Cristina Colonnesi

The Relation Between Insecure Attachment and Child Anxiety: A Meta-Analytic Review

Attachment theory suggests that childrens attachment insecurity plays a key role in the development of anxiety. In the present study we evaluated the empirical evidence for the link between insecure attachment and anxiety from early childhood to adolescence. A meta-analysis of 46 studies, from 1984 to 2010, including 8,907 children, was conducted. The results show an overall effect size of r = .30, indicating that attachment is moderately related to anxiety. Moderator analyses indicated that ambivalent attachment showed the strongest association with anxiety. Further, the relation was stronger during adolescence, when attachment and anxiety were measured through questionnaires, when the informant was the child, when attachment was measured as internal working model, in cross-sectional studies, and in studies conducted in Europe. No difference was found between studies that measured anxiety as symptoms or as a disorder, and when different kinds of anxiety were considered.

Basic Trust: An Attachment-Oriented Intervention Based on Mind-Mindedness in Adoptive Families

Objectives: We evaluated a new attachment-oriented intervention aimed at improving parental mind-mindedness, promoting positive parent–child relationships, and reducing child psychopathology in families with adopted children. Method: The sample consisted of 20 families with adopted children (2–5 years of age). After the pretest, the intervention was conducted, followed by a posttest, 6 months later. Results: Positive medium-to-large changes between pretest and posttest were found in children’s insecure attachments to their mothers, disorganized attachments to both their parents and conduct problems. Finally, mothers who had spent more time with their adopted children perceived less peer problems in their children after the intervention. Conclusion: Basic Trust is a promising intervention for improving parent–child relationships in adoptive families and decreasing attachment and conduct problems.

Mind Matters : A Meta-Analysis on Parental Mentalization and Sensitivity as Predictors of Infant-Parent Attachment

Major developments in attachment research over the past 2 decades have introduced parental mentalization as a predictor of infant–parent attachment security. Parental mentalization is the degree to which parents show frequent, coherent, or appropriate appreciation of their infants’ internal states. The present study examined the triangular relations between parental mentalization, parental sensitivity, and attachment security. A total of 20 effect sizes (N = 974) on the relation between parental mentalization and attachment, 82 effect sizes (N = 6,664) on the relation between sensitivity and attachment, and 24 effect sizes (N = 2,029) on the relation between mentalization and sensitivity were subjected to multilevel meta-analyses. The results showed a pooled correlation of r = .30 between parental mentalization and infant attachment security, and rs of .25 for the correlations between sensitivity and attachment security, and between parental mentalization and sensitivity. A meta-analytic structural equation model was performed to examine the combined effects of mentalization and sensitivity as predictors of infant attachment. Together, the predictors explained 12% of the variance in attachment security. After controlling for the effect of sensitivity, the relation between parental mentalization and attachment remained, r = .24; the relation between sensitivity and attachment remained after controlling for parental mentalization, r = .19. Sensitivity also mediated the relation between parental mentalization and attachment security, r = .07, suggesting that mentalization exerts both direct and indirect influences on attachment security. The results imply that parental mentalization should be incorporated into existing models that map the predictors of infant–parent attachment.

Positive and Negative Expressions of Shyness in Toddlers: Are They Related to Anxiety in the Same Way?

Shyness has generally been investigated as a negative and unpleasant emotional state, strongly related to social anxiety and loneliness. However, recent evidence has suggested that shyness may have a positive and socially adaptive form. We examined whether the positive expression of shyness differs from the negative expression of shyness during toddlerhood, and whether a negative relation to anxiety exists. Participants were 30-month-old children (N=102; 56 girls) who were asked to mimic animal sounds with a novel person (performance) and then to watch their performance (self-watching). Their expression of pleasure (positive reactions) and distress (negative reactions), as well as their positive and negative expressions of shyness, were coded. Childrens temperamental level of shyness, sociability, and anxiety were measured with parent-reported questionnaires. Toddlers produced more positive and negative displays of shyness in the performance task than in the self-watching task. Childrens positive expression of shyness was associated with lower parent-reported anxiety and higher sociability. Negative reactions, but not negative shyness, were related to childrens higher anxiety levels and lower sociability. Multiple linear regression analyses confirmed a negative predictive role of the positive expression of shyness on anxiety. These results suggest that the positive expression of shyness can regulate early anxiety symptoms and already serves a social function in interpersonal interactions in early childhood.

Blushing in early childhood: Feeling coy or socially anxious?

