Articol Carla Pinzaru

7/23/2019 Articol Carla Pinzaru

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EMOTIONAL DEVELOPMENT AND THE PROBLEMS

OF ATTACHMENT IN CHILDREN.

A COMPARATIVE STUDY: CHILDREN IN

SECURE EVIRONMENT VS. INSTITUTIONALISED CHILDREN

Carla Manuela PÎNZARU1

University of Bucharest, Psychology Departent

Abstract

The purpose of this research is to establish the relation between attachment and emotional development in children and also to see

whether there are certain differences between the attachment of children in an institutional environment and of those coming from a secure environment. The larger purpose of this paper is to reflect by means of the selected design the actual situation of children coming

from the two environments with respect to their emotional development and attachment. I interviewed 60 subjects, aged 5 – .5, e!ually

split into two groups, function of the environment they came from. "ach child has been interviewed using the Test of "motional #aturityby $ssociate %rofessor &lorina 'olu %h(. )validated in *00+ *00-. This test also includes an interview for adults a parent in case of

children coming from families, or the careta/er in case of those coming from an institutionalised environment. The results of the study

indicated there are no differences between the types of attachment in children function of the environment they come from. The results

also showed a statistically significant correlation between attachment and emotional development in children.

!ey"or#s$ attachent, eotional #evelopent, institutionalise# chil#ren, resilience, secure %ase

1. INTRODUCTION

1.1. The concept of ttch!ent. A "#$ef h$%to#&.

After &igun# 'reu#(s #iscovery of the unconscious in the 1)th century, attachent an# itsiportance in the #evelopent of the huan %eing represents one of the greatest revelations in psychology*+he cre#it for the conceptualisation an# theorising of the ter %elongs to ohn Bo"l%y, a psychoanalyst of the-.th century* /ven though he starte# fro the psychoanalytical theory as it "as continue# %y the 'reu#ian#isciples of those ties, he separate# fro it, consi#ering his o"n theoretical an# clinical e0perience le# hito a #ifferent #irection* Bo"l%y specifically speas a%out a nee# of the huan %eing to live the e0perience of a relationship* 2e calle# this attachent* +his nee# is innate, %iological 34allin, -.1.5* 2e %uil#s up theattachent theory taing into account t"o #iensions 6 the other(s %ehaviour an# the %a%y(s %ehaviour*+his "oul# have not %een possi%le "ithout Mary Ains"orth, "ith "ho he highlights the e0istence of certain

%a%y %ehaviours he naes attachent %ehaviours #eriving fro the chil#(s interaction "ith his other* Boththey an# other authors ae ultiple specifications that lea# to the conclusion that the other is the ain

person taing care of the %a%y, even if, in y personal opinion, the concept other7environent 3a

"innicottian concept5 is ore aple* 8t is #efine# as follo"s$ any %a%y nee#s a caring environent an#, evenore, a sufficiently goo# environent that can %e represente# %y the other, %ut this is not o%ligatory34innicott, -..95* +here are any situations in life in "hich the chil# is care# for un#er each an# everyaspect, so he is literally %rought up %y another person 3father, gran#parents, etc*5*

+hus, the other, as the first person entering a relationship "ith the %a%y is the one provi#ing for thesurviving of the %a%y in the ost %iological sense of the "or#, i*e* satisfying his physiological nee#s %ut alsohis eotional security 34allin, -.1.5* +hese #efinite stateents are %ase# on the o%servation of "hat Bo"l%ynae# attachment behavioural system, "ith its genetic roots 6 :search for, onitoring an# attept toaintain the pro0iity to a protective attachent figure, using the attachent figure as a safety %ase, taingrefuge in an attachent figure as in a ;safe sanctuary< in #angerous situations or alaring oents= 34allin,-.1., p* ->5*

Research perfore# %y Bol"%y an# Ains"orth in those ties tae the to a ne" stage i*e* thissearching process of the %a%y is not liite# to the early stages of life, %ut they carry on as the %a%y #evelops*

Naturally, this search nee#s an ans"er, "hich aterialises in the re?uireent of having a other availa%le for all these re?uests of the %a%y* 8n this "ay, Mary Ains"orth(s concept of secure base taes shape* +his conceptrefers to the place the chil# nee#s to coe %ac to every tie he fin#s hiself in a #ifficult situation, notnecessarily e0ternal, %ut even %elonging to his inner "orl#* +his :place= has actually aterialise# in a livinghuan %eing* Most of the ties this is the other, %ut conceptually she is nae# attachment figure. +hesecure %ase is, hence, the return to this attachent figure #uring the %a%y(s oents of #istress, con#itione#

%y the availa%ility of this central figure to %e optially attune# to the chil#(s nee# 3Bo"l%y, -.115* +heconcept of inner wor/ing model is an internal representation of the attachent that #evelops #uring the %a%y(sfirst year of life an# is %ase# on the #aily interactions of the %a%ies "ith the attachent figures, integrate# as aain organisation of the afferent e0pectations an# eotions accopanying #ifferent life situations 3!@chele etal*, -..15* 8t "as consi#ere# initially that these o#els reain the sae for the entire life, even in #ifferentcircustances* +herapeutic interventions an# research have sho"n there is a positive perspective "ithreference to the transforation of these o#els* +his happens not only in a therapeutic environent %ut alsoin the course of life function of the life e0periences live# %y the in#ivi#uals, %y the persons they interact "ith,

%y the e0istence or a%sence of trauatic situations, their repeata%ility, etc*Perhaps all Bo"l%y(s #iscoveries "oul# have not %een possi%le "ithout the support of Mary

1 contact #etails$cnisifyahoo*co 3E5 .F-9*G9)*FG-

mailto:[email protected]

mailto:[email protected]



Ains"orth, to "ho "e o"e the concept of strange situation. 8f, for the parent of the attachent theory thisin#icates a :strong pre#isposition to see pro0iity to that in#ivi#ual or contact "ith hi, an# to #o this un#er specific ters= 3Bo"l%y, -.11, p* G95, Ains"orth %rings this iage in the la% an# invents the etho# "ith thesae nae that helps us o%serve the relationships %et"een parents an# chil#*

'ollo"ing this research, the three types of attachent coul# %e #escri%e# as follo"s$• &ecure attachent

+his is #escri%e# as the attachent o%serve# fro the chil#(s reaction "hen seeing his other or hiscaretaer again after separation, "hich reflects in the chil#(s ie#iate %ehaviour* +he chil#, even if upset, israpi#ly coforte# an# goes %ac to his activities* Mary Ains"orth is the one "ho consi#ers this is the "ay toun#erstan# that there is a other, generically naing the ain caretaer, "ho easily an# epathicallyans"ere# to the %a%y(s nee#s or re?uests in the first oths of life* +hus the chil# no"s an# he has introHecte#

a certain type of ans"er coing fro the attachent figure an# so, he e0pects to get this ans"er every tiehe goes to this person #uring his oents of #istress*• Avoi#ant attachent

8t highlights the a%sence of the chil#(s ans"er upon seeing his other again, %ut also "hen sheleaves an# the stranger appears* 8t sees that such a chil# is use# to not getting any ans"er to his re?uests an#his inner o#el in#icates the a%sence of the attachent %ehaviour or the lac of #istress "hen the other #isappears* 2e continues to e0plore the environent aroun# hi in a state of apparent calness* 8t has %eenconclu#e# that the others of these %a%ies "ere avoi#ing getting close to the "hen they "ere sa#, "ere

%ullying the or coul# not stan# the states of their chil#ren* +he result "as that these chil#ren learne# to %elonely* 2o"ever, easureents of the cortisol levels in these chil#ren in#icate# a higher increase than that of the chil#ren "ith secure attachent an# a high heart rate*

• A%ivalent attachent8n that stage of the research perfore# %y Bo"l%y an# Ains"orth, chil#ren "ho "ere consi#ere# to

have an a%ivalent attachent "ere split into t"o categories$ those "ho ans"ere# "ith anger to their other(s return an# those "ho reain passive, %ut %oth categories have sho"n a state of over"heling, evenhelplessness after the other returne#* +hey coul# not get %ac to their e0ploring activity* In the other han#,their others prove# to %e responsive, %ut in an unpre#icta%le anner* +hey #i# not reHect the chil#ren, as isthe case "ith the others of chil#ren "ith avoi#ing attachent, %ut they #i# not have the consistency of theothers of chil#ren "ith secure attachent* Moreover, they appeare# to %e #iscouraging the autonoy of thechil#ren, says Ains"orth 3apu#,4allin, -.1.5*

Mary Main stan#s out as an iportant nae in the attachent theory* 2er contri%ution is reara%le"ith respect to t"o aspects* +he first one is that it is for the first tie that such %ehaviour is sho"n to appear not only as an effect of the type of relationship the %a%y has "ith his parents, %ut also as an effect hisinternalise# iage of his parent 6 a very su%tle an# iportant aspect* +o reach this conclusion, Main recappe#the o%servations of the parents of chil#ren "ho sho"e# a type of #isorganise# attachent* +he results sho"e#that it is ore coon in case of those "ho "ere part of insecure failies* +he #isorganise# %ehaviour has

%een o%serve# in a%use# chil#ren, accor#ing to Carlson 3apu#, !@chele et al*, -..15, neglecte# chil#ren,accor#ing to Jyon7Roth 3apu#, !@chele et al*, -..15, or in cases "here the parents of these chil#ren #i# notlive their o"n ourning process, accor#ing to Main 3apu#, !@chele et al*, -..15* But the sae ans"er has

%een o%serve# in chil#ren "ho #i# not coe fro such environents %ut ha# the sae fear to"ar#s the parent* +he secon# aspect is the A#ult Attachent 8ntervie" starting fro Bo"l%y(s i#ea of inner "oringo#el 6 the one that has %een consi#ere# significant for the #evelopents of the attachent %y Bo"l%y an#Ains"orth, an# the one that Main consi#ere# that shoul# %e looe# at as a process an# not as a static o#el*Main goes further an# #iscusses the fact that these inner "oring o#els are cople0 an# involve attention,eory, thining in the shaping of the type of attachent 3apu#, 4allin, -.1.5* +herefore, "hen the chil#e0pects a certain response fro the attachent figure, a pre#icta%le one 3secure5, an unpre#icta%le one3a%ivalent5, a lac of response 3avoi#ant5, he uses all his inner resources to survive, this %eing an appeal tothe inner "oring o#el that sees to play a #ecisive part in ela%orating the coping strategy* +his is thereason "hy it has %een suppose# that such a o#el is highly #ifficult to change as the chil# %uilt it in or#er to

live a#Husting to the environent he "as part of* +hey have ipose# theselves as %eing efficient as theyallo"e# for survival even in cases of unresponsive or unpre#icta%ly responsive parents* Nevertheless, Mainestiate# that in or#er to transfor the attachent patterns of in#ivi#uals, in the sense of passing fro aninsecure attachent to a secure one, "e nee# a ne" secure %ase, nae# :secure secon#ary %ase= 3apu#,4allin, -.1., pg* K>5*

Another author, the Roanian7'rench &erge Je%ovici, a #octor specialise# #in pe#opae#iatrics inParis, "ho, together "ith Bernar# Lolse foun#e# a 4A8M27affiliate# centre 34orl# Association for 8nfantMental 2ealth5 in Paris in 1))E, intensively stu#ie# the early %on# other7%a%y an# the psychopathology of the infant* +raine# as a psychoanalyst, he intensively stu#ie# the "ors of Bo"l%y an# Ains"orth an# of their

pre#ecessors* Je%ovici(s "or "ith %a%ies a#e hi say a%out o%Hect relations that, +he o%Hect is investe# %efore it is perceive#*( +o translate this fro the psychoanalytical language into the language of Bo"l%y(stheory, this rear un#erlines the %a%y(s search for the other even %efore she can %ecoe a real person i*e*as early as the tie "hen the chil#(s e0periences are sensory* Moreover, Bernar# Lolse, in his fore"or# to the

%oo The Tree of ife= sho"s that this represents :the starting point to"ar#s a %etter un#erstan#ing of earlyinteractions as pre7shapes of o%Hectal %on# an#, through this, it allo"s us to %e sensitive to"ar#s the circular

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processes taing place #uring #ya#ic functioning* 8n this "ay, the other(s fantastic representation o#ulatesthe chil#(s narcissistic e0perience an# give eaning to "hat #i# #ot ae sense to hi 3***5= 3Je%ovici, -..G,

p*-)79.5*&erge Je%ovici(s interest in psychopathology of the infant an# the other7%a%y #ya# le# hi to"ar#s

