Adolescent Attachment Style, Peer Relationship Quality and Bullying: A Mediational Model

1. Adolescent Attachment Style, Peer Relationship Quality and Bullying: A Mediational Model Rachel Kupferberg Developmental Psychology

2. Overview of the Model • PV: Adolescent attachment style • Unresolved- disorganized adolescent attachment • MV: Peer relationship quality • Poor peer relationship quality • DV: Bullying behavior • Adolescent attachment style  peer relationship quality  bullying behavior

3. Literature Review • Definition of bullying and statistics • Bullying through attachment theory • Later in life, adolescents remain attached to important parental figures despite a shift toward increasing investment in peer relationships (Steinberg & Silk, 2002) • Less about maintaining proximity to attachment figures and more about internal working models and emotional regulation (Allen, McElhaney, Kuperminc, & Jodl, 2004) • Research concludes that unresolved-disorganized attachment correlates most highly with bullying behavior (Monks, Smith, Swettenham, 2005) • Bullying behavior in children and adolescents has largely been associated with parent-offspring relationships characterized by low parental involvement and inconsistent parental monitoring (Curtner-Smith, 2000). • Attachment insecurities are related to antisocial traits, such as lack of empathy, and predict callous/unemotional characteristics in adolescents (Fite, Greening, & Stoppelbien, 2008). Hostile/unemotional traits are positively correlated with direct bullying

4. Literature Review (Cont.) • Disorganized attachment and peer relationships • Are less likely to be accepted by their peers and tend to report lower levels of perceived support and higher levels of conflict (Liu, 2006). • Peer relationships and bullying • Bullying as a social phenomenon cannot be considered without taking into account the social context • Hodges, Malone & Perry (1997) found that the lack of supportive friends and the presence of peer rejection are correlated with bullying, while friendships and support by peers provide a buffer against bullying behaviors.

5. Hypotheses • 1)  It is first hypothesized that disorganized attachment in adolescents will predict poor peer relationship quality. • 2)  It is also hypothesized that poor peer relationships will predict higher levels of bullying behavior in these adolescents. • 3) Thirdly, a disorganized attachment style will also predict increased bullying behaviors in adolescents. • 4)  Poor peer relationship quality will mediate the relationship between disorganized attachment style and bullying behavior in adolescents such that poor peer relationship quality significantly predicts bullying behaviors, and disorganized attachment no longer predicts bullying behaviors after controlling for poor peer relationship quality.

6. Participants • 450 public high school students in the New York metropolitan area (taken from 3 different schools) • Age range: 13 to 18 (M= 16.2 years, SD= 1.3) • 58% female, 42% male • Socioeconomic status: 17% lower class, 70% middle class, and 13% upper class • The annual family incomes of the participants were varied from $24,0000 to $285,000 (M= 142,000, SD= 53,000) • Race/ ethnicity breakdown: 35% White/Caucasian, 32% Hispanic/ Latino, 21% Black/African American, 4% Asian/Pacific Islander and 8% Mixed/Other • Education: all participants had at least eight years of education (M= 9.86, SD= 3.97)

7. Measure 1 • Demographic questionnaire • Given to all participants prior to enrolling in the study • Sent to participants via an online survey system, Survey Monkey • Asked participants to report their age, gender, race, years of education and parental income • Takes about ten minutes to complete

8. Measure 2 • Adult Attachment Interview (AAI) • Semi-structured interview for individuals over the age of 13, devised to assess attachment style and quality in adolescents and adults • Interview is transcribed and evaluated on scales that measure the manner in which the questions were answered, internal coherence, consistency and reflectiveness of the narrative or memory (Music, 2011) • Has approximately 20 questions and takes about one hour to complete • The four possible attachment classifications include secure-autonomous, preoccupied, dismissing, and unresolved-disorganized (Music, 2011) • Measure has been found to have a test- retest reliability of approximately .90 (Sagi et al., 1994)

9. Measure 3 • Friendship Quality Scale (FQS) • Ameasure composed of 23 items, with five subscales measuring four positive aspects of friendship quality (companionship, help, security and closeness)and one aspect of negative quality (conflict) • Responses are measured on a 5-point Likert-type scale, with a score of 1 indicating “not at all true” and a score of 5 indicating “extremely true” • The FSQ should take participants about fifteen minutes to complete • Strong internal consistency reliability with a value of .86 (Terrion, Rocchi, & O’Rielly, 2015)

10. Measure 4 • Bullying Behavior Scale (BBS) • Asix-item measure designed to assess bullying behaviors in school • Three of the items refer to being the perpetrator of negative physical actions and three refer to being the perpetrator of negative verbal/ emotional actions • 1 to 4 on a Likert-type scale, where a score of 1 indicates “never true for me” and a score of 4 indicates “really true for me” • Should take participants about five minutes to complete • Has acceptable internal consistency reliability in a range of adolescent school samples (α= .82)

11. Procedure • Institutional Review Board approval from Long Island University before study commenced • Informed consent, informed assent, and demographic questionnaire completed at start of the study • Session 1: Atrained graduate-level psychology student administered the Adult Attachment Interview (90 mins.) • Session 2: Complete the Friendship Quality Scale measure(15 mins.) • Session 3: Complete the Bullying Behavior Scale (10 mins.)

