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Psicologia

versão impressa ISSN 0874-2049

Resumo

VERISSIMO, Manuela et al. Quality of attachment towards mother and teacher. Psicologia [online]. 2003, vol.17, n.2, pp.453-469. ISSN 0874-2049.  http://dx.doi.org/10.17575/rpsicol.v17i2.459.

Even if in recent research, the monotropic model of attachment is contested, most part of the studies on the area still focus on mother-child relation. The inclusion of different partners, namely the father or the preschool teacher brought new theoretical and empirical questions to the study of attachment (Howes, Hamilton, & Philipsen, 1998). The present study attempts to compare the quality of the attachment to the mother and teacher, in order to better clarify the organization of the different relations at the level of the internal models of the child. The participants were 50 mother-child dyads and 50 teacher-child dyads from Lisbon, Portugal. Children mean age level was 41 months, 27 girls, and 23 boys. Mothers' age ranged from 21 to 42 years (M=32,26, SD=4,34), teachers mean age was 42 years old. Children spend in average 6,80 hours in school. All the families were from middle class for Portuguese standards. Mothers and teachers were asked to complete the Attachment Q-Sort (Vaughn, & Waters, 1990). Cluster analyses of obtained Q profiles revealed three distinct types of attachment relationships, group 1 (secure, independent), group 2 (insecure, dependent) and group 3 (insecure, independent). Teachers consider the security score the most relevant to describe the children. Results were not conclusive at the level of agreement between mothers and teachers. This study stresses the idea that attachment is a relational construct depending on the characteristics of both partners.

Palavras-chave : Vinculação; figuras alternativas de vinculação; modelo interno dinâmico.

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