The current study examined the possibility of using cluster analysis to classify attachment styles in middle childhood. Attachment classifications were measured by looking at child coping strategies and perceived maternal behavior. The attachment classification was then tested for construct validity by examining whether it can predict adjustment outcomes in interpretable patterns. The adjustment outcomes examined were a self-reported global self-worth scale and peer-reported internalizing and externalizing behaviors measured using a Peer Nomination Inventory. The current study had 199 third through eight graders and provided evidence for the cluster analysis approach and also showed that the disorganized attachment was associated with the most adverse adjustment outcomes. That is, results showed that disorganized attachment was linked with the lowest levels of global self-worth and the highest rates of internalizing and externalizing behaviors and was significantly different from the securely attached cluster on each measure. The implications and possible underlying causes are discussed. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Thesis (M.A.)--East Carolina University, 2009. / Presented to the faculty of the Department of Psychology. Advisor: Jeannie Golden. Title from PDF t.p. (viewed May 3, 2010). Includes bibliographical references.

The current study examined the relationships among attachment styles to parent, peer, and romantic partner, ability to regulate emotion, as well as engagement in sexual behaviors and substance use. Attachment theory and previous research suggests that an individual learns how to manage emotions through the modeling of appropriate techniques and a stable sense of self-worth. These two aspects develop through a secure attachment bond with an important figure. When an individual does not have a secure attachment bond in which to practice adaptive affect regulation strategies, he/she may attempt to manage emotions through external means, such as sexual behaviors or substance use. Overall, results supported these associations, with some notable exceptions. Across attachment sources a secure attachment style was related to lower levels of psychological distress and less engagement in substance use. In contrast to the findings from earlier studies, affect regulation did not mediate the relationship between attachment and substance use, and engagement in sexual behaviors was not significantly related to either attachment style or affect regulation.

Individuals evidencing psychopathic personality traits have been shown to have problematic attachment to others. Moreover, research suggests that culture affects attachment style as well as the expression of various psychopathic traits using the four-factor model of psychopathy. However, the majority of this research has included only white college students, which is a limiting factor. The current study assessed the relations among attachment representations and psychopathic features across two independent samples (one adult & one adolescent) from different world regions (adults only), ethnicity (adolescents only), and gender. Using similar assessments of attachment and psychopathic traits for both samples, dismissing attachment was related to aspects of psychopathic traits in nearly all cultures and ethnicities sampled. In the world sample, secure attachment was found to positively relate to impulsive and parasitic lifestyle traits in all regions. Culture and gender were found to moderate several relations between specific attachment styles and psychopathic features. Overall, the patterns of data indicated that many of the differences found between groups may be rooted in individualistic versus collectivistic values, and were consistent with previous research assessing these constructs across diverse samples.

Adolescents spend much of their time using the internet and electronic media. Since its inception, the use of online social networking (OSN) sites by adolescents continues to grow. With the proliferation of OSN, it is critical to examine how this activity affects psychological development, but better measurement tools are needed. As researchers struggle to keep up with this rapidly growing field, many gaps remain in the literature investigating the interrelations between adolescent's OSN use and mental health outcomes. Research examining the relationship between OSN and mental health outcomes, specifically depression and anxiety, has produced mixed results suggesting that other factors influence this association. A large research literature documents associations between attachment and mental health. Given that attachment also affects interpersonal communication, several studies have investigated links between attachment and OSN use in adult and college populations. Results indicated that even though attachment to father was independently related to anxiety and depression symptoms, it was not a significant moderator for mental health and OSN. Attachment to mother was a significant moderator for anxiety and depression and several OSN subscales. Based on this information, a greater focus on youth's interpersonal connection and social skills both online and offline may be beneficial when treating adolescents experiencing anxiety or depression.

