Links between Children's Attachment Behavior at Early School-Age, Their Attachment-Related Representations, and Behavior Problems in Middle Childhood

Autor/inn/en	Moss, Ellen; Bureau, Jean-Francois; Beliveau, Marie-Julie; Zdebik, Magdalena; Lepine, Suzanne
Titel	Links between Children's Attachment Behavior at Early School-Age, Their Attachment-Related Representations, and Behavior Problems in Middle Childhood
Quelle	In: International Journal of Behavioral Development, 33 (2009) 2, S.155-166 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025408098012
Schlagwörter	Behavior Problems; Discipline; Social Behavior; Conflict; Attachment Behavior; Young Children; Gender Differences; Child Behavior; Parent Child Relationship; Mothers; Classification; Personal Narratives; Predictor Variables; Separation Anxiety; Foreign Countries; Preschool Children; Elementary School Students; Student Adjustment; Canada + Suchen Sie Ihr Suchwort? Disziplin; Social behaviour; Soziales Verhalten; Konflikt; Attachment; Bindungsverhalten; Frühe Kindheit; Geschlechterkonflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Classification system; Klassifikation; Klassifikationssystem; Erlebniserzählung; Prädiktor; Trennungsangst; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kanada
Abstract	The objective of the present study was to examine associations between children's attachment behavior at early school-age, dimensions of narrative performance, and behavior problems as assessed in middle childhood. Children's attachment patterns with mother were assessed at age 6 (N = 127) using the Main and Cassidy (1988) separation--reunion classification system. Two years later, these children (N = 109) completed the Narrative Story Stem Battery (Bretherton, Oppenheim, Buchsbaum, Emde, & The MacArthur Narrative Group, 1990), and teachers rated their level of behavior problems using the Social Behavior Questionnaire (Tremblay, Vitaro, Gagnon, Piche, & Royer, 1992). Results indicated that secure children depicted fewer conflict themes in their narratives than did disorganized/controlling children, produced more discipline themes than avoidant children, and had higher coherence scores than ambivalent children. Avoidant children also depicted fewer conflict themes than disorganized/controlling children. Finally, children's narrative conflict themes significantly predicted both level of externalizing and total behavior problems, even after controlling for variance explained by gender and disorganized/controlling attachment behavior. Girls' narratives were more likely to evoke discipline and affection/affiliation themes, and to be more coherent than boys' narratives. (Contains 1 footnote and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10