The generally accepted method for assessing attachment and determining its type is the method of M. D. Ainworth. The experiment, divided into eight episodes, examines the behavior of the child in a situation of separation from the mother, its effect on the behavior of the infant, and the ability of the mother to calm the child after her return. Especially indicative is the change in the cognitive activity of the child when parting with his mother. To do this, the child remains with an unfamiliar adult and a new toy. The criterion for assessing attachment is the peculiarity of the child's behavior after the departure of the mother and her return. In the course of the study of attachment according to the method of M. Ainsworth, 4 groups of children were identified (they correspond to 4 types of attachment):

1. type A - children do not mind the departure of the mother and continue to play, not paying attention to her return. Children with this behavior are labeled as "indifferent" or "insecurely attached". The type of attachment is called insecurely avoidant. It is conditionally pathological. It is found in 20% of children. After separating from their mother, "insecurely attached" children are not disturbed by the presence of a stranger. They avoid contact with him just as they avoid contact with their mother.
2. type B - children are not very upset after the mother leaves, but are drawn to her immediately after her return. They aspire to physical contact with her mother, easily calm down next to her. This is a "secure" type of attachment. This type of attachment is observed in 65% of children.
3. type C - children are very upset after the departure of the mother. After her return, they first cling to the mother, but almost immediately they push her away. This type of attachment is considered pathological (“insecurely affective”, “manipulative” or “dual” type of attachment). Detected in 10% of children.
4. type D - after the mother returns, the children either "freeze" in one position, or "run away" from the mother trying to approach. This is a "disorganized unoriented" type of attachment (pathological). It occurs in 5-10% of children.

In addition to these 4 types, we can also talk about the "symbiotic" type of attachment. In the experiment according to the method of M.D. Ainsworth children do not let go of their mother a single step. Complete separation thus becomes almost impossible.

The formation of attachment depends to a large extent on the care and attention that the mother gives to the child. Mothers of securely attached babies are attentive and sensitive to the needs of their children. In communicating with children, they often use means of emotional expression. If an adult understands the child well, the baby feels cared for, comfortable and securely attached to the adult.

M. Silven, M. Vienda showed that of such maternal qualities as the ability to encourage a child to play, emotional availability, stimulation cognitive activity, flexibility in parenting style, the most important for the development of secure attachment is emotional availability. It includes the ability to share the feelings of the child as the main initiator of child-mother communication.

Personal characteristics of a mother that influence her attitude towards her child are considered as the main (“classic”) determinants of secure attachment. They directly or indirectly influence the formation of attachment in a child. Their direct influence is related to the sensitivity of the mother to the signals given by the infant. It manifests itself in typical situations of interaction. Indirect influence personality traits A woman's personality is related to her satisfaction with the role of a mother, which, in turn, largely depends on her relationship with her husband.

Marriage relations significantly influence the type of parent-child attachment. As a rule, the birth of a child leads to a change in the existing relationship between spouses. However, parents who are securely attached to their children generally report greater satisfaction with the quality of their marital relationship, both before and after the birth of a child, compared to parents who are insecurely attached to their children. There is a hypothesis according to which it is the early marital status that is the decisive factor for establishing one or another type of attachment.

Children with dual attachment, in most cases, have "inhibited" character traits. Their temperamental parents often do not suit them as educators. Adults respond to the needs of the child, depending on their own mood, either too weakly or too vigorously. The baby tries to deal with such an uneven attitude towards him from the parents, but to no avail, and, as a result, becomes indifferent to communicating with them.

There are two types of poor child care that increase the risk of developing avoidant attachment. In the first option, mothers are impatient with their children and insensitive to their needs. Such mothers often cannot contain their negative emotions towards their children, which leads to alienation and alienation of mother and child. Ultimately, mothers simply stop holding their children, and children, in turn, do not seek close physical contact with them. Such mothers are more likely to be self-centered and reject their children.

In the second variant of improper care, leading to avoidant attachment, parents are distinguished by an overly attentive and scrupulous attitude towards children. Children are unable to accept such "excessive" care.

"Disoriented disorganized" attachment occurs when a child is afraid of physical punishment or is worried about the fear of being rejected by parents. As a result, the child avoids communication with parents. This is a consequence of the fact that parents have an extremely contradictory attitude towards the child, and children do not know what to expect from adults at each subsequent moment.

Mothers of avoidant children can be described as "closed-formal". They adhere to an authoritarian parenting style, trying to impose their system of requirements on the child. These mothers do not so much educate as re-educate, often using book recommendations.

By psychological characteristics mothers of children with dual attachment are divided into 2 groups: "ego-oriented" and "inconsistent-contradictory". "Ego-oriented" are characterized by high self-esteem, insufficient self-criticism. They are quite contradictory in their attitude towards the child: increased, sometimes even excessive attention to him is sometimes combined with a complete disregard for his interests. "Inconsistent-contradictory" mothers consider their children to be sickly, requiring increased care. However, these children still experience a lack of affection and attention due to the constant feeling of anxiety in the mother and internal tension, leading to inconsistency and duality in relation to the child.

Depending on the type of child-maternal attachment, several types of mothers are distinguished. According to R. Crittenden, secure attachment occurs in sensitive and caring mothers. Their children are self-confident and have a sense of security. Avoidant attachment is noted in insensitive, rejecting and limiting the activity of the child mothers. Their children are usually insecure and avoid contact with their parents. Dual attachment is observed in mothers with inconsistent and unpredictable behavior. Mothers treat children unevenly and tensely. The symbiotic type can occur both in overly sensitive mothers and in inconsistent and unpredictable ones.

Child-maternal attachment significantly depends on the level mental development child. One of the functions that significantly affect the nature of attachment is self-consciousness (or the image of "I"). N.N. Avdeeva experimentally studied the level of development of self-consciousness in the method of mirror reflection. The image of "I" reflected in the mirror testifies to the age self-esteem of the child. A high level of development of one's image corresponds to a greater independence of the child, less dependence on the mother, more pronounced activity in an unfamiliar situation. It is shown that children with a developed self-image usually demonstrate secure (type B) or indifferent (type A) attachment. The specified types depend on the attachment strength vector. In both cases, mothers rate their attachment to the child as stronger than the child's attachment to themselves.

