Children of adolescent mothers: Attachment representation, maternal depression, and later behavior problems.

Hubbs‐Tait, Laura; Hughes, Kere; Culp, Anne McDonald; Osofsky, Joy D.; Hann, Della M.; Eberhart-Wright, Alice; Ware, Lucile M.

doi:10.1037/h0080192

Cited by 40 publications

(26 citation statements)

References 21 publications

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“…As might be expected on the basis of Bowlby's theorizing, the representational attachment assessments also predicted pre-schoolers' social behavior with peers (Cho, 1994;Goldwyn, Stanley, Smith, & Green, 2000;Kim, 1992;Oppenheim, 1997;Verschueren, Marcoen, & Schoefs, 1996). In addition, Hubbs-Tait et al (1996) and Oppenheim, Emde, & Warren (1997) reported signi cant associations between maternal ratings of behavior problems and story completions, though, paradoxically, these effects were reversed in the study by Goldwyn et al (2000), for internalizing (not externalizing) problems. A detailed review and evaluation of these reports can be found in Page (in press).…”

mentioning

confidence: 76%

“…Bretherton, Ridgeway & Cassidy, 1990;Cassidy, 1988) or a score for positive coping (e.g. Hubbs-Tait et al 1996), to interpret children's responses. In this study, by contrast, we focused on identifying themes that can provide more detailed information regarding the content of children's attachment experiences.…”

Section: IV O R C E a N D C H Il D R E N 'S E M O T Io N A L S Ec Umentioning

confidence: 99%

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Mother– and father–child attachment themes in the story completions of pre-schoolers from post-divorce families: do they predict relationships with peers and teachers?

Page¹,

Bretherton²

2001

Attachment &Amp; Human Development

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Based on Bowlby's claim that 'internal working models' of self-with-parent influence the way a child approaches relationships with others, this study examined attachment representations of 66 pre-schoolers (39 boys, 27 girls) in relation to teachers' or child-care providers' perceptions of their social competence. The study goes beyond previous related studies in three ways: (1) all children were from post-divorce families; (2) mother- and father-child representations were examined separately; and (3) teachers rated their own relationship to the child in addition to children's socially competent behaviors and behavior problems with peers. Attachment representations were assessed with an expanded version of the Attachment Story Completion Task (see Bretherton, Ridgeway, & Cassidy, 1990) adapted for children of divorce by presenting the mother and father as living in separate houses. Hierarchical regression analyses showed that children's enactments of child-mother attachment behavior in their story completions were the best predictor of boys' and girls' teacher-rated social competence. However, boys' and girls' enactments of empathy toward mother and father as well as child-father attachment themes correlated with social competence in opposite directions: For boys, these narrative enactments were related positively to social competence, while for girls, these relationships were negative. Theoretical and methodological implications of the findings for children of divorce and for assessing the working model construct are discussed.

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mentioning

confidence: 76%

Section: IV O R C E a N D C H Il D R E N 'S E M O T Io N A L S Ec Umentioning

confidence: 99%

Mother– and father–child attachment themes in the story completions of pre-schoolers from post-divorce families: do they predict relationships with peers and teachers?

Page¹,

Bretherton²

2001

Attachment &Amp; Human Development

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“…Using the ASCT with 44-month-old children of adolescent mothers, Hubbs-Tait, Hughes, and Culp (1996) found that children's narrative enactments were associated with subsequent externalizing behaviors but not with internalizing behaviors. In addition, prosocial and affiliative themes coded from middle SES children's story stem enactments have been associated with fewer externalizing behavior problems and lower teacher-rated hostility (Oppenheim, Nir, Warren, & Emde, 1997;Warren, Oppenheim, & Emde, 1996;ZahnWaxler, Friedman, Cole, Mizuta, & Hiruma, 1996).…”

Section: Assessment Of Attachment Relationshipsmentioning

confidence: 98%

Representations of family relationships in children living with custodial grandparents

Poehlmann¹,

Park²,

Bouffiou³

et al. 2008

Attachment & Human Development

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Children's representations of family relationships were examined in relation to grandparent responsivity and depression, family sociodemographic risks, and children's behavior problems in custodial grandparent families. Using multiple methods, data were collected from 79 families with children aged 3 to 7.5 years. In 37 families, children were raised by grandparents as the result of maternal incarceration and, in 42 families, children lived with grandparents because of other parental problems. Results indicated that children with representations of less optimal family relationships and children whose grandparents were less responsive to them at home were more likely to exhibit externalizing behavior problems. In addition, children were more likely to include relationship violence in their story stem enactments when grandparents reported elevated depressive symptoms. Results suggest links among grandparent depression, quality of children's family relationships, and children's behavior problems in grandparent-headed households.

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“…However, the parent–child relationship can be affected by several psychosocial and socio-demographic risk factors that undermine its quality and in turn play a negative role in short and long term child psychological wellbeing (Sameroff, 1998, 2000; Choe et al, 2013). Classical research on the psychological development of children living in at risk families supports additive models according to which psychological problems are not the result of one specific risk factor but may be instead predicted by the combined presence of different factors (Greenberg et al, 1993; Lyons-Ruth et al, 1993; Hubbs-Tait et al, 1996). Also, established models of parenting (Belsky, 1984) postulate that the quality of the parent–child relationship is the integrated result of three sets of factors: parent characteristics, infant characteristics, and context which can influence parenting in a supportive or stressful way.…”

Section: Introductionmentioning

confidence: 99%

Predictors of motherâ€“child interaction quality and child attachment security in at-risk families

et al. 2014

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Child healthy development is largely influenced by parent–child interaction and a secure parent–child attachment is predictively associated with positive outcomes in numerous domains of child development. However, the parent–child relationship can be affected by several psychosocial and socio-demographic risk factors that undermine its quality and in turn play a negative role in short and long term child psychological health. Prevention and intervention programs that support parenting skills in at-risk families can efficiently reduce the impact of risk factors on mother and child psychological health. This study examines predictors of mother–child interaction quality and child attachment security in a sample of first-time mothers with psychosocial and/or socio-demographic risk factors. Forty primiparous women satisfying specific risk criteria participated in a longitudinal study with their children from pregnancy until 18 month of child age. A multiple psychological and socioeconomic assessment was performed. The Emotional Availability Scales were used to measure the quality of emotional exchanges between mother and child at 12 months and the Attachment Q-Sort served as a measure of child attachment security at 18 months. Results highlight both the effect of specific single factors, considered at a continuous level, and the cumulative risk effect of different co-occurring factors, considered at binary level, on mother–child interaction quality and child attachment security. Implication for the selection of inclusion criteria of intervention programs that support parenting skills in at-risk families are discussed.

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Children of adolescent mothers: Attachment representation, maternal depression, and later behavior problems.

Cited by 40 publications

References 21 publications

Mother– and father–child attachment themes in the story completions of pre-schoolers from post-divorce families: do they predict relationships with peers and teachers?

Mother– and father–child attachment themes in the story completions of pre-schoolers from post-divorce families: do they predict relationships with peers and teachers?

Representations of family relationships in children living with custodial grandparents

Predictors of motherâ€“child interaction quality and child attachment security in at-risk families

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