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Kathryn A. Kerns - One of the best experts on this subject based on the ideXlab platform.
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Measurement invariance across mother/Child and father/Child Attachment relationships
Attachment & Human Development, 2020Co-Authors: Marília Fernandes, Manuela Veríssimo, António J. Santos, Olívia Ribeiro, Brian E. Vaughn, Marissa Gastelle, Kathryn A. KernsAbstract:ABSTRACTWe examine the factorial structure of the Security Scale Questionnaire (SSQ), exploring measurement invariance across mother-father-Child Attachment relationships, Child sex, and country. W...
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Parent–Child Attachment: meta-analysis of associations with parenting behaviors in middle Childhood and adolescence
Attachment & Human Development, 2017Co-Authors: Amanda J. Koehn, Kathryn A. KernsAbstract:ABSTRACTMaternal sensitivity predicts mother–Child Attachment in young Children, but no meta-analysis has investigated the link between parenting and parent–Child Attachment in older Children. This...
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is insecure parent Child Attachment a risk factor for the development of anxiety in Childhood or adolescence
Child Development Perspectives, 2014Co-Authors: Kathryn A. Kerns, Laura E BrumariuAbstract:In this article, we address how and why parent–Child Attachment is related to anxiety in Children. Children who do not form secure Attachments to caregivers risk developing anxiety or other internalizing problems. While meta-analyses yield different findings regarding which insecurely attached Children are at greatest risk, our recent studies suggest that disorganized Children may be most at risk. Insecure Attachment itself may contribute to anxiety, but insecurely attached Children also are more likely to have difficulties regulating emotions and interacting competently with peers, which may further contribute to anxiety. Clinical disorders occur primarily when insecure Attachment combines with other risk factors. In this article, we present a model of factors related to developing anxiety.
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mother Child Attachment and cognitive performance in middle Childhood an examination of mediating mechanisms
Early Childhood Research Quarterly, 2013Co-Authors: Katara K West, Brittany L Mathews, Kathryn A. KernsAbstract:Although mother–Child Attachment has been shown to predict cognitive performance, there has been a lack of attention to the mediating mechanisms that explain these associations. In the present study, we investigated relations of early mother–Child Attachment and cognitive performance in middle Childhood (the latter in terms of both academic performance and IQ), and potential mediating mechanisms. Mother–Child Attachment was assessed at 15, 24, and 36-months, and Child grades and IQ were assessed at grades 3 and 4. Attachment patterns at 15 months and avoidant Attachment at 36-months were not related to school performance or IQ in middle Childhood. Children more securely attached at 24 or 36-months had better school performance and higher IQs in middle Childhood, and parental quality of assistance, encouragement of academics, Children's social relationships, and Children's regulatory characteristics significantly mediated these relationships. Both insecure-ambivalent Attachment and disorganized Attachment predicted later cognitive performance, and these associations were primarily mediated by the quality of parental assistance and Child cooperation. This study advances our understanding of how and why early mother–Child Attachment is related to Children's cognitive performance during middle Childhood.
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Mother–Child Attachment and cognitive performance in middle Childhood: An examination of mediating mechanisms
Early Childhood Research Quarterly, 2013Co-Authors: Katara K West, Brittany L Mathews, Kathryn A. KernsAbstract:Although mother–Child Attachment has been shown to predict cognitive performance, there has been a lack of attention to the mediating mechanisms that explain these associations. In the present study, we investigated relations of early mother–Child Attachment and cognitive performance in middle Childhood (the latter in terms of both academic performance and IQ), and potential mediating mechanisms. Mother–Child Attachment was assessed at 15, 24, and 36-months, and Child grades and IQ were assessed at grades 3 and 4. Attachment patterns at 15 months and avoidant Attachment at 36-months were not related to school performance or IQ in middle Childhood. Children more securely attached at 24 or 36-months had better school performance and higher IQs in middle Childhood, and parental quality of assistance, encouragement of academics, Children's social relationships, and Children's regulatory characteristics significantly mediated these relationships. Both insecure-ambivalent Attachment and disorganized Attachment predicted later cognitive performance, and these associations were primarily mediated by the quality of parental assistance and Child cooperation. This study advances our understanding of how and why early mother–Child Attachment is related to Children's cognitive performance during middle Childhood.
Laura E Brumariu - One of the best experts on this subject based on the ideXlab platform.
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parent Child Attachment and emotion regulation
New Directions for Child and Adolescent Development, 2015Co-Authors: Laura E BrumariuAbstract:Given the centrality of both parent–Child Attachment and emotion regulation in Children's development and adjustment, it is important to evaluate the relations between these constructs. This article discusses conceptual and empirical links between Attachment and emotion regulation in middle Childhood, highlights progress and challenges in the literature, and outlines future inquiries. Studies have established that securely attached Children internalize effective emotion regulation strategies within the Attachment relationship and are able to successfully employ adaptive emotion regulation strategies outside the Attachment relationship, when the Attachment figure is not present. There are not enough studies to conclude yet that the insecure Attachment patterns (ambivalent, avoidant, and disorganized) may relate differentially with emotion regulation processes. Studies investigating whether there are unique links between the four Attachment patterns and the various emotion regulation processes will advance the field considerably. Studies evaluating the associations between Attachment and emotion regulation will benefit from a multimethod approach in measuring these constructs. Embedding the relation between parent–Child Attachment and emotion regulation within broader developmental models will further advance the research on this topic. © 2015 Wiley Periodicals, Inc.
