Progress 10/01/08 to 09/30/13
Outputs
Target Audience: Graduate and undergraduate students in The United States. Facuty members in Bogota, Colombia and Colombian undergraduate students a disavantaged academic pouplation as research is cncerned . Information and resultsfrom the project were used in the differetn courses, seminars and workshops I taught. These academic activites were attended by graduate and undergraduate students, professionals and university faculty members. They were conducted in the United States, Colombia, and Peru. Changes/Problems: The time required to code all the information gathered as students move on and in the context of other activities has been somewhat of a challenge and it has slowed down the analysis of information. What opportunities for training and professional development has the project provided? Undergraduate (about 100) and graduate students (about 15) have been trained in observational, q-sort, and narrative methodologies. Further, faculty and undergraduate students in Bogota Colombia have been trained, as they have conducted similar research to the one done here at Purdue. How have the results been disseminated to communities of interest? Findings have been published in journals, presented at professional conferences, and divulged in presentations for professionals interested in the matter. Also, findings are used in courses taught by the investigator. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Attachment theory poses that caregiving behavior is a key factor in influencing and maintaining a child’s organization of behavior, and ultimately, emotional security throughout childhood. The role of the primary caregiver as a secure base from which a child can organize her/his behavior, derive security, explore, and learn about the environment has frequently been studied in infancy. Research during the preschool years, however, is scant at best. We know little about the role of caregiving on the maintenance and elaboration of attachment relationships during the preschool years. We collecetd information on 85 mother-child dyads from the Greater Lafayette Area, when children were 3.5 and 5 years of age. There were approximately the same number of boys and girls. Child-mother interactions in naturalistic were observed 3 times when children were 3.5 and 3 times when they were 5 years old. Observations took place at homes and playgrounds. Maternal and child behavior were described on each occasion. Narratives about relationship events were obtained from each mother and child, as well as from the dyad working togetether in an joint narrative. Finally, we obtained reports about children's social competence at home and school from mothers and teachers at both points in time. Faculty, graduate, and undergraduate students gathered the inofrmation. The information is still being analyzed. Initial results indicate that the quality of maternal care is significantly associated with children's organization of behavior (e.g., cooperation with their mother and maintenance of smooth interactions with her) during early childhood. Mothers who support their children and offer qood quality of care have children who participate in smooth dyadic exchanges. Further, maternal care and child behavior organization tend to be stable, yet, when the quality of care changes, the child's behavioral organization changes in corresponding manner. Also, the organization of attachment behavior in children is associated with how they represent their attachment relationships at 3.5 years of age (analyses for 5 year olds are not completed yet). Analyses exploring the association betweeen attachment organization and social competence have not been completed yet. Analysis conducted thus far support a new conceptualization about the importance of quality of care and its implication for the organization of child behavior and mental representations. The project has contributed a developmental perspective on the issues explored. In doing that, we have contributed in the development of assessment methodologies to tap on children's behavioral and representational organization of relationship-related issues. All of these issues have promoted the development of international partnerships for the study of child-mother attachment relationships with the ultimate goal of increasin the human capital available in society.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Posada, G., (2013). Piecing together the sensitivity construct: Ethology and cross-cultural research. Journal of Attachment and Human Development, 15, 637-656. DOI: 10.1080/14616734.2013.842753
Posada, G., Lu, T., Trumbell, J., Kaloustian, G., Trudel, M., Plata, S., Pe�a, P., Perez, J., Tereno, S., Dugravier, r., Coppola, G., Constantini, A., Cassiba, R., Kondo-Ikemura, K., Noblega, M., Haya, M. I., Pedraglio, C., Verissimo, M., Santos, A. J., Monteiro, L., & Lay, K. L. (2013). Is the secure base phenomenon evident here, there, and anywhere? A cross-cultural study of child behavior and experts definitions. Child Development, 84,1896-1905. DOI: 10.1111/cdev.12084
Causadias, J. M. & Posada, G. (2013). The relevance of cross-national studies on early attachment: Research advances in Latin America. Bulletin of the International Society for the Study of Behavioural Development, 63, 18-21.
