Relationship Between Mother-Child Mediated Learning Experience (MLE) Strategies and Mothers’ Attachment Style and Mental Health

2008 ◽  
Vol 7 (3) ◽  
pp. 388-410 ◽  
Author(s):  
Esther B. Isman ◽  
David Tzuriel
Keyword(s):  
Mental Health ◽  
Attachment Style ◽  
Learning Experience ◽  
Free Play ◽  
Point Of View ◽  
Mediated Learning ◽  
Secure Attachment ◽  
Anxious Attachment ◽  
Affective Processes ◽  
Mediated Learning Experience

The purpose of this study was to investigate the relationships between mother-child mediated learning experience (MLE) strategies and mothers’ attachment and mental health. Fifty two Israeli mother-child dyads were videotaped at home in two interaction conditions: free play and structured. The interactions were analyzed using the Observation of Mediated Interaction (OMI). Mothers rated themselves on the Attachment Scale and the Mental Health Inventory. MLE strategies were found to be positively predicted by secure attachment and negatively by anxious attachment. In addition, MLE strategies were positively predicted by feelings of wellbeing. Gender differences are discussed. The findings support previous findings about affect-cognition relationships, and indicate the importance of perceiving the mediator from a holistic point of view. Mediation is perceived not only as a determining factor of affective processes, but also as being determined by them.

scholarly journals Is attachment style in early childhood associated with mental health difficulties in late adolescence?

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S15-S15
Author(s):  
Philippa Clery ◽  
Angela Rowe ◽  
Marcus Munafò ◽  
Liam Mahedy
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Attachment Style ◽  
Attachment Styles ◽  
Late Adolescence ◽  
Insecure Attachment ◽  
Secure Attachment ◽  
Childhood Attachment ◽  
Mental Health Difficulties ◽  
Self Harm

AimsIdentifying factors that contribute to mental health difficulties in young people as early in life as possible are needed to inform prevention strategies. One area of interest is attachment. Although existing research has suggested an association between insecure attachment styles and mental health difficulties, these studies often have small sample sizes, use cross-sectional designs, and measure attachment as a discrete variable at a single point or use romantic relationship attachment as a proxy for childhood attachment. It is also unclear whether these associations persist into late adolescence. In this large prospective study we aimed to determine whether an insecure attachment style measured at repeated points in early childhood, is associated with depression and self-harm at 18 years.MethodWe used data from the Avon Longitudinal Study of Parents and Children cohort. Mothers completed attachment related questionnaires when their child was 18, 30, and 42 months old. Offspring depression and lifetime self-harm was assessed at 18 years in clinic using the Clinical Interview Schedule-Revised. Attachment was derived as a continuous latent variable in a structural equation modelling framework. Logistic regression was performed on participants with complete attachment data (n = 7032) to examine the association between attachment style and depression and self-harm, with adjustment for potential confounders. Differential dropout was accounted for using multiple imputation.ResultWe found some evidence for an association between a more insecure attachment style in childhood, and a diagnosis of depression and life-time self-harm at age 18. In the fully adjusted imputed model, a one standard deviation increase in insecure attachment was associated with a 13% increase in the odds of depression (OR = 1.13; 95%CI = 1.00 to 1.27) and a 14% increase in the odds of self-harm at age 18 (OR = 1.14; 95%CI = 1.02 to 1.25), for children who had more insecure attachment in early childhood, compared with children who had more secure attachment.ConclusionThis is the largest longitudinal study to examine the prospective association between childhood attachment and depression and self-harm in late adolescence. Our findings strengthen the evidence suggesting that a childhood insecure attachment style is associated with mental health difficulties in late adolescence. Policies and interventions to support parenting behaviours that foster the development of secure attachment styles, or attachment-based therapies to improve attachment quality, could help reduce depression and self-harm in adolescence/young adulthood.Philippa Clery is supported by the Elizabeth Blackwell Institute for Health Research at the University of Bristol and the Wellcome Trust Institutional Strategic Support Fund.

Mediated Learning Activities Between Caregivers and Children Among New Immigrants and Veteran Families in Israel: An Experiment on Two “Home-Based” Tasks

2006 ◽  
Vol 6 (1) ◽  
pp. 72-99
Author(s):  
Girma Berhanu
Keyword(s):  
Learning Style ◽  
Learning Experience ◽  
Teaching Style ◽  
Cultural Practice ◽  
Mediated Learning ◽  
Systematic Observation ◽  
Verbal Form ◽  
New Immigrants ◽  
Home Based ◽  
Mediated Learning Experience

The author presents a study of the systematic observation of Mediated Learning Experience (MLE) among Ethiopian immigrants in Israel. The study was based on “semi-naturalistic” observation of two tasks–one experimental task with the new immigrants, another with veteran immigrants. The observation was conducted mainly on the basis of MLE parameters. The study illustrates the components of MLE that are most valuable and ones that are more emphasized than others as part of the overall cultural practice and its value system. Generally, Ethiopian parents infrequently use the mediation of transcendence infrequently and rarely provide mediation of competence and reward, especially in the explicit verbal form of a direct reward. More emphasis is placed on the accomplishment of actual acts with little room for making errors. The mediation of regulation of behavior is done with a more commanding and direct manner–sometimes scolding–with an authoritarian voice and body gestures. The overall picture of MLE among this immigrant population indicates that there is still a huge disparity between the mediational teaching style expressed as ideal in schools and the mediational styles that Ethiopian children are familiar with at home. This suggests a discontinuity between home and school that might inhibit a rapid adaptation to the school’s learning style for the children.