The quality of attachment significantly depends on the nature and type of interactions between mother and child. Secure attachment is formed with a high level of activity of the infant in situations of feeding and wakefulness. The mother's ability to support the child's initiative, establish eye contact with him, synchronize actions and engage in dialogue contributes to the formation of a secure attachment. Insecure attachment develops in a child in conditions of low activity of the mother during regime moments. Affective insecure attachment is formed in a situation where the mother does not respond to most of the child's initiative actions.

The Interpersonal Relationship Questionnaire (OMO) is a Russian-language version of the FIRO (Fundamental Interpersonal Reiations Orientation) questionnaire, widely known abroad, developed by the American psychologist W. Schutz. The author of the proposed version is A. A. Rukavishnikov. The questionnaire is aimed at diagnosing various aspects of interpersonal relations in dyads and groups, as well as at studying the communicative characteristics of a person. It can be successfully used in counseling and psychotherapeutic work.

The OMO questionnaire is based on the basic postulates of the three-dimensional theory of interpersonal relations by W. Schutz. The most important idea of ​​this theory is the position that each individual has a characteristic way social orientation in relation to other people, and this orientation determines his interpersonal behavior.

The questionnaire is designed to assess human behavior in three main areas of interpersonal needs: "inclusion" (I), control" (C) and "affect" (A). Within each area, two areas of interpersonal behavior are taken into account: the expressed behavior of the individual (e), i.e. the individual's opinion about the intensity of his own behavior in this area; and the behavior required by the individual from others (w), the intensity of which is optimal for him.

The questionnaire consists of six scales, each of which, in essence, contains a statement that is repeated nine times with some changes. In total, the questionnaire contains 54 statements, each of which requires the test-taker to choose one of the answers within the six-point rating scale.

As a result of evaluating the testee's answers, the psychologist receives points on six main scales: Ie, Iw. Ce, Cw, Ae, Aw, on the basis of which a characterization of the characteristics of the interpersonal behavior of the test person is then compiled.

Theoretical basis

In theory, an attempt is made to explain the interpersonal behavior of the individual on the basis of three needs: "inclusion", "control" and "affect". These needs develop in childhood in the interaction of the child with adults, primarily with parents. Thus, the development of the need for "inclusion" depends on how the child was included in the family; the need for "control" depends on whether the emphasis in the parent-child relationship was on freedom or control; the need for "affect" depends on the degree to which the child has been emotionally accepted or rejected by his immediate environment. If these needs were not met during childhood, the individual feels insignificant, incompetent, unworthy of love. To overcome these feelings, he develops protective mechanisms in himself, which manifest themselves as characteristic ways of behaving in interpersonal contacts. Formed in childhood, these modes of behavior continue to exist in adulthood, determining in general the typical features of the orientation of the individual in the social environment.

V. Schutz distinguishes three types of "normal" interpersonal behavior within each area, which correspond to different degrees of satisfaction of the corresponding needs:

1. Deficit behavior, suggesting that the individual does not directly try to satisfy his needs;
2. Excessive - the individual is constantly trying, by all means, to satisfy the needs;
3. Ideal behavior - needs are adequately met.

Characteristics of the main interpersonal needs and types of interpersonal behavior

The need for "control"

Pathological behavior is also described for each area. The characteristic modes of behavior of two individuals in interpersonal interaction can either be compatible or not. W. Schutz defines interpersonal compatibility as such a relationship between two or more individuals, in which one or another degree of mutual satisfaction of interpersonal needs is achieved.

1. Socially disadvantaged type. Fear of unfriendliness, combined with a feeling that others do not understand him, may be accompanied by a lack of motivation for life, a decrease in enthusiasm, perseverance in achieving goals, etc.
2. Socially excessive type - an extrovert, a person who is in constant search of contacts, strives for people, actively seeks attention and location. Unconsciously, such a person also experiences the fear of being rejected, but at the level of behavior, he does everything to concentrate attention on himself by any means (even by directly imposing himself on the group), to make himself noticed, to achieve fame.
3. The socially aligned type is an individual whose inclusion relationships have been successful since childhood; Establishing contacts with people is not difficult for him. He feels confident both alone and with people, is capable of taking risks and entering into various groups, but can also refrain from taking risks and interactions if he considers it inappropriate. He feels himself a valuable and significant person, he is able to be sincerely interested in others.
4. Pathology. Unsuccessful establishment of relations in the area of ​​inclusion leads to alienation and isolation, to attempts by man to create his own artificial world. Probably the development of functional psychoses, autism, schizophrenia.

The need to "turn on"

The need for "inclusion" is the need to create and maintain satisfactory relationships with other people on the basis of which interaction and cooperation arise. From the point of view of self-esteem, this need manifests itself in the desire to feel a valuable and significant person, to be liked, to attract attention and interest, in an effort to achieve recognition, to exterminate applicants for approval. To be a person who is different from others, i.e. being an individual is another aspect of the need for "inclusion". Smallpox in this separation from the mass of others is that in order to achieve full-fledged relationships with people, you need to achieve understanding, to feel that others see traits and features inherent only in the individual.

The characteristic modes of behavior in this area are formed, first of all, on the basis of childhood experience. The parent-child relationship can be either positive (the child is in constant contact and interaction with the parents) or negative (the parents ignore the child, their contact is minimal). In the latter case, the child experiences the feeling that he is an insignificant person, experiences fear, which he tries to suppress or eliminate.

This need is defined as the need to create and maintain satisfactory relationships with people based on control and power, as the need to feel competent and responsible person. The behavior caused by this need relates to the decision-making process, and also affects the areas of power, influence, authority. It can range from the desire for power, authority, and control over others (and, moreover, over one's future) to the desire to be controlled, to be relieved of any responsibility. It is important to note that there are no hard links between dominating behavior and submissive behavior in the same person:

People who dominate others may differ in how they allow others to control them. Behavior in this area, in addition to direct forms, also has indirect ones, especially among educated and polite people.

isolation, or an intense attempt to join other groups. In adulthood, the following types of interpersonal behavior appear.

