{"title":"依恋、教育者特征和青少年与教育者之间的关系对机构收容青少年 6 个月的变化有影响吗？","authors":"S. Muzi, G. Rogier, F. Bizzi, C. S. Pace","doi":"10.1002/cpp.3059","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Objective</h3>\n \n <p>This longitudinal study involved youths in residential care due to previous adverse experiences and their educators, aiming to investigate the role of youths and educators' attachment, educators' psychopathology, and the quality of youth–educator relationship on change scores of youths' symptoms and youth–educator relationship security over 6 months.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>Participants were 36 institutionalized youths (M<sub>age</sub> = 16.50 ± 2.13) and their 25 main educators (M<sub>age</sub> = 38.48 ± 5.75), assessed at baseline (T1) and 6 months later (T2). Youths were assessed in total, internalizing and externalizing problems via a multi-informant approach, and educators in psychopathology levels. Attachment representations of youths and educators were assessed through validated attachment interviews (Friends and Family Interview and Adult Attachment Interview), and both separately rated the youth–educator relationship.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>(1) Most cases remain stable over 6 months. (2) Educator narrative coherence and the quality of youth–educator relationship at baseline were correlated but not predictive of change in youths' symptoms. (3) Youths' higher attachment disorganization at baseline was the unique predictor of 14% variance of positive change in the youth–educator relationship security perceived by the youth. (4) Youth attachment avoidance uniquely predicted 37% of positive change variance in the youth–educator relationship security perceived by educators.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>In conclusion, attachment<b>-</b>based assessment of youths and educators can inform intervention to foster youth improvement.</p>\n </section>\n </div>","PeriodicalId":10460,"journal":{"name":"Clinical psychology & psychotherapy","volume":"31 5","pages":""},"PeriodicalIF":3.2000,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cpp.3059","citationCount":"0","resultStr":"{\"title\":\"Do Attachment, Educator Characteristics and Youth–Educator Relationship Matter in 6-Month Changes of Institutionalized Adolescents?\",\"authors\":\"S. Muzi, G. Rogier, F. Bizzi, C. S. Pace\",\"doi\":\"10.1002/cpp.3059\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>This longitudinal study involved youths in residential care due to previous adverse experiences and their educators, aiming to investigate the role of youths and educators' attachment, educators' psychopathology, and the quality of youth–educator relationship on change scores of youths' symptoms and youth–educator relationship security over 6 months.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>Participants were 36 institutionalized youths (M<sub>age</sub> = 16.50 ± 2.13) and their 25 main educators (M<sub>age</sub> = 38.48 ± 5.75), assessed at baseline (T1) and 6 months later (T2). Youths were assessed in total, internalizing and externalizing problems via a multi-informant approach, and educators in psychopathology levels. Attachment representations of youths and educators were assessed through validated attachment interviews (Friends and Family Interview and Adult Attachment Interview), and both separately rated the youth–educator relationship.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>(1) Most cases remain stable over 6 months. (2) Educator narrative coherence and the quality of youth–educator relationship at baseline were correlated but not predictive of change in youths' symptoms. (3) Youths' higher attachment disorganization at baseline was the unique predictor of 14% variance of positive change in the youth–educator relationship security perceived by the youth. (4) Youth attachment avoidance uniquely predicted 37% of positive change variance in the youth–educator relationship security perceived by educators.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>In conclusion, attachment<b>-</b>based assessment of youths and educators can inform intervention to foster youth improvement.</p>\\n </section>\\n </div>\",\"PeriodicalId\":10460,\"journal\":{\"name\":\"Clinical psychology & psychotherapy\",\"volume\":\"31 5\",\"pages\":\"\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2024-10-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cpp.3059\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical psychology & psychotherapy\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/cpp.3059\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical psychology & psychotherapy","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/cpp.3059","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
Do Attachment, Educator Characteristics and Youth–Educator Relationship Matter in 6-Month Changes of Institutionalized Adolescents?
Objective
This longitudinal study involved youths in residential care due to previous adverse experiences and their educators, aiming to investigate the role of youths and educators' attachment, educators' psychopathology, and the quality of youth–educator relationship on change scores of youths' symptoms and youth–educator relationship security over 6 months.
Method
Participants were 36 institutionalized youths (Mage = 16.50 ± 2.13) and their 25 main educators (Mage = 38.48 ± 5.75), assessed at baseline (T1) and 6 months later (T2). Youths were assessed in total, internalizing and externalizing problems via a multi-informant approach, and educators in psychopathology levels. Attachment representations of youths and educators were assessed through validated attachment interviews (Friends and Family Interview and Adult Attachment Interview), and both separately rated the youth–educator relationship.
Results
(1) Most cases remain stable over 6 months. (2) Educator narrative coherence and the quality of youth–educator relationship at baseline were correlated but not predictive of change in youths' symptoms. (3) Youths' higher attachment disorganization at baseline was the unique predictor of 14% variance of positive change in the youth–educator relationship security perceived by the youth. (4) Youth attachment avoidance uniquely predicted 37% of positive change variance in the youth–educator relationship security perceived by educators.
Conclusion
In conclusion, attachment-based assessment of youths and educators can inform intervention to foster youth improvement.
期刊介绍：
Clinical Psychology & Psychotherapy aims to keep clinical psychologists and psychotherapists up to date with new developments in their fields. The Journal will provide an integrative impetus both between theory and practice and between different orientations within clinical psychology and psychotherapy. Clinical Psychology & Psychotherapy will be a forum in which practitioners can present their wealth of expertise and innovations in order to make these available to a wider audience. Equally, the Journal will contain reports from researchers who want to address a larger clinical audience with clinically relevant issues and clinically valid research.
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