"hat he #efine# as a transgenerational an#ate* +hus, Je%ovici consi#ers that a chil# that is to %e %orn is achil# "ith a certain #estiny, "ithout this ter %eing a ystical one, %ut rather in the sense that his parents,#uring their interaction "ith hi, "ill activate their o"n fantastic "orl# also containing the phantass of their o"n parents, gran#parents, etc* 8plicitly, the transgenerational an#ate %rings in the concepts of intergenerational transission an# transgenerational transission* Je%ovici an# &tern consi#ere# these are

possi%le #ue to the early relations %et"een other an# %a%y, interactions that :happen in a sea of affection=,affects that can account for the e0istence of the eotional attuneent %et"een a other an# her chil#

3Je%ovici, -..G5* Daniel &tern %rought into attention the oents of eotional attuneent %et"een other an# %a%y an# their special iportance for the chil#(s #evelopent, sho"ing its t"o si#es$ on one han# theother(s capacity to sen# a positive eotion to the chil# even "hen, for e0aple, she scol#s hi, thus

%uil#ing a harony %et"een the t"o* But also, on the other han#, he speas a%out the #iversity of thee0periences of :%eing together=, "hich are not constant an# "hich thus allo" for the #evelopent of an#interactive relation %et"een other an# %a%y 3Je%ovici, -..G5*

Unlie ohn Bo"l%y an# Mary Main 3later on Blaise Pierrehu%ert5 "ho consi#ere# theintergenerational transission of attachent genetic, &erge Je%ovici sa" ore than that* 2e suggeste# theconcept of :tree of life= in or#er to stu#y the processes of filiation an# parentalisation an# reare# that "hatis transitte# are the unconscious conflicts of the chil#(s parents* +o conclu#e this, he sho"e# that the chil#(sattachent to his father "as not the sae as that to his other 3Je%ovici, -..G5* At the sae tie, he %roughtto attention again the tria# other7%a%y7father, intro#ucing the father in the %a%y(s early interaction range* 2isapproaches then refer to the iplications of the parents( o"n an0ieties, the e0istence of the other(s

#epression that she lives through the chil#, faily secrets, "hich, even if left unspoen, inha%it the chil# an#ost of the ties they are clinically visi%le un#er the for of e0periences that are strange to hi or #ifferentgaes of the chil#* Je%ovici practise# a special type of psychotherapeutic sessions, in "hich he focuse# oni#entifying the transgenerational an#ate an# repositioning faily e%ers in their real roles*

8n the sae volue, Bernar# Lolse #iscusses again the inner "oring o#el an# the possi%ility of it %eing influence#, transfore#* 2e consi#ers an intervention to this o#el as %eing efficient an# %ases hiself on the results of the research carrie# out "ith 8AA %y Main, "ho :presently speas for a strong correlation

%et"een the typology of the chil#(s attachent patterns an# the representation a#e %y the a#ult, in a reoteretroactive effect, a%out his o"n early attachent connections=* 2e also %ases hiself on the research %y'onagy an# his colla%orators, "ho :sho"e# that others that prove# to %e sure in LAA 3author(s note 3AN5$8AA5 have F>O %a%ies "ith a &trange &ituation7trustful attachent, "hile other prove# insecure in LAAhave only ->O %a%ies "ith such an attachent* If course, the correlation is not a%solute %ut it is significant(3Je%ovici, -..G, p* 1>15* +he scientific results of this type offer an optiistic perspective to the role that early

therapeutic intervention plays for the chil# or the other, "ith results on the construction of attachent an#,therefore, of inner "oring o#els*+he i#eas of Bo"l%y, Ains"orth an# Main "ere taen further %y Peter 'onagy, a 2ungarian7/nglish

clinician an# researcher "ho intro#uce# a ne" concept 6 that of entaliation* 'onagy continue# the "or starte# %y Mary Main, %eing intensely preoccupie# %y the transgenerational transission of attachent* +hisa#e hi #irect his attention to the capacity of in#ivi#uals to pay attention to the eotions an# affects of theothers, %y contrast to Main "ho, in the sae theory of in#, rather focuse# on the self7onitoring of thoughtsan# eotions, as 'onagy sho"s3apu#, 4allin, -.1.5* 8n ela%orating this process, he highlights the e0istence of an innate capacity to no" the in#s of the others as an iplicit process, %ut speas of the ore iportantrole of the :capacity of entaliation=, "hich eans to %e a%le to thin the ental states of the others, henceto access the capacity of reflective function 34allin, -.1.5* 'urther on, 'onagy #evelope# the concept of entaliation an# its relation to attachent to %uil# the hypothesis that attachent is actually a continuous

process "ithout %eing an en# itself* Mentaliation is a capacity "e ay notice even in chil#ren, "hen they

interpret their o"n %ehaviours %ut also the %ehaviours of the others, assigning the ental states* Chil#ren(scapacity to :rea#= the in#s of the others refers to the perceptions chil#ren have of "hat the others feel, thin, %elieve, "ant, hope, no", iagine, inten#, plan, etc*, Baron7Cohen in#icates 3apu#, 'onagy et al*, -..-5*+his helps the chil#ren to un#erstan# an# anticipate, to create a "orl# of ental representations regar#ing the

%ehaviours of others an# their responses to the* 2o"ever, it is sho"n that these processes are unconsciousan# they are specific to each person, parent or caretaer* /ach of the "ill react in his o"n "ay to the %a%ies(re?uests$ soe of the rapi#ly, soe after a certain tie, soe naturally, others "ill nee# gui#ance* All thesefactors influence the construction of the chil#(s entaliation capacity* A goo# capacity of un#erstan#ing thehuan universe chil#ren live in practically gives the the possi%ility to #evelop freely, to %e fle0i%le, to#istinguish %et"een real "orl# an# their inner "orl# as they #evelop* By contrast, chil#ren "ith a lo"capacity to entalie "ill #epen# on soe inner o#els in "hich the others "ill either reHect the, not see or hear the or they "ill %e so #isorganise# that it "oul# %e ipossi%le for the chil# to represent for hiself "hat happens "ith the other* +hese chil#ren "ill have a ten#ency to repeat this type of relationship an#

response*'onagy historically %ases his %eliefs on 4innicott(s concept of irroring 31)F1, previously use# %y

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a?ues Jacan5 an# also on the concept of containent that 4ilfre# Bion 31)G-5 contri%ute# to, %oth in#icatingthe chil#(s nee# to %e seen %y a other, %y a person, %ut also his nee# to %e returne# a eaning for those thathave %een feltQthought %y the other* 3apu#, 'onagy et al*, -..-5 +he ne0t step is that his tea states that

parents or caretaers nee# to contain :their chil#ren(s #istress affects %y counicating eotionally an#using a language of physical care that 315 they understand the cause of the #istress an# its eotional ipact3-5 they can deal with the #istress an# can cofort it 395 they can recognise the chil#(s eerging intentional

attitude i*e* the chil#(s a%ility to #e#uct the intentions "hich the %ehaviour is %ase# on 3Dennet, 1)>F5 35that can %e the ost iportant thing in a0iising the chil#(s possi%ility to for a secure attachent=,'onagy sho"s* 3apu#, 4allin, -.1., p* F95*

+his process has %een nae# eotional a#Hustent, an# irroring has %ecoe part of the concept of intersu%Hectivity, a universe in "hich t"o persons 3su%Hectivities5 interact in their o"n specific "ay* 8n his

paper, 4allin also speas a%out the neuro%iological concept that prove# the e0istence of irror neurons* +hislea#s to the conclusion that there is a type of %iological prograing to un#erstan# the other one an# relate tohi for the intersu%Hectivity e0perience, accor#ing to 'onagy 3apu#, 4allin, -.1.5*

1.'. Attch!ent $n c($n$c( n) #e%e#ch pe#%pect$*e%

As sho"n %y the research #one %y Bo"l%y an# the continuators of the attachent theory, the %on#other7%a%y or other7environent an# %a%y is the one that organises the chil#(s self an# gives eaning tothe e0periences he lives in relation to %oth the outer "orl#, stiuli coing fro the environent an# to theinner "orl#, his pulsional e0citations* 8t is true "ithout any #ou%t that the ne"%orn(s future ac?uisitions "illrely on his %on# "ith the person caring for hi, even at a psycho7affective level* +herefore, recapping a

previous i#ea, the e0perience of aternal privation an# also the one of aternal #eprivation in a "innicottian

sense are #isorganising e0periences "ith ore or less serious conse?uences function of the %a%y(s ie#iatelife events 3a%an#onent, hospitalisation, a#option, other(sQain caretaer(s return, su%stituting the other #uring her a%sence "ith another person a%le to provi#e goo# care, etc*5*

Clinical aterials in#icate this a%sence in the first year of life* +his inforation %ecoes o%vious asearly as the first psychotherapy sessions* +he other(s incapacity to %e in ental contact "ith her chil# an#,last %ut not least to offer the appropriate care accor#ing to his age often generates ?uestions regar#ing thefaily(s guilt "ith reference to the causality connection %et"een her o"n e0periences, thought, phantass,actions an# her chil#(s anifest %ehaviour an#, ore profoun#ly, his pathology*

8n the case of chil#ren "ho suffere# e0periences of aternal privation, the psychotherapeutic process"ill use prever%al e0periences, language7prece#ing e0periences or that are su%se?uent to this ac?uisition* Dueto trauas, these e0periences coul# not get a eaning an# thus they cannot %e reache# through ver%allanguage %ut rather through non7ver%al language %y putting into action or %o#y e0periences 34allin, -..K5*4e notice iplicitly that the purpose of the therapy "ill %e to resue the #evelopent process trying to re7

esta%lish the aternal function, using sy%olical thining, refle0ive capacity, ver%al language an#, iplicitly,to transfor or create a type of secure attachent*'onagy #iscusses the connection %et"een a%use, pathological attachent an# patients "ith

%or#erline personality in his paper 1%athological $ttachment and Therapeutic $ction2. 8n this paper hehighlights the fact that the stu#ies resulte# in a lo" entalising capacity in K 6 > years ol# a%use# chil#ren,especially those "ho "ere victis of se0ual or physical a%use* 3'onagy, n*#*, p* -5 2e #escri%es ho" thesechil#ren fail to #evelop the refle0ive capacity "hen facing an ipossi%le situation* As in the case of allchil#ren, they nee# their parents to tae care of the an# using the ters specific to the attachent theory,

pro0iity7seeing "ill happen autoatically* At the sae tie, the e0perience of an a%use ust %eeotionally isolate#* Moreover, it is e0actly the e0perience of such an a%use that aes the nee# pro0iity*As "e have previously sho"n, accor#ing to 'ornagy, the refle0ive function is the one that allo"s us to thin the other an# hence to anticipate his actions*

+herefore the result of this vicious circle these chil#ren lie in aterialises in the aputation of the

refle0ive function 6 the one that "oul# allo" the to thin the other 6 as follo"s, 'irst of all, recognising theental state of the other ight %e #angerous for his o"n #evelopent* +he chil# "ho recognises the hatre# or the criinal character iplie# %y his parents( a%uses "oul# feel unlove# an# useless* &econ# of all, theeaning of these intentions coul# %e #enie# or #istorte#* A%usive parents usually preten# they have %eliefs or feelings that #o not ath their %ehaviour* +he chil# cannot test or o#ify the ental representations of theother, so they %ecoe rigi#, ina#e?uate or they are a%an#one#* +hir#ly, pu%lic space, "here the refle0ivefunction is coon an# coul# generate an alternative o#el of his o"n functioning is ept separate fro theattachent conte0t* 'inally, the #ysfunction coul# appear not %ecause of the a%use, %ut %ecause of failyatosphere* 8t is a "ell7no"n fact that an authoritative parental style, fre?uently associate# "ith a%use#elays the #evelopent of the entalising capacity 3Asstington, 1))G5*( 3'onagy, n*#*, p*-5 4ith reference tothe connection %et"een #isorganise# attachent an# personality #isor#ers, 'onagy sho"s the "ay in "hichsuch a chil# "ill internalise the parent(s o#el %y eeping his other(s hatre#, fury, fear an# his o"n scaryiage in his other(s eyes insi#e hi* Jater on, the chil# "ill have to ove out"ar#s this painful iage in

or#er to create a coherent structure a%out hiself* +he conse?uence of #isorganise# attachent "ill %enotice# in the controlling %ehaviours to the parents either %y applying punishents to the or %y assuing a

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role of caretaer for his o"n parent #espite the inappropriate age, accor#ing to Cassi#y 3apu#, 'onagy, n*#*, p*E5*

