Children’s secure base script knowledge as a mediator between early life stress and later behavior problems

ABSTRACT

Attachment theory posits that children’s interactions with caregivers contribute to internalized representations that reflects the common and recurring elements of sensitive caregiving interactions (i.e. the secure base script). These internalized representations are theorized to influence later adaptation, including the development of psychopathology. Given prior research suggesting that stress exposure may undermine secure base script knowledge (SBSK), this study evaluated SBSK development in early childhood as a mechanism by which childhood stress exposure may influence later adaptation. We hypothesized that children’s (N = 230; M_age = 73.30 months, SD = 2.51, 50% girls; 45.7% Latinx) stress exposure would be associated with lower levels of SBSK at age 6, which, in turn, would contribute to increased internalizing and externalizing symptoms at age 8. SBSK emerged as a significant mechanism by which early life stress may contribute to later externalizing, but not internalizing, child behavior problems. These findings highlight the role of SBSK as a profitable focus for both risk identification and intervention efforts aimed at reducing behavioral maladaptation among stress-exposed children.

KEYWORDS:

• Attachment
• behavior problems
• psychopathology
• secure base script
• stress

Acknowledgments

This study was supported by grants from the National Science Foundation Award Number (ID 00039202) to the first author, and National Science Foundation Developmental and Learning Sciences (ID 0951775) to the third author. Portions of this work were presented at the 2017 Biennial Meeting of the Society for Research in Child Development, Austin, Texas. The authors are grateful for the support and contributions of the research team who assisted with the collection of these data. We further extend our deepest appreciation to the families who shared their time and experience with us.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the National Science Foundation Developmental and Learning Sciences [0951775];National Science Foundation Graduate Research Fellowship [00039202].