ÖZGÜL ÖĞRENME BOZUKLUĞU TANILI ÇOCUKLARIN AİLELERİNDE BAĞLANMA VE İLİŞKİLİ ETMENLER

Yıl 2024, Cilt: 5 Sayı: 2, 43 - 52, 29.07.2024

Deniz Namıduru Tülin Fidan

Öz

Amaç: Bu çalışmanın amacı özgül öğrenme güçlüğü olan çocuk ve ergenlerin bağlanma stilleri özelliklerinin ve ilişkili etmenlerin değerlendirilmesidir.
Yöntem:Eskişehir Osmangazi Üniversitesi Tıp Fakültesi (ESOGÜ) Çocuk ve Ergen Psikiyatri Bölümünde takip edilmekte olan, çalışmaya dahil edilme kriterlerini karşılayan, çalışmaya katılmayı kabul eden toplam 120 çocuk ve ergen çalışmaya dahil edilmiştir. Özgül öğrenme bozukluğu (ÖÖB) tanılı çocuk ve ergenler, kardeşleri ve ebeveynlerine sosyo-demografik veri formu, Kerns Güvenli Bağlanma Ölçeği, Yakın İlişkilerde Yaşantılar Envanteri-2 Orta Çocukluk Dönemi Ölçeği uygulandı ve elde edilen veriler istatistiksel olarak değerlendirildi.
Bulgular: Çalışmamızda ÖÖB olan çocuklar ve kardeşleri arasında güvenlik, kaygı ve kaçınma gibi bağlanma değişkenleri açısından istatistiksel olarak anlamlı bir fark saptanmazken, Bağlanmaya etki eden bireysel ve ailesel özelliklerden yaş, gelişim basamaklarını tamamlama zamanı, okumayı çözme zamanı, akademik başarı ve akran ilişkisi, ailenin gelir durumu, aile yapısı, annenin veya babanın öğrenim durumu, mesleği, psikiyatrik hastalık varlığının güvenli bağlanması olan ve bağlanmadaki kaygı ve kaçınma puanları yüksek olan grup arasında istatistiksel olarak anlamlı olarak fark olduğu görülmüştür.
Tartışma: Bağlanma ile ilgili karıştırıcı etmenler kontrol edilerek yapılan bu çalışmada Özgül Öğrenme Bozukluğunun tek başına bağlanma ilişkisini bozmayacağı kanaatine varılmıştır.

Anahtar Kelimeler

Özgül Öğrenme Bozukluğu, Bağlanma, Ruh Sağlığı, Çocuk-Ergen

Etik Beyan

Çalışma için Eskişehir Osmangazi Üniversitesi girişimsel olmayan klinik araştırmalar etik kurul başkanlığından 14-07-2020 tarih ve 41 karar sayısı ile etik onamı alınmış; çalışmanın tamamı etik kurallar çerçevesinde prospektif olarak gerçekleştirilmiştir.

Proje Numarası

14 Temmuz 2022-41

ATTACHMENT AND RELATED FACTORS IN FAMILIES OF CHILDREN WITH SPECIFIC LEARNING DISORDER

Öz

Aim:The aim of this study is to evaluate the attachment style characteristics and related factors of children and adolescents with specific learning difficulties who have been followed up in the Child and Adolescent Psychiatry Department of Eskişehir Osmangazi University Faculty of Medicine.
Method: A total of 120 children and adolescents who were agree to participate and who meet the inclusion criteria, were included in the study. Socio-demographic data form, Kerns Secure Attachment Scale, Experiences in Close Relationships-2 Middle Childhood Scale, were performed both children and adolescents and their parents having SLD diagnose and healthy controls consist of their brother and sisters.
Results: We compare all the datas between the groups and we were not able to find significant difference between children with SLD and their siblings according to security, anxiety and avoidance attachment parametersin our study,but according to the results of the further analysis conducted to evaluate the factors affecting attachment,relationship between secure attachment, attachment anxiety and avoidance scores was shown statistically significant with child and adolescent-related factors such as the child's age, time to complete the developmental stages, time to solve reading, academic achievement and peer relationship, as well as the familial factors such as family's income status, family structure,occupation of parents, presence of psychiatric illness in each parents, education level of the mother or father.
Conclusion: We can concluded that only Specific Learning Disorder is not affected secure attachment.

