Reference : Reactive Attachment Disorder and socio-emotional development in childhood: Clinical revi...

	Document type :	Scientific congresses and symposiums : Poster
	Discipline(s) :	Social & behavioral sciences, psychology : Treatment & clinical psychology
	To cite this reference:	http://hdl.handle.net/2268/97491

Title :	Reactive Attachment Disorder and socio-emotional development in childhood: Clinical review.
Language :	English
Author, co-author :	Wertz, Céline [Université de Liège - ULg > Département Psychologies et cliniques des systèmes humains > Psychologie clinique >]
	Gauthier, Jean-Marie [Université de Liège - ULg > Département Psychologies et cliniques des systèmes humains > Psychologie clinique de l'enfant et de l'adolescent >]
	Blavier, Adelaïde [Université de Liège - ULg > Département Psychologies et cliniques des systèmes humains > Ergonomie et intervention au travail >]
Publication date :	27-May-2011
Audience :	International
Event name :	Annual Meeting of the Belgian Psychological Society
Event date :	27 mai 2011
Event place (city) :	Ghent
Event country :	Belgium
Keywords :	[en] reactive attachment disorder ; emotional regulation ; social skills
Abstract :	[en] The quality of interactions experienced with primary attachment figures influence the development of emotional skills. On the other hand, we know how emotions fill a critical adaptive role for the social adjustment, in that they assume both a communicative function and an informative value. In this research, we were particularly interested in how children’s patterns of attachment were expressed in terms of emotional regulation abilities. According to Laible & Thompson’s observations (1998), we tested the following hypothesis: insecure attachment representations are associated with a poverty of skills in decoding emotional signals. They especially would affect the perception of negative emotional expressions. We tested this hypothesis by the meeting of five children of primary school age (5 to 8 years old) with a reactive attachment disorder and through the establishment of two methodological tools. At first, the Attachment Story Completion Task (Bretherton et al., 1990) allowed us to identify attachment representations for each child. Secondly, inspired by Pollak & al.’s study, we developed a recognition task of facial emotional expressions. We observed in these children low average rates of identification of basic and primary emotions. Especially, the accuracy of judgments was not only a function of emotion’s valence, but was also dependant of the child’s attachment pattern. Finally, this research confirmed the observations, already showed in previous studies, that interpersonal difficulties presented by these children could be explained specifically by their inefficiency in interpreting social cues surrounding emotional events (Crick & Dodge, 1994).
Research units :	Centre d'expertise en psychotraumatisme et psychologie légale
Funders :	Université de Liège
Target :	Researchers ; Professionals ; Students
Permalink :	http://hdl.handle.net/2268/97491

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