Maternal Beliefs as Long-Term Predictors of Mother-Child Interaction and Report

2 kinds of parental beliefs: endorsed rearing philosophy (authoritative-authoritarian dimension) and affective attitude toward child (positive-negative affect dimension) were examined in 20 normal and 36 depressed mothers as long-term predictors of their rearing behaviors and interaction patterns with their children, and of their ratings of child externalizing problems (Achenbach CBCL). The beliefs were measured when the children were toddlers (Time 1), and maternal behaviors 2-3 years later (Time 2). Mothers' endorsement of the belief in authoritative parenting predicted their frequent avoidance of prohibitive interventions. It also predicted maternal autonomy-granting to the child (more compliant and liberal responses to child-initiated control interventions). Endorsed child-rearing philosophy was a relatively more important predictor of behavior for normal mothers, and affective attitude toward child for the behavior of depressed mothers. Both actual child noncompliance and parental beliefs predicted mothers' ratings of externalizing problems in their children. The former was relatively more important for normal and latter for depressed mothers.     

从非母亲看护与亲子依恋的关系看中国当前的祖辈看护及启示

非母亲看护已经成为儿童看护的一种重要形式,它给亲子依恋带来的影响越来越为发展心理学家所关注.文章从看护的特征层次、依恋的子系统层次以及儿童发展的生态环境层次对非母亲看护和亲子依恋之间的关系进行了探讨,并将这些层次进行了整合,提出了理解非母亲看护与亲子依恋关系的框架,对中国祖辈看护实践进行了分析,提出了一定的建议.     

Maternal Representations of Attachment during Pregnancy Predict the Organization of Infant-Mother Attachment at One Year of Age

While strong retrospective and concurrent associations between maternal and infant patterns of attachment have been noted, this is one of the first reports of a prospective investigation of such associations. The Adult Attachment Interview was administered to 100 mothers expecting their first child, and, at 1-year follow-up, 96 of these were seen with their infants at 12 months in the Strange Situation. Maternal representations of attachment (autonomous vs. dismissing or preoccupied) predicted subsequent infant-mother attachment patterns (secure vs. insecure) 75% of the time. These observed concordances, as well as the discordances, are discussed in terms of the uniquely powerful contribution the Adult Attachment Interview makes to the study of representational and intergenerational influences on the development of the infant-mother attachment.     

Origins of Attachment: Maternal Interactive Behavior across the First Year

This study built on attachment theory and previous research in examining the interactional origins of the secure, insecure-resistant, and insecureavoidant patterns of attachment. Maternal sensitive responsivity, rejection, and activity were the focus of repeated naturalistic observations when infants were 1, 4, and 9 months of age; quality of attachment was assessed at 1 year. Mothers of secure 1-year-olds were observed to be more sensitively responsive at 1 and 4 months and less rejecting at 1 and 9 months than mothers of insecure infants. Mothers of insecure-avoidant infants were more rejecting at 9 months, whereas mothers of insecure-resistant infants were least sensitively responsive and most rejecting at 1 month; the insecure groups were also differentiated on the basis of patterns of change from 1 to 9 months, with mothers of resistant infants becoming less rejecting and mothers of avoidant infants becoming more rejecting relative to other mothers.     

Mother-Child Mutually Positive Affect, the Quality of Child Compliance to Requests and Prohibitions, and Maternal Control as Correlates of Early Internalization

Motivationally distinct forms of child compliance, mutually positive affect, and maternal control, observed in 3 control contexts in 103 dyads of mothers and their 26–41-month-old children, were examined as correlates of internalization, assessed using observations of children while alone with prohibited temptations and maternal ratings. One form of compliance (committed compliance), when the child appeared committed wholeheartedly to the maternal agenda and eager to endorse and accept it, was emphasized. Mother-child mutually positive affect was both a predictor and a concomitant of committed compliance. Children who shared positive affect with their mothers showed a high level of committed compliance and were also more internalized. Differences and similarities between children's compliance to requests and prohibitions ("Do" vs. "Don't" demand contexts) were also explored. Maternal "Dos" appeared more challenging to toddlers than the "Don'ts." Some individual coherence of behavior was also found across both demand contexts. The implications of committed compliance for emerging internalized regulators of conduct are discussed.     

