1. Objectifs

Intentions :
« This study was designed to address questions concerning attachment and mother-child interaction in early school-age children. » (p. 131) « We also examined the use of a new tool simple enough to be suitable for clinical application. » (p. 132)

Questions/Hypothèses :
« Insecure-controlling dyads were expected to display the least reciprocity, the most parent-child role reversal, and the least overall enjoyment compared with all other dyads. » (p. 132)
« Secure 5-7-year olds should have more open, reciprocal communication patterns with their mother than should those children classified as insecure. » (p. 132)
« Secure children should have a higher level of coordination and better quality of communication with their mother than avoidant, dependent, and disorganized/controlling children. » (p. 132)
« Mothers of secure children were expected to be more pleasant and sensitive than mothers of avoidant and disorganized/controling children. » (p. 132)
« Mothers of dependent children were expected to demonstrate a communication imbalance manifested as an exaggerated emotional and interpersonal focus. » (p. 132)

2. Méthode

Échantillon/Matériau :
« [...] 121 mother-child (ages 5-7 years) dyads [...] » (p. 128)

Instruments :
Questionnaires

Type de traitement des données :
Analyse de contenu et analyse statistique

3. Résumé

« This article focuses on the description and meaning of attachment relationships and their relation to patterns of caregiver-child interaction. Concepts fundamental to coding separation-reunion behavior in older children (J. Cassidy & R. S. Marvin, 1992; M. Main & J. Cassidy, 1988) are discussed and then applied to delineating the distinct patterns characterizing secure, avoidant, dependent, and disorganized/controlling at preschool and school age. A scale for rating the quality and relationship structure of adult-child interaction is described. The study validates current school age attachment measures as well as a new taxonomy suitable for further research in naturalistic or clinical settings. » (p. 128)