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FACILITATING CHILDREN’S USE OF EMOTIONAL LANGUAGE
by
Elizabeth Carole Ahern
A Dissertation Presented to the
FACULTY OF THE USC GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(PSYCHOLOGY)
Guidance Committee:
Professor Thomas D. Lyon, Chair
Professor Franklin R. Manis
Professor Gayla Margolin
Professor Ferol E. Mennen
December 2012
Copyright 2012 Elizabeth Carole Ahern
Object Description
| Title | Facilitating children's use of emotional language |
| Author | Ahern, Elizabeth Carole |
| Author email | eahern@law.usc.edu;eahern@law.usc.edu |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Psychology |
| School | College of Letters, Arts And Sciences |
| Date defended/completed | 2012-09-20 |
| Date submitted | 2012-11-06 |
| Date approved | 2012-11-06 |
| Restricted until | 2012-11-06 |
| Date published | 2012-11-06 |
| Advisor (committee chair) | Lyon, Thomas D. |
| Advisor (committee member) |
Mennen, Ferol E. Manis, Franklin R. Margolin, Gayla |
| Abstract | The study examined the effects of rapport building (emotional, NICHD) and prompt type (what-next, cued-action, cued-emotion, what-think) on 142 4- to 9-year-old maltreated children’s spontaneous and prompted emotional language. Children in the emotional rapport building condition narrated the last time they felt good and the last time they felt bad on the playground. Children in the NICHD rapport building condition narrated their last birthday party and what happened yesterday. Following rapport building, all children were presented a series of story stems about positive and negative situations. Emotional rapport building demonstrated some positive albeit temporary effects on children’s use of emotional language. Cued-emotion prompts appeared to be the most productive in eliciting emotional language. Overall, there were few effects due to age. Children often produced less emotional language when describing negative events, particularly with respect to their spontaneous utterances, suggesting reluctance. These differences largely disappeared when children were asked additional questions, particularly cued-emotion questions. The results support the utility of emotional rapport building and cued-emotion prompts as a means of increasing children’s use of emotional language. |
| Keyword | child development; emotional development; emotional language; narrative; child forensic interview; child testimony; rapport |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Ahern, Elizabeth Carole |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@dots.usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-AhernEliza-1270.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | FACILITATING CHILDREN’S USE OF EMOTIONAL LANGUAGE by Elizabeth Carole Ahern A Dissertation Presented to the FACULTY OF THE USC GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (PSYCHOLOGY) Guidance Committee: Professor Thomas D. Lyon, Chair Professor Franklin R. Manis Professor Gayla Margolin Professor Ferol E. Mennen December 2012 Copyright 2012 Elizabeth Carole Ahern |