A clinical case e0eplifying the transgenerational transission of the attachent %on# is stu#ie# inthe paper 1Trauma and $ttachment (isorders in Three &emale 'enerations2, published by the

psychotherapist Christine Anieu7Preereur in -..E*+he patient is a 9.7year ol# "oan "ho cae to the therapist %ecause her 97year ol# #aughter is in

the ha%it of running a"ay fro her or fro hoe, runs in the i##le of the street, aong the cars, putting her life in #anger* During this tie, the patient says, the only thing she can #o is to loo at her, petrifie#, until her #aughter coes %ac to her, ignoring her* At the sae tie, the "oan speas a%out a #epressing episo#e shesuffere# "hen she left her hoe for a year, a%an#oning her #aughters "ho "ere left in their father(s care*4hen running a"ay, the patient(s #aughter has a #estructive %ehaviour, %reaing glasses "ith her teeth, hitting

her hea# against the floor, hurting herself "hile the other #oes not no" "hat to #o, consi#ering there is not %on# %et"een the* &oeties she ass herself "hether that is the reason "hy her #aughter %ehaves liethat* &he ree%ers that, even if she ha# "ante# a chil# for a long tie an# ha# #reat of hol#ing hi closeto her forever, "hen she gave %irth to her #aughter she looe# at the %a%y an# sai#, Sou have to anage %yyourself*( 3Anieu7Preereur, -..E, p* 15 +he patient also tells the therapist she %elieves that other parents

%ehave #ifferently "hen their chil#ren have tantrus %ecause there is a %on#, a relation %et"een the,soething she #oes not have*

Anna, the patient, coes fro a faily "ith five chil#ren* &he is the youngest one* &he "as raise# %y a col# other "ho forgot to fee# her chil#ren an# "ho, #espite the fact she #i# not accept the i#ea of separating the chil#ren fro her, she "as totally a%sent entally* 2er father "as ?uiet an# "ith#ra"n an#never helpe# his chil#ren* &he ree%ers that "hen she "as a teenager she #reae# a%out provi#ing for a"on#erful future for her an# her faily* +he patient(s gran#other tol# her #aughter 3the patient(s other5,too #reae# a%out eeting a prince she ha# never et, even if she got arrie#*

During her therapy that ha# a fre?uency of t"o sessionsQ"ee, Anna speas a%out her o"n history,a%out ho" she terri%ly "ante# a chil#, left hoe "hen she "as 1G, arrie# a an she consi#ere# the prince of her #reas, %ut he prove# to %e incapa%le of earning a living* &he got pregnant "ith her first #aughter "hileher hus%an# "as al"ays annoye# %y the patient(s pregnancy* After she gave %irth, she too her %a%y an# "entto her other(s, thus confiring that others an# #aughters shoul# not %e separate#, %ut cae %ac to her hus%an# after a year* +hen she ha# the secon# pregnancy "ith the #aughter she cae to therapy for* After the

%irth she %ecae #epresse# an# live# "ith the for a "hile, %ut %eing inert, "ithout %eing a%le to ans"er toher #aughters( action in any "ay* :&he "as so passive that her chil#ren coul# use %oth her an# her %o#y for sa#ist gaes, lie putting toato sauce on her face, Huping on her stoach, pulling her hair=* +hee0periences "ere so painful that she left hoe* Nevertheless, until then she ha# raise# her #aughters sleeping"ith the, e0clu#ing her hus%an#, %reastfee#ing the, %eing an ar#ent supporter of %reastfee#ing* &he raise#the "ith love %ut insisting she ha# al"ays felt there "as no %on# %et"een her an# her #aughters*

After a course of anti#epressants she copensate# an# returne# hoe, %ut #iscovere# she #i# not

no" ho" to ipose liits to the girls* 8n this conte0t she re?ueste# therapy*During therapy, the patient "ore# "ith her therapist on love an# hatre#, thus creating an incipient %on# "ith her chil#ren* +his anifeste# through intense thoughts a%out her girls #uring the night, follo"e# %yher surprise #uring the #ay that she ha# #ifficulties giving the attention* :8 lac attachent=, the patientsays* &he soeho" anage# to recover soething fro the priary aternal preoccupation, to cry after her girls an#, in this "ay, to %e a%le to "or an# %e creative* 3Anieu7Preereur, -..E5

+he patient gra#ually speas a%out her other "ho "as a :sy%ol of col#ness= an# #iscovers theconnections %et"een love, hatre# an# fury live# "ith her other an# father, un#erstan#s the pathologicalrelation she ha# "ith the an# the "ay in "hich, even if she ha# such a col# other, she felt stuc to her,terrifie# she "oul# lose her, full of negative feelings an# guilt* During the pregnancies "ith the girls, sheiagine# she "oul# have a very close relation "ith the* But "hen they reache# the age of separation, thegirls %ecae violent, ha# tantrus an# the patient left her hoe, %eing incapa%le of controlling theseoents* &he coul# not represent her %a%y in any "ay after leaving, as if she ha# #isappeare# forever* As she

foun# it ipossi%le to i#entify "ith her %a%y, the patient i#entifies "ith the #epressive %a%y that she "as, in a pathological relation "ith her other* 3***5 Anna #i# not live the :other(s reverie= that Bion 31)G95 says isessentially necessary in or#er to create the %on# %et"een other an# chil#= 3Anieu7Preereur, -..E, p 95*

+he a"areness of this type of relation she ha# "ith her other aes her as her gran#other a%outthe faily history* &he tells her that her o"n other a%an#one# her "hen she "as 1E an# that, for t"o years,she live# a har# life until she et her future hus%an#* +hen she ha# five #aughters, one of the %eing Anna(sother, "ho she also a%an#one# at an age "hen she coul# have %een in#epen#ent* +he patient(s other(sage "as the sae "ith the age her gran#other ha# "hen she ha# suffere# a severe traua after losing a %ornson, her si0th chil# after her five #aughters* Anna(s other also #eci#es to tell her a faily secret i*e* she ha#ha# a iscarriage, her first pregnancy* In that occasion, her o"n other 3Anna(s gran#other5 tells her she"ill never %e a%le to have a chil#* Anna is %orn one year later an# Anna(s other %ecoes #epresse# an# fearsthat her #aughter "ill leave her "hen she is a teenager* Jater on, Anna has her t"o #aughters that she raisesclose to her, %ut she is afrai# they "ill leave her, too, so she gets #epresse# an# a%an#ons the* Alicia, her

youngest #aughter, feels her other(s nee# to eep her close to her an#, in an attept of e0isting, of %eing her o"n self, runs a"ay fro her other copulsively, thus proving a type of severely #isorganise# attachent,

K



siilar to all the other three "oen of aternal filiation*+he patient succee#s in integrating these life events an# re%uil#ing the %on#s in her o"n faily,

iposing liits to her o"n chil#ren* Another step for"ar# is the fact that she ac?uires the capacity to e0pressher eotions, in contrast to her other, "ho %eing col#, consi#ere# they shoul# not %e sho"n, an# sheconfesses to her youngest #aughter, Alicia that she loves her an# that she is "orrie# she puts her life in #anger every tie she hars herself or runs a"ay fro her*

+his case illustrates the "ay in "hich the ipossi%ility to create a %on# other7chil# lea#s to a typeof #isorganise# attachent transitte# fro other to #aughter #uring four generations* +he therapeuticsuccess sen#s an optiistic essage that Bo"l%y, Ains"orth, Main an# 'onagy pre#icte# in their research*+he essage is that attachent %on#s can %e pre#icte#, transfore# as long as "e regain the capacity toreflect over our o"n life e0periences as "ell as over the e0periences of the others* Also, clinical e0perience

also in#icates "ithout any #ou%t the innate nee# of the %a%ies to %enefit fro othering goo# enough to %ea%le to represent the e0ternal reality an# to %e capa%le to live secure relation o#els "ith those aroun# the,"hich are fun#aental for self7confi#ence an# self7estee*

Although there are nuerous opinions regar#ing the anner in "hich the attachent figure an# therelation "ith it leaves its ar upon the #evelopent of the huan %eing #uring a lifetie, ho" this pattern of relation transfors as the person evolves, the perception that each in#ivi#ual nee#s "hat Bo"l%y an#Ains"orth nae# secure %ase for the first tie stays nevertheless unite#*

1.+. In%t$t,t$on($%e) ch$()#en n) ttch!ent $n #e%e#ch.

+he situation of institutionalise# chil#ren has %een an# "ill %e one of the topics of interest for research to easure the effects of the privation of care "ith respect to the chil#(s psycho7affective treats, %ut

also #ue to the interest in the actual eans of intervention in or#er to prevent psychopathological con#itionsan# to increase the chance to a noral life in society* +his preoccupation has continue# since the stu#ies of &pit an# Bo"l%y until those con#ucte# to#ay*

8n -.1-, the 'rench againe :+he Neuropsychiatry of chil#ren an# teenagers= pu%lishes a researchon $ttachment in children abandoned in residential institutions in 3inshasa2 * +he stu#y "as con#ucte# on arepresentative saple of >E chil#ren age# 9*K 6 G*11 y*o*, all in school, E- of "ho cae fro failies an#E- of the fro an institutional environent* +he o%Hect of the research "as to #eterine the effect of careover the ?uality of attachent in chil#ren* +he research hypothesis a#vance# %y the authors "as that theye0pecte# that, as oppose# to chil#ren coing fro failies, institutionalise# chil#ren in !inshasa "oul# sho"a lo" rate of secure attachent an# a high rate of insecure an# #isorganise# attachent* +he instruent use#for #eterining the type of attachent "as Attachent &tory Copletion +as 3A&C+5 the etho# "as thatof analysis of the inforation collecte# fro chil#ren #uring the recor#ing of the session* /ach chil# "as tol#si0 stories* +hese stories "oul# have as effect the chil#ren(s nee# to %e cale# #o"nQcoforte#, e0presse#

through a figure gae$ the :chil#= figure spills Huice on the ta%le, falls of a stone "hile playing in a par, isafrai# of the onster in his roo, is separate# fro his parents "hile they are a"ay on a trip, reunites "iththe "hen they coe %ac, loses his pet #og* /ach episo#e stirs a reaction in the chil#$ reaction to scol#ing,seeing for cofort, seeing protection, reaction to separation, reaction to the reunion, reaction to#isappearance 3Mua#i et al*, -.1-5*

+he results of the research sho" 99*9O a%an#one# chil#ren an# GG,FO chil#ren fro failies sho"a secure attachent "hile EF*GO a%an#one# chil#ren an# 11*)O chil#ren fro failies sho" a #isorganise#attachent* 4ith respect to avoi#ant attachent the results are e?ual i*e* E*FO in %oth groups* 8n case of a%ivalent attachent 1G*GO chil#ren fro failies fall into this category versus 1E*9O a%an#one# chil#ren*

Ine of the clinical vignettes presente# #uring this research refers to a girl, su%Hect of this research,"ho sho"s a secure attachent* During the eeting "ith the e0ainer, she coes in singing a in#ergartensong, gets the e0ainer into learning it an# then, #uring the research session she plays asing ?uestions everyno" an# then, %eing copletely involve# in this tas* 'ro the case history "e learn she is the youngest of

three chil#ren, "ith an ol#er sister an# a %rother* 2er other "as foun# #ea# "hen the girl "as a fe" onthsol#* As her aternal gran#parents accuse# the father of the other(s #eath, he too the to a foster carecentre* +he girl "as raise# in a other7lie %on# "ith her ol#er sister, %eing convince# her father "as a"ay ona trip an# that he "oul# coe %ac one #ay* &he sho"s a secure attachent, is entally healthy, plays "ithher ates an# is very goo# at school* +he researchers conclu#e# that sho"ing a secure attachent #espite of this life history, the girl(s other(s #eath an# the a%an#onent in a foster care centre "as possi%le #ue to thechil#(s resilience an# the occurrence of "hat Doini?ue Charlier nae# :ental graft=, a sy%olic

parenthoo# "here parents sho" a #efective functioning 3Mua#i et al*, -.1-5*Another stu#y pu%lishe# in -.1. in :Chil# #evelopent= entitle# &oster 4are %lacement Improves

$ttachment uality in Institutionalised ittle 4hildren= #iscusses attachent types in chil#ren age# E-onths in Roania, chil#ren "ho have %een institutionalise# since %irth* +he saple inclu#e# 19G chil#ren"ho "ere part of a group of 1>F chil#ren participant in a longitu#inal stu#y e0aining the recovery of chil#ren after early aternal #epravation 6 part of the B/8P 3Bucharest /arly 8ntervention ProHect5 progra,

foun#e# %y the ohn D* an# Catherine +* MacArthur 'oun#ation for the Reasearch of /arly /0perience an#Brain Developent* +he 19G su%Hects "ere split into t"o groups$ one group of chil#ren "ho "ere raise# in an