12. Procedure (cont.) • Graduate-level psychology students scored both the FSQ and BBS measures • Six postdoctoral students transcribed the data from the AAI • The transcripts were sent to two trained experts who independently coded the data and determined the attachment classifications, blind to the study’s hypotheses • The AAI coders established .86 interrater reliability for the attachment classifications of the adolescents in this study

13. Data Analysis • Poor peer relationship quality will mediate the relationship between disorganized attached adolescents and bullying behaviors such that there will be a significant correlation between poor peer relationships and bullying behaviors and no significant correlation between disorganized attached adolescents and bullying behaviors after controlling for poor peer relationship quality • Data were analyzed using a hierarchical regression analysis, performed at an alpha level of p < .05 (Baron & Kenny, 1986).

14. Results • Significant: • Adolescents with disorganized attachment were significantly correlated with bullying behaviors (r = 0.87) • Disorganized attachment styles were significantly correlated with poor peer relationship quality (r= 0.85) • Poor peer relationship quality was also significantly correlated with bullying behavior (r = 0.92) • When controlling for peer relationship quality, however, disorganized attachment styles’ effect on bullying behaviors became nonsignificant • Nonsignificant • Although significant correlations were found between poor peer relationships and bullying behavior, as well as disorganized attachment styles in adolescents and bullying behavior, no significant correlation was found between disorganized attachment style and poor peer relationships

15. Discussion (Significant) • Correlation between adolescents with disorganized attachment style and bullying behaviors: • Children who experience responsive, empathetic, sensitive and attuned caregiving are likely to develop empathic responses to others in need, whereas those that do not have secure attachment respond with aggressive, unemotional and hostile behaviors • Develop a view of the world as an unsafe environment and are therefore likely to selectively attend to hostile social cues • Correlation between disorganized attachment and poor peer relationship quality: • Form negative internal working models of the world • Switch from the family unit to the peer unit as a basis for the adolescent’s social world • Isolation may cause adolescents with disorganized attachment to learn to manipulate and control their peers, rather than relying on them for support

16. Discussion (Significant) • Correlation between poor peer relationships and bullying • Accountability and support • Bullies themselves often tend to lack strong peer relationships and acceptance in the social realm • Exhibit control and social dominance • Clinical implications • Help bolster attachment patterns and peer relationship quality early on • Crucial to provide psychological aid to the bullies as wellas the victims • Combining work on attachment in the home environment and peer relationships at school seems to provide another successful therapeutic intervention opportunity (Rodkin, 2012)

17. Discussion (Nonsignificant) • Limitations: • Relatively small sample size • Both measures used to assess peer relationship quality and bullying behaviors were self-report • Future research considerations: • An all- male and all-female study to determine whether the same variables of attachment style and peer relationship quality are applicable equally to both genders • Bullying as a continuous variable by examining the severity of the bullying behavior

18. References • Allen, J. P., McElhaney, K. B., Kuperminc, G. P., & Jodl, K. M. (2004). Stability and change in attachment security across adolescence. Child Development, 75(6), 1792-1805. • Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173. • Curtner-Smith, M. E. (2000). Mechanisms by which family processes contribute to school-age boy’s bullying. Child Study Journal, 30, 169-186. • Fite, J. P., Greening, L., & Stoppelbein, L. (2008). Relation between parenting stress and psychopathic traits among children. Behavioral Sciences and the Law, 26, 239-248. • Hodges, E.V., Malone, M.J., & Perry, D.G. (1997). Individual risk and social risk as interacting determinants of victimization in the peer group. Developmental Psychology, 33(6), 1032-1039. • Liu, Y. (2006). Paternal/maternal attachment, peer support, social expectations of peer interaction, and depressive symptoms. Adolescence, 41, 705-721. • Monks, C. P., Smith, P. K., & Swettenham, J. (2005). The psychological correlates of peer victimization in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31, 571-588. • Music, G. (2011). Nurturing Natures: Attachment and children’s emotional, sociocultural and brain development. Hove, England: Psychology Press • Rodkin, P.C. (2012). Bullying and children’s peer relationships. Colleagues, 8(2), 1-6. • Sagi, A., Van Uzendoorn, M. H., Scharf, M., Koren-Karie, N., Joels, T., & Mayseless, O. (1994). Stability and discriminant validity of the Adult Attachment Interview: A psychometric study in young Israeli adults. Developmental Psychology, 30, 988- 1000. • Terrion, J.L., Rocchi, M., & O’Rielly, S. (2015). The relationship between friendship quality and antisocial behavior in adolescents in residential substance abuse treatment. Journal of groups in addiction and recovery, 10, 141-162.