Attachment and Socioemotional Problems in Middle Childhood

Abstract

In this article, we will evaluate the evidence concerning links between attachment and behavior problems in the middle childhood period. We will first provide a general introduction to the question of attachment and maladaptation in the middle childhood period, and then examine the recent empirical evidence with respect to both externalizing and internalizing profiles. We will conclude with a discussion of new directions in research on this issue including the search for possible mediators and moderators of attachment/behavior problem associations.

Internal structure and reliability of the Attachment Insecurity Screening Inventory (AISI) for children age 6 to 12

“…First, the current study provides suggestions for further studies on (the expression of) attachment in middle childhood. That is, there are some clues from previous studies that the expression of insecure attachment problems in middle childhood is different than the expression in early childhood [ 28 , 43 , 53 ], and therefore, taking measurements of attachment in younger children as a starting point of measurements of attachment for middle childhood may not be appropriate. However, we did find evidence for the three factor structure of insecure attachment (Type A, C, and D) in middle childhood, which implicates that the insecure attachment classifications that are used in infancy, early childhood, and adolescence have also meaning in middle childhood.…”

“…Instruments assessing the parents’ perspective on the attachment relationship with their child can offer interesting clinical information, but cannot (solely) be used as a diagnostic instrument. So, if scores on the AISI 6–12 years are elevated, and after additional evidence of attachment related problems in a standard clinical interview or based on case file information, families could be referred to specialists in diagnosing attachment problems for a more comprehensive observation-based assessment of attachment problems and, if necessary, to attachment-based interventions (see for example [ 16 , 53 , 54 ]). Moreover, the AISI 6–12 years can be used as a point of engagement to discuss attachment experiences of parents with their children in diagnostics and treatment, which could strengthen the possibilities for attachment-based interventions.…”

“…Future studies should examine other sources of validity indications of the AISI 6–12 years, such as convergent and concurrent validity by comparing scores of the AISI 6–12 years with other measures that examine attachment patterns in middle childhood, and with measures that assess psychopathology and adjustment problems [ 5 , 53 , 55 ]. Although, Bosmans and Kerns [ 7 ] argue that different measurement strategies tap into different components or aspects of the child-parent attachment relationship, and therefore do not necessarily have to correlate in order to be valid (see also [ 56 ]).…”

“…Additionally, the parent’s perception of their child may influence their parenting behavior, which impacts on the way a child develops, including the child’s attachment. Insecure attachment relationships are predictive of all types of developmental problems in life [ 4 , 5 , 53 , 55 ]. Therefore, parental reports provide in the need of clinical practice for straightforward instruments that can be used in the screening of attachment related problems and the ability to include parental perceptions in attachment research.…”

Development and Psychometric Properties of a New Self-Report Questionnaire Measuring Attachment in School-Age Children: The Attachment in Middle Childhood Questionnaire (AMCQ)

“…Insecure attachment represents a vulnerability factor for the development of a number of health problems in adolescence and adulthood ( Cassidy & Shaver, 2016 ). In contrast, secure attachment is protective for young children’s social–emotional development, and its significance for adaptation is well documented also in middle childhood and adolescence ( Kerns & Brumariu, 2016 ; Madigan et al, 2016 ; Moss & Lecompte, 2015 ). Indeed, early attachment experiences give rise to mental representations—including memories, thoughts, expectations, and emotions related to the self and others, called internal working models ( Bowlby, 1973 ).…”