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institutionalise# environent only 3nTG>5 an# one group of those raise# %y foster parents 3nTG>5* +here "asalso a thir# group a##e#, that of chil#ren raise# in failies an# "ho "ere never institutionalise# 3nTF-5* +hechil#ren "ere initially recruite# "hen they "ere G 6 91 onths ol#, %ut the #ata of this stu#y "ere collecte##uring 1179G onths since the ran#oisation #ate* +he authors of the research also sho" they #i# notintervene in any "ay in the #ecisions that Roanian chil# protection authorities too su%se?uently, e0cept for the fact that they a#e sure the chil#ren in the foster care group #i# not change their regie, eaning they#i# not return to institutional care #uring an# after the stu#y* +he foster care syste 3B/8P5 eant theintro#uction in -... of a ne" o#el in Roania* KG foster care7type hoes "ere create# an# for those thesyste recruite# parents traine# %y Roanian trainers follo"ing anuals fro the Unite# &tates of Aerica*+he attachent ?uality "as easure# using Mary Ains"orth(s &trange &ituation an# as attachent figuresthey use# the other, the foster other or the favourite caretaer for the chil#ren in the institutionalise#

group* 3&ye et al*, -.1.5*+he results of the research highlighte# significant #ifferences %et"een the three groups "ithreference to the classification of the attachent types present* +here "ere significant #ifferences %et"een thethree groups$ chi s?uare3-5 T 1>*99, p*..1, %et"een the group of chil#ren raise# in foster care centres an#those raise# in institutions, as "ell as %et"een the group of chil#ren raise# in institutions an# those in foster care centres chi s?uare315 T G*FK, p*.1, %ut there "ere no #ifferences %et"een those raise# in foster carecentres an# those raise# in failies chi s?uare315 T 9*E1, p*.GK* Also, testing the #ifferences %et"een thegroups "ith reference to the coparison of the fre?uency of secure attachent an# insecure attachent 3allother categories5 ha# as result significant #ifferences %et"een the three groups chi s?uare3-5 T -K*F), p*..1,

%et"een the group of chil#ren raise# in institutions an# those raise# in foster care centres chi s?uare315 T19*1G, p*..1, %ut there "ere no statistically significant #ifferences %et"een those raise# in failies an# thoseraise# in foster care centres chi s?uare3-5 T -*F-, p*.)) 3&ye an# Zyneah et al, -.1.5* +he authors alsoteste# the #ifferences %et"een attachent types function of the age at "hich the chil#ren "ere place# into

foster care centres* 'or this they organise# the group of chil#ren raise# in foster care centre function of the ageof placeent, cutoff 1>, -., --, -E, -G an# -> onths* +hey o%taine# statistically significant #ifferencessho"ing a %etter response in chil#ren place# into foster care %efore the age of -E onths, "ith a #eflection

point %et"een -- an# -E onths*+he conclusions of the stu#y sho" that, coparing to the previous research, con#ucte# in -..K, in

"hich the institutionalise# chil#ren investigate# at -1 onths ol# sho"e# GKO #isorganise# attachent an#19O of the "ere place in the category of :unclassifie#= %ecause they sho"e# very re#uce# anifestations of attachent in the ?uote# one, the chil#ren place# in foster care at 1-79G onths ol# 3MT1)*1-, &D TG*>.5"ere in a#vantage coparing to the others, sho"ing ore cases of secure attachent* +here "ere, ho"ever, afe" cases of #isorganise#Qinsecure attachent* +he researchers thus consi#ere# that taing chil#rena%an#one# at %irth out of orphanages an# caring for the in foster care centres or %y foster care7type parentsis %eneficial "ith respect to the chil#(s #evelopent an# the initiation of the secure attachent7type relation*

Another positive conclusion of the stu#y resulte# fro testing the hypothesis regar#ing the age at

"hich the chil#ren "ere places into foster care an# the attachent type sho"s that these chil#ren shoul# %eintegrate# in a faily #uring the first 9 years of life, in#icating a great attachent a#apting capacity* +heconclusions e0ten#e# also to the chil#ren coing fro socially #isa#vantage# or poor failies* 4ithin theliits of the research, the stu#y entione# the follo"ing$ the ipossi%ility to easure the effects of foster care7type care in chil#ren un#er G onths, as "ell as the #ecisional changes concerning raising the chil#ren3"ho "ere reove# fro foster care centres or institutions5 "ho "ere not intervene# upon #ue to ethicalreasons, #ecisions taen %y the chil# protection authorities* 2o"ever, the changes a#e resulte# in chil#renreove# fro institutions an# given in a#option or "ho returne# to their failies* 3&ye et al*, -.1.5

Monographs of the &ociety for Research in Chil# Developent=, a peer7revie"e# aca#eicagaine in the U&A pu%lishes in -.11 an analysis entitle# :Attachent an# /otional Developent in8nstitutional Care$ Characteristics an# 'ollo"7ups=* Research stu#ies con#ucte# in several countries "ereanalyse# un#er a fe" aspects an# ans"ers to a fe" ?uestions "ere suggeste#* 2ere are a fe" of the$ "hat isthe role of attachent an# non7#iscriinatory social %ehaviour in a#apting to the structural neglect in the

institutional environent, "hat are the actual coponents of institutional care responsi%le for #isorganise#an# insecure attachent, "hat are the caretaers( an# chil#ren(s characteristics associate# "ith secureattachent, ho" can institutional care %e iprove# in or#er to generate ore cases of secure attachent, ho"soon #oes attachent #evelop after a#option or care %y foster parents, ho" can "e assess the progress an# the

pro%les in attachent #evelopent an# "hat can parents an# professionals #o to facilitate the creation of asecure %ase an# eotional a#Hustent of chil#ren #uring the post7institutionalisation stage* 3Baerans7!ranen%urg et al*, -.115

+he situation of the so7calle# non7#iscriinatory frien#ship sypto foun# in institutionalise#chil#ren has %een analyse#* 8t is contra#ictory %ecause it sho"s closeness to alost any person the chil#interacts "ith, uncon#itionally an# at a very personal level 3for e0aple, they as :"hen are you taing ehoeV=5, "hile chil#ren are generally an0ious in front of strangers an# they ten# to %e aroun# people theyno" an# prefer* +his type of %ehaviour associates "ith the reactive attachent #isor#er 3RAD5 accor#ing toD&M78W, although it coul# rather %e looe# at as an in#epen#ent type of anifestation coparing to the one

#escri%e# in Psychiatry, as Zeanah says 3apu#, Baerans7!ranen%urg et al*, -.115* +he reactive attachent#isor#er is not seen only in chil#ren "ith #isorganise# or insecure attachent, %ut also in chil#ren "ith secure

F



attachent, although it is ore prevalent in the first t"o types* 8t has also %een notice# that :Hust iprovingcare in the institutionalise# environent is not sufficient to lo"er the anifestation of the non7#iscriinatoryfrien#ship at least in soe chil#ren, a sypto that eeps on sho"ing even after a#option 35=, accor#ing toRutter 3apu#, Baerans7!ranen%urg et al*, -.11, p* F.5*

'ro the perspective of the ?uality of care, the results o%taine# in research stu#ies con#ucte# inseveral countries 3Lreece, Roania, Russia, Uraine5 "ere copare#* 8n soe protection institutions, theo#el applie# "as E7G chil#ren to 1 caretaer that ten#e# to iprove the chil#(s relation "ith the latter* Butthey also o%serve# that, actually, for a nu%er of -. chil#ren there "ere E7G caretaers, "hich #i# not ean a

pro0iity relation %et"een the chil# an# the sae caretaer, %ut, in fact, until the age of -, a chil# ha# K.71..caretaers, as sho"n %y +he &t* Peters%urg7U&A Irphanage Research +ea 3apu#, Baerans7!ranen%urget al*, -.115*

+he stu#ies con#ucte# also reveale# another aspect* 'or e0aple, #uring the research con#ucte# inLreece 3Worria et al*, -..95, 1 in K chil#ren sho"e# a secure attachent to the caretaer* At the sae tie, inRoania, Zeanah et al* ha# no case of secure attachent* +hese conclusions coul# suggest that, in Roania,neglect an# poverty "ere ore o%vious than in Lreece* &iilar results "ere o%taine# in China 3&teele et al*,-..)5 an# in Chile, accor#ing to 2erreros 3apu#, Baerans7!ranen%urg et al*, -.115* +he ?uestions arisenfro these coparisons referre# to the genetic, constitutional coponent that #ifferentiates the chil#ren, as"e have previously sho"n, an# that refers to teper an# resilience*

+hese #iscussions in literature, #ou%le# %y the research activity focuse# on the aspects referring tothe types of attachent in chil#ren coing fro failies, a%an#one# an# institutionalise# chil#ren %uilt thefoun#ation of the research #iscusse# in this paper* Revie"ing the ain theoretical aspects of attachent, theain tren#s a%out the attachent theory, highlighting a fe" aspects foun# in the treatent of attachentrelations in chil#ren, together "ith presenting a fe" stu#ies that "ere con#ucte# have as purpose to allo" for us to un#erstan# the situation that e0iste# at the oent "hen this research "as con#ucte#*

'. OB-ECTIVES AND HYPOTHESIS

'.1. Re%e#ch o"ect$*e%

+his research is %ase# on the follo"ing ?uestions$• Are there #ifferences %et"een the eotional #evelopent of chil#ren raise# in failies an#

institutionalise# chil#renV• Are there significant #ifferences %et"een the attachent %ehaviours of a%an#one# chil#ren an#

chil#ren coing fro secure environentsV• Are there any correlations %et"een the eotional #evelopent of chil#ren an# the type of

attachentV+he o%Hectives of the research are as follo"s$• +o i#entify the eotional aturity of the chil#ren coing fro secure environents an#

institutionalise# chil#ren• +o highlight the pre#oinant types of attachent in chil#ren fro the t"o categories• +o sho" "hether there are significant #ifferences %et"een these categories "ith reference to the

attachent type• +o esta%lish the e0istence of a correlation %et"een the eotional aturity level an# the

attachent type of each category

'.'. Re%e#ch h&pothe%e%

+o ans"er these ?uestions, 8 outline# a fe" hypotheses, as follo"s$1) +here are #ifferences %et"een the types of attachent in chil#ren raise# in secure failies an#

institutionalise# chil#ren*2) +here are significant #ifferences %et"een the eotional aturity level of chil#ren an# the

environent they coe fro*3) +here are #ifferences %et"een the types of attachent in institutionalise# chil#ren function of

significant life situations in the first - years of life*4) 4e can suppose there is a statistically significant correlation %et"een the eotional aturity

level an# the attachent type*5) +here are #ifferences regar#ing the eotional aturity level of chil#ren function of age*

'.+. P#t$c$pnt%

>



+he research consi#ere# the foration of t"o #efinite groups, as follo"s$7 Chil#ren fro a secure#, faily environent 6 group A7 Chil#ren fro an institutional environent, "ho are raise# "ithout parents 6 group B

G. su%Hects fro Bucharest "ere selecte#, in e?ual groups 3NT9.5, all of the in school* 'or groupA, the selection "as con#ucte# in t"o i##le schools, four classe#, an# for group B in four foster carecentres* +aing into account that #uring the selection process "e #iscovere# that in the schools an# classes "eselecte# there "ere su%Hects fro foster care centres i*e* institutionalise# chil#ren, they #i# not tae part in our research* 4e consi#ere# it "as iportant that the selection of group B %e con#ucte# in foster care centrese0clusively, an# for group A the teachers "ere ase# a%out the environent the stu#ents cae fro 3failiesor institutions, e0clu#ing the category of those "ho live in aternal centres "ith their others5*

4ith reference to age, "e investigate# chil#ren age# K*K7>*K, stu#ying in ., 1 st an# -n# gra#e* Jater

on, "e #iscovere# that soe of the investigate# chil#ren, although they ha# the appropriate age for school 3.gra#e accor#ing to the current e#ucation syste5, "ere still in in#ergartens* +his "as #eterine# only in thecase of institutionalise# chil#ren i*e* group B*

4ith reference to gen#er, group A inclu#es 1K girls an# 1K %oys, "hile group B inclu#es 1. girls an#-. %oys*

Chil#ren in group A coe fro ur%an areas, organise# failies* 4hile intervie"ing the a#ult "e#iscovere# 3the parent 7 in case of group B5 that in soe case the parents ha# separate#* 8n group A, the

parents are high gra#uates, university gra#uates or postgra#uates, "hile in group B, "here #ata "as availa%le,the parents ha# rather no stu#ies, they gra#uate# priary school or i##le school or "ere high schoolgra#uates at ost*

'./. In%t#,!ent% e!p(o&e)

