Participants will attend a 6-week, in-person group program structured around emotion coaching principles (Tuning in to Kids®).

Participants will be offered and receive TIK after the conclusion of the final follow-up assessment.

Tuning in to Kids® (TIK) is a manualized program delivered by trained facilitators (6 weekly - 2h - group sessions) and aimed to promote parents' emotion socialization practices that are supportive of the child's expression of emotion (emotion coaching; e.g., comforting, teaching constructive means of coping), while reducing unsupportive ESPP (emotion dismissing; e.g., punishing or minimizing). An additional booster session may be held after two months of program's conclusion. TIK includes strategies informed by emotion coaching principles, including psychoeducation, roleplays, video materials, mindfulness-based exercises, and group discussions. By addressing a core mechanism leading to different emotional and behavioral childhood disorders (i.e. difficulties in emotion regulation), TIK is susceptible to promoting children's long-term full potential and parental mental health outcomes.

Measured with the Parents' Beliefs About Children's Emotions Questionnaire (PBACE). The PBACE is a 33-item self-report questionnaire, with items rated on a 6-point Likert scale ranging from 1 (strongly disagree) to 6 (strongly agree). The present study will use the following subscales: Value of Anger, Manipulation, Control, and Autonomy. Subscale scores will be calculated by averaging item responses, with higher scores indicating stronger endorsement of the corresponding belief in that category.

Measured with the Coping with Children's Negative Emotions Scale (CCNES). The CCNES is a parent-report measure assessing how parents respond to children's negative emotions across 12 hypothetical scenarios, with responses rated on a 7-point Likert scale from 1 (very unlikely) to 7 (very likely). The CCNES comprises seven subscales: Emotion-Focused, Problem-Focused, Expressive Encouragement, Minimizing, Punitive, Distress, and Ignoring reactions. Items from the first three subscales are summed to create a composite measure of emotion coaching, whereas items from the remaining four subscales are summed to assess emotion dismissing responses. For each scale, total scores are calculated by averaging item responses, with higher scores indicating greater endorsement of the corresponding practice.

Measured with the Interpersonal Mindfulness in Parenting Scale (IM-P). The IM-P is a 29-item self-report instrument rated on a 5-point Likert scale, from 1 (never true) to 5 (always true). The Self-Regulation in Parenting will be assessed as primary outcome. Subscale scores will be calculated by summing item responses. Higher scores on the Self-Regulation in Parenting subscale indicate greater ability to regulate emotions and behaviors within the parenting context.

Measured with the Strengths and Difficulties Questionnaire - Parent (SDQ-P). The SDQ-P is a self-report measure for parents, including 25 items, each rated on a 3-point Likert scale, from 0 (not true) to 2 (certainly true). The total difficulties score is calculated by summing the scores from the following subscales: Emotional Symptoms, Conduct Problems, Hyperactivity/Inattention, and Peer Relationship Problems. Higher scores reflect greater difficulties. The Prosocial Behavior subscale is scored separately, as a measure of strengths. Two age-specific versions will be presented to parents (for children aged 3-4 and 5-6). The versions differ slightly in wording, but share the same scoring method and interpretation.

Measured using a 16-item Likert-scale questionnaire developed by the research team; scores ranging from 1 (not at all) to 5 (very much). The questionnaire evaluates: (1) overall satisfaction with TIK; (2) the extent to which TIK met parents' expectations and contributed to improvements in parents' self-confidence, parent-child relationships, children's well-being, and parents' ability to understand and manage their children's emotions; (3) the frequency of applying TIK strategies in daily interactions; (4) the adequacy of the number, length and frequency of sessions; (5) satisfaction with the group format; (6) perceptions of facilitator competence and the intervention facilities; and (7) the perceived long-term usefulness of the acquired strategies. Participants will also indicate whether they would recommend the program to other parents (yes/no) and rate the ease of understanding and applying emotion coaching strategies on a scale from 1 (very easy) to 5 (very difficult)