Measuring Attachment Representations in Rural and Poor African American Children

测量农村和贫困非裔美国儿童的依恋表征

基本信息

批准号：
8100174
负责人：
MARTHA J. COX
金额：
$ 10.66万
依托单位：
UNIV OF NORTH CAROLINA CHAPEL HILL
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-07-01 至 2013-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8100174
关键词：
Achievement Address Adult African American Attitude Behavior Behavioral Belief Caregivers Caring Child Child Care Child Language Cognitive County Development Emotions Environment Epidemiology Failure Family Funding Home visitation House Call Individual Lead Life Link Longitudinal Studies Low income Measurement Measures Mediating Mediator of activation protein Minority Modeling Motivation North Carolina Nursery Schools Pattern Pennsylvania Performance Persons Play Process Recording of previous events Regulation Research Role Rural Sample Size Sampling School-Age Population Schools Scientist Secure Security Self-control as a personality trait Shapes Social Interaction Structure Temperament Testing Time Translations Validation aged authority cognitive function cost early experience environmental change expectation experience free behavior high risk infancy kindergarten peer programs public health relevance sound suburb success teacher

项目摘要

DESCRIPTION (provided by applicant): Measuring Attachment Representations in Rural and Poor African American Children. The development of the person is considered by many behavioral scientists to involve a dynamic process whereby self-regulatory structures and functions grow from the collaborative interplay between the developing child and the environment. The child and environment are seen from this perspective as mutually transformative over time as earlier patterns of adaptation are transformed by environmental change while environmental features are represented differently by individuals and thus have different meaning and influence. This conceptualization of development is important in guiding research aimed at understanding the child's adaptation to new settings and challenges during key developmental transitions such as the transition to formal schooling. In the transition to school the child encounters new authority figures, standards of performance, and activities and rules in the formal classroom setting, as well as engages in a wide variety of new social interactions with peers and adults. The way in which the child understands and represents the emotion and behaviors of others has been related to children's relationships with their peers and teachers and to broad indicators of school success. Research on this topic highlights the importance of attachment relationships on later functioning, an effect considered by many to be dependent on the child's translation of interaction patterns into relationship representations. Despite the potential importance of these representations, they are rarely studied as part of the adaptation that children make to early schooling and are particularly understudied among children who are at high risk for school failure because of rural, low income, and minority status. One of the barriers to study of this phenomenon is the lack of validation of a measure of attachment representation for rural, low-income, African American children at early school age. In this application we seek support for exploring the Manchester Child Attachment Story Tasks (MCAST) as a valid and reliable measure of attachment representation for rural, low-income African American kindergarten children. We also seek to explore whether attachment representations in rural, low-income African American children serve to mediate the link between maternal care and the child's adaptation to formal schooling. To accomplish this aim, we will use subjects from an ongoing longitudinal study, the Family Life Project (FLP), adding measurement funded by this application to already collected information. This study is ideally suited to explore our questions in a cost-efficient manner. The FLP is a program project in which an epidemiological sample of over 1200 children and their families were enlisted in 6 rural counties in North Carolina and Pennsylvania. We will randomly draw a subsample of 200 North Carolina children from low income, African American families. This sample size gives us good power to explore questions regarding attachment representations using the MCAST. PUBLIC HEALTH RELEVANCE: The current project addresses specific issues related to how children internalize relationships with their primary caregivers and then potentially use those representations to guide how they interact and form new relationships with teachers and peers during the transition to school. These processes may be particularly informative regarding how early familial experience continue to influence socioemotional development and functioning outside of the family environment.

描述（由申请人提供）：衡量农村和贫穷的非洲裔美国儿童的依恋表示。许多行为科学家认为该人的发展涉及一个动态的过程，在这种过程中，自我调节结构和功能从发育中的儿童与环境之间的协作相互作用增长。从这个角度将儿童和环境视为随着时间的流逝而互动的，因为早期的适应模式通过环境变化而改变，而环境特征则以个人的方式不同，因此具有不同的含义和影响。这种发展的概念化对于指导研究旨在了解孩子在关键发展过渡期间的适应新环境和挑战，例如过渡到正规教育。在过渡到学校时，孩子遇到了新的权威人物，表现标准以及正式教室环境中的活动和规则，以及与同伴和成人进行各种新的社交互动。孩子理解和代表他人的情感和行为的方式与孩子与同龄人和老师的关系以及学校成功的广泛指标有关。对该主题的研究强调了依恋关系对以后的功能的重要性，这一效果被许多人认为取决于孩子将互动模式转化为关系表示的效果。尽管这些表征具有潜在的重要性，但很少研究它们作为儿童对早期上学的改编的一部分，并且由于农村，低收入和少数族裔身份而处于高度遭受学校失败风险的儿童中尤其受到研究。研究这种现象的障碍之一是缺乏对农村，低收入，非洲裔美国儿童的依恋代表的验证。在本申请中，我们寻求支持探索曼彻斯特儿童依恋故事任务（MCAST），作为对农村低收入非裔美国幼儿园儿童的依恋代表的有效措施。我们还试图探讨农村低收入非裔美国儿童中的依恋表现是否有助于调解孕产妇护理与儿童适应正规教育之间的联系。为了实现这一目标，我们将使用正在进行的纵向研究（FLP）中的受试者，并将该应用程序资助的测量值添加到已经收集的信息中。这项研究非常适合以经济高效的方式探索我们的问题。 FLP是一个计划项目，在该项目中，有1200多名儿童及其家人在北卡罗来纳州和宾夕法尼亚州的6个农村县中被邀请了一个流行病学样本。我们将随机绘制来自非裔美国家庭低收入家庭的200名北卡罗来纳州儿童的子样本。这种样本量为我们提供了良好的力量，可以使用Mcast探索有关附件表示的问题。公共卫生相关性：当前的项目解决了与儿童如何将与主要护理人员的关系内部化有关的特定问题，然后潜在地使用这些代表来指导他们在过渡到学校期间与教师和同龄人的互动方式并建立新的关系。这些过程对于早期家庭经验如何继续影响社会情感发展和在家庭环境之外的运作特别有用。