My work concerns four major areas: 1) attachment processes and their role in child development; 2) maternal prenatal stress and developmental process; 3) the development and validation of attachment-based intervention strategies; and 4) government collaborations on social policy, prevention and intervention programs targeting vulnerable families and children, and those at risk of child maltreatment. Current projects include the development of a video-feedback, attachment-based intervention strategy for 6-10 year olds. Phone: 418.656.2131 ext404252 Address: 2325 rue des Bibliothèques Québec, Canada G1V 0A6
The relation between infant responsiveness during interactions and attachment classification was ... more The relation between infant responsiveness during interactions and attachment classification was investigated. Sixty-two 12- to 16-month-old infants classified as secure, avoidant, and ambiva- lent in the Strange Situation were seen during a 9-min mother-infant teaching task. Infant responsiveness was defined as the difference between base rate occurrence of infant behaviors and the probability of infant behavior given a preceeding maternal behavior. Different patterns of infant responsiveness emerged for the three groups of dyads. The positive behavior of infants in secure dyads was elicited by, and negative behavior was suppressed by, maternal positive and helping behavior. The positive behavior of avoidant infants was elicited by positive maternal behavior and was suppressed by maternal positive affect. The positive behaviors of ambivalent infants were elicited by maternal positive, helping, and interfering-coercive behaviors. These results indicate that patterns of responsiveness, rather than absolute proportions of behaviors, may discriminate among infants in the three attachment classifications and may provide clues as to the relational objectives pursued by infants as a function of their interactive history. attachment interaction responsiveness contingency infancy
Interest in studying the relative contributions of verbal (e.g., maternal mind-mindedness [MM]) a... more Interest in studying the relative contributions of verbal (e.g., maternal mind-mindedness [MM]) and non-verbal dimensions (i.e., parental embodied mentalizing [PEM]) of parental mentalization to child socio-emotional development is relatively recent. To date, only one study has addressed this issue in relation to child attachment security, suggesting a complementary and unique contribution of each one. The purpose of the present study was to further examine the specific contribution of PEM to infant attachment security by considering MM. In addition, this study aimed to explore the mediating role of maternal sensitivity linking PEM, MM to infant attachment security within 110 mother-infant dyads at moderate psychosocial risk. The two dimensions of parental mentalization (PEM and MM) were assessed on the basis of observations made during a videorecorded sequence of mother-child interactions in a context of free play with and without toys when the infants were 8 months old. The Maternal Behavior Q-Sort was used to measure the mothers' sensitivity in a natural setting based on observations of daily mother-child interactions, also when the infants were about 8 months old. Attachment security was measured using The Strange Situation Procedure at infant age 16 months. The results showed positive correlations between maternal sensitivity and both verbal and non-verbal measures of parental mentalization. The mediation analyses first revealed that PEM had a significant indirect effect on attachment security, with sensitivity being identified as a mediator in this association. No indirect effect linking MM and attachment security via sensitivity was observed. These results highlight the contribution of PEM to maternal sensitivity and show maternal sensitivity to be a factor that partly explains the influence of PEM on attachment security in children.
IntroductionSchool underachievement has been shown to mediate the association between inattention... more IntroductionSchool underachievement has been shown to mediate the association between inattention and depressive symptoms in middle childhood. However, is it not clear whether these sequential associations are underpinned by genetic and environmental pathways, and the extent to which associated disruptive behaviors, such as hyperactivity/impulsivity, and peer relation difficulties partly account for these associations.MethodsThe present study used a longitudinal study of twins assessed from Kindergarten to Grade 6 to address these questions using multivariate biometric modeling.ResultsThe hypothesized genetically informed (twin) model revealed that over and above disruptive behaviors and relational difficulties, there was evidence for (1) shared genetic factors partly accounting for these associations, and for (2) putative phenotype-to-phenotype associations sequentially linking inattention, school achievement, and depressive symptoms.DiscussionConfirmation of the expected sequence ...