1. A socially deficient type is a person whose level of inclusion is low. It can be called unsociable, avoiding contact with people. Consciously, he, as a rule, wants to keep a distance between himself and others, motivating this by the fact that he seeks to preserve his individuality and not dissolve in the crowd. At the unconscious level, there is definitely a fear of being rejected, a fear of loneliness and isolation, a person feels useless, unable to arouse the interest and attention of others. There are two extremes in the parent-child relationship. From highly limited, regulated behavior (the parent completely controls the child and makes all decisions for him) to complete freedom (the parent allows the child to decide everything on his own). In both cases, the child feels fear that he is not able to cope with the situation at a critical moment and seeks to overcome this fear either by dominating others while obeying the rules, or by rejecting control of other people or their control over himself. In adulthood, the following types of control behavior are diagnosed.
2. An abdicrate is a person with a tendency towards submission, renunciation of power ("abdicration") and refusal to influence behavior. Such people are characterized by the desire for a subordinate position, indecision in making decisions, the desire to shift responsibility to others. Usually - a follower of someone or a loyal deputy, but rarely a person who takes responsibility for making the final decision. For such people, the most characteristic reaction is an attempt to avoid, move away from situations in which they feel helpless, incompetent, irresponsible. Hostility is usually expressed as passive resistance. Unconsciously, an individual with this type of behavior feels that he is little able to behave like an adult with a sense of responsibility, he is afraid that such responsibility may be placed on him. As a rule, he lacks confidence in people who may refuse to help him.
3. An autocrat is a person with a propensity for dominant interpersonal behavior. She is a seeker of power, a competitor to strive to own other people prefers a hierarchical system of relations in which she herself stands at the top. Usually the need for control extends to a variety of areas: intellectual or physical superiority can also serve as direct means of gaining power, establishing control over the behavior and decisions of those around them. The hidden, unconscious feelings of an autocrat are the same as those of an abdicrat: a feeling of his own inability to make responsible decisions, a constant suspicion that he is not trusted, that they are trying to control him and make decisions for her. But all behavior is aimed at disproving this feeling by any means, both in others and in oneself.
4. A democrat is a person who has successfully defined his relationship of control as a child, for whom power and control are not a problem. He feels equally confident in giving or not giving orders, taking or not taking them, depending on the specific situation. Unconsciously, he feels capable person with a sense of responsibility that others respect, trust him, and therefore does not feel the need to constantly prove his competence or evade decision-making.
5. Pathology. The individual's inability to control or influence leads to the development of a psychopathic personality.

The need for "affect"

It is defined as the need to create and maintain satisfying relationships with others based on love and close, warm emotional contact. On an emotional level, it manifests itself in the ability of the individual to love other people and in the realization that he is loved by others to a sufficient extent, that he is worthy of love. This need usually relates to personal emotional relationships between two close people (pair relationships) and leads to behavior aimed at emotional rapprochement with a partner or partners. In childhood, if the upbringing of the child was inadequate emotionally, a feeling of fear may form, which the individual can subsequently try to overcome in various ways, developing appropriate types of behavior.

1. Sensually deficient type - an individual who has a very weak sense of emotional attachment, seeking to avoid close personal relationships with others. He tries to maintain contacts at a superficial, distant level, and he is satisfied when others maintain the same relationship with him. Subconsciously, he is constantly looking for a satisfying emotional relationship, but he is afraid that no one loves him; even sincerely loving people himself, he does not trust their feelings towards himself. A direct method of maintaining emotional distance is avoiding contact, avoiding people, even if it leads to hostility. The "refined method" is to be outwardly friendly with everyone in order to avoid close association with any one person. In contrast to the fear of "inclusion", which consists in the realization that a person is of little interest, insignificantly useless, the fear of affectation manifests itself in relation to oneself as an unpleasant, unattractive, unworthy person.
2. The sensually excessive type tries to get close to all couples so that those around them initially behave in relation to him confidentially. It is especially important for him to be loved in order to ease the anxiety from the consciousness that he could be rejected and never loved. The direct way to achieve love is an open attempt to win approval, to be sensitive, to win over, to trust people. A more subtle method is manipulative: having many friends, maintaining friendly relations with all members of the group and discreetly preventing any attempt on their part to establish friendly relations with anyone else. Such people, as a rule, have a sharp reaction, their actions are motivated by a strong need for affection, they have a more or less pronounced feeling of hostility based on a subconscious anticipation of rejection, rejection by others.
3. Sensually balanced type - an individual with a positive experience in the field of emotional relationships since childhood. He feels equally well in a situation that requires close emotional ties, and where emotional separation and distance are required. It is also important for him to be loved, but if he is not loved, he is able to recognize this fact calmly, as a result of a specifically developing relationship with a specific person. Subconsciously, he feels that he is attractive to those who know him well, that he is able to inspire true affection and love.
4. Pathology. Difficulties in the emotional area usually lead to neuroses.

Procedure

The questionnaire can be presented both individually and in a group. The written instruction is quite simple and usually does not need further explanation. The time of the survey is not limited.

Instruction

The questionnaire is designed to assess the typical ways you relate to people. In essence, there are no right and wrong answers, every truthful answer is correct.

Sometimes people tend to answer questions the way they think they should behave. However, in this case, we are interested in how you actually behave.

Some questions are very similar to each other. However, they mean different things. Please answer each question separately, without regard to other questions. There is no time limit for answering questions, but don't think too long on any question.

For each statement, choose the answer that best suits you.

Write the answer number in brackets to the left of each line.

Please be as careful as possible.

Results processing

The results of the survey are evaluated using the "key". Each answer that matches the "key" is assigned one point. The sum of points is the primary assessment obtained on the appropriate scale.

Key

On the left are the points of the scales, on the right are the numbers of correct (working) answers. If the answer matches the key, the answer is estimated at 1 point, if it does not match - 0 points.

Ie		Ce		Ae
1	1, 2, 3, 4	30	1, 2, 3, 4	4	1, 2
3	1, 2, 3, 4, 5	33	1, 2, 3, 4	8	1, 2
5	1, 2, 3, 4, 5	36	1, 2, 3	12	1
7	1, 2, 3	41	1, 2, 3, 4, 5	17	1, 2, 3
9	1, 2, 3	44	1, 2, 3, 4	19	3, 4, 5, 6
11	1, 2	47	1, 2, 3, 4, 5	21	1
13	1	50	1, 2	23	1
15	1	53	1, 2, 3, 4	25	3, 4, 5, 6
16	1	54	1, 2, 3	27	1
Iw		cw		Aw
28	1, 2	2	1, 2, 3, 4, 5	29	1
31	1, 2	6	1, 2, 3	32	1, 2
34	1	10	1, 2, 3	35	5, 6
37	1	14	1, 2, 3	38	1, 2, 3
39	1	18	1, 2, 3, 4	40	5, 6
42	1, 2, 3	20	1, 2, 3, 4	43	1
45	1, 2, 3	22	1, 2, 3, 4	46	4, 5, 6
48	1, 2, 3, 4	24	1, 2	49	1
51	1, 2, 3	26	1, 2	52	5, 6

Thus, get points for all main six scales(Ie, Iw, Ce, Cw, Ae, Aw), which are integers between 0 and 9.

