Links Between Disorganized Attachment Classification and Clinical Symptoms in School-Aged Children

Abstract

Research examining the links between disorganized attachment and clinical symptoms largely has neglected middle childhood due to lack of available measurement tools. The few studies that have examined these links in other developmental phases have found higher clinical symptoms in disorganized individuals. Our study extended this research by using a recently-developed attachment interview measure ideally suited to evaluate disorganized attachment in middle childhood. We examined concurrent associations among disorganized attachment in 8-12 year old children and symptoms of psychopathology theoretically hypothesized for their links with disorganized attachment. Using child-and parent-reports, we measured symptoms of depression, social anxiety, shyness, inattention, and thought problems. During our two-session study, 97 children completed the Child Attachment Interview, and children and parents completed clinical questionnaires. Results suggested that disorganized attachment was associated with higher child reports of depressive symptoms and shyness, and with parent-reports of social anxiety, inattention, and thought problems, and that disorganized children are more likely to have symptoms that meet clinical criteria. Implications for the relation of attachment to psychopathology are discussed.

Unresolved Attachment Status and Trauma-Related Symptomatology in Maltreated Adolescents: An Examination of Cognitive Mediators

“…Empirical studies using clinical and community samples have thus uncovered significant links between disorganized attachment status and a variety of psychological disorders. In a recent study, Borelli et al [13] used a semi-structured interview to assess attachment disorganization in a community sample of children between the age of 8 and 12. In their study, disorganized attachment status was associated with self-reported perceptions of social alienation and parent report of social anxiety, inattention and thought problems.…”

The Association between Parent and Adult Child Shyness, Social Skills, and Perceived Family Communication

“…The theory proposes that infants feel secure when their caregiver is available and responsive, and they feel distressed when their caregiver is distant, inaccessible, and show disapproval. Most work linking shyness to attachment has been done in the domain of young children (e.g., Borelli, David, Crowley, & Mayes, 2010;Rydell, Bohlin, & Thorell, 2005); however, attachment styles affect relationships well into early adulthood (Miga, Hare, Allen, & Manning, 2010). Thus, attachment may be a potential explanation for our findings, such that people's attachment style and parent-child relationship can explain the communication dynamic within the family.…”

L’impact des relations précoces sur le développement cérébral : le trouble réactionnel de l’attachement vu par les neurosciences

“…Il sera d'ailleurs le premier à postuler que l'attachement sélectif précoce est la base indispensable pour le développement de relations sociales ultérieures fonctionnelles puisqu'il permet la régulation de la sécurité et de la survie de l'enfant (Bowlby, 1969(Bowlby, , 1973(Bowlby, , 1980Main, 1998 (Ainsworth et al, 1978; van IJzendoorn & Kroonenberg, 1988;van IJzendoorn, Schuengel, & Bakermans-Kranenburg, 1999). Le patron d'attachement désorganisé est d'ailleurs considéré comme un facteur de risque majeur associé au développement d'une psychopathologie chez l'enfant (Borelli, David, Crowley, & Mayes, 2010;Boris, Fueyo, & Zeanah, 1997, Green & Goldwyn, 2002Lyons-Ruth, 1996;Zeanah, Boris, & Larrieu, 1997;Zeanah, Boris, & Scheeringa, 1997). Une entité diagnostique semble conceptuellement liée à la désorganisation de l'attachement, il s'agit du trouble d'attachement.…”

“…Le patron d'attachement désorganisé est considéré comme un facteur de risque majeur associé au développement d'une psychopathologie chez l'enfant (Borelli, David, Crowley, & Mayes, 2010;Boris, Fueyo, & Zeanah, 1997, Green & Goldwyn, 2002Lyons-Ruth, 1996;Zeanah, Boris, & Larrieu, 1997;Zeanah, Boris, & Sheeringa, 1997). Lorsque rencontré à un âge précoce chez l'enfant, il prédirait les problématiques de comportements externalisés et l'agressivité chez ces mêmes enfants à l'âge scolaire Fearon, Bakermans-Kranenburg, van IJzendoorn, Lapsley, & Roisman, 2010;Lyons-Ruth, 1996;LyonsRuth, Alpern, & Repacholi, 1993).…”