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Progress 10/01/11 to 09/30/12
Outputs
OUTPUTS: Of the 85 mother-child dyads recruited from the Greater Lafayette area for wave 1 of data collection, 70 have been visited for the second wave. Children's age at initial recruitment is 36-42 months. There is approximately the same number of boys and girls. Three visits per dyad have been conducted at each point in time; one home visit and two playground visits where we observed and described child and mother's behavior during interaction. Also, narratives about relationship events were obtained from each mother and child, as well as from the dyad working together. Finally, we obtained reports on children social competence from both mothers and teachers. Undergraduate and graduate students have been trained in the methodologies used to gather information: Observational methodology, Q-sort methodology, narrative methodology, and survey methodology. Information collected has been used in classes I teach about child development, as well as in seminars and conference presentations at the national and international levels. Training of faculty and students in different cultural settings (Chile, Colombia, Peru, Spain, Uruguay, and the United States) took place during the last year. PARTICIPANTS: The principal investigator (German Posada) supervised the project execution, gathered data, trained personnel, analyzed information, and wrote manuscripts for publications. One graduate student, who coordinated the field work, contacted participants, gathered data, trained undergraduate students, conducted data analyses, and help write manuscripts for publications. Partner organization: Department of Psychology at the Pontificia Universidad Javeriana, Bogota, Colombia. Research similar to the one conducted at Purdue University is being conducted at that institution. Training: About 12-14 undergraduate students were trained last year on observational methodologies to describe both child and mothers' behavior during interactions. About 15 students were trained in Bogota, Colombia. Five graduate students were trained at Purdue, both in observational and narrative methodologies. Four professors wereas trained in data coding in Bogota, Colombia. TARGET AUDIENCES: Target audiences: Students (graduate and undergraduate) in the United States, Colombian professors, and students in Bogota, a disadvantaged group as research participation is concerned. Efforts: Information about child-mother relationships from the project has been used in the classroom, conferences, and in workshops that target students and professional caregivers. PROJECT MODIFICATIONS: Nothing signifcant to report during this report period.
Impacts
The information obtained supports a new conceptualization about how information regarding child-mother attachment relationships is represented verbally/mentally. Unique to this project is its developmental perspective, i.e., assessments at different points in time during childhood. This has encouraged the development and elaboration of narrative techniques and observational methodologies (q-set) to collect information. Findings have continued to be used in publications on the issue. Further, the new conceptualization has encouraged the implementation of collaborative efforts with researchers in different countries interested in using the information produced both in research and applied settings.
Publications
- Posada, G., & Waters, E. (2012 - in press). The caregiving behavioral system: Sensitivity and secure base support. In B. Torres, J. Causadias, & G. Posada (Eds.), Attachment theory, research, and clinical applications. Madrid: Psimatica
- Posada, G., Carbonell, O. A., Plata, S. J., Perez, J., & Pena, P. A. (2012 - in press). The attachment Q-set: A tool to evaluate behavioral organization and security in attachment relationships. In B. Torres, J. Causadias, & G. Posada (Eds.), Attachment theory, research, and clinical applications. Madrid: Psimatica.
- Torres, B., Causadias, J. & Posada, G. (2012 - in press). Attachment theory, research, and clinical applications. Madrid: Psimatica.
- Wachs, T. D., Posada, G., Carbonell, O. A., Creed-Kanashiro, H., & Gurkas, P. (2011). Infant nutrition and 12 and 18 months secure base behavior: An exploratory study. Infancy, 91-111.