职业中学学生亲子依恋、自尊与问题行为的关系

该研究采用青少年与父母和同伴依恋问卷(IPPA)、自尊量表(SES)、问题行为早期发现量表(PPCT)对北京市三所职业中学的学生进行调查,目的是测查亲子依恋、自尊对问题行为的影响。结果发现:高三年级女生的自尊水平高于男生,其他年级男生和女生的自尊水平没有差异;母子依恋的信任与问题行为有负相关,母子疏离与问题行为有正相关;父子依恋与问题行为有负相关;自尊与问题行为有负相关。     

Disorganized Infant Attachment Classification and Maternal Psychosocial Problems as Predictors of Hostile-Aggressive Behavior in the Preschool Classroom

This study of 62 lowincome families examined the relation between maternal and infant measures assessed at 18 months infant age and child behavior problems at age 5 as rated by preschool teachers. The infancy assessments included measures of mother-infant interaction, maternal psychosocial problems, infant cognitive development, and infant attachment security, including the disorganized/disoriented classification. The strongest single predictor of deviant levels of hostile behavior toward peers in the classroom was earlier disorganized/disoriented attachment status, with 71% of hostile preschoolers classified as disorganized in their attachment relationships in infancy. Maternal psychosocial problems independently predicted hostile aggressions in preschool and combined additively with infant attachment security in prediction. Results are discussed in relation to the asymmetry of forward and backward prediction that characterized the findings and in relation to the potential significance of disorganized attachment behavior as a precursor to later maladaptation.     

Prenatal Alcohol Exposure,Child Externalizing Behavior,and Maternal Stress

Objective. This study examined linkages between prenatal exposure to alcohol, current maternal alcohol use, child externalizing behavior, and maternal stress in a sample of 4- to 6-year-old children and their mothers. Design. Questionnaires, interviews, and behavioral observations were used to assess study variables in 42 mother - child dyads. Results. Current maternal alcohol use did not relate to children's behavior problems. However, children with higher levels of prenatal exposure to alcohol exhibited more externalizing behavior. In turn, higher levels of child externalizing behavior were associated with increased maternal stress. An alternative model, in which maternal stress was assumed to relate to less supportive mother - child interactions and higher levels of current maternal alcohol consumption, which in turn were expected to relate to higher rates of child externalizing behavior, did not fit the data. Conclusions. The impact of prenatal alcohol exposure likely extends to caregivers. Interventions must focus not only on affected individuals but also on their families, who may experience significant stress in trying to care for such individuals.     

Attachment Patterns at Age Six in South Germany: Predictability from Infancy and Implications for Preschool Behavior

A cross-cultural replication of concordance between attachment patterns to mother in infancy and patterns of reunion responses to mother at age 6 was tested for 40 children in Regensburg, South Germany. Concordance between the 4 types of attachment status (A, B, C, D) in infancy and at age 6 was 82%. When observed in preschool at age 5, children classified securely attached (B) at age 6 were more competent in their play quality and conflict resolution, showed fewer behavior problems, and attributed less hostility in a social perception picture test compared to the insecurely attached (A, D) children. Children classified disorganized (D) at age 6 were found almost as often in the incompetent preschool behavior groups as the avoidantly attached (A) children, independent of best-fitting alternative attachment pattern. Thus, disorganization at age 6 may be considered as an insecure attachment.     

Predicting Behavior Problems in Children with Epilepsy: Child Factors, Disease Factors, Family Stress, and Child-Mother Interaction

This study examines the relative role of parent-child relationships, family stress, and disease factors in predicting behavior problems in children with epilepsy. It extends existing literature on parent-child relationships and behavior problems by examining children with biological risk. Child-mother interaction was observed for 51 children with epilepsy ages 7–13 years and related to teacher- and parent-reported behavior problems. Child's self-reliance correlated with parent-reported problems; expression of affect related to teacher-reported externalizing problems. A child self-reliance factor accounted for behavior problems after partialing age, gender, IQ, epilepsy variables, and family stress. The term child gender × quality of mother-child interaction predicted teacher-reported externalizing problems, with mother-child interaction correlated with behavior problems for boys. Child-parent relationships predict the development of behavior problems over and above the influence of disease-related factors, even for children at considerable biological risk.     

