Attachment and Social Functioning: A Longitudinal Study from Infancy to Middle Childhood

Abstract

A longitudinal sample of 96 children was followed from 15 months of age to 8-9 years. Attachment relationships were studied in infancy with the Strange Situation and at school age with the Separation Anxiety Test. Social functioning was studied at school age through mother and teacher ratings, observations at school, and in children's selfreports. Predictive results showed that infants who had been secure as infants were more socially active, positive and popular at school age, and tended to report less social anxiety than children who had been insecure. Outcomes did not differentiate between children who had been anxious-avoidant and anxious-ambivalent. In spite of nonsignificant continuity between attachment security at infancy and school age, the associations to social functioning were similar.One of the most important childhood tasks is to establish successful peer relations. Realization of the importance of peer relations in social development has generated an extensive interest in the construct of social competence and in the developmental course of successful social functioning. Attachment theory has provided a theoretical framework for understanding such development in terms of the parent-child relationship. Elicker, Englund and Sroufe (1992) specified three reasons as to why a secure attachment relationship should promote later peer competence. First, the history of availability and responsivity on the part of the caregiver should lead to positive social expectations in the child. Secondly, through taking part in a relationship with an empathic and responsive caregiver, the child also learns about reciprocity and the nature of empathic relating. Finally, the history of responsive care will generate a sense of self-worth in the child.The view of peer competence conveyed by Elicker and coworkers concurs with the notion that competence aspects of peer interaction should encompass positive aspects of social interaction such as prosocial behaviors, positive affect, and social initiative and thus be distinguished from behavioral problems (cf. Tremblay,

Mother–child attachment and social anxiety symptoms in middle childhood

“…Contrary to some previously reported results (e.g., Bohlin et al, 2000) differences between ambivalence and avoidance were found. Interestingly, children who reported higher levels of avoidance at Time 2 also reported less social anxiety in new situations, indicating that avoidance may serve an adaptive function in some contexts.…”

“…Three studies have tested whether attachment is specifically related to social anxiety. In a longitudinal study, Bohlin Hagekull, and Rydell, (2000) assessed attachment security in infancy and at age 9, and evaluated social anxiety at age 9. Children who had been secure as infants or at age 9 reported less social anxiety than children who had been insecurely attached.…”

“…Except for a few studies (e.g., Bohlin et al, 2000;Bosquet & Egeland, 2006), most studies have measured attachment and anxiety at the same point in time, precluding conclusions about the predictive power of earlier versus later attachment. We examined whether concurrent attachment has a significant influence on social anxiety symptoms beyond what is predicted by earlier attachment.…”

How the Health Care Nurse Supports and Enhances the Child’s Attachment to Their Parents

“…In order to understand and interpret this brand new world and environment, the child is entirely dependent on the parent's facial expressions, their tone of voice and their body language [7]. A close physical proximity has two functions and this is to protect the child from danger and to begin to teach the child what it means to exist in a social world [8][9][10].…”

Mother-Child Attachment and Preschool Behavior Problems in Children with Developmental Delays

“…This need is indicated by researchers who have shown a relationship between insecure attachment in children who are typically developing and behavior problems in preschool, adolescence, and adulthood (e.g., Bohlin, Hagekull, & Rydell, 2000;Park & Waters, 1989). These studies highlight the need for early identification and treatment of children who may (without treatment) later engage in criminal or harmful acts toward people and institutions in our society.…”