Further, when analyzing the data, attention is paid to the ratio, a combination of scores on the main scales, which allows you to calculate interaction volume index(e+w) and index of inconsistency of interpersonal behavior(e - w) within and between individual Sweets of interpersonal needs.

The obtained data also allow us to determine mutual compatibility factor in the Diad. It is calculated as follows; if we denote the expressed behavior of individual A in a particular area by the symbol e1, and individual B - by the symbol e2, and the required behavior of these persons is w1 and w2, respectively, then the compatibility coefficient has the form K = +

Interpretation of results

It is advisable to carry out the general course of data interpretation in the following order.

First of all, the estimates obtained on the main scales are analyzed. The characterization of the subject's behavior is given on the basis of the following descriptions:

• Ie - pronounced behavior in the area of ​​"inclusion". High values ​​on this scale mean an active desire of a person to belong to different groups, to be included, to be among people as often as possible; the desire to accept others, so that they, in turn, take part in his activities, show interest in him. Low values ​​indicate that the individual does not feel good around people and will tend to avoid contact.
• Iw - desired behavior in the "include" area. High values ​​on this scale testify to the individual's desire for others to invite him to take part in their affairs, "invite", make efforts to be in his society, even in those cases when he himself does nothing for this. Low values ​​suggest that the person tends to communicate with a small number of people, does not show contact-seeking behavior, the desire to belong to groups and communities.
• Ce - pronounced behavior in the area of ​​"control". High values ​​indicate the desire of the individual to control and influence others, to take leadership and decision-making for himself and others. Low - an indicator that the individual actively avoids making decisions and taking responsibility.
• Cw - required behavior" in the area of ​​"control". High values ​​reflect the individual's need for dependence, in anticipation of control and guidance from others, and indicate an unwillingness to take and, but themselves, responsibility. Low values ​​suggest that the individual is not taking control of himself.
• Ae - pronounced behavior in the area of ​​"affect". High values ​​reflect the desire of a person to be in close, intimate relationships with others and to show their warm and friendly feelings towards them. The lower ones are an indicator of great caution and selectivity in establishing close sensual relationships.
• Aw - desired behavior in the area of ​​"affect". High indicators indicate the individual's need for others to strive to be emotionally closer to him, share their intimate feelings, and involve him in deep emotional relationships. Low scores mean that a person is very careful when choosing the people with whom he creates an intimate, deep relationship.

The number of points that can be scored on each of the six scales of the questionnaire ranges from 0 to 9. The degree of applicability of the above descriptions depends on the value of the points;

• 0-1 and 8-9 are extremely low and extremely high scores, while the individual's behavior becomes compulsive;
• 2-3 and 6-7 - low and high scores, the individual's behavior can be described in the appropriate direction;
• 4-5 - borderline scores and tendencies can be observed in human behavior that are characteristic of both high and low levels.

For a more accurate assessment of the results obtained, it is necessary to take into account the normative data of the corresponding population. The interpretation of the results is carried out on the basis of the previously described characteristics of needs and types of interpersonal behavior. In addition, scores on individual scales should not be interpreted separately from each other. The way an individual is oriented in one area or another significantly affects (positively or negatively) his interpersonal activity in other areas. For example, a strong desire to form close emotional relationships (high A) may be blocked by the subject's inability to make contact (low I).

The next step is to interpret the indexes. Interaction volume index(e + w) in each of the areas I, C, A characterizes the intensity of contacts psychologically preferred by a person, reflecting in general the intensity of behavior aimed at satisfying the corresponding interpersonal need. Index values ​​can range from 0 to 18.

The interpersonal orientation of an individual within each area I, C, E - is determined by the difference between the expressed (e) and required (w) behavior and is expressed in a certain value index of inconsistency of interpersonal behavior, which can vary from 0 to 9. The larger its value, i.e. the greater the gap between one's own behavior and the behavior required from others, the greater the likelihood of internal conflicts and frustration in this area.

When interpreting mutual compatibility coefficients it is necessary to proceed from the relevant theoretical concepts. In the theory of W. Schutz, compatibility is interpreted as such a feature of relations between two or more people, which leads to mutual satisfaction of interpersonal needs. Every individual in every interpersonal area desires to behave in a certain way and allows partners to behave towards him in a certain way. Mutual compatibility implies that the expressed behavior of one member of the dyad must match the required behavior of another member, and vice versa. That is, to determine the measure of mutual satisfaction of interpersonal needs, it is necessary to take into account the following: does individual A express the behavior required by individual B; whether individual A satisfies the behavior expressed by individual B. Mutual compatibility can be quantified by comparing the intensity of the behavior in terms of e and w. The compatibility coefficient reaches scores from 0 to 18. The closer the score is to 0, the higher the mutual compatibility in the dyad.

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1 PSYCHOLOGICAL JOURNAL, 2015, volume 36, 4, p. Education, Altai State Pedagogical University, Barnaul; ** Doctor of Psychology, Professor, Head of the Department of General and Applied Psychology, Faculty of Psychology and Pedagogy, Altai State University, Barnaul. A questionnaire of attachment to close people is proposed. Work on the methodology began with the adaptation of the C. Brennan, S. Clarke, and F. Shaver Intimate Relationship Experience (ECR) questionnaire on a sample of Russian students (n = 240), but as a result, a new psychometric tool was released. The theoretical foundations of the questionnaire are presented. The psychometric properties of the test were assessed using the α-Cronbach coefficient, retest reliability (n = 122), correlation analysis, exploratory and confirmatory factor analysis. As a result, reliable, internally consistent and reproducible scales were obtained. The factor structure of the new questionnaire reproduces the factor structure of the ECR questionnaire. The convergent and discriminant validity of the test has been proven. The influence of the factor of social desirability on the results of the questionnaire was assessed. Descriptive statistics on the test are given. Key words: attachment to close people, avoidance, anxiety, ECR questionnaire, validity, reliability, social desirability, test norms. Attachment theory is one of the most popular areas of study of close relationships in modern American and European psychology. It is of increasing interest to domestic researchers, acting as a subject of research and an explanatory principle for understanding significant interpersonal relationships at different stages of ontogenesis. One of the urgent tasks for researchers of attachment continues to be the development of valid and reliable tools, as well as the adaptation of well-known foreign methods to Russian sociocultural conditions. Developed by John Bowlby in the 1960s, attachment theory originally described the characteristics of relationships that arise within the framework of the relationship between a mother (or a person replacing her) and a child in the first or second years of life. According to J. Bowle-1 The authors would like to thank Prof. F.R. Shaver for advice and assistance in the study. bi, attachment refers to the strong emotional bond established between mother and infant in the process of her care for him, allowing the child to feel secure. According to J. Bowlby, the attachment behavior system develops in humans and animals in the process of evolution in order to ensure the survival of the cub: by staying closer to his guardian, he avoids the dangers that threaten him environment. The active functioning of the system is laid down in mother-child relationships: the baby gives signals, for example, crying, to which the mother more or less often responds, which accordingly affects the behavior of the baby, etc. In the case when the system functions optimally, the infant develops a secure attachment to the mother, in which she is perceived as a reliable source of protection and security. The secure attachment relationship of the child to the mother is characterized by confident exploration of the environment under normal conditions and seeking closeness and comfort from the mother under threat. The mother serves as a secure base for the infant to 84

