Development of the Arabic Inventory of Parent and Domestic Worker Attachment (A-IPDWA): A tool to assess adolescents' attachment to secondary figures.

INTRODUCTION: Adolescents' attachment security toward parental figures has been assessed in multiple cultures and languages. In some cultural contexts, the presence of a secondary parental figure is ubiquitous, though its effect on children's and adolescents' well-being has been understudied. The present study aimed to validate a culture-specific Arabic instrument of attachment security, in an adolescent sample of Qatar. Since foreign domestic workers (Khadama) play a key role as secondary caring figures in Middle Eastern countries, the new instrument included parents (i.e., mother and father) and domestic workers as providers of attachment security. METHODS: A sample of 387 adolescents (ages 12-17 years; 48.3% females) participated in the study in the 2020-2021 school term. While 286 students completed the version in modern Arabic, 101 counterparts attending international schools filled in the English version for comparison purposes. RESULTS: Confirmatory Factor Analysis for all three forms (i.e., mother, father, and domestic worker) showed the one-dimension of the Arabic tool. Optimal Tucker's Phi coefficient indicated a comparable one-factor structure of attachment security across linguistic versions. Moderate correlations (positive and negative, respectively) of attachment security towards father and mother (but not towards domestic workers) with family cohesion and family conflict dimensions of the Family Environment Scale provided evidence for the concurrent validity. DISCUSSION: Gender differences in the links between adolescents' attachment security and family conflict were observed; culturally relevant relationship family patterns are stressed. The practical implications of the Arabic Inventory of Parent and Domestic Worker Attachment (A-IPDWA) validation are discussed.

Experiences in Work Relationships: A Measure of Attachment Strategies at Work.

Much of the burgeoning research on adult attachment in organizational settings has utilized assessment methods developed for personal or social relationships contexts. Here, we propose and test a novel framework for assessing attachment orientations in the workplace, the Experiences in Work Relationships-Individual (EWR-I), based on a conceptualization of the regulatory functions of attachment dynamics. Using data from two samples comprising early career starters and employees in the Czech Republic (N = 588 and N = 633) analyses confirmed the bifactorial structure of the new scale corresponding to "interpersonal hyperactivation" (involving emotional instability, negative emotionality, and lack of appreciation in work relationships) and a second factor termed "interpersonal deactivation" (involving distancing from others and relationships at work, mistrust and inhibition of positive emotionality). Evidence of convergent and discriminant validity against general relational assessments of adult attachment, and predictive and construct validity against measures of workplace personality, organizational citizenship behavior and counterproductive work behavior further documented the nature and utility of the new scale. We argue that interpersonal hyperactivation and deactivation represent two distinct and measurable key components of attachment behavior dynamics at work.

Secondary attachment and mental health in Pakistani and Scottish adolescents: A moderated mediation model.

OBJECTIVES: Research into adolescent mental health has tended to focus on primary attachment relationships. However, the effect of secondary attachment relationships and the role of culture remain under-explored. This study examined the associations between primary attachment, secondary attachment, and coping strategies (task-focused, emotion-focused, and avoidant coping) with psychological well-being and psychological distress in adolescents across two cultural settings. DESIGN: A cross-sectional study. METHOD: An identical test battery was used across two geographic sites in Pakistan (N = 510; 12-18 years; 51.5% male; mean age = 14.50) and Scotland (N = 610; 12-18 years; 53.6% male; mean age = 13.97). Associations were tested separately in each sample using moderated mediation modelling for the outcome variables: psychological well-being and psychological distress. RESULTS: For psychological well-being, all three coping strategies were significant partial mediators and secondary attachment was a significant moderator in both samples. Secondary attachment moderated the association between emotion-focused coping and psychological well-being in the Pakistani sample only. For psychological distress, task-focused coping was a significant full mediator in the Pakistani sample only. In contrast, for the Scottish sample, task-focused coping and emotion-focused coping were significant partial mediators. Secondary attachment's direct effect on psychological distress was significant in both samples. Secondary attachment also moderated the association between emotion-focused coping and psychological distress in the Pakistani sample only. CONCLUSIONS: The cross-cultural evidence suggests that alongside primary attachment, it is important to target secondary attachment through coping strategies, in order to enhance psychological well-being and lessen psychological distress in adolescents. PRACTITIONER POINTS: Secondary attachment plays a different role from primary attachment in adolescents. Therefore, it is important to target both primary attachment and secondary attachment security to enhance psychological well-being and lessen psychological distress. Cross-cultural differences in coping suggest that differential strategies to target different coping dimensions may enhance adolescent well-being across cultures. These cross-cultural differences highlight the ethical importance of cultural sensitivity among clinicians working with adolescents globally.