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Progress 10/01/10 to 09/30/11
Outputs
OUTPUTS: We have recruited 85 dyads from the Greater Lafayette area, finishing so the first wave of data collection. Also, we have visited 43 of those dyads for the second wave (1.5 years later) of data gathering. Children's age at recruitment is 36-42 months. There is approximately the same number of boys and girls. Three visits per dyad were conducted at each point in time; one home visit and two playground visits where we observed and described child and mother's behavior during interaction. Also, narratives about relationship events were obtained from each mother and child, as well as from the dyad working together. Finally, we obtained reports on children social competence from both mothers and teachers. Undergraduate and graduate students have been trained in the methodologies used to gather information: Observational methodology, Q-sort methodology, narrative methodology, and survey methodology. Information collected has been used in classes I teach about child development, as well as in conferences presentation at the national and international levels. Training of faculty and students in different cultural settings (Chile, Colombia, Mexico, Peru, Spain, and Uruguay) took place during the last year. PARTICIPANTS: The principal investigator (German Posada) supervised the project execution, gathered data, trained personnel, analyzed information, and wrote manuscripts for publications. Two graduate students, who coordinated the field work, contacted participants, gathered data, trained undergraduate students, conducted data analyses, and help write manuscripts for publications. Department of Psychology at the Pontificia Universidad Javeriana, Bogota, Colombia conducted Research similar to the one conducted at Purdue University.. About 16-18 undergraduate students were trained last year on observational methodologies to describe both child and mothers' behavior during interactions. About 12 students were trained in Bogota, Colombia. Two graduate students were trained at Purdue, both in observational and narrative methodologies. Two professors were trained in data coding in Bogota, Colombia. TARGET AUDIENCES: Students (graduate and undergraduate) in the U.S. plus Colombian professors and students in Bogota. Efforts: Information about child-mother relationships from the project has been used in the classroom, conferences, and in workshops that target students and professional caregivers. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The information obtained supports a new conceptualization about how information regarding child-mother attachment relationships is represented verbally/mentally. This has encouraged the development and elaboration of narrative techniques and observational methodologies (q-set) to collect information. Findings have continued to be used in publications on the issue. Further, the new conceptualization has encouraged the implementation of collaborative efforts with researchers in different countries interested in using the information produced both in research and applied settings.
Publications
- Posada, G., & Lu, T. (2011). Individual-mother attachment relationships: A life-span phenomenon. In K. L., Fingerman & T. C., Antonucci (Eds.), Handbook of Lifespan Development, 87-115. New York: Springer.
- Carbonell, O. A., Plata, S. J., Pena P. A., Cristo, M. B., & Posada, G. (2010). Quality of maternal care: A comparison of preterm infants in Kangaroo mother care and full- term infants in regular care. Universitas Psychologica, 9, 773-785.
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Progress 10/01/09 to 09/30/10
Outputs
OUTPUTS: We have now recruited 75 child-mother dyads from the Greater Lafayette area. Also, we have visited for the second time (1.5 years later) 23 of those dyads. Children's age at initial recruitment is 36-42 months. There is approximately the same number of boys and girls. At each point in time, three visits per dyad were conducted: one home visit and 2 playground visits where we observed and described child and mother's behavior during interaction. Also, narratives about relationship events are obtained from each mother and child, as well as from the dyad working together. Finally, we obtained reports on children's social competence from mothers and teachers. Undergraduate and graduate students have been trained in the methodologies used to gather information: Observational methodology, Q-sort methodology, narrative methodology, and survey methodology. Information collected has been used in classes I teach on child development, as well as in a conference presentation at the state level. Training of faculty and students in a different cultural setting (Bogota, Colombia) took place twice during this past year. PARTICIPANTS: The principal investigator (German Posada) supervised the project execution, gathered data, trained personnel, analyzed information, wrote manuscripts for publications. Two graduate students who coordinated field work, contacted participants, gathered data, trained undergraduate students, conducted data analyses, and help write manuscripts. Partner organization: Department of Psychology at the Pontificia Universidad Javeriana, Bogota, Colombia. Research similar to the one conducted here is being conducted at that institution. Training: About 10-12 undergraduate students were trained this past year on observational methodologies to describe mother-child interactions. About 12-15 undergraduate students were trained in Bogota Colombia. Three graduate students were trained at Purdue, both in observational and narrative methodologies. Two professors were tranied in data coding in Bogota, Colombia. TARGET AUDIENCES: Target audiences: Students (graduate and undergraduate). Latino professors and students (in Bogota, Colombia), a disadvantaged group as research is concerned. Efforts: Information about child mother relationships from the project has been used in the classroom as well as in workshops that target students and caregiving professionals. PROJECT MODIFICATIONS: N.A.
