Testing the Attachment Theory of Parent-Child Interaction Therapy Erin Floyd and Sheila Eyberg Department of Clinical and Health Psychology University of Florida, Gainesville, Florida ABSTRACT RESULTS PARTICIPANTS Repeated measures ANOVAs used From pre to mid treatment (CDI phase of treatment) Attachment security increased F(1,46) = 11.53, p < .001, power = .91 Attachment dependency decreased F(1,46) = 4.87, p < .05, power = .58 From mid to post treatment (PDI phase of treatment) Attachment security increased F(1,46) = 40.78, p < .001, power = 1.00 Attachment dependency decreased F(1,46) = 19.58, p <.001, power = .99 From pre to post treatment (Both phases of PCIT) Attachment security increased F(1,46) = 56.28, p < .001, power = 1.00 Attachment dependency decreased F(1,46) = 31.61, p < .001, power = 1.00 Mothers (n = 47) of 3- to 6-year-old children who completed PCIT All children met DSM-IV criteria for Oppositional Defiant Disorder Child gender 66% boys (n = 31) Child age M = 4.5 years (SD = 1.14) Child ethnicity 79% Caucasian (n = 37) 6% African American (n = 3) 2% Asian American (n = 1) 13% Bi-racial (n = 6) Family annual income M = $39,669 (range $2,400 - $122,604) This study examined the effects of the two phases of Parent-Child Interaction Therapy (PCIT), Child-Directed Interaction (CDI) and Parent-Directed Interaction (PDI), on the attachment domain of security and dependency. Participants were 47 preschoolers referred for treatment of disruptive behavior and their mothers. The goal of CDI is to improve the parent-child attachment relationship. Attachment security and dependency changed during both phases of PCIT. From pre to post treatment, both attachment domains improved significantly as well. INTRODUCTION MEASURE & PROCEDURE Attachment Security The Attachment Q-Set (Waters et al., 1985) measures child attachment-related behaviors in security and dependency. It consists of 90 behaviorally descriptive items. Parents sort the items into 9 piles according to how characteristic they are of the child. Waters et al. reported correlations between parent and observer Q-sorts of the same child from .59 to .93, with a mean correlation of .80. Ainsworth et al. (1978) demonstrated significant relationships between Q-sorts based on home observations and laboratory-based classifications of attachment security using the Strange Situation. The Attachment Q-Set was administered to mothers during assessments at pre, mid, and post treatment. Attachment is a lasting psychological connectedness between parent and child. Attachment security involves secure-base behavior in which the child uses the caregiver as a base of exploration and is confident that assistance, nurturance, and protection will be available when needed. Dependency refers to a state of interpersonal helplessness. A secure, stable attachment relationship and positive parent-child interactions are key to development of a healthy self concept, optimal emotional/behavioral regulation, and the ability to express empathy. Maladaptive attachment is consistently linked to children’s aggressive behavior, low social competence, poor coping skills, low self esteem, and poor peer relationships. In Parent-Child Interaction Therapy, parents learn to restructure their relationship with their child. The first phase of treatment, Child-Directed Interaction (CDI), is based on attachment theory and designed to provide the child with a trusting, nurturing, secure attachment to the parent. The second phase, Parent-Directed Interaction (PDI), addresses social learning processes by establishing consistent contingencies for the child’s behaviors that are implemented in the context of a positive parent-child relationship established through CDI. Hypotheses: Attachment security will increase and dependency will decrease during the CDI phase of treatment. Both domains will continue to improve over the course of treatment. Dependency CONCLUSIONS Mothers and their children develop a better relationship during both phases of PCIT Changes in attachment security ratings result from CDI Skills that parents learn during PDI also contribute important effects to the parent-child attachment relationship Improving the relationship results from both the relationship enhancement of CDI as well as the consistent limit-setting of PDI. The current findings suggest that PCIT effectively improves the attachment relationship, which is essential for positive developmental outcomes. = STATISTICALLY SIGNIFICANT CHANGE