Parents’ Secure Base Script Knowledge Predicts Observed Sensitive Caregiving

Secure base script knowledge represents the components of an internal working model that organizes knowledge and rules for effectively utilizing attachment figures as a secure base for exploration and a safe haven in times of distress. Specifically, it comprises procedural “if-then” rules for seeking and receiving care.

Witte, A. M., Runze, J., van IJzendoorn, M. H., & Bakermans-Kranenburg, M. J. (2023). Parents’ secure base script knowledge predicts observed sensitive caregiving and discipline toward twin children. Journal of Family Psychology, 37(7), 966–976. https://doi.org/10.1037/fam0001091

key Points

• Parents with more secure base script knowledge showed higher levels of observed sensitivity and sensitive discipline towards their twin children.
• Positive associations existed between parents’ secure base script knowledge and parental sensitivity and sensitive discipline. The strengths of these associations were similar.
• The relation between parents’ secure base script knowledge and parental sensitivity and sensitive discipline was not impacted by children’s similarity in genetic makeup (i.e., equal for monozygotic and dizygotic twin siblings).
• The study extends previous research by demonstrating that parents’ secure base script knowledge predicts parental sensitivity and sensitive discipline strategies.

Rationale

Previous attachment research has shown that adults’ attachment representations, assessed with the Adult Attachment Interview (AAI), are associated with the quality of caregiving behaviors (Verhage et al., 2016).

For instance, mothers with insecure attachment representations on the AAI showed lower sensitivity towards their infants than mothers with secure attachment representations (Verhage et al., 2016). Attachment scholars have recently argued that attachment representations can be conceptualized as secure base script knowledge (Waters & Waters, 2006).

The secure base script is a cognitive script that organizes knowledge and expectations about the availability and responsiveness of attachment figures when needed during distress.

So far, research demonstrated positive links between secure base script knowledge, assessed with the Attachment Script Assessment (ASA), and observed maternal sensitivity during interactions with infants and school-aged children (Coppola et al., 2006; Raby et al., 2021).

However, little is known about whether secure base script knowledge shapes other important caregiving behaviors, such as discipline strategies.

Furthermore, whether child-genetic factors influence the association between secure base script knowledge and parenting behaviors is unknown.

The current study addressed these gaps by examining the links between parents’ secure base script knowledge and observed parental sensitivity and sensitive discipline during interactions with their twin children. In addition, differences between monozygotic and dizygotic twin siblings were explored.

Method

The study sample consisted of 461 families with same-sex twins (48.6% boys) participating in the Netherlands Leiden Consortium on Individual Development (L-CID) study.

The sample included an early childhood twin cohort (ECC; n = 214 families with 4-year-old twins) and a middle childhood twin cohort (MCC; n = 247 families with 9-year-old twins).

During a home or lab visit, parent-child interactions were observed and coded for parental sensitivity (7-point rating scale) during a cooperative Etch-A-Sketch drawing task and for parental sensitive discipline (7-point rating scale) during a ‘Don’t touch’ task (ECC) or ‘Do-Don’t’ task (MCC).

Parents completed the Attachment Script Assessment (ASA) to assess their secure base script knowledge. The ASA uses prompt word sets to elicit narratives coded for secure base script content on a 7-point rating scale.

Sample

The primary parent was mostly the mother (91.1%). Parents were, on average, 39.51 years old (SD = 5.14). Most parents completed higher vocational education (41.3%) or post-higher vocational education (26.0%).

Children were, on average, 7.00 years old (SD = 2.18), with the ECC being 4.77 years old (SD = 0.58) and the MCC being 8.94 years old (SD = 0.67) on average.

Statistical measures

Linear mixed models accounted for the nested data structure (twins within families). Models were run with parental secure base script knowledge predicting parental sensitivity and sensitive discipline.

Moderation effects of child zygosity were examined by including interaction terms in the models. Potential covariates (parent age, child age, SES) were explored.