8n or#er to verify the propose# hypothesis, as "ell as to accoplish the previously outline#o%Hectives, the follo"ing instruents "ere eploye#$

0 Ananesis"0 I%servation gri#c0 /otional aturity test

An!ne%$% is represente# as a for for collecting ananestic #ata create# %y the author of the paper 3Appen#i0 no* 15* 8n the intro#uctory part "e inserte# the passport #ata 3nae, surnae, age, in school or not5, the environent the chil# coes fro 3faily or institutional, eeping the selection structure of theinvestigate# groups5, "ith the specification that the age at "hich the chil# "as institutionalise# "asintro#uce# as a relevant aspect* Another eleent "e "ante# to reveal is the age of the parents "hen the chil#"as %orn, "hich is iportant fro the perspective of the possi%le psycho7se0ual parental aturity* +he

nu%er of the chil#ren that e0ist in a faily can account for the chil#(s level of eotional aturity, the possi%ility that the parent(Qparents give hi enough attention, the #istri%ution of aterial resources %et"eenfaily e%ers* 4here possi%le, "e also collecte# #ata a%out the place of the investigate# su%Hect "ithin the

phratry*'urther on, the ananesis inclu#es a series of ites intro#uce# fro the #ata "e appreciate# as

significant in relation to the age until "hich the foun#ations of attachent are lai#, the presence or thea%sence of the person aroun# "ho the attachent type is %uilt, its constancy in the chil#(s life #uring that

perio# of tie, as follo"s$• Data a%out the pregnancy inforation that can %e relevant un#er the aspect of the chil#(s

potential pathology, %e it organic or psycho7eotional that coul# %e influence# %y the type of pregnancy, the other(s %ehaviour #uring pregnancy, consuption of su%stances or alcohol or other e#ical causes*

• 8nforation regar#ing the persons "ho constantly too care of the chil# #uring his first t"o

years of life, "ith the purpose of #etecting potential a%an#onent situations or a%an#onent7lie situations 3inclu#ing in failies i*e* group A5* 4e cross7analyse# this ite "ith another onereferring to the significant situations that occurre# #uring the chil#(s t"o years of life* 2ere "eenuerate# #eaths of significant persons, their serious e#ical con#itions that #eprive# thechil# of the presence of the persons, "ho coul# have %een the central attachent figure,separations of these persons #ue to #ivorces or other causes, such as a Ho% in a #ifferent city or country*

• 8n the sae category an# using the sae arguents, "e intro#uce# t"o ites relate# to thechil#(s nutrition #uring his first t"o years of life* 4e foun# it interesting to no" "hether thechil# "as naturally 3%reastfe#5 or artificially fe#* Breastfee#ing 3an# its #uration5 correlate#"ith ites regar#ing the other(s return to "or, as "ell as the chil#(s age an# registering hiin a crXche ha# as purpose i#entifying as any eleents as possi%le outlining the other(sinvolveent in the chil#(s life an# his separation fro her* 2o"ever, "e #i# not consi#er theother shoul# %e the ain attachent figure an# that is "hy the structure of the for for collecting ananestic #ata aie# at o%taining as any #ata as possi%le lea#ing to the person

)



aroun# "ho the attachent coul# have really %een %uilt*• +he environent the chil# live# in #uring his first t"o years of life "as analyse# %oth

coparatively 3in faily or institutions an# fro "hat age5 an# fro the perspective of the persons "ho actually live# "ith the chil#, parents, gran#parents or other situations that coul#not have %een pre#icte# at the %eginning of the research* A situation #iscovere# #uring theresearch "as that of institutionalise# chil#ren living here "ith their others until a certain age 6 a fact that ust %e taen into account "hen "e thin a%out the attachent type an# theattachent %ehaviour*

• Data a%out the chil#(s state of health #uring his first t"o years of life are iportant to assess the potential psycho7eotional fragility of the chil#, the #elays in eotional #evelopent an# soon*

• Jast %ut not least, "e re?ueste# inforation a%out the e#ucation #egree of the parentsQcaretaers, the relation %et"een the parents, as "ell as other events that "oul# proverelevant #uring the #iscussion "ith the a#ult an# that "ere not inclu#e# in the other categories

previously entione#*

The o"%e#*t$on #$) 3Appen#i0 no* 95 "as specifically structure# for this research an# is %ase# onthe four types of attachent an# the %ehaviour attache# to each type, as they have %een #escri%e# %y theliterature 34allin, -.1.5, %ut also the %ehaviours specific to the chil#(s personality #evelopent stage 3Lolu,-.1.5

+he o%serve# %ehaviours "ere groupe# function of the attachent type, as follo"s$• &ecure attachent 6 ites 1 an# -• Avoi#ant attachent 6 ites 9 an# E• A%ivalent attachent6 ites K, G, F, ) an# 11• Disorganise# attachent 6 ites >, 1., 1- an# 19

+he ans"ers "ere rate# in five gra#es, fro 1 to K, as follo"s$1- +o a very sall e0tent2- +o a sall e0tent3- Neither sall nor great e0tent4- +o a great e0tent5- +o a very great e0tent

an# resulte# fro o%serving the chil# #uring his intervie"*+he scores "ere o%taine# %y a##ing the ans"ers to the ites specific to each attachent type an#

#ivi#ing the result to the nu%er of ites* Choosing this etho# for calculating the score prove# necessary asa result of the ine0istence of an e?ual nu%er of ites for each attachent type* 4e chose the resulte##oinant attachent as representative, i*e* the highest score*

Besi#es the t"o previously entione# instruents, "e a##e# 2The E!ot$on( Mt,#$t& Te%t3

*($)te) ),#$n '44+5'446 "& A%%oc$te P#ofe%%o# F(o#$n) 7o(, PhD, "hich is organise# as a sei7structure# intervie" an# fro "hich "e selecte# only the ites in concor#ance the research o%Hectives* +hefirst part is the a#ult(s intervie" an# the secon# part is the chil#(s intervie" 3Appen#i0 no* -5*

Due to reasons referring to the research hypotheses an# its varia%les, respectively, the a#ult "eintervie"e# "as the parent in case of the chil#ren in group A an# the caretaer, respectively for the chil#ren ingroup B* 4e #i# not use the coponent of this test targeting e#ucators, as "e preferre# to have the issue of the attachent result fro analysing the inforation given #irectly %y the chil# an# the parentQcaretaer* Iur choice "as supporte# the stateent of the author of the test that :the chil#(s attachent relation "ith his

parents an# other reference a#ult persons in his life is the ey eleent of the #egree of eotional aturity an# %ecoing, coherent, healthy outlining of the personality as a "hole= 3Lolu, -..), p* G.5*

Accor#ing to the author of the test, the #iensions consi#ere# are as follo"s$•

+ype an# ?uality of attachent, esta%lishing relations• Reaction to rules, liits, esta%lishing %oun#ary an# #ifferentiating contact• 8#entification process• /otional availa%ility, eotional openness• +olerance to frustration• Attitu#e to participating in activities, participating in group activities versus #egree of

egocentris• Process of a#Hustent• Activis, #ynais, eotional nuances of curiosity, interest 3as a type of reaction, life

orientation5+he parentsQcaretaers ans"ere# the ?uestions %elo" after copleting a preliinary training$T#$n$n$ :e are interested in what you, as a parent thin/ and feel about your child. This interview

is they way in which we would li/e to learn more things about 77777777777. )the child8s name-,the relationship you have with him9her, what he9she feels and how he9she manifests.

1.



8n relation to the ch$()#en8% $nte#*$e9, as the intervie"ing anner of the eotional aturity test isthat of the e0periential psycho#iagnosis 3Lolu, -..),5, "e interacte# "ith the chil#ren also %y eans of agae of #oino "ith applie# figures, plastic geoetrical shapes an# #ra"ing* During the research, "e caeup "ith the i#ea to re?uest the chil#ren to #ra" a happy chil#, a sa# chil# an# an upset chil#, %esi#es the#ra"ings they "ante# to ae #uring the intervie"* 'e" of these "ors are sho"n as e0aples 3Appen#i0no* K5* As sho"n %y the author of the eotional aturity test, the chil#(s intervie" ais :to catch theeotional reactions an# the echaniss to cope "ith reality, as "ell as the stages of the i#entification an#a#Hustent process in the conte0t of the relational an# e#ucational environent= 3Lolu, -..), p* G15*

+he scoring etho# "e use# is counting the positive an# negative characteristics inclu#e# in theans"ers of those intervie"e# 3parentQcaretaer an# chil#5, esta%lishing the #ifference %et"een the %ygenerating the final score, "hich represents the level of eotional aturity of the chil# fro the parent(s or

the caretaer(s perspective in case of a#ult intervie"s an# fro the chil#(s perspective, separately* 4e use#this etho# of ?uantification as it is specific to ?ualitative research*

'.. Dt co((ect$on

'or group A, the ini investigation "as con#ucte# in the schools "here the chil#ren stu#y, in theschool(s Psychology office* +he chil#ren(s parents "ere contacte# at the en# of the classes an# "ere offere#ver%al #etails a%out the research* +hey "ere invite# to tae part in the investigation if they "ante# to* +hose

parents virtually agree# receive# the Consent 'or 3Appen#i0 no* E5, "hich inclu#es all relevant inforationa%out the research* Both chil#ren an# parents "ere intervie"e# in the office previously entione#, in thesae circustances, each of the separately, "ith one e0ception*

8n case of group B, the #ata collection "as #one in roos a#e availa%le %y the anageent of thefoster care centres 3rea#ing roos, stu#ying roos5* +he chil#ren in this group "ere also investigate#

separately fro the caretaers, e0cept for one chil# "ho "as intervie"e# together "ith the caretaer* 8n thecase of foster care centres, "e signe# a confi#entiality agreeent "ith the Leneral Directorate of &ocialAssistance an# Chil# Protection using the for #rafte# %y this institution* +he #istri%ution in the centres "as#one %y the copetent specialise# authorities*

+. RESULTS

+.1. Re%,(t of the #e%e#ch

1) There are differences between the types of attachment in children raised in secure families and

institutionalised children.

8n or#er to test the research hypothesis, "e use# the Mann74hitney test for non7paraetric #ata, as"e have category varia%les* After applying this test, "e o%taine# a score T 71*FG "ith a significance pY.,.K3.*.F5, "hich invali#ates the hypothesis*

&uch a lo" #ifference aes us appreciate that the sall nu%er of su%Hects 3G.5 #eterine# the lac of effect of the test*

Te%t Stt$%t$c%

Attachent type

Mann74hitney U 99F*K..

4ilco0on 4 >.-*K..

Z 71*FG)

Asyp* &ig* 3-7taile#5 *.FF

a* Lrouping Waria%le$ environent

P$ct,#e no. 1 Te%t,( Mnn5;h$tne&

11



2) There are significant differences between the emotional maturity level of children and the

environment they come from.

4e use# the + test for in#epen#ent saples in or#er to test this hypothesis* 4ith reference to thelevel of eotional aturity appreciate# %y the parentQcaretaer, "e notice# there is not a statisticallysignificant #ifference tT1*1>, sigY.*.K 3.*-95 function of the environent the su%Hects coe fro* 4ithreference to the level of eotional aturity appreciate# %y the chil#ren, "e notice# there is not a statisticallysignificant #ifference tT.*K-, sigY.*.K 3.*K-5 function of the environent the su%Hects coe fro*

In)epen)ent S!p(e% Te%t

Jevenes +estfor /?uality of Wariances

t7test for /?uality of Means

' &ig* t #f &ig*3-7

taile#5

MeanDiffere

nce

&t#*/rror

Difference

)KO Confi#ence8nterval of the

DifferenceJo"er Upper

Jevel ofeotionalaturityappreciate

%y the parentQcaretaer

/?ualvariancesassue#

*.)1 *FG91*1>

)K> *-9) E*K.. 9*F>K 79*.FG 1-*.FG

/?ualvariances not

assue#

1*1>)

KF*.EG

*-9) E*K.. 9*F>K 79*.F) 1-*.F)

Jevel ofeotionalaturityappreciate

%y the chil#

/?ualvariancesassue#

*.F1 *F)1 *K-> K> *G.. *)GF 1*>9- 7-*F.1 E*G9K

/?ualvariances notassue#

*K->KF*G

G>*G.. *)GF 1*>9- 7-*F.- E*G9K

P$ct,#e no. ' T te%t fo# $n)epen)ent %!p(e%

3) There are differences between the types of attachment in institutionalised children function of

significant life situations in the first * years of life.

