Relationships between emotion socialization and parental reflective functioning for parents of children with emotional and behavioural problems: A systematic review

Objective Parental Reflective Functioning (PRF) and Emotion Socialization (ES) are significant influencers in the development of emotion competence in children; however, the relationship between these two parenting practices is understudied, particularly in parents of preschool and primary school children (4-12 years). This systematic review aimed to examine the relationship between PRF and ES in parents of children in this age group, along with how it influences children’s emotional competence and problem behaviours. Method: Using the PRISMA guidelines, Embase, Medline, PsycINFO, CINAHL, Web of Science, Pub Med, Scopus, and Cochrane Reviews were searched in April 2025 and updated in February 2026. Included studies examined the relationship between PRF and ES in parents of children aged 4-12 years and reported child outcomes such as emotion competence and behaviour problems. Results: A total of four studies, one RCT and three cross-sectional studies meet the inclusion criteria, with a combined N of 1,501 parent participants. Studies were undertaken in China, Korea, Canada, and Australia, and predominantly included mothers. Conclusion: Although only four studies were identified, the consistent relationships found between PRF, ES, and child outcomes highlight the need for further study in this area. Overall, higher PRF was associated with more effective ES parenting practices, and both greater PRF and greater ES were linked to improved child outcomes. Prevention efforts may be strengthened by integrating these constructs into parenting interventions, enabling parents not only to recognise their child’s internal experiences but also use this understanding to enhance their emotion socialisation practices, ultimately improving child outcomes.