Results

Parents with more secure base script knowledge showed higher levels of parental sensitivity (B = 0.22, SE = 0.08, p = .007) and more sensitive discipline (B = 0.29, SE = 0.11, p = .007) during interactions with their twin children.

The strengths of the associations between secure base script knowledge and parental sensitivity (r = .11) and sensitive discipline (r = .12) were similar.

There was no evidence that zygosity impacted the association between secure base script knowledge and parental sensitivity or sensitive discipline.

Insight

This study uniquely shows that parents’ secure base script knowledge not only predicts parental sensitivity, consistent with prior work, but also extends to shaping parents’ discipline strategies.

This highlights the value of assessing secure base script knowledge concerning multiple aspects of parental caregiving.

Furthermore, by demonstrating links between secure base script knowledge and observations of both sensitivity and discipline in a twin sample, this study provided initial evidence that child-genetic factors do not confound the associations between parental attachment representations and caregiving behaviors.

Strengths

• The study had a relatively large sample size with observations of parenting toward twin siblings.
• Parenting behaviors were observed across two different developmental periods (early and middle childhood).
• The use of a twin sample allowed the exploration of potential child-genetic confounding variables.
• The study was preregistered, increasing transparency.

Limitations

• The sample consisted predominantly of mothers, limiting generalizability to fathers.
• Slightly different tasks assessed sensitive discipline in early versus middle childhood.
• Only three secure base script prompts were administered due to time constraints.
• The study design does not allow examination of potential genetic effects from parents’ side.

Implications

The findings underscore the importance of secure base script knowledge in shaping not just sensitive responsiveness but also effective discipline strategies.

This highlights the value of assessing and potentially intervening in parents’ attachment representations to improve multiple aspects of parenting quality.

The results also provide initial evidence that child-genetic factors do not account for links between secure base script knowledge and caregiving behaviors.

Interventions incorporating opportunities to practice new relational behaviors and receive feedback may be especially impactful for changing attachment representations. The ABC approach provides in-vivo coaching.

Attachment and Biobehavioral Catch-up (ABC) Intervention

The attachment and biobehavioral catch-up (ABC) intervention can help increase their child’s attachment security:

The ABC intervention is designed to help parents learn how to interact with their children in ways that promote secure attachment (Dozier et al., 2016). Children with secure attachment feel safe, comforted, and able to explore when their caregiver is present.

The ABC intervention focuses on teaching parents three key skills:

1. Responding to distress: Parents learn how important it is to respond promptly and provide comfort when a child is upset or distressed. Soothing a child’s distress helps teach them that their parent will be there when needed.
2. Following the child’s lead: Parents practice allowing the child to guide interactions, rather than overdirecting play. This teaches the child that their signals matter. The parent follows the child’s interests.
3. Reducing frightening behaviors: Parents are coached on minimizing intrusive or frightening behaviors that overwhelm a child, like anger outbursts. This helps a child feel safe.

In the 10 weekly sessions, parents get one-on-one coaching with video feedback and guidance to master these skills. As parents implement what they learn, children receive the comfort, support, and gentle guidance needed to develop secure attachment. Research shows children of parents who complete the ABC intervention are more likely to form secure attachments.

The ABC intervention provides a supportive way for parents to learn positive skills that fulfill a child’s need for nurturing care. Over time, these responsive interactions lay the foundation for a strong lifelong attachment bond.CopyRetry

Future Research

Parents’ secure base script knowledge has implications for the quality of both sensitivity and discipline strategies toward children. Longitudinal research should investigate the stability of these associations over time.

Exploring interventions that successfully impact parents’ secure base script knowledge may inform programs aiming to enhance parental sensitivity and discipline quality.

While child-genetic factors do not seem to confound observed links between secure base script knowledge and parenting behaviors, future genetically informed studies should explore potential genetic effects stemming from parents.

Enhancing our understanding of how parents’ attachment representations guide caregiving can ultimately inform interventions promoting child wellbeing.

The effects of attachment-based interventions on representation and caregiving should be examined across diverse cultural groups. Findings linking script knowledge to sensitivity were consistent across high-risk and low-risk parents.