Te%t Stt$%t$c%<"

Attachent type

Chi7&?uare F*9EK

Df G

Asyp* &ig* *-).

a* !rusal 4allis +est %* Lrouping Waria%le$ life situations significant to the su%Hect #uring the first - years

P$ct,#e no. + Te%t,( =#,%>((5;(($%

+his result in#icates the fact there are no significant #ifferences regar#ing the attachent type function of thesignificant life situation in the first t"o years 3[ - T F*9E p Y .*.K5*

4) e can suppose there is a statistically significant correlation between the emotional maturity

level and the attachment type. 4e use# the &pearann correlation test for non7paraetrical #ata an# o%taine# a statistically

1-



significant correlation %et"een the level of eotional aturity appreciate# %y the parentQcaretaer an# thechil#(s attachent type of rT 7.*-F), sig.*.K 3.*.95*

Moreover, "e o%taine# a statistically significant correlation %et"een the level of eotional aturityof the chil# an# his attachent type of rT 7.*->K, sig.*.K 3.*.-5*

Co##e(t$on%

Attachenttype

Jevel of eotionalaturity

appreciate# %y the

parentQcaretaer

Jevel of eotionalaturity

appreciate# %y the chil#

&pearansrho

Attachent type

CorrelationCoefficient

1*... 7*-F)\ 7*->K\

&ig* 3-7taile#5 * *.91 *.-F N G. G. G.

Jevel of eotionalaturity appreciate#

%y the parentQcaretaer


7*-F)\ 1*... *-.>

&ig* 3-7taile#5 *.91 * *111 N G. G. G.

Jevel of eotional

aturity appreciate# %y the chil#


7*->K\ *-.> 1*...

&ig* 3-7taile#5 *.-F *111 * N G. G. G.

\* Correlation is significant at the .*.K level 3-7taile#5*

P$ct,#e no. / Spe#!nn co##e(t$on te%t

5) There are differences regarding the emotional maturity level of children function of age.

Using the ANIWA test ha# as result there are not statistically significant #ifferences %et"een thechil#(s level of eotional aturity appreciate# %y the parentQcaretaer function of the chil#(s age sigY.*.K3.*F)5 an# that there are no statistically significant #ifferences %et"een the chil#(s level of eotional aturityappreciate# %y the chil# function of the chil#(s age sigY.*.K 3.*E)5*

ANOVA&u of &?uares

#f Mean&?uare

' &ig*

Jevel of eotionalaturity appreciate# %ythe parentQcaretaer

Bet"eenLroups

--G*EFE 9 FK*E)1 *99F *F))

4ithin Lroups 1-KE.*K.) KG --9*)9>+otal 1-FGG*)>9 K)

Jevel of eotionalaturity appreciate# %ythe chil#

Bet"eenLroups

1-.*F.9 9 E.*-9E *>.1 *E))

4ithin Lroups ->1E*KEF KG K.*-G.+otal -)9K*-K. K)

P$ct,#e no. ANOVA Te%t

+.'. P%&cho(o$c( $nte#p#ett$on

8n or#er to interpret psychologically the result o%taine# using the previously entione# instruents,

"e "ill analyse each instruent eploye#*

19



An!ne%$% prove# to %e very helpful for the research, as it provi#e# any inforation regar#ing thechil#(s history, especially #uring the first years of life, "hen, accor#ing to the attachent theory, thefoun#ations of the attachent are lai#* 4e consi#er it is iportant to #eterine %oth for chil#ren raise# infailies an# for institutionalise# chil#ren "hether there "as a constant caregiving person in the chil#(s life#uring this first perio# of tie* At the sae tie, the e0istence of separate ites for the significant situationsthat occurre# in the chil#(s life, #istinctly, %oth #uring the first t"o years an# later on, allo"e# for theseparation in the parents( an# caretaers( #iscourse of the #ata regar#ing the perio# "hen priary attachentis #evelope# fro the later or current #ata, "hich helpe# the e0ainer to o%serve an# interpret as accurately

as possi%le the chil#(s psycho7eotional state at the oent of the e0aination* 8n the case of group A3chil#ren fro failies5, the parents "ere generally reserve# in offering #etaile# or very accurate inforation*+hey ten#e# to cover up potential faily #ifferences, conflicts that coul# lea# to ruptures in relationships

%et"een partners or hus%an#s an# "ives, as "ell as separations or #ivorces*

+his first attitu#e coul# %e the effect of the research topic, i*e* the reaction the ipact of the "or#s:attachent= an# :eotional #evelopent= have on the parents* +hey also open inner #oors to their o"nhistory %y siple interrogation* 2o"ever, "e can suppose that this is the effect of the #ecision to present theresearch topic an# give people a certain tie to thin over "anting or not "anting to participate in this stu#yconsi#ering the fact that there "ere three cases in "hich parents re?ueste# %y phone to eet the e0ainer,"ithout %eing contacte# at the oent "hen "e presente# the research #ata* 8n all three cases the su%Hects"ere others an# all of the ha# %een through a #ivorce, in "hich the father ha# left the faily* All three

others ha# the ten#ency to iniise the effects of this %rea7up on the chil#* 4e ust not #isregar# the factthat these others "ere eotionally an# cognitively preoccupie# "ith the %roen faily, so they regar#e# thisresearch also as an opportunity to have a specialise# psychologist confir the the chil# "as not affecte#, %utalso to unloa# soe of their o"n pressure cause# %y this life event, a catharsis*

+he ipossi%ility to select a larger nu%er of chil#ren 6 su%Hects in the group le# us to #iscover #uring the research that, in case of group A, "e have four cases of #ivorce of the parents #uring the first t"oyears of life, three cases of separation or #ivorce after this age, as "ell as several conflict situations in thefaily reveale# %y the parents or, soeties, %y the participating chil#ren* +he e0istence of several itesaccoplishe# it ission 6 to cross7chec the real situation the chil#(s faily in a anner that coul# highlightthe events aring the ?uality of the parent7chil# relationship un#er the aspect of the attention the parent

coul# give to his chil#, the capacity to actively involve in his up%ringing an# in all #evelopent stages3physical, eotional, cognitive5, to %e responsive an# sensitive to the chil#(s nee#s* All these constitute# a prognosis for the ?uality of the attachent*

8n the case of group B, "e o%taine# ore general inforation regar#ing each su%Hect, "ith referenceto the age of institutionalisation an#, for a part of the chil#ren, "ho raise# the #uring the first t"o years of life* +he foster care centres that "ere allotte# to us %y the Directorate for &ocial Assistance an# Chil#Protection "ere generally reserve# in offering inforation #espite of the fact that "e ha# previously signe# aconfi#entiality agreeent* In the other han#, "e can suppose there are no such personal #ata regar#ing eachchil# or that they are siply not collecte#, consi#ering they are not of interest* 8n soe cases, chil#rena%an#one# very early pass fro one protection institution to another, an# this can have as conse?uence thefailure to register the inforation "e inclu#e# in the ananesis* Another ipe#ient "as the fact that it "as

not possi%le for us to collect the ananestic #ata #in the chil#ren(s charts* +hey "ere tol# to us %y thecaretaers "ho ans"ere# in the a#ult(s intervie", hence their reality coul# %e #istorte# %y that person(seory, inclu#ing un#er the eotional aspect, as it is no"n that soe of the are very attache# to a chil#or, the reverse situation, "hen #ue to a lac of an eotional %on# %et"een the caretaer an# a chil# turns intoa lac of interest lea#ing to provi#ing incorrect #ata* 4ith respect to the type of nutrition offere# #uring thefirst years of life, #ue to the a%sence of this inforation in %oth groups, in group B this inforation issingcopletely, "e #eci#e# not to use or to interpret these ans"ers*

+he ites referring to the parents( e#ucation level an# the ite registering the nu%er of chil#ren inthe faily of the su%Hect highlighte# clear #ifferences %et"een the t"o groups* 8n group A "ith chil#ren raise#in failies, ost chil#ren coe fro phratries "ith t"o7three chil#ren a0iu the ten#ency of the group is

to"ar#s one7chil# failies* Also, in the case of group A, "e have parents "ith university #egrees an# postgra#uates %ut also parents "ith high school #egrees* 8n group B, the phratries are a lot larger, "ith three,

1E



four, five up to nine chil#ren, the parents gra#uate# priary school, i##le school an# soeties highschool* Physical violence, alcohol consuption an# #rug consuption are present in these failies*

As a liit, "e ust tae into account the fact that this inforation #o not e0ist in group A, %ut thea#ult respon#ents ight have avoi#e# offering the, voluntarily or not, #ue to the topic of the research, theeotional relation "ith the chil# an# the potential fear that the aspects of a%use highlighte# here coul#generate Hu#geents, they coul# %e %lae# or hel# responsi%le*

+he conclusion of these ites is that group B coes fro socially #isa#vantage# categories, lacingaterial resources, "ith a lo" e#ucation level, "hich are prone to a%an#onent or sen#ing the chil#ren to

protection institutions*

The ch$()8% $nte#*$e9 n) the o"%e#*t$on #$)

Although "e chose gaes an# #ra"ing as eans of ans"ering the intervie", the chil#ren a#e#ifferent choices, #epen#ing on age* Chil#ren age# K*K years ol# an# F years ol# preferre# to ans"er viagaes an# #ra"ing ore* 4e consi#ere# this to %e in strong connection "ith the level of cognitive#evelopent as, for e0aple, it "as #ifficult for the to un#erstan# the ite :2o" #o you get along "ithyour other, father, gran#parents, frien#sV=* 8t "as #ifficult for the to represent the eaning of :to get along"ith soe%o#y= other than through a real situation* +his is also %ecause gaes are one of the ain points of

interest for this category of chil#ren* +hus, chil#ren of a younger age in the groups ans"ere# to the previouslyentione# ite :easy= or :slo"ly=* +his type of reply "as not taen into consi#eration as a "ay to avoi# theans"er follo"ing the eotional ipact generate# %y the ?uality of the persons that are the o%Hect of the?uestions* Also #ue to the age an# the ?uality of attention, chil#ren of a younger age "ere ore ipatient tofinish their tass, oving on fro one gae to another* Chil#ren age# F7>*K "ere ore engage# in their tas,

pai# ore attention to their ans"ers, their #ra"ings in#icate# a ne" stage of #evelopent, they are oreserious, ore refine# also #ue to the fine oveent coor#ination they ac?uire#, "hich %rings theconfi#ence*

+he last ite in the intervie" that re?ueste# the chil#ren to tell a story fro their lives an# to aeup a story "ith their favourite character split the chil#ren %y age again* +he little ones coul# not un#erstan#the eaning of the "or# :event= an# ase# for e0planations an# the sae thing happene# "ith the "or#

:invent=* After they "ere provi#e# "ith ans"ers to help the represent these "or#s, it "as easier for the totell a story* 2o"ever, in ost cases, the story "as inspire# fro cartoons, soe aspects in it coing fro thechil#(s iagination* 8n case of a su%Hect "ho ha# recently lost his gran#other, a person that "as significantto hi, the story he invente#, as "ell as his #ra"ings "ere connecte# to that person* Lirls i#entifie#theselves "ith feale characters ore easily, fairies, princesses that are save# %y princes, "hile %oys choseale characters, ost of the fighters fighting for #ifferent causes, saviours, heroes that %ring Hustice to the"orl# an# save it* +here "ere a fe" e0tree cases* Ine ale chil# for "ho "e #o not have any e#icalinforation %ut sho"e# syptos of AD2D ha# as favourite character a very violent person "ho fights "ithseveral "eapons* +he chil# a#itte# "ith a superficial guilty feeling he lie# violent gaes* Another alechil# chose to i#entify hiself "ith a #og that "ante# to save the "orl#, sa" "hat others coul# not see an#ha# a very %a# istress*

4ith reference to the contact "ith their self, little chil#ren nee#e# #ra"ings an# gaes to #escri%e aneotion or they ie# it, not %eing a%le to ver%ally #escri%e it* 2o"ever, they "ere "illing to ans"er ?uestions a%out eotions* Chil#ren over F years ol# "ere ore reserve# in provi#ing #etails %ut they ha# thecognitive capacity to spea a%out the* +hese #ifferent "ays of relating to the sae ite is the effect of thelevel of cognitive #evelopent %ut also of psycho7eotional aturity* +he latter also encopasses a socialcoponent that re?uires the su%Hect to anage his eotions, especially the negative ones* +hey prove#a%ilities to play %y theselves or "ith the others, sho"e# epathy, searche# for "ays to cofort the other 3ite :"hat #o you #o "hen you see a chil# cryingV=5 an# ost of the "ere a%le to e0press "hat they felttheselves #uring those oents*

