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Attachment Representations in a Sample of Neglected Preschool-Age Children

Université de Sherbrooke, Québec, Canada, Michele.Venet{at}Usherbrooke.ca

Jean-François Bureau

Harvard Medical School, Boston, MA, USA, jfbubu{at}hotmail.com

Catherine Gosselin

Université du Québec à Montréal, Canada, Gosselin.Catherine{at}uqam.ca

France Capuano

Université du Québec à Montréal, Canada, Capuano.France{at}uqam.ca

A number of studies (see Éthier, 1999) have shown that neglect has a deleterious impact on children's development. However, the effect of neglect on a child's internal representations of their family still needs to be investigated. The aim of this study was to examine the attachment patterns observed in a subsample of neglected children as compared with a control group, using a representational assessment method. The overall sample consisted of 74 preschool-age children, with a clinical group comprised of 39 children referred to social services because of neglect and a control group including 35 children recruited in ordinary kindergartens. Children's attachment representations were assessed with the Doll Play Narrative Classification System (George and Solomon, 1990, 1996, 2000) as well as the complementary Disorganization Scales (George and Solomon, 1998). Mothers' reports consisted of: (1) an in-house socio-demographical questionnaire and (2) the shorter French version of the Parental Stress Index (Bigras et al., 1996). Results showed: (1) a significant difference in attachment representation classifications between the neglected group and the control group even when socio-economic status and maternal stress were controlled for and (2) a significantly higher proportion of avoidant attachment classification in the neglected group. Moreover, neglected avoidant children displayed more overall disorganized markers, and specifically more frightening markers, than normative avoidant children; they also depicted their mother as being less available than normative children. These results are discussed in the light of other findings as well as on theoretical grounds.

Key Words: attachment • doll play narratives • internal representations • neglect • preschool age

School Psychology International, Vol. 28, No. 3, 264-293 (2007)
DOI: 10.1177/0143034307078534


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