The child attachment interview: A psychometric study of reliability and discriminant validity

While well-established attachment measures have been developed for infancy, early childhood, and adulthood, a "measurement gap" has been identified in middle childhood, where behavioral or representational measures are not yet sufficiently robust. This article documents the development of a new measure-the Child Attachment Interview (CAI)-which seeks to bridge this gap. The CAI is a semistructured interview, in which children are invited to describe their relationships with their primary caregivers. The coding system is informed by the Adult Attachment Interview and the Strange Situation Procedure, and produces 4 attachment categories along with a continuous measure of attachment security based on ratings of attachment-related dimensions. The main psychometric properties are presented, including interrater reliability, test-retest reliability, and concurrent and discriminant validities, both for normally developing children and for those referred for mental health treatment. The CAI correlates as expected with other attachment measures and predicts independently collected ratings of social functioning. The findings suggest that the CAI is a reliable, valid, and promising measure of child-parent attachment in middle childhood. Directions for improvements to the coding system are discussed

A multi assessment approach to attachment in middle childhood and early adolescence in two clinical groups

Whilst it is widely recognised that attachment is a fundamental aspect of psychological wellbeing, there is little research on attachment in specific psychopathological conditions, in middle childhood and early adolescence. This study seeks to evaluate the role of attachment in patients (8-15 years) with somatic symptom disorders (SSDs) and with disruptive behavior disorders (DBDs). A battery of assessments was completed: Child Attachment Interview, Separation Anxiety Test, and Kerns Security Scale. Findings on \u201cattachment models\u201d showed an over-representation of insecure attachment patterns with a preponderance of disorganized attachment in both clinical groups. On \u201cperceived security,\u201d SSD participants viewed their parents as safer than DBD participants, but, regarding \u201cseparation anxiety,\u201d they didnot show higher separation anxiety. Therefore, a multi-assessment approach is likely to yield a more accurate picture of attachment organization at this age, and to capture attachment processes in SSDs and DBD

Attachment representations in school-age children: the development of the Child Attachment Interview (CAI)

This paper introduces a new measure of attachment in middle childhood (8-13 years), an interview extensively adapted from the AAI and with a new coding system. We report data from a series of studies with clinical and normal populations, in which the psychometric properties of reliability, stability and validity are tested and found to be satisfactory. Although work remains to be done, we see the Child Attachment Interview as a promising new attachment measure

Reflective Functioning and Adolescent Psychological Adaptation: The Validity of the Reflective Functioning Scale-Adolescent Version

Adolescence is a critical period of rapid biological and social development and early signs of adult mental disorders emerge during this life stage. Previous studies suggest that mentalizing failures, specifically difficulties in reflective functioning (RF) are linked with psychological symptoms. However, relatively little is known about the association between RF and psychological adaptation in typical development. In this study, the relationship between RF, internalizing and externalizing symptoms were investigated in 95 adolescents using the revised Reflective Functioning Scale–Adolescent version. Results indicate that RF is associated with more self-reported internalizing symptoms. Moreover, the relationship between RF and externalizing symptoms are accounted for by the co-occurrence of internalizing and externalizing symptoms in typically developing adolescents. The implications of these findings are discussed and suggestions for future studies are presented

Apego y estrés en niños con diabetes tipo 1 y sus madres

Objective: To understand the relationship between attachment and diabetes and the stress mediating role in children with type 1 diabetes mellitus (DM1) and their mothers. Material and Method: Assessment instruments corresponding to Attachment Scales (ECR-R), Perceived stress (PSS), Safety (SS) and Stress in children (SiC) were applied, as self-report measures completed by children and their mothers. Demographic variables, time of onset of diabetes, and the average of the last 3 measurements of glycated hemoglobin HbA1c were analyzed as a parameter of the metabolic control of the last year. Results: Maternal and infant attachment strategies and maternal stress showed a significant association with the results of the child's diabetes, although with important gender differences. Conclusions: Attachment strategies, infantile and maternal, are relevant in the course of diabetes

Social-Skills and Parental Training plus Standard Treatment versus Standard Treatment for Children with ADHD – The Randomised SOSTRA Trial

To investigate the effects of social-skills training and parental training programme for children with attention deficit hyperactivity disorder (ADHD).We conducted a randomized two-armed, parallel group, assessor-blinded superiority trial consisting of social-skills training plus parental training and standard treatment versus standard treatment alone. A sample size calculation showed at least 52 children should be included for the trial with follow up three and six months after randomization. The primary outcome measure was ADHD symptoms and secondary outcomes were social skills and emotional competences. RESULTS 56: children (39 boys, 17 girls, mean age 10.4 years, SD 1.31) with ADHD were randomized, 28 to the experimental group and 27 to the control group. Mixed-model analyses with repeated measures showed that the time course (y  =  a + bt + ct(2)) of ADHD symptoms (p = 0.40), social skills (p = 0.80), and emotional competences (p = 0.14) were not significantly influenced by the intervention.Social skills training plus parental training did not show any significant benefit for children with attention deficit hyperactivity disorder when compared with standard treatment. More and larger randomized trials are needed.ClinicalTrials.gov NCT00937469