Attachment representations among school-age children with intellectual disability

Vanwalleghem, Stéphanie; Miljkovitch, Raphaële; Vinter, Annie

doi:10.1016/j.ridd.2021.104064

Cited by 10 publications

(6 citation statements)

References 45 publications

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“…The major challenges faced by teachers in the process of teaching children with cognitive development disorder in distance mode, as agreed by Stephanie, et al (2021) are as follows: less home security; great disorganization; relationship between attachment disorganization and level of adaptive functioning.…”

Section: Discussionmentioning

confidence: 99%

Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects

Sosnich¹,

Reida²,

Dehtiarenko

et al. 2021

Laplage

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The aim of the research is to identify the psychological and pedagogical principles of distance learning for children with cognitive development disorder in primary school. During the exploratory and empirical research, it was observed that the actual conditions of distance learning for pupils with cognitive development disorder cover the categories as follows: ZOOM is the most common method of distance learning; distance learning is more difficult to manage; distance learning is more stressful compared to face-to-face training. The triads of psychological and pedagogical fundamentals for organizing distance learning have been formalized, namely: the name and content of the component of educational activity, psychological - correctional objectives, and techniques used in distance learning. The features of the course of cognitive processes in the context of the psychological and pedagogical principles of organizing distance learning for children of primary school age with cognitive development disorder have been revealed.

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Section: Discussionmentioning

confidence: 99%

Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects

Sosnich¹,

Reida²,

Dehtiarenko

et al. 2021

Laplage

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“…[9][10][11] School-age children with ID also exhibit less secure and more disorganised attachment behaviour that may affect their relationship with adults. 12 Parents may also be more likely to adopt negative parenting styles to manage their children, such as being unsupportive and controlling. 13 14 Moreover, children with ID, particularly with a moderate level of ID, may also be comorbid with other developmental disorders, such as autism spectrum disorder (ASD), which may further induce stress and impair the quality of life of their parents.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

“…Interactions between parents and children with different levels of ID are also less effective due to children’s lack of initiation, responsiveness and salient cues during communication and their behavioural problems 9–11. School-age children with ID also exhibit less secure and more disorganised attachment behaviour that may affect their relationship with adults 12. Parents may also be more likely to adopt negative parenting styles to manage their children, such as being unsupportive and controlling 13 14.…”

Section: Introductionmentioning

confidence: 99%

Protocol for a mixed-methods randomised controlled trial evaluating the effectiveness of a dyadic expressive arts-based intervention in improving the psychosocial well-being of children with intellectual disability in special schools and their mothers

Wan

Fong

et al. 2023

BMJ Open

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IntroductionMothers of children with intellectual disability (ID) are often distressed because of intensive workloads and difficulties in communicating with their children. Given the interdependence between the psychosocial well-being of such dyads, interventions that promote parent–child relationships and mutual communication would be beneficial. Arts provide alternative avenues for expression and offer an imaginative and playful environment for discovering new communication strategies. Given the lack of studies on arts-based dyadic interventions, this study aims to examine the effectiveness of dyadic expressive arts-based intervention (EXAT) in improving the psychosocial outcomes of children with ID and their mothers and the mother–child relationships.Methods and analysisThis study will adopt a mixed-methods randomised controlled trial design, wherein 154 dyads of children with ID and their mothers will be randomised into either the dyadic EXAT group or the treatment-as-usual waitlist control group. Quantitative data will be collected at four time points: baseline (T0), postintervention (T1), 3-month postintervention (T2) and 6-month postintervention (T3). Qualitative data will be collected from a subset of 30 mothers in the intervention group at T1and T3to document their experiences and perceived changes after the intervention. Mixed-effects models and path analysis will be adopted to analyse the quantitative data, whereas thematic analysis will be applied to the qualitative data. Both sets of data will be triangulated for an integrated view of the effectiveness and mechanism of the intervention.Ethics and disseminationEthical approval has been obtained from the Human Research Ethics Committee of the University of Hong Kong (Ref. no.: EA200329). Written consent forms will be obtained from all recruited participants (mothers, children with ID and teachers/social workers) before data collection. The study findings will be disseminated in international conferences and peer-reviewed academic journals.Trial registration numberNCT05214859.

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“…how the child thinks and feels about attachment). Vanwalleghem et al (2021) highlighted that their measure was designed for younger children than those in their sample and stated that further work was required to test its validity with children with IDs. Nevertheless, they found increased vulnerability to insecure and disorganized attachment in children with IDs, consistent with others in the field.…”

Section: Introductionmentioning

confidence: 99%

“…Schuengel et al (2013) also reported a higher incidence of insecure attachment relative to secure for individuals with IDs based on observable attachment behaviours. More recently, Vanwalleghem et al (2021) compared children with IDs to both chronological age and developmental age control groups using a story completion task which coded narrative responses to a doll play scenario, taking attachment measurement beyond observable behaviour to the level of mental representation (i.e. how the child thinks and feels about attachment).…”

Section: Introductionmentioning

confidence: 99%

Attachment, psychological health and interpersonal functioning: a comparison of clinical and non-clinical groups of people with intellectual disability

Bateman

Flood

Pascalis

2023

AMHID

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Purpose Insecure and unresolved attachments have been linked to poorer psychological health and interpersonal functioning for people with intellectual disabilities (IDs), but research in this area is limited, especially for adults. Studies using the Adult Attachment Projective (AAP) have been restricted to clinical samples, where insecure and unresolved attachments are typically more prevalent. The purpose of this study is to compare clinical and non-clinical groups of adults with IDs on the AAP, plus measures of psychological health and interpersonal functioning, to investigate whether group differences found in the typically developing population are also present for adults with IDs. Design/methodology/approach A cross-sectional, between-group design was used. Adults with IDs (clinical group n = 11 and non-clinical group n = 13) completed measures of attachment, psychological distress/positive well-being and interpersonal functioning. Attachment classifications were compared in the clinical versus non-clinical groups. Measures of psychological distress, positive well-being and interpersonal functioning were compared between those with insecure-organised versus unresolved classifications. Findings No participants were classified as secure, and there were high rates of unresolved attachment. There were no differences between clinical and non-clinical groups with regards to the distribution of insecure-organised (i.e. dismissing or preoccupied) versus unresolved classifications. There were no differences between groups with regards to psychological distress, positive well-being or interpersonal functioning. The authors consider limitations in the method of group differentiation and suggest further research to better understand the development of internal working models of attachment in this population. Originality/value To the best of the authors’ knowledge, this study is one of only three to examine attachment state of mind in adults with IDs using the AAP and the first to examine differences between clinical and non-clinical groups.

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Attachment representations among school-age children with intellectual disability

Cited by 10 publications

References 45 publications

Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects

Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects

Protocol for a mixed-methods randomised controlled trial evaluating the effectiveness of a dyadic expressive arts-based intervention in improving the psychosocial well-being of children with intellectual disability in special schools and their mothers

Attachment, psychological health and interpersonal functioning: a comparison of clinical and non-clinical groups of people with intellectual disability

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