Anahtar Kelimeler

Specific Learning Disorder, Attachment, Mental Health, Child-Adolescent

Proje Numarası

14 Temmuz 2022-41

Kaynakça

• 1.Policy N, Silver CH, Ruff RM, et al. Learning disabilities: The need for neuropsychological evaluation. Arch Clin Neuropsychol 2008;23:217-9.
• 2.Bandura A, Pastorelli C, Barbaranelli C, et al. Self-efficacy pathways to childhood depression. Journal of Personality and social Psychology 1999;76:258.
• 3.Büber A, Başay Ö, Şenol H. The prevalence and comorbidity rates of specific learning disorder among primary school children in Turkey. Nord J Psychiatry 2020;74:453-60.
• 4. Coşkun GN, Gürbüz HGA, Çeri V, et al. Özgül öğrenme bozukluğu olan çocuklarda psikiyatrik eş tanıların incelenmesi. Anadolu Psikiyatri Derg 2018;19:87-94.
• 5. Subhani MI, Osman A, Abrar F, et al. Are parents really attached to their adopted children? SpringerPlus 2014;3:545.
• 6.Bauminger N, Kimhi-Kind I. Social information processing, security of attachment, and emotion regulation in children with learning disabilities. J Learn Disabil 2008;41:315-32.
• 7 Faul F, Erdfelder, E, Buchner A, et al. Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behav Res Methods 2009:41:1149-60.
• 8. Kerns, KA, Klepac L, Cole A. Peer relationships and preadolescents’ perceptions of security in the child-mother relationship. Developmental Psychology 1996;32:457–66.
• 9. Sümer N, Şendağ MA. Orta Çocukluk Döneminde Ebeveynlere Bağlanma, Benlik Algısı ve Kaygı. Turk Psikoloji Dergisi 2009;24:86-101.
• 10.Brenning K, Soenens B, Braet C, et al. An adaptation of the Experiences in Close Relationships Scale-Revised for use with children and adolescents. J Soc Pers Relat 2011;28:1048-72.
• 11.Kırımer F, Akça E, Sümer N. Orta Çocuklukta Anneye Kaygılı ve Kaçınan Bağlanma: Yakın İlişkilerde Yaşantılar Envanteri-II Orta Çocukluk Dönemi Ölçeğinin Türkçeye Uyarlanması. Türk Psikoloji Yazıları 2014;17:45-57.
• 12.Willcutt EG, Pennington BF. Psychiatric comorbidity in children and adolescents with reading disability. J Child Psychol Psychiatry 2000;41:1039-48.
• 13.Shaywitz BA, Shaywitz SE, Pugh KR, et al. Disruption of posterior brain systems for reading in children with developmental dyslexia. Biol Psychiatry 2002;52:101-10.
• 14.Wagner RK, Torgesen JK. The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin 1987;101:192-212.
• 15.Martin A, Volkmar FR, Lewis M. Lewis's child and adolescent psychiatry: a comprehensive textbook: Lippincott Williams & Wilkins; 2007.
• 16.Aarnoudse-Moens CSH, Weisglas-Kuperus N, Van Goudoever JB, et al. Meta-analysis of neurobehavioral outcomes in very preterm and/or very low birth weight children. Pediatrics 2009;124:717-28.
• 17.Fried PA, Watkinson B, Siegel LS. Reading and language in 9-to 12-year olds prenatally exposed to cigarettes and marijuana. Neurotoxicology and Teratology 1997;19:171-83.
• 18.Sprung J, Flick RP, Wilder RT, et al. Anesthesia for cesarean delivery and learning disabilities in a population-based birth cohort. Anesthesiology 2009;111:302-10.
• 19.Martin CS, Romig CJ, Kirisci L. DSM-IV learning disorders in 10-to 12-year-old boys with and without a parental history of substance use disorders. Prev Sci 2000;1:107-13.
• 20.Morrow CE, Culbertson JL, Accornero VH, et al. Learning disabilities and intellectual functioning in school-aged children with prenatal cocaine exposure. Dev Neuropsychol 2006;30:905-31.