2 ATTACHMENT QUESTIONNAIRE 85 research and safe haven. In addition to secure attachment, two styles of insecure attachment, identified empirically by M. Ainsworth, have been widely studied: avoidant and anxious-ambivalent. Later, M. Main singled out the most unfavorable disorganized attachment style. A large number of studies have shown that the quality of attachment to the mother in infancy largely determines the characteristics of personality development at subsequent stages of ontogenesis. Today, the study of parent-child relationships in the context of the theory of attachment by J. Bowlby and M. Ainsworth allows solving a wide range of theoretical and applied problems related to understanding the patterns and mechanisms of child development, prevention and correction of violations in the development of the child's personality. In the 1980s, thanks to the work of S. Hazan and F. Shaver, attachment research expanded into the realm of close adult relationships. In particular, it has been proven that such emotional bonds are also formed in the process of close relationships between adults and have the same features as the attachment of a child to his mother. At the same time, the emotional connection between two adults, in contrast to the attachment of an infant to its mother, is symmetrical: both adults are a source of a sense of security and comfort for each other. In adults, attachment styles have been empirically found to be similar to the secure, anxious-ambivalent, and avoidant styles identified in infants. Subsequently, the researchers came to the conclusion that the attachment construct is more correctly considered in the form of a two-factor model, where attachment styles are formed by a combination of the degree of anxiety about attachment relationships and the degree of avoidance of attachment relationships. Anxiety is associated with the fear of being rejected by a loved one, avoidance with the degree of discomfort that a person feels from psychological closeness with him. A combination of low anxiety about attachment relationships and their avoidance is characteristic of a secure attachment style, a combination of low anxiety and high avoidance avoidance-rejection (detachment). High anxiety and high avoidance characterize the fearful style, while high anxiety and low avoidance characterize the anxiety-preoccupied style (Fig. 1. Two-factor model of individual differences in adult attachment (K. Bartholomew, L. Horowitz, K. Frehley, F. Shaver). hanging). For a graphical representation of the model, see fig. 1. According to research by American scientists, attachment characteristics are associated with different personality traits. Thus, the severity of secure attachment type is positively correlated with positive self-attitude, anxiety about attachment relationships is positively associated with neuroticism, and avoidance of close relationships is inversely correlated with goodwill. Both variables are negatively correlated with extraversion, conscientiousness, and openness to new experiences. Studies have noted an inverse relationship between experiencing loneliness and depression and attachment security. The level of experiencing loneliness in representatives of secure and detached attachment styles, characterized by low anxiety about close relationships, is lower in comparison with dependent and avoidant types. Another study found a correlation between social interaction anxiety with dependent and avoidant attachment. Attachment security is positively correlated with life satisfaction and interdependence. In a study conducted with Korean and American students, attachment avoidance and attachment anxiety were negatively correlated with satisfaction with current close relationships. There is a wide variety of methods for studying attachment in certain periods of ontogeny. To assess the quality of attachment to loved ones in adults, various methods have been developed: questionnaires, interviews, projects.

3 86 SABELNIKOVA, KASHIRSKII active and experimental methods. The choice of research method is determined, as a rule, by the objectives of the research and the methodological tradition that the researcher adheres to. Among representatives of the socio-psychological branch of attachment research, questionnaires on current adult attachment relationships are widely used. Data on the quality of attachment obtained using questionnaires are correlated by them with various characteristics of personality, behavior and experience of close relationships. Research within this tradition has made a significant contribution to the study of the stability and variability of the quality of attachment to close people during adolescence and adulthood. The Experience in Close Relationships (ECR) questionnaire is currently one of the most commonly used methods for assessing attachment style. In domestic psychology, the study of adult attachment is a new direction and does not yet have a sufficient number of adapted and validated methods for studying this phenomenon. We know the Russian-language modified versions of the questionnaire Experience of close relationships: Multi-Item Measure of Adult Romantic Attachment: Experiences in close relationships (MIMARA, K.A. Brennan, P.R. Shaver), adapted by T.L. Kryukova and O.A. Yekimchik and " A new version questionnaire Experiences in Close Relationships-Revised (ECR-R), Adult Attachment questionnaire, Fraley, Waller, & Brennan) adapted by T.V. Kazantseva. However, despite the work carried out by domestic scientists to adapt the methodology, the problem of improving the psychometric properties of the Russian version of the ECR is still relevant. At the moment, Russian psychologists-researchers do not have a valid and reliable tool for studying attachment to loved ones. The purpose of the study was to develop a questionnaire for studying attachment to loved ones and to analyze the psychometric properties of the test. Research objectives: 1. Evaluation of the construct validity of the questionnaire for the study of attachment to loved ones; 2. Evaluation of the convergent and discriminant validity of the questionnaire; 3. Evaluation of the reliability of the test. METHODS Study participants. A total of 404 Russian-speaking students (92 men and 302 women) aged 18 to 22 years old (M = 19.5 years, Med = 19.5 years, R = 4 years), who are students of various universities and educational profiles (Barnaul). The study was conducted online, the average duration of testing was about two hours. ECR Questionnaire. The methodology was based on the C. Brennan, S. Clarke and F. Shaver questionnaire Close Relationship Experience (ECR), aimed at assessing the style of attachment to close people (romantic partners, friends or family members. The questionnaire has a two-factor structure: 18 statements each for the factors Anxiety and Avoidance.They are orthogonal and showed high internal reliability (consistency).On the basis of cluster analysis, four groups of respondents are distinguished depending on the combination of scores on the scales of the questionnaire, corresponding to the four main attachment styles according to C. Bartholomew.The authors do not emphasis on the identification of attachment styles using the developed tool, and only the indicators of the continuum scales Avoidance and Anxiety are considered significant due to their greater predictive value.Further, the ECR questionnaire has been used in hundreds of different studies, confirming its construct validity.The test has also been translated into other languages: Chinese, French, Italian, Japanese th, Spanish and adapted for the corresponding foreign-language selections. The Russian-language version of the Close Relationship Experience (ECR) questionnaire was obtained as a result of direct and reverse translations in the joint work of translators and native speakers of two languages, Russian and English. The words "romantic partner" and "partner" used in the English version have been replaced with a person for whom I have warm feelings and a close person as more familiar to a Russian-speaking person. construct validity. The conducted psychometric analysis confirmed the factorial structure of the original version of the test, however, it showed that not all questions of the Russian-language version have sufficient loads on the selected factors. Therefore, it was decided to add to the points operating in the Russian sample