Music is increasingly recognized as having a social role, insofar as it is linked to emotional re... more Music is increasingly recognized as having a social role, insofar as it is linked to emotional regulation and to early interactions in infancy and the preschool years. The goal of this meta-analysis was to examine the impact of participating in an early childhood music programme on indices of socioemotional development in children under 6 years of age. The overall result showed a moderate effect size (N = 681, k = 11, d = 0.57, p < 0.001). Moderation analyses revealed that the type of assessment (observational measure, reported measure or other types of assessment) significantly influenced effect size (Q′ = 25.26, p < 0.001). No other moderation analysis was significant. Although these findings are promising, suggesting that participation in an early childhood music programme contribute to children’s socioemotional development, more rigorous studies are needed to assess the impact of participating in a music programme on socioemotional development.
Background Alongside deficits in children's wellbeing, the COVID-19 pandemic has created an e... more Background Alongside deficits in children's wellbeing, the COVID-19 pandemic has created an elevated risk for child maltreatment and challenges for child protective services worldwide. Therefore, some children might be doubly marginalized, as prior inequalities become exacerbated and new risk factors arise. Objective To provide initial insight into international researchers' identification of children who might have been overlooked or excluded from services during the pandemic. Participants and setting This study was part of an international collaboration involving researchers from Brazil, Canada, Colombia, Israel, South Africa, Uganda, the UK and the USA. Researchers from each country provided a written narrative in response to the three research questions in focus, which integrated the available data from their countries. Method Three main questions were explored: 1) Who are the children that were doubly marginalized? 2) What possible mechanisms may be at the root? and 3) In what ways were children doubly marginalized? The international scholars provided information regarding the three questions. A thematic analysis was employed using the intersectional theoretical framework to highlight the impact of children's various identities. Results The analysis yielded three domains: (1) five categories of doubly marginalized children at increased risk of maltreatment, (2) mechanisms of neglect consisting of unplanned, discriminatory and inadequate actions, and (3) children were doubly marginalized through exclusion in policy and practice and the challenges faced by belonging to vulnerable groups. Conclusion The COVID-19 pandemic can be used as a case study to illustrate the protection of children from maltreatment during worldwide crises. Findings generated the understanding that child protective systems worldwide must adhere to an intersectionality framework to protect all children and promote quality child protection services.
The relation between infant responsiveness during interactions and attachment classification was ... more The relation between infant responsiveness during interactions and attachment classification was investigated. Sixty-two 12- to 16-month-old infants classified as secure, avoidant, and ambiva- lent in the Strange Situation were seen during a 9-min mother-infant teaching task. Infant responsiveness was defined as the difference between base rate occurrence of infant behaviors and the probability of infant behavior given a preceeding maternal behavior. Different patterns of infant responsiveness emerged for the three groups of dyads. The positive behavior of infants in secure dyads was elicited by, and negative behavior was suppressed by, maternal positive and helping behavior. The positive behavior of avoidant infants was elicited by positive maternal behavior and was suppressed by maternal positive affect. The positive behaviors of ambivalent infants were elicited by maternal positive, helping, and interfering-coercive behaviors. These results indicate that patterns of responsiveness, rather than absolute proportions of behaviors, may discriminate among infants in the three attachment classifications and may provide clues as to the relational objectives pursued by infants as a function of their interactive history. attachment interaction responsiveness contingency infancy
Interest in studying the relative contributions of verbal (e.g., maternal mind-mindedness [MM]) a... more Interest in studying the relative contributions of verbal (e.g., maternal mind-mindedness [MM]) and non-verbal dimensions (i.e., parental embodied mentalizing [PEM]) of parental mentalization to child socio-emotional development is relatively recent. To date, only one study has addressed this issue in relation to child attachment security, suggesting a complementary and unique contribution of each one. The purpose of the present study was to further examine the specific contribution of PEM to infant attachment security by considering MM. In addition, this study aimed to explore the mediating role of maternal sensitivity linking PEM, MM to infant attachment security within 110 mother-infant dyads at moderate psychosocial risk. The two dimensions of parental mentalization (PEM and MM) were assessed on the basis of observations made during a videorecorded sequence of mother-child interactions in a context of free play with and without toys when the infants were 8 months old. The Maternal Behavior Q-Sort was used to measure the mothers' sensitivity in a natural setting based on observations of daily mother-child interactions, also when the infants were about 8 months old. Attachment security was measured using The Strange Situation Procedure at infant age 16 months. The results showed positive correlations between maternal sensitivity and both verbal and non-verbal measures of parental mentalization. The mediation analyses first revealed that PEM had a significant indirect effect on attachment security, with sensitivity being identified as a mediator in this association. No indirect effect linking MM and attachment security via sensitivity was observed. These results highlight the contribution of PEM to maternal sensitivity and show maternal sensitivity to be a factor that partly explains the influence of PEM on attachment security in children.
