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An Examination of the Associations between Parent-Child Attachment Security, Negativity, Aggression, and Delinquency

Previous research has shown that children who are more securely attached are less likely to engage in risky behavior or to resort to negativity and aggression. The purpose of this project was to test whether the relationship between child attachment security and delinquency is explained by negativity and aggression. Data were drawn from the National Institute of Child Health and Human Development study of Early Child Care which followed a sample of 1140 families from birth through the school years. For this study we examined a behavioral measure of attachment that was administered at 36 months, child negativity and aggression were rated at first grade, and delinquency and risky behavior were rated at fifth grade. Pearson’s correlations revealed that less securely attached children were more likely to display negativity and delinquent behavior. Furthermore, more aggressive children were more likely to display delinquent behavior and risky behavior. Attachment security was not significantly associated with aggression or risky behavior. In addition, negativity was not significantly associated with delinquency or risky behavior. To examine whether negativity and aggression might explain the significant association between security and delinquency we tested a multiple mediation model in MPlus. This analysis revealed significant direct effects between security and negativity, and between aggression and delinquency, but no significant mediation. The present study is among the first to provide a longitudinal examination of the associations between attachment security, negativity, aggression and delinquency. Future research could examinee other potential mediators of the association between secure attachment and delinquency.
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Conference Proceeding

Parental Emotion Socialization in Late Childhood and Early Adolescence

03/21/2017

The way parents socialize their children’s negative emotional expressions provides an important context for the development of adequate emotion coping skills in childhood and can influence how the child will exhibit negative emotions in the future. There are six traditional emotion socialization approaches that have been established in previous literature (Eisenberg et al. 1996): problem solving, providing support, encouraging emotion expression, minimizing, punishing, and parent getting distressed. However, most studies have investigated how parents socialize the emotions of infants and young children, and none have explored these socialization strategies using open-ended interview question.

To address these limitations and to identify other strategies used with older children, parents of children 9 to 14 years of age were given an open-ended questionnaire with five different contextual situations that varied in terms of the child’s responsibility for what has occurred (e.g., child becomes ill and is disappointed or upset because he/she can’t go to a party versus child loses or breaks an expensive electronic item and then gets upset). Parents were the asked to respond to each question with how they would approach their child’s negative emotions. Our results suggest that parents continue to use the six traditional approaches with their older children, but also report using three new approaches: parent allows child to self-regulate, parent seeks explanation of situation, parent helps child understand or reframe the situation. These findings provide evidence that parents may adopt new strategies as children get older, and that the use of parental socialization strategies are context dependent.
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Conference Proceeding