L'attachement et les comportements externalisés chez l'enfant d'âge préscolaire : vers un modèle intégrant la perspective intergénérationnelle de l'attachement, les pratiques éducatives parentales et les capacités intellectuelles de l’enfant
(2011)
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- Authors
- Supervisors
- Roskam, Isabelle
- Abstract
- (en) This thesis is part of a research project, named "H2M-children" (Hard-T (w) o-Manage Children, for more information http://www.uclouvain.be/h2m- children.html). This study aimed to evaluate the externalizing behavior (hyperactivity, inattention, impulsivity, opposition) in young children aged from three to six years old and to highlight the risk factors contributing to these behaviors. The present work has focused on the attachment, which can be defined as the particular and specific relationship that is established at birth between parent and child. This relationship can be of varying quality leading to specific effects on the psycho-emotional development of children. As part of the research program "H2M-children", the quality of the relationship, that is to say, the attachment has been studied from different angles in normally developing children and in those displaying externalizing behaviors. From a general point of view, our work demonstrated that the children’s attachment has a reciprocal relation with their intellectual abilities. Children having good intellectual abilities are more likely to display an attachment called "secure", thus promoting further development at different levels as developing higher intellectual capacities and displaying less externalizing behavior. Furthermore, we highlight that the parent’s attachment influences the child's attachment. However, this influence does not appear in the same way in mother and father. Mother’s attachment has a direct influence on the child’s attachment but also through the parenting practices, defined as verbal or nonverbal behaviors of adults interacting with children aiming to raise their child. On the reverse, the father's attachment influences the child’s attachment only through his parenting practices. In both cases, the child’s attachment plays a central role in the further development of externalizing behavior. Our work has several clinical implications. First, the attachment is being established at birth (or even during pregnancy) and plays a key role in the child’s development. Therefore it seems essential to consider in any psychotherapeutic involving a child, as soon as possible. We therefore encourage psychotherapists to expand their knowledge about the attachment. Finally, changing the parent’s attitude toward his/her child could be an aim to psychotherapists. To do this, two levels can be considered. On the one hand, the level of parenting practices can be an intervention since its influence on child’s attachment has been demonstrated in our work. This intervention refers to parenting programs. On the other hand, an intervention can promote the development of interpersonal skills, specific for the parent, rather than learning techniques to manage behaviors of the child, and can bring the parent to become aware of his own attachment. These changes are aimed the parents to better meet the attachment needs of their child.
- Affiliations
Citations
Stiévenart, M. (2011). L’attachement et les comportements externalisés chez l’enfant d’âge préscolaire : vers un modèle intégrant la perspective intergénérationnelle de l’attachement, les pratiques éducatives parentales et les capacités intellectuelles de l’enfant. https://hdl.handle.net/2078.5/155904