]uestions regar#ing parents in#icate# the chil#ren(s capacity to epathise "ith the as "ell* +hus,

in cases of a faily environent fille# "ith conflicts an# arguents, the chil#ren spoe a%out these situationsan# sho"e# their preference for one parent or the other* 8n the case of a ale su%Hect, his other(s %rea7up

1K



fro his father, "hich "as not counicate# to the chil#, #ou%le# %y the presence of another an in hisliving hoe an# in his other(s life ha# as effect a stronger connection to the father an# his presence in all thegaes, stories an# events he create# or tol#, as "ell as a repugnance an# oral Hu#gent of the other* 'ury,#iscontent an# aggressiveness "ere put in gaes or #ra"ings as an e0pression of the "ay in "hich the chil#un#erstan#s "hat happens in the faily*

Alost all chil#ren in group B state# they love# their other or their parents, even in cases "herethey ha# a re#uce# contact "ith their failies* +he fact that soe of the #i# not have connections "ith their natural parents le# to a##itional ?uestions* At the %eginning "e "ere tepte# to consi#er that %iologicalaspects or aspects "ith reference to specific early aternal care ha# left their ar, so it "as necessary to

return to the ananestic inforation that "oul# function as a filter for the psychological interpretation of thistype of response* As the chil#ren(s situations "ere significantly #ifferent #uring the first t"o years 3they "ereeither raise# %y their other or %y a foster care parent %ut then in %oth cases they "ere a%an#one# later on, or a%an#one# at %irth or raise# %y their father for a fe" years an# then a%an#one#5, "e continue# theinvestigation* 4e got to the conclusion that the :other= the chil#ren referre# to in their ans"ers cannot %eal"ays consi#ere# as the natural other for the little ones 3age# K*K7F years ol#5, %ut rather the foster careother* Chil#ren in all foster care centres "e "ent to call their caretaer :other=* 4e "ere not even a%le to#eterine precisely in "hat cases they tale# a%out their natural other or their caretaer an# in "hat casesthey tale# a%out any caretaer or any feale person* As this "as out of the scope of our research, "e #i# notstu#y this aspect thoroughly* Nevertheless, as "e no", the chil#ren ten#e# to %e frien#ly "ithout#iscriination in this case, too, soe of the even calling the e0ainer :other= right fro the first fe"inutes after they et*

+he fact that all the chil#ren "ere in school allo"e# for the #evelopent of social an# oral feelingsthat %rought along the reporting of situations they consi#ere# incorrect, unfair to the or to other ates,caretaer or that of a parent to the other parent*

+he reaction to"ar#s rules is age7specific* Jittle chil#ren, age# K*K7G*K ha# a lo"er capacity to focuson school activities, coplain a%out the %ut search for "ays to anage the ipulse to give up the tas,listen to their teacher "hen they are ase# to #o soething an# also aintain the capacity to protest* Bothchil#ren in group A an# those in group B positively relate to %eing in school, are intereste# an# attracte# toschool activities, feel goo# in social groups, a#e frien#s an# are happy a%out %eing a%le to esta%lishfrien#ships*

/specially in case of group B, the potential physical or eotional a%uses le# to an alost unitaryresponse to the i#ea of %eating, ol#er chil#ren %eating little chil#ren, violence in general, e0pressingcoplaint* +his response coul# also spea a%out attachent relations, their secure or insecure character, theipossi%ility to protect %y taing refuge in a secure %ase* &oe of the chil#ren use# the caretaer or theteacher as an attachent figure, this %eing the place "here they feel they coul# go to as for support, cofort,

protection, security* 8n the case of chil#ren that ha# recently %een %rought in foster care centres, the security %ase reains the other or, in one singular case, the father*

+he a#ult(s intervie" reveale# the parents( #ifficulties to #escri%e their chil#(s personality using K"or#s* +heir first reaction "as a %locage "hen they hear# the "or# :personality= an# then they "ere capa%leto tell stories a%out their chil#ren in their o"n "ay* At the en# "e agree# on the K "or#s to #escri%e the

personality or relation, as a for of helping the to e0press the e0perience they tol# using a noun or ana#Hective*

8n group A, the parents spoe openly a%out their chil#ren, proving preoccupation for raising the,love, the #esire to have healthy chil#ren un#er all aspects 3physically, entally5* But there "ere also situation"hen they felt helpless, coul# not correctly interpret their chil#ren(s signals their ans"ers to their chil#ren(sre?uests or %ehaviours are attune#* 8n ost cases, this state of facts is the result of liite# inforationregar#ing the chil#ren(s stages of #evelopent, eotion #eco#ing %ut also of o%Hective factors relate# to the

parents( involveent in professional activities, little tie spent for interacting "ith the chil#ren, not so goo#relations %et"een the parents*

8n group B, the caretaers felt ore free "hen giving ans"ers an# they rather pai# attention to not

reporting situations that ight incriinate the in any "ay* 4e too into consi#eration the connections

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create# %et"een caretaers an# their favourite chil#ren, %ut the ipossi%ility to al"ays intervie"ing the:favourite= caretaer also prove# to %e a liit of our research* +he e0isting eotional #istance %et"een aninstitutional caretaer an# an institutionalise# chil# is a positive factor influencing the e0pression of opinionsregar#ing the chil#(s personality, the e0pectations the caretaers have for chil#ren* +hese are ore realistican# ore oriente# to"ar#s the real an# in#ivi#ual possi%ilities coparing to the parents of the chil#ren raise#in failies "ho ten# to proHect ore of their o"n "ishes or frustrations to their chil#ren*

+he a#ults in %oth groups prove# having a goo# contact "ith the chil#ren, "ere capa%le tocharacterise the chil#ren(s eotions an# affects, to #escri%e their relationship as "ell as the positive an#negative situations that occur #uring their interaction*

8f in the case of the chil#ren raise# in failies 3group A5 the parents "ere preoccupie# "ith fin#ingans"ers to the #ifficult situations they have "ith their chil#ren, especially those regar#ing the control of eotions, ipulsiveness, agitation an# a lo" attention span, in case of institutionalise# chil#ren 3group B5 thecaretaers "ere ore #etache#* 8n group B "e notice# a certain passivity relate# to the chil#ren(s up%ringing"ith the unspoen arguent of the constitutional liits specific to each chil#, %ut also of the liits of theinstitutional care an# e#ucation syste*

+he attachent relations resulte# fro applying the instruents le# to results that #i# not ae the#ifference %et"een the t"o groups an# the t"o care environents, respectively* Disorganise# attachent "asrepresente# in %oth groups, even if the literature an# ol#er research reporte# a larger nu%er of su%Hects "ith#isorganise# attachent in institutionalise# chil#ren* 8n contrast to that, secure attachent is pre#oinantly

associate# "ith secure environents, these %eing failies* 2o"ever, as our analysis on a group of G. su%Hectsreveale# cases of secure an# #isorganise# attachent in %oth groups, a #etaile# research of this situation isnecessary*

+he coparison %et"een the groups in#icates a larger nu%er of #isorganise# attachent 3115 in theinstitutional environent copare# to the faily environent 3K5, "hich, strictly speaing of the aspect of this type of attachent, confirs the position in the theory* +he interesting thing for us, ho"ever, is also thefact that the #escriptive statistical analysis highlighte# the fact that for E su%Hects 3out of K5 "ith #isorganise#attachent, coing fro failies, no significant events #uring the first t"o years of life "ere reporte#, they"ere raise# %y their other or their parents, so they #i# not go through the e0perience of a separation,#ivorce, they #i# not coe fro poor failies* Ine single su%Hect "ent through the e0perience of the #ivorceof his parents #uring his first fe" years of life* 8n the group of chil#ren "ho no" live in institutions, allsu%Hects 3115 "ere care# for %y their other, parents or father #uring their first - years of life* At first, theresult is surprising an# coul# lea# to the conclusion that priary attachent really %uil#s inter an#transgenerationally, so it coul# e0press the attachent of the ain caring figure* 2o"ever, "hen e0ainingthe significant situations in the chil#(s first - years of life "e #iscovere# that ost of these chil#ren ha# %eena%an#one# 3G5, ha# live# the e0perience of a significant person(s #eath 315, their parents ha# separate# 3-5 an#in soe situations no such events ha# taen place 395* 8t is un#erstoo# that these chil#ren %enefite# fro theconstant care of a person for a certain nu%er of onths, %ut e0perience# one of the a%ove7entione#situations #uring the stage of attachent %uil#ing, "hich is consi#ere# to %e the first - years of life* +heinterpretation of these results lea#s to the i#ea that %oth currents of thought are correct i*e* the attachent typecan %e the irror of the attachent of the ain caring person, %ut also life e0periences "ith a aHor ipacton the chil# can #ictate the attachent type an# even ore so if "e ree%er that #isorganise# attachent

"as o%serve# as a %ehaviour that lasts for a very short "hile, a fe" secon#s, %ut "hich is significant #ue to itsintensity an# characteristics* +he e0perience of #eath or separationQ#ivorce iplies the #isappearance of asignificant person 6 a situation that the chil# can eotionally anage# "ith great #ifficulty, or, in#irectly, if the parent7ain attachent figure is not a%le to anage this loss in a healthy anner* +herefore the parent(so"n eotional voi# "ill ar the chil# "ho %uilt a secure %ase in the person that is no" #rifting* Moreover,the chil#(s young age an#, therefore, his eotional an# cognitive #evelopent level "ill %e a factor thatallo"s for the rapi# #evelopent of the chil#, "ith hi still %eing #epen#ant on the a#ult an# lacing thea%ility to control his eotions*

At the opposite en#, if "e loo at the secure attachent in institutionalise# chil#ren 31.5, "e noticethey, too "ent through the e0perience of a significant person(s #eath 315, "ere victis of physical violence 315

or "ere a%an#one# %y their parents 395, "hile for others no such events "ere present 3K5* 4e therefore notice#that, even "hen a%an#one#, chil#ren can sho" a secure attachent* +he e0perience of physical violence can

1F



eep attachent intact* +he #eath of a significant person #oes not al"ays affect the attachent type* +heinterpretation of this #ata lea#s us to the follo"ing hypotheses$ attachent type is not influence# ra#ically %ythe e0perience of a%an#onent, so "e coul# consi#er three aspects 6 the age at "hich the chil# "asa%an#one#, "hether attachent ha# alrea#y %een %uilt or "as %uilt later on 3in cases of a%an#onent, for e0aple, after -79 onths #uring "hich the chil# chose a caretaer as attachent figure5, the chil#(sresilience, an innate capacity, "hich coul# ae #ifference %et"een chil#ren*

4e thin that, for %oth attachent types, "e shoul# choose the category :not present= 3author(s note3AN5 no such events are present5 as a liit to our research "ithin the varia%le significant life events #uringthe first - years of life* +he a%sence of the inforation or the incorrect presentation %y caretaers or parents

copels us to treat this #ata "ith attention #uring its psychological interpretation*

8n chil#ren raise# in failies 3group A5, no significant life events are reporte# in all cases of secureattachent 31E5, "hile for the type of #isorganise# attachent 3K5, only one su%Hect "ent through a #ivorce#uring the first t"o years of life* +hese results consoli#ate the i#ea that resilience, the attachent of the aincaring figure an# the chil#(s age at the oent "hen a significant event "ith a aHor eotional ipact is

pro#uce# are iportant factors in %uil#ing attachent an# attachent type*

Moving on, the research of the varia%les referring to later life events an# attachent type for group Breveale# that aong the chil#ren "ith #isorganise# attachent 3115 there are ore cases of a%an#onent 3G5,no su%Hect "ent through the e0perience of repeate# a%an#onent, one su%Hect "as physically assaulte# an#one su%Hect "as institutionalise# #ue to his parent(s arrest* 8n coparison to that, in the group of those "ith

secure attachent 31.5, the nu%er of those a%an#one# is higher 3F5, one su%Hect ha# a parent un#er arrest an#one su%Hect "as e0pose# to physical violence, %oth reasons for institutionalisation* +his analysis, too supportsthe i#ea that, for situations that coul# fall into siilar categories, "e have oppose# attachents, secure an##isorganise#, "hich coul# account for the iportance of the constitutional factors in a#Husting to lifecircustances*

'ro the psychological perspective, invali#ating the hypothesis assuing the e0istence of #ifferences %et"een attachent types in chil#ren function of the environent thy coe fro can account for the iportance of innate capacities on the eans of inner anageent of e0ternal life events, fro the type of relation "ith the ain caring persons to o%Hective events 3separation fro ill significant persons, #eath,

physical violence situations, arrest, etc*5, an# teper an# resilience, respectively* 2o"ever, the fact thatsu%Hects of %oth groups %enefite# fro the other(s, father(s or parents( care #uring the first years of life,even if for a perio# of tie shorter than t"o years that "e investigate# can constitute a significant factor infi0ing attachent, accor#ing to this theory* +his conclusion %rings along also the fact that the a#ult(sattachent is constitutively #eterinant of the chil#(s attachent, "ithout this conclusion %eing vali# for anyreal situation, as the research activity has sho"n*