Impacts
The information obtained supports a new conceptualization about how information regarding child-mother attachment relationships is represented verbally/mentally. This has encouraged the development and elaboration of narrative techniques and observational methodologies (q-set) to collect information. Findings have started to be used in publications on the issue.
Publications
- Wachs. T. D., Posada, G., Carbonell, O. A., Creed-Kanashiro, H., & Gurkas, P. (2011). Infant nutrition and 12 and 18 months secure base behavior: An exploratory study. Infancy, 91-111.
- Posada, G. (2010). Attachment in Infancy. In G. Bremner & T. Wachs (Eds.), Blackwell Handbook of Infant Development (Vol. 1, pp. 483-509). Oxford: Blackwell Publishers.
- Posada, G., Longoria, N., Cocker, C., & Lu, T. (2010). Child-caregiver attachment ties in military families: Mothers' view on interactions with their preschooler, stress, and social competence. In S. MacDermid-Wadsworth (Ed.), Stress in U.S. Military Families (Chapter 7). New York: Springer.
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Progress 10/01/08 to 09/30/09
Outputs
OUTPUTS: The previous 2009-2009 year was the second year of data collection where the second wave (25) families (out of a total of 3 waves) were recruited. Simultaneously, we continued recruiting the first wave (25) of participants in Bogota Colombia. During the past year, we organized 5 presentations at professional conferences, where we conveyed our intial findings to other professionals in the field, as well as to practicioners that work in the field of child care. PARTICIPANTS: PI: German Posada has been the PI for this project. Field Work Coordinator: Ting Lu has been the person in charge of coordinating the task of data collection in Purdue. Ting is a graduate student. Co-PI: Sandra Plata has been the Co-PI for the part of the project that takes place in Bogota, Colombia. Field Workers: Paola Pena and Jennifer Perez have coordinated data collection in Bogota Colombia. Partner Organization: Pontificia Universidad Javeriana, Department of Psychology, Bogota, Colombia. Training: Six graduate and 12 undergraduate students have been trained in data collection techniques. TARGET AUDIENCES: So far, knowledge obtained has been presented at conferences to academic communities; both professionals and students. Knowledge from the project is used for classroom content. Three workshops to teach methodologies used in the project were conducted. Graduate and undergraduate students have experiential learning opportunities by conducting observational research and collecting information on child and maternal behavior. PROJECT MODIFICATIONS: Not relevant to this project.
Impacts
Initial data indicate that indeed concurrent maternal quality of care during the preschool years is significantly associated with preschoolers' use of the mother as a secure base. Further, child behavioral organization during exchanges with mother is related to children's budding representations of attachment relationships and this in turn are associated with children's social competence in the preschool and school settings. Methodologically, the data supports the validity of measures of maternal quality of care and measures of children's representations during the preschool years employed in our studies are valid.
Publications
- Posada, G. Attachment in infancy and early childhood. (2008). In M. Haith & J. Benson (Eds.), Encyclopedia of Infant and Early Childhood Development (Vol. 1, pp. 96-106). London: Elsevier. Reprinted in 2009.
- Posada, G., Carbonell, O. A., Kaloustian, G., & Lu, T. (2009, April). The maternal secure base support child secure base use link in preschoolers: Findings in two different cultural groups. Poster presented at the meeting of the Society for Research in Child Development. Denver Colorado.
- Kaloustian, G., Posada, G. (2009, April). Secure base behavior and representations: Associations with social competence in childhood. Poster presented at the meeting of the Society for Research in Child Development. Denver Colorado.
- Ting, J., & Posada, G. (2009, April). The development of attachment relationships during the preschool years: Stability and change in secure base behavior from 4 to 5.5 years of age. Poster presented at the meeting of the Society for Research in Child Development. Denver Colorado.
- Posada, G. (2008, September). Child Caregiver ties: Their importance and some factors that impact those relationships. Paper presented at the Research Symposium on Military Families. Indianapolis, Indiana.
