Anxious Attachment Style and Salivary Cortisol Dysregulation in Healthy Female Children and Adolescents

Autor/inn/en	Oskis, Andrea; Loveday, Catherine; Hucklebridge, Frank; Thorn, Lisa; Clow, Angela
Titel	Anxious Attachment Style and Salivary Cortisol Dysregulation in Healthy Female Children and Adolescents
Quelle	In: Journal of Child Psychology and Psychiatry, 52 (2011) 2, S.111-118 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2010.02296.x
Schlagwörter	Females; Attachment Behavior; Motor Vehicles; Anxiety; Biochemistry; Children; Measures (Individuals); Interviews; Correlation + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Attachment; Bindungsverhalten; Motor vehicle; Kraftwagen; Angst; Biochemie; Child; Kind; Kinder; Messdaten; Interviewing; Interviewtechnik; Korrelation
Abstract	Background: Attachment style has been linked with basal cortisol secretion in healthy adult women. We investigated whether dysregulation in basal cortisol secretion may be evident in younger healthy females. Methods: Sixty healthy females aged 9-18 years (mean 14.16, SD [plus or minus] 2.63 years) participated in the Attachment Style Interview (ASI). Eight saliva samples, synchronised to awakening, were collected per day on two consecutive weekdays to examine the cortisol awakening response (CAR) and the subsequent diurnal decline. Results: Participants exhibiting an anxious attachment style had higher cortisol levels on awakening, in contrast to those who were securely attached. The anxious insecure group also showed an attenuated CAR compared to all other participants. Attachment style groups did not differ in cortisol secretion over the remainder of the day. Conclusions: These findings indicate that the same pattern of cortisol dysregulation associated with disorder in adulthood manifests as a function of anxious (but not avoidant) insecure attachment style in females during healthy childhood and adolescence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10