Linking Employment to Attachment: The Mediating Effects of Maternal Separation Anxiety and Interactive Behavior

This study examined the effects of maternal employment and separation anxiety on maternal interactive behavior and infant attachment. 73 mother-infant pairs participated in a laboratory free-play session when infants were 5 and 10 months of age and in the Strange Situation when the infants were 18 months of age. Maternal feelings about being separated from her infant were assessed by questionnaire at 5 months. Employed mothers returned to work before the infants' fifth month, and nonemployed mothers did not work outside the home through their infants' tenth month. Employed mothers who reported high levels of separation anxiety were more likely to exhibit intrusive behaviors at 10 months. While employment was not directly related to attachment, we found infants of high-anxiety employed mothers to develop anxious-avoidant attachments. The results suggest that maternal separation anxiety and interactive style may be important mediators between employment and later infant outcome.     

Mother-Child Interaction on a Spatial Concept Task as Mediated by Maternal Notions about the Task and the Child

This study examined how task context and task difficulty may affect the nature of mother-child instructional interactions. It also assessed the role of maternal views about these two factors. Mothers interacted with their 3-year-olds on a matching task tapping spatial relation concepts. Sixty-four dyads received either an easy or difficult version of the matching task presented either as a school-readiness task or as a board game. Mothers' awareness of the task concepts, their notions about task difficulty, and their ideas about their child's task-related abilities had as strong an effect on their teaching, and thus on their child's successful task completion, as did the actual task difficulty or task context. Thus, how and what mothers teach may well be influenced in significant ways by their judgments of task difficulty and child competence as well as the actual task requirements. These results have implications for how educators structure programs designed for adult-child dyads. Mothers will teach in accordance with their views of a task; however, they may be mistaken in their views. Thus, educators need to explicate task requirements so that mothers' notions are congruent with their own.     

Mother-Child Play: Sequential Interactions and the Relation between Maternal Beliefs and Behaviors

This investigation of mother and toddler play had 2 goals. The primary goal was to examine the types of play mothers introduce in direct response to their toddlers' play. A secondary and exploratory goal was to examine the relation between maternal knowledge about child play and actual maternal play behaviors. 50 mothers and their 21-month-old toddlers were observed at home during free play. Mother and child exploratory, nonsymbolic, and symbolic play were coded. Sequential analyses revealed that mothers adjusted their play to their children's play level by responding to their children with play that was either at the same level or at a higher level than their children's play. Furthermore, mothers who were more knowledgeable about early play development more often responded to their children's play by introducing higher level play. These findings suggest that mothers tend to play with their toddlers in ways that might promote their child's development, and that mothers with more knowledge about play development provide their children with appropriately challenging play interactions.     

Child-Mother Attachment of Six-Year-Olds and Social Competence at School

89 children and their mothers participated in a study examining the association between attachment and peer social competence. During the summer following kindergarten, quality of attachment was assessed from reunion episodes following a 1-hour separation. In the fall, measures of sociometric status, peer behavior nominations, and peer liking ratings were collected. Teachers completed liking ratings and ratings of behavior problems and competence. Consistent with longitudinal studies of infant attachment and peer relations, insecurely attached boys were less well liked by peers and teachers, were perceived as more aggressive by classmates, and were rated by teachers as less competent and as having more behavior problems than were their secure counterparts. No such associations emerged for girls. Possible explanations for unanticipated differences in the pattern of results for boys and girls are discussed.     

