etiologies of oppositional-defiant behavior in preschoolers
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Etiologies of Oppositional-Defiant Behavior in Preschoolers
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• Developmental context– End of emotional object constancy subphase
of separation-individuation phase of development
– Desire for greater autonomy, increased differentiation from mother
– Bowlby’s goal-corrected partnership• Two parties agree to a comfort zone in which child
is granted increased autonomy while mother remains available for “checking in”-now mediated through language in addition to behavior
• Mother also needs to feel comfortable with the new arrangements
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• Sometimes increased autonomy activates anxiety in mother, who sets higher proximity goal than child desires, or vice versa
• Conflicts arise when mother and child cannot agree on the goals of achieving both attachment security and autonomy for child
• Articles provide reasons why this goal corrected partnership between child and mother cannot be achieved.
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• Familial and social contexts– Family harmony or disharmony influences
child’s behavior– Family psychiatric history influences child’s
behavior– Social context (e.g., poverty, single-parent
household, teenage motherhood) also influences attachment security and behavior problems
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Infant Attachment Disorganization as Contributor of Behavior Problems in Preschoolers
(Lyons-Ruth et al.,1993)
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• Previous studies assessed traditional attachment patterns during infancy and produced inconsistent results with later behavioral problems
• Solution: assess attachment disorganization• Attachment disorganization
– Infants appear disorganized/disoriented during caregiver reunion
– Characterizes 13% of middle-income infants, 28% of infants from multiproblem families receiving support services, 54% of infants from low-income, depressed moms with no services, 82% of infants from maltreating families
– Traditional attachment classifications can also be assigned (e.g., D/A, D/B, D/C)
– Infant attachment disorganization contributes to development of behavior problems in preschool years
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• Maternal psychosocial stressors also contribute to development of behavior problems in preschool years– Lyons-Ruth assessed three such stressors in
moms• Depressive symptoms• Child maltreatment• History of psychiatric hospitalization
– Perhaps attachment interacts with stressors to protect against or potentiate behavioral problems (interaction effect)
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• Infant mental development might also contribute to development of behavior problems, considering its relation to anxious or D attachment
• Research design– Attachment assessment, mental development
assessment, maternal sensitivity, psychosocial data collected at 18 months
– Behavioral ratings assessment by teacher collected between ages 4 and 6 (48-71 months) with 3 factors extracted
• Hostile• Anxious• Hyperactive
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• Results– D attachment predicted hostile-aggressive behavior in
classroom, accounting for 71% of serious hostile behavior
– Maternal hostile-intrusive behavior predicted hostile-aggressive behavior
– Mom’s psychosocial problems (especially depression) predicted hostile aggressive behavior in classroom
– 59.2% of D kids were assigned secondary classification of A
– But only 44% of disorganized kids were found to be deviant (difference between looking forward and looking backward)
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Contemporaneous Assessment of Attachment and Externalizing Behavior Problems in Preschool
Years(Greenberg et al., 1991)
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• Does anxious or D attachment contribute to development of disruptive behavior disorders by preschool years?
• D attachment assumes more organized form in preschool years– Controlling-caregiving– Controlling-punitive
• Research design– Parents completed questionnaires prior to lab visit– Teachers completed questionnaires on externalizing,
internalizing behaviors– Separation-reunion sequence in lab– Parents also received AAI while child received PPVT
and VMI– Diagnostic classification assessed prior to lab visit
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• Results– 80% of clinic group classified as insecure, 28%
of nonclinic group insecure– 32% vs. 4% controlling (clinic vs. comparison)– Separation distress among insecure clinic boys
twice the level in secure clinic boys– All 8 controlling clinic boys diagnosed as ODD or
ODD+ADHD only, but other clinic boys carried multiple diagnoses in addition
– 12 non-D clinic boys diagnosed with other, non-DBD diagnoses in addition, such as anxiety disorder and phobias (more complicated cases)
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– 5 of 8 mothers of controlling clinic boys reported childhood trauma or loss of attachment figure in childhood
– 5 secure clinic boys-why ODD?• “temporary exacerbations of family stresses” (p. 426)
– Subject 1- birth of twin brothers
– Subject 2- parents couldn’t cop with child’s increased autonomy
– Subject 3- marital difficulties, paternal absence, poor adjustment to daycare
• “biologically vulnerable” (p. 424)– Subject 4- history of significantly medical problems , including FTT; M
was unresolved on AAI
– Subject 5- working parents, MGM-schizophrenia, suicidal ideation
• “In some cases of secure attachment, both biologic vulnerabilities as well as psychosocial stressors may combine to present with more difficult and long-term disorders” (p. 427)
– “bringing a developmental perspective to bear on clinical issues, one can begin to chart the trajectories of children with similar surface symptoms but different etiologies and family circumstances” (p. 428)
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Maternal Sensitivity Related to Attachment in High-Risk
Preschool Sample
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• Attachment Story-Completion Task used to assess attachment
• Data collected in homes• Teenage moms on public assistance • Mean security score: 3 out of possible 10• Age also varied with attachment security
– Developmentally slower? – Moms’ caregiving capacities improved with time
as they entered adulthood
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