Morphological variability in a red seaweed: confirmation of co-occurring f. lessonii and f. chauvinii in Chondracanthus chamissoi (Rhodophyta, Gigartinales).

Variability in thallus morphology is common in red seaweeds. Two co-occurring forms have been described for Chondracanthus chamissoi based mainly on blade width. To determine whether two distinct forms or a range of intermediate morphologies occur in C. chamissoi, thalli were collected from three localities in southern Chile in autumn-winter, repeating the sampling in one locality in spring and in summer. In each occasion, individual sporophytic and male and female gametophytic clumps were collected, and the longest blade with intact apex from each clump was evaluated. Blade length, width, density of spines, axis curvature and thickness, and pinnule length and width were evaluated in each blade. Principal components analyses separated two groups of thalli, one group with narrow, thick, and curved (concavo-convex) blades, with few spines consistent with f. lessonii, and another with broad, thin, and flat blades, with many spines consistent with f. chauvinii. These variables also had bimodal frequency distributions. Pinnule measurements were mainly associated with differences among sporophytes and gametophytes. Age (length), phase of the life cycle, and sex were not related to the forms. Furthermore, thalli of both forms were collected side by side in the study sites and throughout the year so the occurrence of the two forms was not attributable to local environmental conditions. In this species, secondary basal disks are produced after attachment of apexes to the substratum. These disks may produce blades with a modified morphology in a way similar to proliferations and regenerations described for Schottera nicaeensis.

Transição para educação infantil: estudo comparativo do processo de vinculação primária e secundária / Transition to childhood education: a comparative study of the primary and secondary bonding process / Transición a la educación infantil: un estudio comparativo del proceso de vinculación primaria y secundaria

O presente artigo buscou: 1) descrever e comparar: a) a qualidade do vínculo entre o bebê-mãe e bebê-educadora, aos nove e aos doze meses de idade; b) a percepção do temperamento do bebê pelas mães e pelas educadoras e, 2) correlacionar os indicadores de vinculação com os escores obtidos nas escalas de temperamento. Participaram nove bebês e suas respectivas mães e duas educadoras. Mães e educadoras responderam a escala de temperamento e foram filmadas individualmente com os respectivos bebês, aos nove e aos doze meses. Os resultados indicaram a presença de vinculação primária com a mãe e secundária com a educadora, ambas satisfatórias. Houve correlações negativas entre temperamento difícil do bebê e comportamentos interativos maternos. Embora o vínculo mãe-bebê seja mais forte, a qualidade estabelecida com as educadoras sugere que a transição para a educação infantil pode ser positiva.

This paper aims: 1) to describe and to compare: a) the quality of the bond between a baby-mother and a baby-educator, at nine and twelve months old; b) the perception of the babies' temperament by mothers and by educators and, 2) c) to correlate the bonding indicators with scores in temperament scales. Participated nine babies, their mothers and two teachers. Mothers and educators answered the temperament scale and were filmed individually with their respective babies, at nine and twelve months. The results indicated the presence of a primary bond with the mother and a secondary bond with the educator, both satisfactory. There were negative correlations between the baby's difficult temperament and maternal interactive behaviors. Although the mother-baby bond is stronger, the quality established with the educators suggests that the transition to early childhood education can be positive.

El presente artículo buscó: 1) describir y comparar: la calidad del vínculo entre el bebé y su madre y su educadora, a los nueve y doce meses de vida; b) la percepción del temperamento del bebé según las madres y según las educadoras y, c) correlacionar las categorías de conductas de vinculación a los resultados obtenidos en las escalas de temperamento. Participaron nueve bebés y sus respectivas madres y dos educadores. Madres y educadores respondieron a la escala de temperamento y fueron filmadas individualmente con sus respectivos bebés, a los nueve y doce meses. Los resultados indicaron la presencia de vinculación primaria con la madre y secundaria con la educadora, ambas satisfactorias. Hubo correlaciones negativas entre el temperamento difícil del bebé y los comportamientos interactivos maternos. Aunque el vínculo madre-bebé es más fuerte, la calidad establecida con los educadores sugiere que la transición a la educación de la primera infancia puede ser positiva