Parent and peer attachment relationships and non-suicidal self-injury in young adolescents
Bibliographic record
Abstract
Non-suicidal self-injury (NSSI) is defined as the deliberate destruction of one's own body tissue without suicidal intent and for purposes not socially sanctioned, thus excluding tattooing and piercing (Favazza, 1998). The high prevalence rate in both clinical and community studies have prompted researchers to explore correlates associated with this behaviour. While a large body of research has documented the role of emotion regulation in NSSI, the social functions have not been as extensively studied and warrant further attention (Muehlenkamp, Brausch, Quigley, & Whitlock, 2013). Scholars have provided consistent evidence that family relationship problems are associated with reports of NSSI. However, most used a composite score to measure the overall quality of attachment (e.g., Gratz, Conrad, & Roemer, 2002; Hilt, Nock, Lloyd-Richardson, & Prinstein, 2008a). As proposed by Parkes and Stevenson-Hinde (1982), attachment is a multifaceted concept comprised of behavioural and cognitive/affective domains. Accordingly, there is a need to further investigate which attachment dimensions (e.g., trust, communication, and alienation) are more predictive of NSSI status. Only one study to date has examined the contribution of several parent attachment dimensions to NSSI among college students (Bureau et al., 2010), but this has not been investigated among young adolescents. In the light of the fact that NSSI has its onset typically during the early teen years (Nock, 2009) and that peers are increasingly influential following the transition to high school (Allen & Land, 1999), additional research examining the association between parent and peer attachment dimensions, and NSSI in early adolescence is needed. In order to address this research gap, the main objectives of the current study were a) to examine group (NSSI/ Non-NSSI) and gender differences in parent and peer attachment dimensions (i.e., trust, communication, and alienation); b) to explore a potential interaction between NSSI status and gender; and c) to investigate the relative contribution of parent attachment versus peer attachment to NSSI status. Participants were 65 adolescents (M age = 12.37, SD = .52; 57% female) who reported engaging in NSSI and a comparison group of adolescents matched on gender and school. Participants completed the How I Deal With Stress questionnaire (HIDS; Heath & Ross, 2007) in order to screen for NSSI. They also completed the Inventory of Parent and Peer Attachment (IPPA; Armsden & Greenberg, 1987) to examine three attachment dimensions (i.e., trust, communication, and alienation). These self-reported questionnaires were completed during class time in their school classrooms in small groups of 20. Results from a two-way MANOVA indicated that young adolescents who reported engaging in NSSI perceived their relationships with parents and peers more negatively on all attachment dimensions relative to their non-self-injuring counterparts. Furthermore, a logistic regression revealed that parent attachment was more predictive of NSSI status than peer attachment. Overall, this study represents a contribution to the NSSI literature as it extends our knowledge about the relationship between attachment dimensions and NSSI in early adolescence, and suggests that males and females who engage in NSSI are equally affected by quality of communication, the degree of trust, and alienation issues with parents and peers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".