8nvali#ating the hypothesis assuing the e0istence of #ifferences %et"een the levels of eotionalaturity of chil#ren function of the environent they coe fro, this research %ase# on our o%servations#uring the eployent of the instruents in#icates an eotional #evelopent "ithin the age liits of theintervie"e# su%Hects* 4e coul# interpret that the access of the chil#ren in %oth groups to e#ucation i*e* their integration in social groups allo"e# the to o%tain the age7specific ac?uisitions, cognitive or psycho7eotional ones, the forer %eing a foun#ation for %uil#ing the chil#ren(s eotional life, even if not in thesense of causality, as it is no"n that a high intellectual level #oes not iply the sae result for the eotional

part* 2o"ever, the a%ility to carry out tass, to get involve# in activities, to have alost as any frien#s as theothers aroun# the allo"s for %uil#ing the self7confi#ence "ith positive results on the level of eotionala#Hustent* In the other han#, this is the age at "hich eotional a#Hustent increases as an effect of the

process of aturity, also un#er the neuro%iological aspect* +he fact that soe of the chil#ren ha# lifee0periences that ight have ha# a negative effect on the eotional level ay lea# to the conclusion that suchsituations, illness, #eath, #ivorce are teporarily #esta%ilising, an# the chil#ren in this group ha# the a%ility torecover an# go through these oents "ithout the %ecoing trauatic* Also, the presence of the teacher an# frien#s can constitute sta%ilising factors on the level of eotional life an#, soeties, otivationalstiuli*

4e appreciate the hypothesis assuing the #ifferences %et"een attachent type in institutionalise#chil#ren function of the significant life events live# #uring the first t"o years of life "as invali#ate# as aresult of the fact the ost institutionalisation e0periences occurre# after the age of -, thus the type of attachent coul# have alrea#y %een %uilt at the oent of institutionalisation* +his fact shoul# %e correlate#"ith the i#ea that it is not aHor life events that affect the attachent type, %ut the o#ality to a#apt to thesituation they create# i*e* the chil#(s resilience* A level of eotional #evelopent age7appropriate together

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"ith the high resilience of these su%Hects ay not turn life events, generally appreciate# as having a trauatic potential, into trauatising e0periences*

4e consi#er the statistical confiration of the hypothesis regar#ing the e0istence of a significantcorrelation %et"een the chil#ren(s level of eotional aturity an# the attachent type is the e0pression of the"ay in "hich the su%Hects choose their coping strategies or fail to access the in the oents that recreatethe #istressing situations, teporary situations that also have an ipact over the chil#ren(s eotional state* Inthe other han#, %oth groups sho"e# the presence of negative life events that coul# create certain entalrepresentation regar#ing relations, the ental life of the other, his o"n ental life an# the eans to surviveface to face "ith the tensions coing fro the insi#e or fro the outsi#e* +he e0istence of such events in %othgroups 6 as "e have previously sho"n "hen referring to the notion of secure environent 6 can constitute afactor for confiring this hypothesis* 8n a siilar "ay, invali#ating the hypothesis referring to the #ifferences

%et"een the eotional level of the chil#ren coing fro failies coparing to institutionalise# chil#ren an#that referring to the #ifferences %et"een attachent types of the t"o groups consoli#ate the conclusion thatthere is a significant nu%er of chil#ren "ith secure attachent an# insecure attachent in %oth groups, an#the chil#ren in this saple are not significantly #ifferent eotionally*

4e consi#er the hypothesis referring to the #ifferences %et"een the groups regar#ing the level of eotional #evelopent fro the age perspective "as invali#ate# as ost of the su%Hects of the group 3EG5 ha#ages %et"een K*G7F, an# the others 31E5 ha# ages %et"een F*17>*G, e?ually #istri%ute# 3-9Q-9 an# FQF5, thus theanalysis %asically focuse# on the sae age categories*

/. CONCLUSIONS

+he secure %ase is the return to the ain attachent figure #uring the chil#(s oents of #istress, con#itione#

%y the availa%ility of this figure to %e optially attune# "ith the chil#(s nee# 3Bo"l%y, -.115* +he %elief of the father of attachent theory "as that :no parent "ill offer a secure %ase for his gro"ing chil# unless heintuitively un#erstan#s an# respects his chil#(s attachent %ehaviour an# if, at the sae tie, he consi#ersan# treats this %ehaviour as %eing an integran# an# iportant part of huan nature, as 8 consi#er it to %e* +hisis the aspect un#er "hich the ter ;#epen#ence< ha# such a regretta%le influence* Depen#ence al"ays carriesan unfavoura%le connotation an# ten#s to %e consi#ere# a characteristic only for the first fe" years 6 acharacteristic that an in#ivi#ual shoul# ?uit as fast as possi%le* As a result, it often happene# in clinical circlesthat, every tie the attachent %ehaviour anifeste# at an ol#er age, not only "as it consi#ere# as regretta%le,

%ut "as even calle# regressive* 8 %elieve this is a great error of Hu#geent= 3Bo"l%y, -.11, p* E.5* +his visionover attachent %ehaviours is iportant for the follo"ing t"o #iscoveries$ attachent %ehaviours are notice##uring a an(s life, in his #iverse interactions, %ut they can #iffer fro one situation to another, "hile every

person aintains a sta%le attachent to attachent figures* +his is ho" the concept of inner "oring o#el is %orn*

+hese i#eas "ere the foun#ation of this research, "hich propose# to coparatively stu#y theeotional #evelopent an# attachent relations of institutionalise# chil#ren an# chil#ren raise# in failies,specifically %asing on the i#ea of inner "oring o#el an# attachent as relation pattern that is initiate#starting fro this inner o#el un#er #istress con#itions*

4e analyse# the invali#ation of the hypothesis regar#ing the e0istence of #ifferences %et"eenattachent types in chil#ren function of the environent they cae fro un#er several aspects*

'irstly, this statistical result coul# %e a conse?uence of the liits of the research un#er the aspect of the saple constitution* +he fact that the ran#oisation of the su%Hects in %oth groups "as not possi%le froreasons regar#ing the participants( reservation "as such a liit* In the other han#, the research topic caneotionally stiulate the chil#ren(s parentsQcaretaers %ut also the eployees of the authorities involve# inthe approval process for con#ucting a research of this in# in the institutional environent* +he %ias that theresults of this research "oul# confer a negative iage to the a#ults caring for these chil#ren can liit theaccess to a stu#y of this in#* Moreover, fro the sae reasons, the parents of the chil#ren raise# in failies

#i# not reveal fro the %eginning the real faily situation that ight have constitute# a reason for e0clusionfro the saple* In the other han#, there is no #efinition of the notion of :secure environent=* Are "ereferring to the current environent, the environent fro the chil#(s first years of life or #oes the failyhave the characteristics of a secure environentV +he research results sho", ho"ever, that even if this aspectcoul# %e regar#e# as a liit, it can %e also treate# as a positive factor in the sense that it is reveale# that lifeevents that coul# generate eotional #esta%ilisation in a chil#, accor#ing to the theory an# clinical e0perience,#o not unitarily lea# to changes in the attachent type neither in the secure one nor in the #isorganise# one*

&econ#ly, the a%sence of significant #ifferences %et"een the attachent types copare# accounts for the iportance of innate a%ilities in the "ay of inner anageent of e0ternal life events, fro the type of relation "ith the ain caring persons to o%Hective events 3separation fro ill significant persons, #eath,

physical violence situations, arrest, etc*5, an# teper an# resilience, respectively* 2o"ever, the fact thatsu%Hects of %oth groups %enefite# fro the other(s, father(s or parents( care #uring the first years of life,even if for a perio# of tie shorter than t"o years that "e investigate# can constitute a significant factor in

fi0ing attachent, accor#ing to this theory* +his conclusion %rings along also the fact that the a#ult(sattachent is constitutively #eterinant of the chil#(s attachent, "ithout this conclusion %eing vali# for any

1)



real situation, as the research activity has sho"n*A liit to our research, even if "e appreciate it "oul# not significantly o#ifiy the results, is the

evaluation of the threshol# of age for %uil#ing the attachent, "hich "e consi#ere# to %e the chil#(s age of -years* 8n theory an# practise, this is situate# %et"een -79 years* 'or this reason, in a future research "e "oul#use the age of 9*

Another liit to our research "as highlighte# #uring the hypothesis regar#ing the #ifferences %et"een the chil#ren(s level of eotional #evelopent an# attachent type, a liit represente# %y theipossi%ility to control the a#ults( honesty "hen characterising the chil#ren* In the other han#, as this is aresearch governe# %y the "or# :relation=, it is iportant "e appreciate the su%Hectivity of the a#ultrespon#ents also as a "ay to reveal precisely the real relation %et"een chil# an# caretaer, "hich thee0ainer "ill have to rea# in a #ifferent ey* 4e can turn this eans of o%servation fro a liit to an

o%Hective, %y refining the instruents eploye# even fro the oent "e %uil# the*4e appreciate the hypothesis referring to the #ifferences %et"een attachent type in institutionalise#chil#ren function of the significant life events live# #uring the first t"o years of life "as invali#ate# as aresult of the fact the ost institutionalisation e0periences occurre# after the age of -, thus the type of attachent coul# have alrea#y %een %uilt at the oent of institutionalisation* +his fact shoul# %e correlate#"ith the i#ea that it is not aHor life events that affect the attachent type, %ut the o#ality to a#apt to thesituation they create# i*e* the chil#(s resilience* 4e coul# also assue that the level of eotional #evelopentof the chil#ren in this group, for "hich it has %een prove# statistically there is no #ifference "hen coparingit to the chil#ren raise# in failies, in#icates an increase# resilience of these su%Hects, as life events #o notsee to have %een trauatising* 8n the sense of research liits, as "e #o not have enough #ata a%out thesituation of the failies of institutionalise# chil#ren, "e can also appreciate the hypothesis "as not confire#statistically, %ut in reality, the #isorganise#, avoi#ant or a%ivalent attachent of soe of these chil#rencoul# %e in connection "ith the life events they e0perience# #uring these first t"o years*

4e consi#er the statistical confiration of the hypothesis regar#ing the e0istence of a significantcorrelation %et"een the chil#ren(s level of eotional aturity an# the attachent type is the e0pression of the"ay in "hich the su%Hects choose their coping strategies or fail to access the in the oents that recreatethe #istressing situations, teporary situations that also have an ipact over the chil#ren(s eotional state* Inthe other han#, %oth groups sho"e# the presence of negative life events that coul# create certain entalrepresentation regar#ing relations, the ental life of the other, his o"n ental life an# the eans to surviveface to face "ith the tensions coing fro the insi#e or fro the outsi#e* +he e0istence of such events in %othgroups 6 as "e have previously sho"n "hen referring to the notion of secure environent 6 can constitute afactor for confiring this hypothesis* 8n a siilar "ay, invali#ating the hypothesis referring to the #ifferences

%et"een the eotional level of the chil#ren coing fro failies coparing to institutionalise# chil#ren an#that referring to the #ifferences %et"een attachent types of the t"o groups consoli#ate the conclusion thatthere is a significant nu%er of chil#ren "ith secure attachent an# insecure attachent in %oth groups, an#the chil#ren in this saple are not significantly #ifferent eotionally*

4e consi#er the hypothesis referring to the #ifferences %et"een the groups regar#ing the level of eotional #evelopent fro the age perspective "as invali#ate# as ost of the su%Hects of the group 3EG5 ha#ages %et"een K*G7F, an# the others 31E5 ha# ages %et"een F*17>*G, e?ually #istri%ute# 3-9Q-9 an# FQF5, thus theanalysis %asically focuse# on the sae age categories*

4e can also thin, as a closing note for the reflection over these hypotheses, that "here there is agoo# entaliing a%ility, "e also see an eotional capacity that entally organises, not #isorganises, "hichcan aintain the secure attachent* As an e0ception, as seen in chapter 1 #uring the analysis of severalinternational research stu#ies, a secure attachent #oes not ean it is ipossi%le for su%Hects to livee0periences of a #isorganise# attachent type in certain life circustances* 8n a siilar "ay, the access to ahealthy relationship un#er the aspect of psycho7eotional aturity either %y a#option, a care syste offering

pro0iity, consistency, sensitivity, or %y psychotherapeutic intervention, can constitute a con#ition for thetransforation of a #isorganise# attachent into a secure attachent*

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