The relationship between attachment status and social problem solving in four- and five -year -old children: A contemporaneous assessment

Attachment theory has been linked to social competence based on the theoretical underpinning that a secure base in infancy and a symbiotic relationship with a primary caregiver will lead a developing child to explore the social world more effectively and engage peers in a more pro-social manner. Prior studies confirm this developmental impact, but do not address the dynamic nature of the attachment process. This study examined the relationship between attachment security and social problem skills in four- and five-year-old children, assessing both constructs concurrently. Using the Attachment Q-Set (AQS) and the Pre School Interpersonal Problem Solving Test (PIPS), the study assessed 30 four- and five-year-old children for attachment security and their ability to generate problem solving solutions. The hypotheses were that: (1) securely attached children would generate significantly more social problem solving solutions than insecurely attached children; and (2) securely attached children would generate significantly more pro-social problem solving solution than insecurely attached children. The sample represented typical middle class norms for attachment security. Data analysis included examining differences among age, attachment security, and type of problem solving solutions generated based on the PIPS story presented. The data did not support the hypotheses. However post hoc analysis, demonstrated a more complex relationship between attachment status and social problem solving than originally theorized. Attachment status appeared to act as a conduit, determining where the child directed her social problem solving energy. This analysis suggested that insecure children generated more solutions aimed at mollifying an angry parent then their secure counterparts. The study also found marked developmental differences between the four- and five-year-old children. Five-year-old children demonstrated an increased ability to generate social responses related to delayed gratification and advanced time concepts. The clinical implications include a suggestion to assess attachment status when treating young children with social competency issues. The results also suggest the need for further study into the different ways secure and insecure children problem solve, which would inform future clinical treatment.