Three-year-olds' attachment play narratives and their associations with internalizing problems

Longitudinal associations between the quality of family interactions and school-age children's narrative abilities in the context of financial insecurity

This longitudinal study investigates whether the quality of family interactions at 3-5 years of age predicts narrative abilities in 7-9-year-old children from socioeconomically disadvantaged families. The sample consists of 67 children and their parents receiving social welfare. Family interactions were filmed during mealtime at home and coded using the Mealtime Interaction Coding System. Children's narrative abilities were measured based on their capacity to coherently elaborate and resolve stories from the Attachment Story Completion Task. Results revealed that children exposed to family interactions of higher quality make their narratives more accessible and understandable and include more appropriate expression of affects in their stories 4 years later, even after accounting for maternal education and verbal abilities. The results of this study highlight the importance of considering family interactions in the context of financial insecurity when studying socioemotional competence in childhood.

The reciprocal relation between children’s attachment representations and their cognitive ability

This study explores reciprocal relations between children’s attachment representations and their cognitive ability. Previous literature has mainly focused on the prediction of cognitive abilities from attachment, rarely on the reverse prediction. This was explored in the current research. Attachment representations were assessed with the Attachment Story Completion Task (Bretherton, Ridgeway, & Cassidy, 1990); the IQ was measured with the WPPSI-III (Wechsler, 2004). Data were collected twice, at a two-year interval, from about 400 preschoolers. Reasoning IQ was found to influence the development of secure attachment representations, while attachment security and disorganization influenced later verbal IQ. The implications of the findings for both clinical and research purposes are discussed in the light of the interactions between cognitive abilities and attachment representations.

Parent-child attachment and internalizing symptoms in childhood and adolescence: a review of empirical findings and future directions

The purpose of this paper is to evaluate the theory and evidence for the links of parent-child attachment with internalizing problems in childhood and adolescence. We address three key questions: (a) how consistent is the evidence that attachment security or insecurity is linked to internalizing symptoms, anxiety, and depression? (b) How consistent is the evidence that specific forms of insecurity are more strongly related to internalizing symptoms, anxiety, and depression than are other forms of insecurity? (c) Are associations with internalizing symptoms, anxiety, and depression consistent for mother-child and father-child attachment? The current findings are consistent with the hypothesis that insecure attachment is associated with the development of internalizing problems. The links between specific insecure attachment patterns and internalizing problems are difficult to evaluate. Father-child and mother-child attachments have a comparable impact, although there are relatively few studies of father-child attachment. No moderators consistently affect these relations. We also propose two models of how attachment insecurity may combine with other factors to lead to anxiety or depression.