4 QUESTIONNAIRE OF ATTENTION TO RELATED PEOPLE 87 some questions from Frehley's methodology, Waller 9. Questionnaire of self-presentation by T. Singelis v and Brennan Experience of close relationships. Modified adaptations of O.R. Tuchina is designed for the cited questionnaire (ECR-R), which is an assessment of independence and interdependence. 10. Scale of Personal Anxiety Ch. Khanina identifies those selected, including on the basis of an expert level of personal anxiety. survey. 11. Original questionnaire (F. Shaver, N.V. Sa- Convergent and discriminant valid-belnikova, D.V. Kashirsky), allowing for completeness. Assessment of convergent and discriminant demographic information and disability was carried out by calculating the score about the study participants, as well as about the correlations of the test scales with external criteria - features of their current and previous scales of other questionnaires and individual close relationships (see Appendix 1). questionnaire questions. To assess the convergent and discriminant 1. Relationship Style Questionnaire by K. Barnoy, L. Horowitz (Relationship Question - close people also used the naire RQ scale) adapted by N.V. Sabelnikov's assertiveness of S. Ratus, aimed at defining the respondent's attachment style as the study of the subject's independence from external combination of two factors: the positivity of the model of influences and assessments, the ability of self-self and the positivity of the model of the Other. regulate one's own behavior, questionnaire 2. R. Sternberg's Big Five-Love Personality Questionnaire, which allows R. McCrae, P. Costa (Big-Five Personality) to show the severity of each of the three components - Inventory 5PFQ) in the adaptation of A.V. Khromova tov in the structure of love is intimacy, passion, and evaluates five fundamental features, obligations, a questionnaire of personal attributes that make up the personality structure: neuroticism, J. Spence, aimed at identifying extraversion, openness to new experience, good manifestations of femininity, masculinity, and desirableness and conscientiousness. roginity, as well as a scale of satisfaction with a factorial personal life questionnaire for students (Seligson J.L., etc.), R. Cattell in the adaptation of I.M. Paley et al., aimed at identifying satisfaction, allows us to assess the severity of 16 personal students in life. According to our data, adaptation factors. these methods were not performed on the Russian sample. Our work on the primary adaptation of these tests showed that M. Ferguson (UCLA Loneliness Scale) in adaptation of D.V. Kashirsky is intended for (α-Cronbach 0.85, 2.4 χ 2 /df< 3.0, CFI >0.90, measurement of the level experienced by the subject of odi< RMSEA 0.08). Поэтому данные тестовые ночества. методики также были включены в используемую 5. Опросник депрессии А. Бека (Beck Depression в данном исследовании батарею тестов. Inventory BDI) в адаптации Н.В. Тарабриной Для оценки степени искажения респондентами позволяет оценить степень негативных со- тестовых данных (осознанно или неосознанно) стояний, обычно связанных с депрессией, в тече- использовался опросник социальной желательние последней недели. ности BIDR Balanced Inventory of Desirable 6. Шкала безнадежности А. Бека (Beck Hope- Responding, Version 6 (Paulhus D.L.) . lessness Scale BHS) в модификации А.А. Гор- Надежность. Надежность оценивалась с помобаткова оценивает уровень испытываемой щью вычисления показателя внутренней консисубъектом безнадежности, неуверенности в себе, стентности методики (α-кронбаха), а также восв своем будущем, в своих возможностях. производимости методики (test retest). Повторное 7. Индекс жизненной удовлетворенности тестирование проводилось с интервалом в две не- Б. Неугартен в адаптации Н.В. Паниной дели с участием 122 русскоязычных респонденоценивает степень психологического комфорта и тов. Сопоставление результатов производилось с социально-психологической адаптированности. помощью коэффициента корреляции К. Пирсона. 8. Шкала самооценки М. Розенберга в адапта- Статистическая обработка результатов ис-

5 tsii D.V. Lubovsky is intended for evaluation was carried out in the programs Statistica ki self-relationship. 20.0, SPSS 18.0, Amos 18.