Blushing has adaptive social functions. However, blushing is also assumed to be a hallmark of social anxiety and shyness. For the first time, blushing and its relation to the expressions of shyness and social anxiety was examined in early childhood. Four-and-a-half-year-old children (N = 102) were asked to perform (singing in front of an audience) and watched back their performance in the presence of that audience. Physiological blushing (blood volume pulse, blood volume, and cheek temperature) was measured, and positive (gaze and/or head aversion with smiling) and negative expressions of shyness (gaze and/or head aversion with negative facial expressions) were observed. In addition, both parents reported their childs social anxiety level. A higher level of blushing response was related to greater social anxiety in children who displayed few positive shy expressions, but not in children who displayed many positive shy expressions during the performance. Moreover, children who expressed many negative shy expressions were highly socially anxious, no matter their blushing. Our findings suggest that blushing appears to be an early indicator of social anxiety in children who are not able to successfully cope with fearful social situations. In contrast, blushing, in combination with positive shy behaviors, appears to be an adaptive social mechanism that may protect from heightened social anxiety. (PsycINFO Database Record

Men and women in childcare: a study of caregiver–child interactions

ABSTRACT In this observational study, male and female professional caregivers’ (n = 42) levels of sensitivity and stimulation toward three-year-old children (n = 42) were observed in a semi-structured play situation. Further, sex roles of male and female caregivers were examined with the Bem Sex Role Inventory (BSRI). Male and female caregivers showed the same levels of attention, sensitivity, and stimulation toward boys and girls. Furthermore, all caregivers were classified as feminine or androgynous, but not masculine. Only for female caregivers was a positive relation found between higher levels of femininity and more stimulation of girls. Taken together, these findings provide evidence that male and female staff in childcare share similar interaction styles and sex roles. However, our findings suggest that caregivers’ sex roles should be included in future research as well as in the debate on men in childcare.

Mothers’ and fathers’ mind-mindedness influences physiological emotion regulation of infants across the first year of life

Abstract The main aim of this study was to test whether mothers’ (n = 116) and fathers’ (n = 116) mind‐mindedness predicts infants’ physiological emotion regulation (heart rate variability; HRV) across the first year of life. Three hypotheses were examined: (a) parents’ mind‐mindedness at 4 and 12 months predicts infants’ HRV at 12 months over and above infants’ initial HRV levels at 4 months, (b) mothers’ and fathers’ mind‐mindedness independently predict infant HRV, and (c) the effects of mind‐mindedness on infant HRV (partially) operate via parenting behaviour. Infants’ HRV was assessed during rest and a stranger approach. Mind‐mindedness was assessed by calculating the proportions of appropriate and non‐attuned mind‐related comments during free‐play interactions, and parenting quality was observed at 4 and 12 months in the same interactions. Path analyses showed that mothers’ appropriate mind‐related comments at 4 and 12 months predicted higher baseline HRV at 12 months, whereas mothers’ non‐attuned comments predicted lower baseline HRV at 12 months. Similar, but concurrent, relations were found for fathers’ appropriate and non‐attuned mind‐related comments and infant baseline HRV at 12 months. In addition, fathers’ appropriate mind‐related comments showed an indirect association with infant baseline HRV at 12 months via fathers’ parenting quality. With regard to infant HRV reactivity during the stranger approach, mothers’ appropriate mind‐related comments at 4 months and fathers’ non‐attuned mind‐related comments at 12 months predicted a larger HRV decline during the stranger approach at 12 months. Infants’ HRV at 4 months did not predict parents’ later mind‐mindedness. The results indicate that mothers’ and fathers’ appropriate and non‐attuned mind‐related speech uniquely impacts the development of infants’ physiological emotion regulation.

Is Caregiver Gender Important for Boys and Girls? Gender-Specific Child–Caregiver Interactions and Attachment Relationships

Abstract Outcomes of studies with exclusively or predominantly female caregivers suggest that boys in child care are involved with interactions, attachment relationships, and care of lower quality than girls. We investigated to what extent child gender (N = 38, 19 boys) and caregiver gender (N = 38, 19 males) is associated with child–caregiver interactions and attachment relationships. Children’s involvement and caregivers’ sensitive and stimulation behaviors were observed using systematic observations of semistructured play. Children’s secure attachment with caregivers was observed using the Attachment Q-Sort. Research Findings: Male and female caregivers showed similar sensitive behaviors toward boys and girls, and children had similar levels of secure attachment with male and female caregivers. Female caregivers had a tendency to stimulate boys more than girls, and this behavior was associated with a lower secure attachment in boys. Girls’ involvement with the caregiver was associated with male and female caregivers’ sensitive behavior and with male but not female caregivers’ stimulation. Conversely, boys’ involvement with the caregiver was elicited by sensitive but not stimulating behavior of male caregivers but not by female caregivers. Practice or Policy: Boys and girls can have equally positive interactions and attachment relationships with both male and female caregivers.