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Atypical dimensions of caregiver–adolescent interaction in an economically disadvantaged sample

Published online by Cambridge University Press:  12 April 2017

Roger Kobak ,
Kristyn Zajac ,
Caroline Abbott ,
Abby Zisk  and
Nadia Bounoua
Roger Kobak*
Affiliation:
University of Delaware
Kristyn Zajac
Affiliation:
University of Connecticut School of Medicine
Caroline Abbott
Affiliation:
University of Delaware
Abby Zisk
Affiliation:
University of Delaware
Nadia Bounoua
Affiliation:
University of Delaware
*
Address correspondence and reprint requests to: Roger Kobak, Department of Psychological & Brain Sciences, University of Delaware, 219 Wolf Hall, Newark, DE 19716; E-mail: rkobak@psych.udel.edu.
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Abstract

The Goal-Corrected Partnership Adolescent Coding System (GPACS) has shown promise in assessing a secure as well as three atypical patterns of parent–adolescent interaction during a conflict discussion. The current study of 186 economically disadvantaged families examines the degree to which four GPACS patterns: secure/collaborative, hostile/punitive, role confused, and disoriented, prospectively predict adolescents’ social competence and maladaptive behavior (internalizing, externalizing, and risk behaviors) at age 15 years after controlling for these social behaviors at age 13 years and contemporaneous GPACS scores. Adolescents from secure/collaborative dyads at age 13 were more likely to have a secure state of mind in the Adult Attachment Interview at age 15 and showed higher levels of teachers’ ratings of empathy and lower levels of teachers’ ratings of externalizing behaviors at age 15 years. Adolescents in disoriented dyads showed higher levels of teacher-rated internalizing problems, while male adolescents in role confused dyads reported higher levels of involvement in risk behaviors, including unprotected sexual activity and substance use problems.

Type
Special Issue Articles
Information
Development and Psychopathology , Volume 29 , Special Issue 2: Attachment in the Context of Atypical Caregiving: Harnessing Insights From a Developmental Psychopathology Perspective , May 2017 , pp. 405 - 416
Copyright
Copyright © Cambridge University Press 2017 

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Footnotes

This publication was supported by funding from the National Institute of Mental Health and the National Institute on Drug Abuse of the National Institutes of Health under award numbers R01MH59670 and K23DA034879. We also thank Hallie Bregman and Natalie Moser for their affect coding. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

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