Social Development Quartet: Emotion Socialization in the Context of Psychopathology and Risk Elizabeth A. Lemerise, Western Kentucky University Abstract An introduction is provided to this Social Development Quartet in which the articles focus on parent emotion socialization in the context of psychopathology and risk. In two articles, the samples of children and/or adolescents have a psychi- atric diagnosis [oppositional defiant disorder (ODD) or depressive disorder]. The other two articles feature samples in which children and families have experienced serious risks [exposure to inter-parental violence (IPV) or maternal incarceration]. The articles in this Social Development Quartet extend our knowledge of the impact of parental emotion socialization practices to contexts in which children and parents experience higher than normative risks. The work reported in these articles builds upon research on emotion socialization in normative contexts, illustrating the buffering effects of supportive parenting as well as its limits. Keywords: psychopathology; risk factors; socialization; emotion A growing literature on emotion socialization in normative samples in childhood and adolescence has demonstrated the key role of supportive parenting practices in promoting adaptive developmental outcomes (e.g., Denham, Bassett, & Wyatt, 2006, and see special issue of Social Development, 16(2) edited by Klimes-Dougan & Zeman, 2007). Parents socialize children’s emotions and emotion regulation both indirectly and directly (Morris, Silk, Steinberg, Myers, & Robinson, 2007). They provide potent models for children with their own emotion expressivity and coping strategies as well as a general family emotion climate that is more or less arousing for children. Additionally parents react to their children’s emotions in ways that are supportive, such as being accepting of children’s expressions of emotion and help- ing children learn to manage emotions by coaching them in appropriate strategies (e.g., Eisenberg, Fabes, & Murphy, 1996; Gottman, Katz, & Hooven, 1997; Morris et al., 2007). In contrast, unsupportive reactions include dismissing, disap- proving, and punitive reactions to children’s emotions (Gottman et al., 1997; Morris et al.). Correspondence should be addressed to Elizabeth A. Lemerise, Department of Psychological Sciences, Western Kentucky University, 1906 College Heights Blvd. #22030, Bowling Green, KY 42101-2030, USA. Email: elizabeth.lemerise@wku.edu V C 2015 John Wiley & Sons Ltd Social Development Vol 25 No. 1 3–7 February 2016 doi: 10.1111/sode.12167