scholarly journals Trauma Exposure and Intimate Partner Violence Among Young Pregnant Women in Liberia

2019 ◽  
pp. 088626051988153 ◽  
Author(s):  
Katelyn M. Sileo ◽  
Trace S. Kershaw ◽  
Shantesica Gilliam ◽  
Erica Taylor ◽  
Apoorva Kommajosula ◽  
...  
Keyword(s):  
Mental Health ◽  
Intimate Partner Violence ◽  
Pregnant Women ◽  
Attachment Style ◽  
Partner Violence ◽  
Traumatic Events ◽  
Intimate Partner ◽  
Wife Beating ◽  
Anxious Attachment ◽  
Theoretical Understanding

Intimate partner violence (IPV) is a global threat to women’s health and may be elevated among those exposed to traumatic events in post-conflict settings, such as Liberia. The purpose of this study was to examine potential mediators between lifetime exposure to traumatic events (i.e., war-related trauma, community violence) with recent experiences of IPV among 183 young, pregnant women in Monrovia, Liberia. Hypothesized mediators included mental health (depression, posttraumatic stress symptoms), insecure attachment style (anxious and avoidant attachment), and attitudes indicative of norms of violence (attitudes justifying wife beating). We tested a parallel multiple mediation model using the PROCESS method with bias-corrected and accelerated bootstrapping to test confidence intervals (CI). Results show that 45% of the sample had experienced any physical, sexual, or emotional IPV in their lifetime, and 32% in the 2 months prior to the interview. Exposure to traumatic events was positively associated with recent IPV severity (β = .40, p < .01). Taken together, depression, anxious attachment style, and justification of wife beating significantly mediated the relationship between exposure to traumatic events and experience of IPV (β = .15, 95% CI = [0.03, 0.31]). Only anxious attachment style (β = .07, 95% CI = [0.03, 0.16]) and justification of wife beating (β = .05, 95% CI = [0.01, 0.16]) were identified as individual mediators. This study reinforces pregnancy as an important window for both violence and mental health screening and intervention for young Liberian women. Furthermore, it adds to our theoretical understanding of mechanisms in which long-term exposure to traumatic events may lead to elevated rates of IPV in Liberia, and points to the need for trauma-informed counseling and multilevel gender transformative public health approaches to address violence against women.

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

Mediated learning experience and its role in teaching fractions to pupils with learning difficulties

2018 ◽  
Vol 10 (2) ◽  
pp. 158-165
Author(s):  
Skordialos Emmanouil ◽  
Baralis Georgios
Keyword(s):  
Cognitive Skills ◽  
Learning Experience ◽  
Learning Difficulties ◽  
Mediated Learning ◽  
Mathematical Concepts ◽  
Self Confidence ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
Teaching Fractions

AbstractThis research focuses on studying the effect of mediated learning experience in children with learning difficulties in terms of deeper understanding of mathematical concepts. The main objective of the mediation method is to improve the cognitive skills of the participants through its close mediator–children interaction. This paper analysed the term ‘knowledge’ and how it is often interpreted mistakenly by many teachers. In the survey participated 10 pupils with learning disabilities, aged 10, who attended the fifth class of primary school in Athens, Greece. Here, the action research methodology was used because the researcher took the role of mediator and worked with the students to explore the fractions. Research findings show that mathematical concepts are easier and deeper understood through practical activities and active participation of all members of the class. The mathematical abilities of children with learning difficulties and their self-confidence towards lesson have been boosted during the survey to a remarkable extent.

Providing Mediated Learning Experiences Through Multidimensional Play Therapy

2005 ◽  
Vol 5 (2) ◽  
pp. 168-182
Author(s):  
Shyh Shin Wong
Keyword(s):  
Play Therapy ◽  
Learning Experience ◽  
Learning Experiences ◽  
Human Being ◽  
Mediated Learning ◽  
Systematic Application ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Mediated Learning Experience ◽  
Play Therapist

Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.

scholarly journals Preschoolers Attachment to the Mother and its Impact on Mental Health

2020 ◽  
Vol 9 (1) ◽  
pp. 169-185
Author(s):  
E.V. Kuftyak ◽  
J.A. Zadorova
Keyword(s):  
Mental Health ◽  
Emotional Disturbance ◽  
Attachment Style ◽  
Behavioral Problems ◽  
Psychological Health ◽  
Insecure Attachment ◽  
Secure Attachment ◽  
Emotional Symptoms ◽  
Child Attachment ◽  
Attachment To Mother

The research shows influence of attachment to mother on psychological health of pre-school children. 163 preschoolers aged 5 to 7 years examined. The evaluation of different areas of attachment of child to mother was held using "Mother-child attachment style measure questionnaire" (E.V. Pupyreva, 2007), the psychological health of children was measured by "Strength and Difficulties Questionnaire"(E.R. Slobodskaya et al., 2005). It has been found that by the end of pre-school age the perception of mother in the capacity of support source is becoming noticeable for boys. Shown that in children who demonstrate insecure attachment, registered emotional symptoms and internal problems, meanwhile children with secure attachment type are following the prosociality in behavior. Concluded that the act of reliable attachment (acceptance of a child by mother, emotional sensibility of mother) is the important predictor of mental health. Insufficient support of children by mother and small need of mother presence increase possibility of the emotional disturbance and the behavioral problems.

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