• 21.Tüğen L. Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocuklarda Bağlanma, Duygu Regülasyonu Ve Benlik Saygısı İlişkisinin Araştırılması. Marmara Üniversitesi Tıp Fakültesi Çocuk Ve Ergen Ruh Sağlığı Anabilim Dalı, İstanbul. 2018.
• 22.Buist KL, Deković M, Meeus W, et al. Developmental patterns in adolescent attachment to mother, father and sibling. Journal of Youth and Adolescence 2002;31:167-76.
• 23.Paterson JE, Field J, Pryor J. Adolescents' perceptions of their attachment relationships with their mothers, fathers, and friends. Journal of Youth and Adolescence 1994;23:579-600.
• 24.Lin SH, Cermak S, Coster WJ, et al. The relation between length of institutionalization and sensory integration in children adopted from Eastern Europe. Am J Occup Ther 2005;59:139-47.
• 25.Bus AG, Van Ijzendoorn MH. Attachment and early reading: A longitudinal study. J Genet Psychol 1988;149:199-210.
• 26.Morisset CE, Barnard KE, Greenberg MT, et al. Environmental influences on early language development: The context of social risk. Development and Psychopathology 1990;2:127-49.
• 27. Aber J L, Jones S, Cohen J. The impact of poverty on the mental health and development of very young children. In: Zeanah C H editor. Handbook of infant mental health (2nd ed.,). New York: The Guilford Press;2000. p.113–128.
• 28.Fish M. Attachment in low‐SES rural Appalachian infants: Contextual, infant, and maternal interaction risk and protective factors. Infant Mental Health Journal 2001;22:641-64.
• 29. Spieker SJ, Booth CL. Maternal antecedents of attachment quality. In: Belsky J, Nezworski T, editors. Clinical implications of attachment. NewYork: Routledge;1988. p.95–135.
• 30.Van Ijzendoorn MH, Schuengel C, Bakermans–Kranenburg MJ. Disorganized attachment in early childhood: Meta-analysis of precursors, concomitants, and sequelae. Development and Psychopathology 1999;11:225-50.
• 31.Vondra JI, Hommerding KD, Shaw DS. Stability and change in infant attachment in a low-income sample. Monogr Soc Res Child Dev 1999:119-44.
• 32.Sroufe LA, Egeland B, Kreutzer T. The fate of early experience following developmental change: Longitudinal approaches to individual adaptation in childhood. Child Dev 1990;61:1363-73.
• 33.Augustine JM, Crosnoe R. Mothers’ depression and educational attainment and their children’s academic trajectories. J Health Soc Behav 2010;51:274-90.
• 34.Briggs-Gowan MJ, Carter AS, Skuban EM, Horwitz SM. Prevalence of social-emotional and behavioral problems in a community sample of 1-and 2-year-old children. J Am Acad Child Adolesc Psychiatry 2001;40:811-9.
• 35.Davis-Kean PE. The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. J Fam Psychol 2005;19:294-304.
• 36.Kalil A, Ryan R, Corey M. Diverging destinies: Maternal education and the developmental gradient in time with children. Demography 2012;49:1361-83.
• 37.Diener ML, Nievar MA, Wright C. Attachment security among mothers and their young children living in poverty: Associations with maternal, child, and contextual characteristics. Merrill-Palmer Quarterly 1982;2003:154-82.
• 38.Hongbo L, Waqas M, Tariq H, et al. Bringing home the bacon: Testing a moderated mediation model of job insecurity, work–family conflict, and parent–child attachment. Social Science Information 2020;59:704-29.
• 39.Wan MW, Green J. The impact of maternal psychopathology on child–mother attachment. Arch Womens Ment Health 2009;12:123-34.