J.C. de Schipper

Attachment behaviour towards support staff in young people with intellectual disabilities: associations with challenging behaviour

BACKGROUNDnAttachment research has shown the importance of attachment behaviour for the prevention of dysregulated behaviour due to emotional distress. The support of an attachment figure may be especially important for people with intellectual disability (ID), because they are less adept in dealing with stressful situations on their own. Our purpose was to examine the role of support staff as targets of attachment behaviour for young people with ID by testing the hypothesis that young people who more often engage in attachment interactions with group care staff are less at risk for challenging behaviours. The study design included professional caregivers report of young persons attachment behaviour across different relationships to address the relationship-specific nature of attachment behaviour in a group care context.nnnMETHODSnSupport staff rated attachment behaviour of 156 young participants with moderate to severe ID who were attending a group care setting. For each participant, we asked two members of the classroom support staff to fill out the Secure Base Safe Haven Observation list. One of them also rated challenging behaviour (Abberant Behavior Checklist).nnnRESULTSnYoung people who showed more secure attachment behaviour towards professional caregivers were less irritable, less lethargic and less stereotypic in their behaviour, even if we controlled for developmental age and Autism Spectrum Disorders. Two results point in the direction of relationship-specific attachment behaviour: the absence of high consistency in a persons attachment behaviour towards two different caregivers and the independent contribution of each of these relationships to explaining differences in lethargy and stereotypies. A certain preference in attachment behaviour towards specific caregivers was not associated with challenging behaviour.nnnCONCLUSIONSnFindings suggest that attachment behaviour may be part of young persons adaptation to the stresses and challenges of group care. Furthermore, adaptation may be determined by the integration of relationships with support staff, because each relationship with a care staff member bears uniquely on challenging behaviour.

Temperament, disordered attachment, and parental sensitivity in foster care: differential findings on attachment security for shy children

In a foster care sample, the moderating effect of temperamental shyness on the association between parental sensitivity and attachment quality was tested. The foster parents of 59 foster children (age M = 57 months, SD = 16.4) filled out the Child Behavior Questionnaire. To control for confounds, symptoms of inhibited and disinhibited disordered attachment were derived from the Disturbances of Attachment Interview. The Strange Situation Procedure as well as a 15 minute parent–child interaction task were administered. Analyses indicated an interaction effect between parental perceptions of shyness and parental sensitivity for attachment quality. Shy children who had more sensitive foster parents were more often securely attached. For less shy children, no differences in attachment security were found in relation to the foster parents’ sensitivity. These results are partially consistent with the differential susceptibility hypothesis. Shy children may benefit more from more sensitive foster parents when entering foster care.