IntroductionSchool underachievement has been shown to mediate the association between inattention... more IntroductionSchool underachievement has been shown to mediate the association between inattention and depressive symptoms in middle childhood. However, is it not clear whether these sequential associations are underpinned by genetic and environmental pathways, and the extent to which associated disruptive behaviors, such as hyperactivity/impulsivity, and peer relation difficulties partly account for these associations.MethodsThe present study used a longitudinal study of twins assessed from Kindergarten to Grade 6 to address these questions using multivariate biometric modeling.ResultsThe hypothesized genetically informed (twin) model revealed that over and above disruptive behaviors and relational difficulties, there was evidence for (1) shared genetic factors partly accounting for these associations, and for (2) putative phenotype-to-phenotype associations sequentially linking inattention, school achievement, and depressive symptoms.DiscussionConfirmation of the expected sequence ...
Music is increasingly recognized as having a social role, insofar as it is linked to emotional re... more Music is increasingly recognized as having a social role, insofar as it is linked to emotional regulation and to early interactions in infancy and the preschool years. The goal of this meta-analysis was to examine the impact of participating in an early childhood music programme on indices of socioemotional development in children under 6 years of age. The overall result showed a moderate effect size (N = 681, k = 11, d = 0.57, p < 0.001). Moderation analyses revealed that the type of assessment (observational measure, reported measure or other types of assessment) significantly influenced effect size (Q′ = 25.26, p < 0.001). No other moderation analysis was significant. Although these findings are promising, suggesting that participation in an early childhood music programme contribute to children’s socioemotional development, more rigorous studies are needed to assess the impact of participating in a music programme on socioemotional development.
Background Alongside deficits in children's wellbeing, the COVID-19 pandemic has created an e... more Background Alongside deficits in children's wellbeing, the COVID-19 pandemic has created an elevated risk for child maltreatment and challenges for child protective services worldwide. Therefore, some children might be doubly marginalized, as prior inequalities become exacerbated and new risk factors arise. Objective To provide initial insight into international researchers' identification of children who might have been overlooked or excluded from services during the pandemic. Participants and setting This study was part of an international collaboration involving researchers from Brazil, Canada, Colombia, Israel, South Africa, Uganda, the UK and the USA. Researchers from each country provided a written narrative in response to the three research questions in focus, which integrated the available data from their countries. Method Three main questions were explored: 1) Who are the children that were doubly marginalized? 2) What possible mechanisms may be at the root? and 3) In what ways were children doubly marginalized? The international scholars provided information regarding the three questions. A thematic analysis was employed using the intersectional theoretical framework to highlight the impact of children's various identities. Results The analysis yielded three domains: (1) five categories of doubly marginalized children at increased risk of maltreatment, (2) mechanisms of neglect consisting of unplanned, discriminatory and inadequate actions, and (3) children were doubly marginalized through exclusion in policy and practice and the challenges faced by belonging to vulnerable groups. Conclusion The COVID-19 pandemic can be used as a case study to illustrate the protection of children from maltreatment during worldwide crises. Findings generated the understanding that child protective systems worldwide must adhere to an intersectionality framework to protect all children and promote quality child protection services.
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Papers by George Tarabulsy