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Progress 10/01/07 to 09/30/08
Outputs
OUTPUTS: In a continuation/extension of the previous project, we have started a first wave of data collection with 25 child mother dyads. We have collected information on child secure base behavior, maternal secure base support, children and mothers' narratives about attachment, by themselves and working together (co-construction task), children and mothers' vocabulary, and children's social competence at school. Each dyad has been visited on 3 different occasions. As part of the project, a parallel study is being conducted in Bogota Colombia, where 19 child-mother dyads are participating so far. The procedures followed in Colombia are the same as those followed at Purdue. PARTICIPANTS: Collaborators in the project are professors and students of the Department of Psychology, at Pontificia Universidad Javeriana in Bogota, Colombia. Three professors and over 20 undergraduate students have participated in data collection. All this personnel was trained as to how to implement the study. The training was conducted as a joint effort between Sandra Plata (Universidad Javeriana) and German Posada (Purdue University). At Purdue, a faculty member and three graduate students have participated in the project. In addition, about 17-20 undergraduate students have participated as research assistants. All of them have been trained by the principal investigator and the graduate students. TARGET AUDIENCES: Three accepted conference presentations for next year will allow us to initially disseminate our findings to the scientific community. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
NA. This is the first year of data collection for this batch of participants
Publications
- No publications reported this period
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Progress 10/01/06 to 09/30/07
Outputs
OUTPUTS: We completed the second round of data collection for nine families. Dyads have been observed at home and at a playground (2-2.5 hours each time). About 25 undergraduate students and 2 graduate students have been trained as research assistants to collect information using different techniques. Analyses of data continue. Based on the knowledge gained from this project a research collaboration with the Javeriana University in Bogota Colombia has started. Tutoring and training a research team at that international site has begun. Initial results have been disseminated in a professional conference on some of the topics covered by the research project, e.g., children's attachment behavior organization and the organization of their mental representations about attachment relationships.
PARTICIPANTS: The principal investigator: gathered data, supervised the process of data entry and control, conducted data analyses, wrote reports and mantained IRB approval, presented at conferences, and in general coordinated the research team. Project coordinator: gathered data, entered and supervised data entry, help in data analyses and report writting, and presented at conferences. Preschools in the Greater Lafayette area allowed us to distibute project ads. Training or professional development: About 25 undergraduates and 2 graduates were trained in the use of Q-methodology.
TARGET AUDIENCES: Students and individuals being trained as professionals in the social sciences.
Impacts
Results obatined are the first to indepedently document the associations between children's attachment behavior organization in naturalistic settings(e.g., playgrounds) and children's organization of attachment related information via verbal narratives. This initial information has led to the successful submission of a grant proposal that will be investigating in detail and cross-culturally the associations among quality of maternal care and children's attachment security at both levels behavioral and representational.
Publications
- Posada, G. (2007). Attachment in infancy and early childhood. Encyclopedia of Infant and Early Childhood Development. London: Elsevier
- Posada, G., Jacobs, A., Richmond, M., & Kaloustian, G. (2007). Maternal secure base support and preschoolers secure base behavior in natural environments. Journal of Attachment and Human Development, 9, 4, 393-411.
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Progress 10/01/05 to 09/30/06
Outputs
We have completed recruitment for the first round of data collection. Eighty child-mother dyads have been observed at home and at a playground (2-2.5 hours each time). Descriptions of both mother and child behavior have been obtained, as well as information on children and mother narratives concerning child-mother relationships. Thirty nine dyads have been seen again 12-18 months later. Similar information to the first round is collected during the second round of data gathering. About 35 undergraduates and 7 graduate research assistants have been trained in the different data collection techniques. Analyses conducted on the data gathered during the first round indicate that the way mothers organize information regarding child-mother relationships (assessed through a narrative technique) is significantly related to their behavior during interactions and the quality of care they provide. Also, preschoolers budding narrative representations about child-mother
interactions are significantly related to their behavior during child-mother exchanges. These results tie a specifically proposed information structure concerning child-mother relationships to actual behavior in both children and mothers. Further, analyses indicate that the quality of maternal care during the preschool years is significantly associated to the organization of child attachment behavior.
