reflective thought are needed for adults emerging from childhood divorce experiences. <p>The descriptions of emotions and behaviours disclosed by the participants of the survey were compelling and direct, offering convincing insight into the impact of parental divorce. Participants indicated that parents, and other significant individuals, did not understand what they were feeling. Most participants could recall individuals or groups that did intervene positively in their lives; one mention was made of teacher concern about possible depression. The participants offered insight into positive and negative parental behaviours, and their reflective discussions suggested that one significant outcome of parental divorce was the impact it had on the parent/child relationship, as well as the suggestion that a difficult transition into adult relationships was often a result of this experience. Although significant research has been accomplished on the short-term impact on child development, investigation into the long-term outcomes of parental divorce has received minimal attention, possibly making it difficult for educators to have concrete data to draw upon. <p>The research strongly suggested that there may be a population of individuals that could benefit from educational programs that focus upon their experience as children of divorce. It is my conclusion that an appropriate educational context of constructive reflection and support can contribute positively to the well-being and quality of life for children of divorce.