RESULTS AND DISCUSSION Construct validity of the questionnaire The construct validity of the test was assessed using exploratory and confirmatory factor analysis. The exploratory factor analysis consistently subjected the data obtained using the tested models of the questionnaire. After a satisfactory (in a statistical sense) solution was found, this model was evaluated using confirmatory factor analysis. Exploratory factor analysis In order to confirm the factor structure of the original version of the questionnaire (36 items) on the Russian sample (N = 404), the data obtained in the study were subjected to exploratory factor analysis using the method of principal components (rotation of the Varimax axes). To assess the acceptability of factor analysis to empirical data, the KMO criterion (Kaiser-Meyer Olkin) and the Bartlett sphericity criterion were used, which showed acceptable adequacy of the sample for factor analysis (KMO = 0.863, χ 2 = , df = 630, p). In accordance with the Kaiser criterion, an 8-factor solution was found. From Table. Figure 1 shows that the selected factors explain about 64.2% of the total variance. Taking into account the model of the questionnaire, the original version of which contains two scales, we tried to isolate two factors from the analyzed data. As can be seen from Table. 1, the first factor explains 24.8% of the total variance, the second factor 16.7%. Thus, both factors explain about 41.5% of the total variance. The accumulated percentage of explained variance is insufficient, therefore, leaving the number of factors unchanged (this is required by the structure of the ECR questionnaire), we took the path of reducing the number of variables. A two-factor solution was found to select the required number of points by the principal component method with the rotation of the Varimax axes. As a result, it was found that Factor 1 has high factor loadings for the Anxiety variables and low factor loadings for the Avoidance variables, and Factor 2 vice versa. The resulting factor loadings can be visualized as a two-dimensional diagram in the space of selected factors (Fig. 2). The conducted pilot study showed that in the tested Russian version of the ECR, the questions form factors that correspond to the English-language questionnaire, but not all of them have sufficient loads on these factors (in particular, items 1, 2, 3R, 4, 8, 18, 19R, 22R, 24, 29R, 31R, 36). Therefore, we added 17 items from Frehley, Waller, and Brennan's experience of intimacy. The Modified Questionnaire, which is a modification of the Brennan, Clark and Shaver methodology, one question (4) from the ECR methodology was given in a new wording, and six additional items were formulated based on a survey of senior students (N = 147) using the focus group method, out of twenty proposed by the experts of the research group. As a result, a list of 60 questions was obtained, which was subsequently subjected to statistical analysis. The main task of this stage of psychometric analysis was the reduction of the number of working statements of the questionnaire and the analysis of the resulting factorial structure of the questionnaire. As a result, a questionnaire was obtained (see Appendix 2) containing 30 questions (15 for each of the factors). Table 1. Factorization results (total explained variance) Cumulative percent of factor-explained Component (factor)

7 QUESTIONNAIRE OF ATTACHMENT TO RELATED PEOPLE 89 Pic. 2. Two-dimensional diagram of factor loadings. Table 2. Results of factorization (total variance explained) Cumulative percent of total variance Component (factor) Eigenvalues ​​2 The percent of total variance explained by the factor of total variance for each Olkin factor and Bartlett's sphericity test showed acceptable sample adequacy for factor analysis (KMO = 0.910, χ 2 = , df = 435, p). The results of the exploratory factor analysis (N = 404) are presented in Table. 2 and 3 and visualized in Figs. 3. Confirmatory factor analysis Next, the factor structure of the questionnaire was assessed (30 items) using confirmatory factor analysis (N = 404). The statistical indicators of the correspondence of the theoretical model to the empirical data were as follows: χ 2 = , df = 405, χ 2 /df = 1.8, CFI = 0.85, RMSEA = Russian sample, and can be considered satisfactory. Convergent and Discriminant Validity of the Questionnaire According to our study (Table 4), the Anxiety scale has positive 2 Variances of the identified factors. a positive correlation with the severity of the dependent type of attachment in respondents and inversely correlates with the severity of the reliable type (according to the RQ methodology). The Avoidance scale correlates negatively with secure and positively with two avoidant types: avoidant-fearful and withdrawn, which corresponds to a two-factor model of attachment. The severity of the avoidant-fearing type positively correlates with the Anxiety and Avoidance scales. A positive correlation was also established between the positive model of the Other and the Anxiety scale, the positive model of the Self and the Avoidance scale. These connections correspond to the attachment model of K. Bartholomew, according to which the positive model of the Self corresponds to the detached and reliable types, and the positive model of the Other corresponds to the dependent and reliable types. Positive self-attitude is positively correlated with the Avoidance scale and negatively with the Anxiety scale, which also corresponds to the provisions of the theory of attachment and the empirical results obtained on the American sample. As expected, avoidance of close relationships was inversely associated with the duration of the current attachment relationship. convergent validity

8 90 SABELNIKOVA, KASHIRSKY Table 3. Factor loadings after rotation by the Varimax method with Kaiser normalization (principal component method) Item number of the questionnaire of 60 questions Hypothetical scale of the questionnaire Factor 1 Factor 2 2 Anxiety Anxiety * Anxiety Anxiety Anxiety * Anxiety * Anxiety * Anxiety * Anxiety * Anxiety * Anxiety * Anxiety Anxiety * Anxiety Anxiety R Avoidance R Avoidance R Avoidance R Avoidance * 27R Avoidance * 31R Avoidance * 33R Avoidance * 35R Avoidance * 50R Avoidance * 53 Avoidance R Avoidance * 55R Avoidance R Avoidance * * 57R Avoidance Avoidance Total variance Share of total variance Note. The first column of the table presents the items of the questionnaire, taking into account the rotation R (transfer to the reverse scale). Dominant loads are shown in bold; * factor load greater than 0.7. Rice. 3. Two-dimensional diagram of factor loadings.

9 ATTACHMENT QUESTIONNAIRE 91 Table 4. Matrix of pairwise correlations for assessing the convergent and discriminant validity of the questionnaire for the study of attachment to close people Scales of the questionnaires, questionnaire questions Anxiety Scales of the questionnaire Avoidance 1. Relationship style questionnaire (RQ) (N = 240) ** * Positive model of the Other Positive model of I *** Reliable type of attachment ** *** Avoidant-fearing (avoidant) type T ** Anxious-preoccupied (dependent) type *** Avoidant-rejecting (detachment) type *** 2. Personality Questionnaire Big Five (N = 240) Conscientiousness *** Openness to new experience Neuroticism *** Agreeableness * * Extraversion *** 3. Scales 16-PF (R. Cattell) (N = 150) Sociability (A) Suspiciousness (L ) * Emotional stability(C) * T Dependence (E) Anxiety (O) T T Courage (N) ** Tension (Q4) Loneliness scale (D. Russell et al.) (N = 240) *** *** 5. Depression questionnaire (A. Beck) (N = 150) General indicator of depression *** * Cognitive-emotional component of depression *** T Somatic component of depression *** ** 6. Life satisfaction index (LIS) (N = 240) *** *** 7. Self-esteem scale (M. Rosenberg) (N = 150) 8. Assertiveness scale (S. Ratus) (N = 240) *** * *** *** 9. Love questionnaire (R. Sternberg) (N = 240) Intimacy ** *** Passion *** Commitment *** 10. Personal Attributes Questionnaire (J. Spence et al.) (N = 240) Femininity *** Masculinity Masculinity/femininity *** ** * *** T 11. Self-interpretation questionnaire (T. Singelis) (N = 240) Independence ** Interdependence ** Personal anxiety scale (C. Spielberger) (N = 150) ** *** 13. Questionnaire questions (F. Shaver et al.) (N = 240) Chronological age ** T Length of previous relationship T Satisfaction with current relationship * Satisfaction with previous relationships at their beginning Satisfaction with previous relationships at their end Т Note. T correlation is significant at the level of statistical trend (p 0.10), * p 0.05, ** p 0.01, *** p