Temperamental Origins of Child and Adolescent Behavior Problems: From Age Three to Age Fifteen

We assessed relations between early temperament and behavior problems across 12 years in an unselected sample of over 800 children. Temperament measures were drawn from behavior ratings made by examiners who observed children at ages 3, 5, 7, and 9. Factor analyses revealed 3 dimensions at each age: Lack of Control, Approach, and Sluggishness . Temperament dimensions at ages 3 and 5 were correlated in theoretically coherent ways with behavior problems that were independently evaluated by parents and teachers at ages 9 and 11, and by parents at ages 13 and 15. Lack of Control was more strongly associated with later externalizing behavior problems than with internalizing problems; Approach was associated with fewer internalizing problems among boys; and Sluggishness was weakly associated with both anxiety and inattention, especially among girls. Lack of Control and Sluggishness were also associated with fewer adolescent competencies. These results suggest that early temperament may have predictive specificity for the development of later psychopathology.     

Maternal Interactions and Self-Reports Related to Attachment Classifications at 4.5 Years

Building on attachment theory and infancy research, this study examines relations between maternal style and attachment patterns in early childhood. Mothers of children classified as Secure at 4.5 years were rated higher than mothers of Insecure children on positive mood, meshing, enjoyment of child, and providing a relaxed home atmosphere. In a laboratory joint task, they had a higher frequency of monitoring, planning, and affirming and also received higher ratings for providing a sensitive framework. Compared with all other mothers, mothers of Avoidant children monitored less and planned less but reported themselves in a better light on 3 temperament scales as well as a depression scale. Mothers of Ambivalent children rated themselves as the most depressed and anxious and the least satisfied with their marriages. Their interactions at home were characterized by friction. Mothers of Controlling children rated themselves as least irritable and anxious, but in the laboratory they affirmed less, enjoyed the task less, and provided a less sensitive framework than all other mothers.     

Taking Stock of Two Decades of Attachment Transmission Gap: Broadening the Assessment of Maternal Behavior

This report aimed to investigate the capacity of maternal behaviors tailored to children's attachment and exploration systems to jointly explain the well‐known mother–child transmission of attachment. Four home visits were conducted between ages 7 months and 2 years with 130 mother–child dyads to assess maternal attachment state of mind, sensitivity, autonomy support, and mother–child attachment security. Results showed that together, maternal sensitivity and autonomy support fully accounted for the relation between maternal and child attachment, that they each accounted for a unique portion of this relation, and that the magnitude of these mediated pathways was equivalent. These results suggest that the attachment transmission gap can be narrowed by the use of a theory‐driven multidimensional approach to maternal behavior.     

Stress Regulation in Adolescents: Physiological Reactivity During the Adult Attachment Interview and Conflict Interaction

The current study examined whether adolescents’ attachment representations were associated with differences in emotion regulation during the Adult Attachment Interview (AAI; C. George, N. Kaplan, & M. Main, 1996 ) and during a mother–adolescent conflict interaction task (Family Interaction Task [FIT]; J. P. Allen et al., 2003 ). Participants were one hundred and fifty‐six 14‐year‐old adolescents. Dismissing adolescents showed less interbeat interval (IBI) reactivity (indicating less stress) during the AAI than secure adolescents. However, during the FIT, dismissing adolescents showed more IBI reactivity. No differences in physiological reactivity were found between individuals with resolved or unresolved loss or trauma during the AAI or FIT. The results indicate that dismissing adolescents may effectively use a defensive strategy during the AAI but less so in direct conflict interaction with their attachment figure.     

Disorganized Behavior in Adolescent–Parent Interaction: Relations to Attachment State of Mind,Partner Abuse,and Psychopathology

Disoriented, punitive, and caregiving/role‐confused attachment behaviors are associated with psychopathology in childhood, but have not been assessed in adolescence. A total of 120 low‐income late adolescents (aged 18–23 years) and parents were assessed in a conflict‐resolution paradigm. Their interactions were coded with the Goal‐Corrected Partnership in Adolescence Coding Scales. Confirmatory factor analysis demonstrated that the three disorganized constructs (punitive, caregiving, and disoriented interaction) were best represented as distinct factors and were separable from a fourth factor for collaboration. The four factors were then assessed in relation to measures of attachment disorganization, partner abuse, and psychopathology. Results indicate that forms of disorganized behavior first described in early childhood can also be reliably assessed in adolescence and are associated with maladaptive outcomes across multiple domains.