References

Primary paper

Witte, A. M., Runze, J., van IJzendoorn, M. H., & Bakermans-Kranenburg, M. J. (2023). Parents’ secure base script knowledge predicts observed sensitive caregiving and discipline toward twin children. Journal of Family Psychology, 37(7), 966–976. https://doi.org/10.1037/fam0001091

Other references

Coppola, G., Vaughn, B. E., Cassibba, R., & Costantini, A. (2006). The attachment script representation procedure in an Italian sample: Associations with adult attachment interview scales and with maternal sensitivity. Attachment & Human Development, 8(3), 209-219. https://doi.org/10.1080/14616730600856065

Raby, K. L., Waters, T. E. A., Tabachnick, A. R., Zajac, L., & Dozier, M. (2021). Increasing secure base script knowledge among parents with attachment and biobehavioral catch-up. Development and Psychopathology, 33(2), 554-564. https://doi.org/10.1017/S0954579420001765

Verhage, M. L., Schuengel, C., Madigan, S., Fearon, R. M. P., Oosterman, M., Cassibba, R., Bakermans-Kranenburg, M. J., & van IJzendoorn, M. H. (2016). Narrowing the transmission gap: A synthesis of three decades of research on intergenerational transmission of attachment. Psychological Bulletin, 142(4), 337-366. https://doi.org/10.1037/bul0000038

Waters, H. S., & Waters, E. (2006). The attachment working models concept: Among other things, we build script-like representations of secure base experiences. Attachment & Human Development, 8(3), 185-197. https://doi.org/10.1080/14616730600856016

Research Organizations

Society for Emotion and Attachment Studies (SEAS)

Society for Research in Child Development (SRCD)

Further Reading

Dozier, M., & Bernard, K. (2017). Attachment and biobehavioral catch-up: Addressing the needs of infants and toddlers exposed to inadequate or problematic caregiving. Current Opinion in Psychology, 15, 111-117.

Dozier, M., Roben, C. K., Caron, E. B., Hoye, J., & Bernard, K. (2018). Attachment and Biobehavioral Catch-up: An evidence-based intervention for vulnerable infants and their families. Psychotherapy Research, 28(1), 18-29.

Raby, K. L., Waters, T. E., Tabachnick, A. R., Zajac, L., & Dozier, M. (2021). Increasing secure base script knowledge among parents with Attachment and Biobehavioral Catch-up. Development and psychopathology, 33(2), 554-564.

Steele, R. D., Waters, T. E., Bost, K. K., Vaughn, B. E., Truitt, W., Waters, H. S., … & Roisman, G. I. (2014). Caregiving antecedents of secure base script knowledge: a comparative analysis of young adult attachment representations. Developmental Psychology, 50(11), 2526.

Tabachnick, A. R., Raby, K. L., Goldstein, A., Zajac, L., & Dozier, M. (2019). Effects of an attachment-based intervention in infancy on children’s autonomic regulation during middle childhood. Biological psychology, 143, 22-31.

Waters, T. E., & Roisman, G. I. (2019). The secure base script concept: An overview. Current Opinion in Psychology, 25, 162-166.

Waters, T. E., Ruiz, S. K., & Roisman, G. I. (2017). Origins of secure base script knowledge and the developmental construction of attachment representations. Child Development, 88(1), 198-209.

Keep Learning

1. How might secure base script knowledge develop over time? What childhood experiences might shape secure base script development?
2. In what ways could secure base script knowledge indirectly impact child outcomes, beyond directly shaping parental behaviors?
3. What factors may moderate the association between parents’ secure base script knowledge and their caregiving behaviors? When might secure base script knowledge be more or less influential?
4. What study designs could be used to explore potential genetic influences from the parents’ side on links between secure base scripts and parenting? What would be the limitations and benefits of such designs?
5. Beyond sensitivity and discipline, what other aspects of parenting might be guided by secure base script knowledge? How could we study this?