Negotiation Styles in Mother--Child Narrative Co-Construction in Middle Childhood: Associations with Early Attachment

Autor/inn/en	Gini, Motti; Oppenheim, David; Sagi-Schwartz, Abraham
Titel	Negotiation Styles in Mother--Child Narrative Co-Construction in Middle Childhood: Associations with Early Attachment
Quelle	In: International Journal of Behavioral Development, 31 (2007) 2, S.149-160 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025407074626
Schlagwörter	Mothers; Attachment Behavior; Parent Child Relationship; Infants; Evaluation Methods; Foreign Countries; Security (Psychology); Classification; Measures (Individuals); Stress Variables; Adjustment (to Environment); Behavior Problems; Mental Health; Israel + Suchen Sie Ihr Suchwort? Mother; Mutter; Attachment; Bindungsverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Infant; Toddler; Toddlers; Kleinkind; Ausland; Security; Psychology; Sicherheit; Classification system; Klassifikation; Klassifikationssystem; Messdaten; Psychohygiene
Abstract	This study examined associations between infant-mother attachment, assessed using Ainsworth's Strange Situation at 12-months, and mother-child narrative co-construction in 110 Israeli mothers and their 71/2 year-old children to examine aspects of Bowlby's (1973) notion of "Goal-Corrected Partnerships". Narrative co-constructions were classified into a mutual-balanced style or one of two non-mutual/unbalanced styles of affective negotiation. Dyads with children classified as secure were more likely to be classified as mutual-balanced than dyads with children classified as insecure (ambivalent or disorganized). The latter were likely to be classified into one of the two Non-mutual/Unbalanced classifications (i.e., Disengaged or Overwhelming). Contributions of this study to broadening our understanding of secure-base in the post-infancy years, and for increasing our knowledge about goal-corrected partnerships, are discussed. (Contains 2 tables, 1 figure and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10