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| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| Attachment measures | 2/7 | https://en.wikipedia.org/wiki/Attachment_measures | reference | science, encyclopedia | 2026-05-05T15:31:30.330759+00:00 | kb-cron |
=== Infant CARE-Index (ICI) === The Infant CARE-Index (ICI) is procedure that assesses risk in parent/infant relationships. It was developed by Patricia Crittenden early in the development of the Dynamic-Maturational Model of Attachment and Adaptation (DMM) and can be used from birth, that is before infant's attachment strategies are established, and up to 15 months of age. The ICI involves a 3 minute video recording of a typical play interaction between a caregiver and infant, without requiring a separation or other stressor. The focus is on the dyadic synchrony, that is the extent to which adult sensitivity to infant signals result in infant cooperation in play. Lower synchrony is indicative of higher risk. In addition caregiver's interactions with the infant are assessed using three scales, sensitive controlling and unresponsive, and infant interactions are assessed from the perspective of their caregiver, using four scales, cooperative, compulsive, difficult and passive. The ICI does not conclude attachment strategies but it is highly correlated to the maternal scales in the infant Strange Situation assessment patterns of attachment. It can be used in screening, to identify levels of risk, and as a tool for clinical intervention and evaluation and has been used in numerous research projects. The ICI is a statistically valid and reliable assessment, and trained reliable coders can typically code an interaction in 15–20 minutes. (Tryphonopoulos, 2014) The ICI is often used within the context of child welfare in Britain and the wider UK. It is also used as a developmental screening tool as a way to identify parents who may benefit from more support or specific interventions that support their ability to sensitively attune to their infant.
== Measures of attachment in toddlerhood and early-middle childhood == As the SSP is not suitable beyond 18 months of age, other measures have been developed for older ages groups, which include observational measures (in a controlled or naturalistic environment), representational methods and interview methods. Some are developed for research purposes whereas others have been developed for clinical use. Effective training of evaluators is essential, as some items to be assessed require interpretation reliability (e.g., child is "suddenly aggressive toward mother for no reason").
=== Controlled observational methods ===
==== Preschool strange situation ==== Although originally designed for 1-year-old children, Ainsworth’s strange situation has been adapted to measure the attachment and exploratory behavior of children between the ages of 2-4½ years-old. A fundamental feature of the strange situation is that the situation the child is placed in must elicit stress. If the strange situation fails to stress the child, it cannot serve as an adequate environment for the measurement of attachment. The preschool strange situation features several alterations to facilitate the creation of stress in older children. These modifications include a slightly longer separation, changes in the role and/or gender of the stranger, and changes in the instructions to the caregiver. Some versions of the preschool strange situations omit the stranger altogether, thus leaving the child alone in the room throughout both separations. The coding system used to interpret the attachment style expressed by the child has also been modified. Rather than focusing entirely on the expression of specific behaviors and emotions, the revised coding system assesses ways in which a variety of behaviors, such as talking, are organized to maintain and negotiate proximity and contact. Cassidy, Marvin and the MacArthur Working group published a version of the Strange Situation procedure designed for children within the age group of 3- to 4-years-old. In addition to categorizing a child’s attachment as secure, insecure/avoidant, insecure/ambivalent, and insecure/disorganized, the measure includes a seven-point avoidance scale and nine-point security scale.
==== Main & Cassidy attachment classification system ==== This system, devised in 1988, analyses the reunion of child and parent after a 1-hour separation. It is aimed at 6-year-olds and classifies their attachment status.
==== Preschool Assessment of Attachment (PAA) ==== The PAA was devised by Patricia Crittenden for the purpose of assessing patterns of attachment in 18-month to 5-year-old children. It uses the coding method developed with the Dynamic-Maturational Model of Attachment and Adaptation (DMM). Like the SSP it involves an 8-segment 21-minute procedure which is video recorded and then coded. The classifications include all the SSP patterns plus patterns that begin to develop during the second year of life, A3-A4 and C3-C4. The DMM maintains Ainsworth's ABC labeling scheme, but renames the three basic strategies for negotiating interpersonal relationships. Balanced for B-patterns, cognitive for A-patterns, and affective for C-patterns. It is also intended to be able to distinguish the unendangered from the endangered compulsive and obsessive subpatterns that may have implications for emotional and behavioral development. It has been determined scientifically validated and reliable.
==== Marschak Interaction Method (MIM) ==== The MIM is a structured observation of the interaction between parent and child. The MIM was created by Marianne Marschak in the 1960s at the Yale Child Study Center. Salo & Makela (2006) of Finland have standardized and published a rating scale for the MIM for research purposes. Anne Stewart has developed the MIM Behavior Rating Scale (MIMBRS).
=== Naturalistic observational methods ===
==== Attachment Q-sort ==== This method, devised by Waters and Deane in 1985, utilizes Q-Sort methodology. It is based on a set period of observation of children aged 1 – 5 in a number of environments. It consists of nearly 100 items intended to cover the spectrum of attachment related behaviors including secure base and exploratory behaviors, affective response and social cognition. The observer sorts the cards corresponding to the degree to which the child exhibits the item, which is then scored. The overall score for each child will result in a variable ranging from +1.0 (i.e., very secure) to -1.0 (i.e., very insecure). Despite its ability to classify secure attachment, the score derived from the Q-set measure does not classify the type of insecure attachment.