Attachment and emotional understanding: a study on late‐adopted pre‐schoolers and their parents

Barone, Lavinia; Lionetti, Francesca

doi:10.1111/j.1365-2214.2011.01296.x

Cited by 59 publications

(60 citation statements)

References 28 publications

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“…In a study on children with delayed adaptation to preschool, Barone and Lionetti (2011) achieved similar findings to our study and revealed that 25% of children developed secure attachment, 40% insecure attachment and 35% disorganized attachment. Green et al (2000) carried out a longitudinal study to evaluate attachment security of adolescents and reported that 29% of children had secure attachment style, 57% insecure and 14% disorganized attachment style.…”

Section: Resultssupporting

confidence: 88%

An Examination of Attachment Status of Preschool Children

Ildız

Ahmetoğlu²

2016

IES

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The goal of this study is to study factors that influence attachment status of preschool children. Type of the study is relational screening and its sample comprise 78 typically developing children between 60-77 months who attend a Kindergarten affiliated to the Directorate of National Education in Süleymanpaşa district of Tekirdağ province. The obtained data about several demographic features of children "General Information Form" and "Incomplete Doll Family Story Scale (IDFSS)" which was developed by Cassidy (1988) and adapted to Turkish language by Seven (2006). Data frequency, percentage and distribution were found with General Information Form and data was found typically distributed. In statistical analysis, t test was used in cases where number of groups was two and one-way variance analysis in cases where it was three or higher. Data was analyzed in SPSS 22.0 at 0.05 significance level. Total attachment score of children aged 60-77 months was found 21.38 at the end of the study. Avoidant attachment was observed in 53.8 of children while 15.4% were negatively and 30.8% were securely attached. Thus, it was found that 69.2% of children were insecurely attached while 30.8% were securely attached. Study findings suggest that attachment level of children differed in favor of girls with regards gender while it did not differ in terms of other variables such as number of siblings, family type, socio-economic status of families, post-natal working status of mothers, caretaker person between 0-1 ages.

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Section: Resultssupporting

confidence: 88%

An Examination of Attachment Status of Preschool Children

Ildız

Ahmetoğlu²

2016

IES

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“…A further study on the same low-risk sample (Colle & Del Giudice, 2011;N ¼ 122) demonstrated associations between MCAST classifications and some features of emotional competence (emotion recognition and regulation skills). On a similar topic, Barone and Lionetti (2011) tested attachment representations against emotional competence in a small sample of late-adopted preschool children (N ¼ 20). Among the studies on higher risk samples, Futh, O'Connor, Matias, Green, and Scott (2008; N ¼ 113 early school-age children) found moderate to strong correlations between the MCAST engagement, positive content, coherence, and disorganization scales with maternal and teacher ratings of children's emotional and behavioral adjustment and their prosocial behavior.…”

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confidence: 99%

Attachment and social competence: a study using MCAST in low-risk Italian preschoolers

Barone

Lionetti

2012

Attachment & Human Development

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The Manchester Child Attachment Story Task (MCAST) is a story stem method suitable for children aged about 4 to 8, aimed at assessing children's attachment representations with a doll-play format that is evaluated with a series of dimensional scales and classifications. Although this instrument has already been validated in previous studies, not all of the findings have been conclusive. The aims of the present study were (1) to examine the factor structure of the MCAST scales, and (2) to test the association between children's dichotomized MCAST classifications and factors with social competence, using the Social Competence and Behavior Evaluation Scale (SCBE) with a normative group of Italian preschoolers (age range 4.4 to 6.1). Results obtained from a sample of 64 children confirm the association of MCAST attachment classifications (security vs. insecurity and organization vs. disorganization) with both social skills and behavioral problems. Further independent studies on the variables analyzed are recommended for corroborating the findings obtained.

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“…Globally adoption research, on the one hand, has pointed out that late-adopted children are at high risk for elevated rates of socio-emotional and behavioural difficulties, including insecure/disorganized attachment patterns and internalizing and externalizing behaviour problems; on the other hand, high resilience, capacity of recovery from early deprivation, ability to build positive representations of new caregivers, and earned attachment security emerged in adopted children and their adoptive families (Barone & Lionetti, 2012;Bimmel, Juffer, van IJzendoorn, & Bakermans-Kranenburg, 2003;Pace & Zavattini, 2011;Pace, Cavanna, Velotti, & Zavattini, 2014;. Recent longitudinal attachmentbased studies on adoption and maternal sensitivity showed that more sensitive parenting -in infancy middle childhood, and/or adolescence-predicted continuity of secure attachment of adopted children from infancy to adolescence, less inhibited and delinquent behaviours in adolescence and secure attachment representations in young adulthood (Beijersbergen, Juffer, Bakermans-Kranenburg, & van IJzendoorn, 2012;Pace, Di Folco, Guerriero, Santona, & Terrone, 2015a;Schoenmaker et al, 2015a; IJzendoorn, 2013;van der Voort et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

A proposal for a brief-term post-adoption intervention in the attachment-perspective: a single case study with a late-adopted child and his adoptive mother

Pace

D’Onofrio

Guerriero

et al. 2016

ResPsy

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A growing body of attachment literature has focused on bridging the gap between research and clinical applications, even in clinical work with adoptive families. A brief-term clinical intervention focused on a multi-method assessment of attachment relationships and representations was performed in the first year after placement. This single case study aimed at analysing the attachment outcomes, through a long-term follow-up, both for the adoptive mother and her late-adopted son. We assumed that this five-session attachmentoriented intervention could help the mother enhance her sensitivity skills and her ability to understand both her own past attachment experiences and her child's insecure attachment as a consequence of the failures of his previous experiences of care, supporting her sixyear old child in acquiring a positive image of himself and of others and the security of the caregiver's availability up to adolescence.

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Attachment and emotional understanding: a study on late‐adopted pre‐schoolers and their parents

Abstract: Adoption appears to be an intervention that assures the adoptive child an opportunity to catch up on emotional development and to partially resolve prior traumatic attachment experiences; adoptive parents play a central role in the emotional adjustment of their children.

Cited by 59 publications

References 28 publications

An Examination of Attachment Status of Preschool Children

An Examination of Attachment Status of Preschool Children

Attachment and social competence: a study using MCAST in low-risk Italian preschoolers

A proposal for a brief-term post-adoption intervention in the attachment-perspective: a single case study with a late-adopted child and his adoptive mother

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