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Parent–Child Attachment and Emotion Regulation
New Directions for Child and Adolescent Development, 2015Co-Authors: Laura E BrumariuAbstract:Given the centrality of both parent–Child Attachment and emotion regulation in Children's development and adjustment, it is important to evaluate the relations between these constructs. This article discusses conceptual and empirical links between Attachment and emotion regulation in middle Childhood, highlights progress and challenges in the literature, and outlines future inquiries. Studies have established that securely attached Children internalize effective emotion regulation strategies within the Attachment relationship and are able to successfully employ adaptive emotion regulation strategies outside the Attachment relationship, when the Attachment figure is not present. There are not enough studies to conclude yet that the insecure Attachment patterns (ambivalent, avoidant, and disorganized) may relate differentially with emotion regulation processes. Studies investigating whether there are unique links between the four Attachment patterns and the various emotion regulation processes will advance the field considerably. Studies evaluating the associations between Attachment and emotion regulation will benefit from a multimethod approach in measuring these constructs. Embedding the relation between parent–Child Attachment and emotion regulation within broader developmental models will further advance the research on this topic. © 2015 Wiley Periodicals, Inc.
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is insecure parent Child Attachment a risk factor for the development of anxiety in Childhood or adolescence
Child Development Perspectives, 2014Co-Authors: Kathryn A. Kerns, Laura E BrumariuAbstract:In this article, we address how and why parent–Child Attachment is related to anxiety in Children. Children who do not form secure Attachments to caregivers risk developing anxiety or other internalizing problems. While meta-analyses yield different findings regarding which insecurely attached Children are at greatest risk, our recent studies suggest that disorganized Children may be most at risk. Insecure Attachment itself may contribute to anxiety, but insecurely attached Children also are more likely to have difficulties regulating emotions and interacting competently with peers, which may further contribute to anxiety. Clinical disorders occur primarily when insecure Attachment combines with other risk factors. In this article, we present a model of factors related to developing anxiety.
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mother Child Attachment emotion regulation and anxiety symptoms in middle Childhood
Personal Relationships, 2012Co-Authors: Laura E Brumariu, Kathryn A. Kerns, Ashley C SeibertAbstract:This study examined whether the relation of mother–Child Attachment with anxiety symptoms is mediated by emotion regulation (ER) processes (poor emotional awareness, biased interpretations of emotionally charged events, and coping strategies). Attachment patterns were assessed in a sample of eighty-seven 10- to 12-year-olds using story-stem interviews. Children who were less secure and more disorganized reported more anxiety. Attachment was also related to ER; security was associated with less difficulty identifying emotions, and disorganization was associated with more catastrophizing interpretations and less active coping. Anxiety symptoms were related to all three ER processes. Finally, relations of security or disorganization with anxiety symptoms were partially mediated by ER processes.
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Mother–Child Attachment, emotion regulation, and anxiety symptoms in middle Childhood
Personal Relationships, 2011Co-Authors: Laura E Brumariu, Kathryn A. Kerns, Ashley C SeibertAbstract:This study examined whether the relation of mother–Child Attachment with anxiety symptoms is mediated by emotion regulation (ER) processes (poor emotional awareness, biased interpretations of emotionally charged events, and coping strategies). Attachment patterns were assessed in a sample of eighty-seven 10- to 12-year-olds using story-stem interviews. Children who were less secure and more disorganized reported more anxiety. Attachment was also related to ER; security was associated with less difficulty identifying emotions, and disorganization was associated with more catastrophizing interpretations and less active coping. Anxiety symptoms were related to all three ER processes. Finally, relations of security or disorganization with anxiety symptoms were partially mediated by ER processes.
Jonathan Green - One of the best experts on this subject based on the ideXlab platform.
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assessing disorganized Attachment representations a systematic psychometric review and meta analysis of the manchester Child Attachment story task
Attachment & Human Development, 2018Co-Authors: Brianna Bendixsen, Brian Allen, Rebecca Babcock Fenerci, Jonathan GreenAbstract:ABSTRACTNarrative story stem measures are increasingly popular for the assessment of Attachment representations among early school-age Children. Given their clinical and theoretical importance, disorganized representations are typically a focus of assessment procedures. The Manchester Child Attachment Story Task (MCAST) is one such measure. A systematic literature review and meta-analysis was conducted to evaluate the documented reliability and validity of the MCAST with a focus on assessing disorganized representations. Twenty-five studies were included in the review encompassing 1,876 Children from nine countries. Results suggest that inter-rater reliability for the MCAST is acceptable and the prevalence of disorganization identified on the MCAST among various subgroups (e.g. community, clinical, adopted/maltreated) is comparable to prevalence estimates from other developmental periods using other assessment methods. In addition, prevalence of disorganization on the MCAST differed in hypothesized ways b...
