从婴儿期到学龄前的孩子与母亲的依恋失调的课堂
Jean-François Bureau1, Audrey-Ann Deneault2, André Plamondon3
1School of Psychology, University of Ottawa, Ottawa, Canada.
Attachment & human development
|September 11, 2024
概括
这项研究检查了从婴儿期到学龄前儿童的依恋失调,发现了稳定的模式,并确定了重大损失作为失调的预测因素. 这项研究是为了纪念玛丽·梅恩在依恋研究方面的遗产.
科学领域:
- 发展心理学 发展心理学
- 附着理论 附着理论
- 儿童精神病理学 儿童精神病理学
背景情况:
- 玛丽·梅恩的工作使婴儿依恋失调变得可操作,这对于理解精神病理学至关重要.
- 附着模式在婴儿期后被研究,从1岁到6岁显示出连续性.
- 角色逆转成为依恋发展的关键特征.
研究的目的:
- 利用以人为中心的方法,探索基于依恋失调的儿童类.
- 分析从婴儿期到晚期学龄前四个时间点的依恋模式.
- 调查依恋失调的预测因素,特别是重大损失.
主要方法:
- 用以人为中心的方法来识别不同的依恋类别.
- 从英国的205个母婴二合体收集了纵向数据.
- 在多个发育阶段评估了依恋失调.
主要成果:
- 确定了三个儿童类别:稳定的有组织,不稳定的变得有组织,不稳定的变得无组织.
- 从婴儿期到6岁时,观察到无组织谱的显著连续性.
- 重大损失显著预测了小组中的成员会变得无组织.
结论:
- 附着失调遵循不同的发展轨迹.
- 像损失这样的重大生活事件可以影响无组织的依恋的发展.
- 这些发现扩大了对跨发育期的依恋失调的理解,以纪念玛丽·梅恩的贡献.
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