As a result of the Zimbabwean socio-economic and political crisis many have joined the Diaspora leaving their children behind in the care of others. Qualitative research in the form of in-depth semi-structured interviews carried out with seventeen adolescent Zimbabwean Diaspora orphans evidenced a number of emerging themes that illuminate how these adolescents view their situation, such as symptomology of depression, feelings of abandonment and rejection, conflicting feelings, lack of social support, the importance of communication, role changes and additions, materialism, challenges presented by relationships with caregivers, and vulnerability to sexual abuse and molestation. Most of the themes do not appear to be country specific but are shared by adolescent Diaspora orphans world-wide. Defence and coping mechanisms employed by these adolescents to cope with parental absence were also identified. Recommendations aimed at optimising their integration in society and suggestions for further research in this field conclude this study. / Psychology / M.A. (Psychology)

Thesis (M.S.W.)--Smith College School for Social Work, 2008. / Typescript. Includes bibliographical references (leaves 75-77).

As a result of the Zimbabwean socio-economic and political crisis many have joined the Diaspora leaving their children behind in the care of others. Qualitative research in the form of in-depth semi-structured interviews carried out with seventeen adolescent Zimbabwean Diaspora orphans evidenced a number of emerging themes that illuminate how these adolescents view their situation, such as symptomology of depression, feelings of abandonment and rejection, conflicting feelings, lack of social support, the importance of communication, role changes and additions, materialism, challenges presented by relationships with caregivers, and vulnerability to sexual abuse and molestation. Most of the themes do not appear to be country specific but are shared by adolescent Diaspora orphans world-wide. Defence and coping mechanisms employed by these adolescents to cope with parental absence were also identified. Recommendations aimed at optimising their integration in society and suggestions for further research in this field conclude this study. / Psychology / M.A. (Psychology)

Ce travail de thèse repose sur une recherche qui s'est intéressée à un groupe de 151 adolescents de 15 à 18 ans bien différenciés au départ. Nous avons recruté un groupe de jeunes « hospitalisés » en unité pédopsychiatrique, un groupe d'adolescents délinquants institutionnalisés dans une institution publique de protection de la jeunesse et un groupe d'adolescents « contrôles » recrutés dans un lycée bruxellois.<p><p>Ces groupes ont été comparés en fonction de trois concepts importants de la pédopsychiatrie du développement. Il s'agit du parenting, de la séparation individuation, et de l'attachement.<p>Les outils utilisés sont des auto-questionnaires mesurant d’une part, le parenting, la séparation-individuation et l’attachement et, d’autre part, les aptitudes socio-émotionnelles des jeunes (résilience, empathie, intelligence émotionnelle). Nous avons aussi fait passer une interview diagnostic (Kiddie- Sadds) ainsi qu’un test d’évaluation intellectuelle (WISC IV ou WAIS III).<p><p>La première partie de la recherche a consisté à évaluer si les outils utilisés étaient suffisamment fiables et valides pour un usage en langue française dans un échantillon plus important. Au cours de la deuxième étape, nous avons comparé les trois groupes en fonction des trois concepts définis auparavant. <p><p>Ce sont surtout les résultats de la comparaison des trois groupes qui ont été développés dans le travail qui suit. L’autre partie des résultats peut être retrouvée dans les articles publiés.<p><p>\ / Doctorat en Sciences médicales / info:eu-repo/semantics/nonPublished

During the researcher's work with looked after children for the past four years, it became clear that adolescent placements were much more likely to break down than others. Although there is some literature about foster placement breakdowns, the researcher did not really get an answer as to the causes of adolescent placement breakdowns. This study therefore explores causal factors of adolescent placement breakdowns as seen by foster carers, adolescents and professionals. It is evident from this study that there are no easy answers. Although the adolescent, as much as any other child, craves to belong, to be listened to and be respected, it seems that it is not always possible for foster carers to put this into practice, given the challenging behaviour that adolescents often display. Recommendations are based on relevant literature and the empirical study, in the hope that it might be useful to those with an interest in this field. / Social Work / M.Diac. (Play Therapy)