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a new method of evaluating Attachment representations in young school age Children the manchester Child Attachment story task
Attachment & Human Development, 2000Co-Authors: Jonathan Green, Charlie Stanley, Vicky Smith, Ruth GoldwynAbstract:We describe a new instrument, using a doll-play vignette completion method, which applies concepts and methodologies from infant and adult Attachment research to enable identification and detailed classification of internal representations of Attachment relationships in young school-age Children. Validation of the Manchester Child Attachment Story Task (MCAST) in a normal population (N = 53) shows good interrater reliability and content validity. Patterns of Attachment representation identified show stability over time. Comparisons are made with existing methodologies, and potential applications of the instrument and directions for future research are discussed.
Brian Allen - One of the best experts on this subject based on the ideXlab platform.
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assessing disorganized Attachment representations a systematic psychometric review and meta analysis of the manchester Child Attachment story task
Attachment & Human Development, 2018Co-Authors: Brianna Bendixsen, Brian Allen, Rebecca Babcock Fenerci, Jonathan GreenAbstract:ABSTRACTNarrative story stem measures are increasingly popular for the assessment of Attachment representations among early school-age Children. Given their clinical and theoretical importance, disorganized representations are typically a focus of assessment procedures. The Manchester Child Attachment Story Task (MCAST) is one such measure. A systematic literature review and meta-analysis was conducted to evaluate the documented reliability and validity of the MCAST with a focus on assessing disorganized representations. Twenty-five studies were included in the review encompassing 1,876 Children from nine countries. Results suggest that inter-rater reliability for the MCAST is acceptable and the prevalence of disorganization identified on the MCAST among various subgroups (e.g. community, clinical, adopted/maltreated) is comparable to prevalence estimates from other developmental periods using other assessment methods. In addition, prevalence of disorganization on the MCAST differed in hypothesized ways b...
Ashley C Seibert - One of the best experts on this subject based on the ideXlab platform.
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mother Child Attachment emotion regulation and anxiety symptoms in middle Childhood
Personal Relationships, 2012Co-Authors: Laura E Brumariu, Kathryn A. Kerns, Ashley C SeibertAbstract:This study examined whether the relation of mother–Child Attachment with anxiety symptoms is mediated by emotion regulation (ER) processes (poor emotional awareness, biased interpretations of emotionally charged events, and coping strategies). Attachment patterns were assessed in a sample of eighty-seven 10- to 12-year-olds using story-stem interviews. Children who were less secure and more disorganized reported more anxiety. Attachment was also related to ER; security was associated with less difficulty identifying emotions, and disorganization was associated with more catastrophizing interpretations and less active coping. Anxiety symptoms were related to all three ER processes. Finally, relations of security or disorganization with anxiety symptoms were partially mediated by ER processes.
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Mother–Child Attachment, emotion regulation, and anxiety symptoms in middle Childhood
Personal Relationships, 2011Co-Authors: Laura E Brumariu, Kathryn A. Kerns, Ashley C SeibertAbstract:This study examined whether the relation of mother–Child Attachment with anxiety symptoms is mediated by emotion regulation (ER) processes (poor emotional awareness, biased interpretations of emotionally charged events, and coping strategies). Attachment patterns were assessed in a sample of eighty-seven 10- to 12-year-olds using story-stem interviews. Children who were less secure and more disorganized reported more anxiety. Attachment was also related to ER; security was associated with less difficulty identifying emotions, and disorganization was associated with more catastrophizing interpretations and less active coping. Anxiety symptoms were related to all three ER processes. Finally, relations of security or disorganization with anxiety symptoms were partially mediated by ER processes.
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multi method assessment of mother Child Attachment links to parenting and Child depressive symptoms in middle Childhood
Attachment & Human Development, 2011Co-Authors: Kathryn A. Kerns, Laura E Brumariu, Ashley C SeibertAbstract:This study included two different methods to assess mother–Child Attachment, questionnaires, and a doll play story stem interview, so their overlap could be evaluated. In addition, we investigated how Attachment is related to parenting and Child depression. The sample was comprised of 10- to 12-year-olds (N = 87) and their mothers. Children completed questionnaires (assessing security, avoidance, and ambivalence), and were administered a doll play interview to assess Attachment patterns (security, avoidance, ambivalence, and disorganization). Two aspects of parenting (warmth/ engagement and psychological control) were assessed with Child reports and observer ratings of maternal behavior. We also obtained Child reports of depressive symptoms. Questionnaire and interview measures of Attachment security were related to one another, and each showed predictable associations with parenting and Child depression. By contrast, results were less consistent for the ambivalent and avoidant insecure Attachment pattern...