Impacts
Those findings will contribute to our understanding about the development and stability/change in child mother relationships. First, they will help clarify the way knowledge about attachment relationships is organized and represented mentally, and its association with the organization of child attachment behavior. Second, they will contribute to our understanding of the relations between the organization of maternal information/knowledge about attachment and how they instantiate their caregiving practices. Third, they will provide empirical support to the notion that continuous quality of care (during the preschool years) is necessary for children to exhibit security in their relationship with their mother. The results obtained have implications for prevention and intervention programs aimed at improving child-parent relationships.
Publications
- No publications reported this period
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Progress 10/01/04 to 09/30/05
Outputs
We have increased to 71 the number of participating mother-child pairs from local preschool and daycare organizations in the Greater Lafayette for the first round of the project. This would allow us to compensate for subject attrition during the second round of data collection. We have obtained participation from 33 dyads (out of 50 contacted) for the second round of the project. Participating dyads are visited twice, at each round of data gathering; observations at home and at a playground are conducted (2-2.5 hours each time). We have added a child-rearing interview for the second round. About 25 undergraduate and 5 graduate research assistants have been trained in the different data collection techniques. Initial data analyses for the information gathered during the first round have been conducted. Findings indicate that the way mothers organize information regarding child-mother relationships (as asessed through a narrative technique) is significantly related to
the quality of care they provide. Importantly, we have also found out that preschoolers budding (mental) representations about child mother interactions are significantly associated with the organization of their behavior during child-mother exchanges. These results are the first to directly tie a specifically proposed information structure concerning child-mother relationships to behavior in both mothers and children. This is central to understanding the issue of representation of relationships and offers guidelines as to how to address certain issues in parenting intervention programs.
Impacts
Findings will contribute to our understanding about the development and stability/change in child-mother relationships. More specifically, they will clarify the way knowledge about attachment relationships is organized and represented mentally, and its relationship to the organization of children's behavior. Also, results will contribute to our understanding of the relations between the organization of mothers' knowledge about attachment and how the instantiate their caregiving. Finally, this work has implications for intervention programs aimed at improving child-parent relationships.
Publications
- No publications reported this period
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Progress 10/01/03 to 09/29/04
Outputs
Fifty-two mother-child pairs from local preschool and daycare organizations in the Greater Lafayette area have participated in the first round of this longitudinal project. Children's ages ranged from 36-48 months of age and both boys and girls have participated (about 50% of each). Participating dyads have been visited twice and observations at home and at a playground have been conducted (2-2.5 hours each time). Descriptions of maternal care and child attachment behavior during child-mother interactions have been obtained, based on those observations. In addition, information on maternal and child narratives about attachment related events, and about maternal and child verbal ability has been gathered. Caregiving behavior is described with The Maternal Behavior for Preschoolers Q-Set. The MBPQS evaluates maternal sensitivity. Attachment behavior in children is described with The Attachment Q-Set. The AQS evaluates child security. Maternal representations are
assessed through narratives techniques. Maternal narratives are obtained by presenting them with 6 sets of prompt words that guide the production of attachment narratives. Each narrative is scored on scriptedness and elaborateness using 7-point scales. Child attachment narratives are obtained by presenting pre-schoolers with an attachment story completion task. Stories are scored on scriptedness and elaborateness using 7-point scales. The Peabody Picture Vocabulary Test is used to assess maternal and child verbal ability. The second round of data collection has also begun. Twelve mother-child pairs have participated thus far in this latter round. Data collection includes the same procedures used during the first round and a maternal interview about child rearing.
Impacts
Findings will contribute to our understanding about the stability and change in child-mother relationships. More specifically, they will clarify the way knowledge about attachment relationships is organized, and its relationship to the organization of children's secure base behavior. Similarly, findings will clarify the relations between the organization of mothers' knowledge about attachment and how the instantiate their caregiving.
Publications
- No publications reported this period
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Progress 10/01/02 to 09/30/03
Outputs
Although the project has begun, it is too early (i.e., 2 months) to report on longitudinal data. We have secured participation from at least 40 families and we keep working on recruitment. Data collection has started.
Impacts
Findings will contribute to our understanding about the stability and change in child-mother relationships.
Publications
- No publications reported this period
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