Looking at the attachment relationship to parents from the child's perspective can provide valuable insights regarding the development of children's views o f self and others. This chapter describes a method for exploring children's thoughts and feelings about their attachment relationships via an indirect examination of their cognitive-affective representations. These representational responses are shown to relate to their observed attachment behavior with their mothers.A variety of closely related developmental theories (Bowlby, 1973(Bowlby, , 1980(Bowlby, , 1982Winnicott, 1965; Stem, 1986) describe the critical importance of parental responsiveness to their infant's needs. These theories also This research was supported by U.S. Department of Health and Human Services, Maternal and Child Health Services research grant #MCJ 530487. We are grateful to the mothers and children who participated in the study and to doctors Keith A. Crnic and Heather Carmichael-Olson without whose assistance this study would not have been possible. We also appreciate the assistance provided by Dr. Mary Main, Anitra DeMoss, and Diane Majerus with the scoring of our videotapes. Thanks also to Dr. Molly Reid for her helpful suggestions for this manuscript, and particularly to Michelle Goyette for her invaluable contribution to the SAT coding system. NEW DIRCJXIONS FOI CHILJJ D c v u o m m , no. 46, Summa 1990 Q J0ssey-b Ix.. Publuhm
The relationships among early stress, maternal social network supports, and mother‐infant functioning during later infancy were explored in a group of 52 mothers and their high‐risk premature infants. Maternal stress and support data were collected 1 month after infants were released from the hospital, and measures of parenting, mother‐infant interaction, infant social and developmental competence, and infant attachment were collected at infant corrected ages of 8 and 12 months. Results indicated that stress and support from various ecological sources, including professionals, were related to parent and infant outcomes at both measurement occasions. Varying sources of support differentially predicted varying parent and infant measures where support had a stress buffering effect only under certain conditions. Professional support was found to account for significant amounts of variance in relation to some parenting factors beyond that attributable to other support sources. The results are discussed within the context of previous support findings and in relation to transactional models of high‐risk infant development.
Children with early-starting conduct Problems have a very poor prognosis and exact a high cost to society. The Fast Track project is a multisite, collaborative research project investigating the efficacy of a comprehensive, long-term, multicomponent intervention designed to prevent the development of serious conduct problems in high-risk children. In this article, we (a) provide an overview of the development model that serves as the conceptual foundation for the Fast Track intervention and describe its integration into the intervention model; (b) outline the research design and intervention model, with an emphasis on the elementary school phase of the intervention; and (c) summarize findings to dale concerning intervention outcomes. We then provide a case illustration, and conclude with a discussion of guidelines for practitioners who work with children with conduct problems.
Two scales used to assess repression-sensitization (R-S) and three standard measures of anxiety were administered to 105 clients. Multiple correlation analysis showed Byrne's R-S scale to correlate .90 with the composite of STAI-Trait and the EPI Neuroticism scale. It was concluded that the R-S scale is essentially a measure of trait anxiety.
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