10 92 SABELNIKOVA, KASHIRSKIY questionnaire confirm the inverse correlation of the scales of the Russian version of the ECR Anxiety and Avoidance with the respondents' satisfaction with marriage, established on a sample of 28 married students. Hypotheses about discriminant validity were confirmed by the establishment of correlations between the scales of the questionnaire Experience of close relationship with the scales of the Big Five. Thus, the Anxiety scale correlates positively with the Neuroticism scale and negatively with the Conscientiousness and Benevolentness scales. Avoidance, as predicted, is unrelated to Neuroticism and negatively related to Extraversion and Agreeableness. Correlations between the scales of the questionnaire Experience of close relationships with the Openness to new experience scale and the relationship between the Anxiety scales and Extraversion were not found in our sample. Positive correlations between the Avoidance and Worry scales with depression and loneliness, as well as feedback with life satisfaction, testify in favor of the discriminant validity of the questionnaire. Evidence for discriminant validity is also provided by the correlation of the Anxiety scales with the Spielberger Anxiety Scale and the correlations of the Avoidance and Anxiety scales with the scales of the 16-factor Cattell questionnaire Suspiciousness, Emotional Stability and Courage. A direct relationship was established between the Anxiety scale and the Suspicion scale and inverse relationship with the Emotional Stability and Courage scales. The expected, in our opinion, inverse correlation between the Avoidance scale and the Sociability scale and positive relationships between the Anxiety, Dependence and Anxiety scales have not been established. Reliability of the Questionnaire The Anxiety scale showed very high reliability: α-Cronbach equals The retest reliability of the Anxiety scale was shown to be high: r = 0.89, p (N = 68) and r = 0.94, p (N = 54). The Avoidance scale also demonstrates high reliability: the α-Cronbach coefficient is The high retest reliability of the Avoidance scale has been proven: r = 0.82, p (N = 68) and r = 0.94, p (N = 54). The application of Student's t-test for dependent samples did not show statistically significant changes in indicators for the periods under consideration for any of the items of the questionnaire (p > 0.05). Descriptive statistics Figure 5 presents the results of the assessment of the main statistical parameters of the Experience of Close Relationships test obtained on the standardization sample. In table. 6 presents descriptive statistics for samples of men and women. Evaluation of the factor of social desirability A special analysis was carried out to assess the degree of distortion of the results due to the conscious or unconscious tendency of the subject Table 5. Descriptive statistics on the test (n = 240) Subscale M SEM SD Sk. Anxiety Avoidance SE Sk. Ku. SE Ku. Note. M arithmetic mean, SEM standard error of the mean, SD standard deviation, Sk. asymmetry, SE Sk. standard error of skewness, Ku. kurtosis, SE Ku. standard error of kurtosis. Table 6. Descriptive statistics for male and female samples Subscale Men (n = 43) Women (n = 197) M SD SEM M SD SEM Anxiety Avoidance Note. M is the arithmetic mean, SD is the standard deviation, SEM is the standard error of the mean.

11 ATTACHMENT QUESTIONNAIRE 93 present yourself in a more positive light. For this purpose, the BIDR 3 Social Desirability Questionnaire was used. The questionnaire contains two scales: Self-deception and Making an impression. Subjects scoring high on the first scale answer honestly, but unconsciously distort the results. Respondents with high scores on the second scale deliberately create an impression of themselves, that is, deliberately distort the test results. Correlation analysis showed a weak negative relationship between the Avoidance scale of the Relationship Experience questionnaire and the Self-Deception scale (r = 0.155, p 0.02) and an even weaker relationship between the Avoidance scale and the Making an impression scale (r = 0.126, p 0.06). A moderate negative correlation was established between the Anxiety scale and the Self-Deception scale (r = 0.331, p 0.001) and between the Anxiety and Impression scales (r = 0.155, p 0.02). Taking into account the absolute values ​​of the correlation coefficients, we can conclude that the Avoidance scale of the Russian-language version of the ECR test is practically not affected by the factor of social desirability of answers, and the Anxiety scale, when using the technique on large samples, is partly subject to the situational motivation of the respondent to falsify the results. In particular, subjects who are prone to self-deception as an unconscious tendency to present themselves in a more positive light show lower levels of anxiety on this scale. Therefore, when conducting research on large samples of subjects, in order to obtain more reliable results on the Anxiety scale, the scale of social desirability should be included in the test battery. The study showed that anxiety, apparently, is not considered by some of the respondents as an attractive individual psychological characteristic. For this reason, subjects are prone to artificially lowering their own level: trying to answer honestly, they unconsciously distort the results. CONCLUSION The developed questionnaire of attachment to close people has a sufficiently high validity and reliability, it shows a predictive value of 3 Balanced Inventory of Desirable Responding. interrelations with other individual psychological characteristics comparable with anxiety and avoidance. The results obtained are consistent with foreign studies using similar test methods (ERC, ECR-R) for diagnostic purposes. The results of exploratory and confirmatory factor analysis prove the two-factor structure of the questionnaire, which corresponds to foreign analogues. At present, the test is completely ready for use, although work to improve the psychometric properties of this questionnaire continues. The test can be used both in a battery of other methods and as the main diagnostic tool. The questionnaire has a wide range of applications and can be recommended for practical and research activities. Individual and group (frontal) forms of its holding are allowed. REFERENCES 1. Bowlby J. Attachment. M.: Gardariki, Burmenskaya G.V. Attachment of the child to the mother as the basis for the typology of development // Vestn. Moscow University. Ser. 14. Psychology S Gorbatkov A.A. Hopelessness Hope Scale: Dimensional Structure and Its Determinants // Russian Psychological Journal T S Diagnostics of Emotional and Moral Development / Ed. and comp. I.B. Dermanova. St. Petersburg: Speech, Ekimchik O.A. Cognitive and emotional components of love in people of different ages: abstract of diss. cand. psychol. Sciences. M., Kazantseva T.V. Adaptation of the Modified Methodology The Close Relationship Experience of C. Brennan and R.K. Freili // Proceedings of the Russian State Pedagogical University. A.I. Herzen (74). Part 2: Pedagogy, psychology, theory and teaching methods. From Kapustin A.N. Multifactorial personality technique of R. Kettell. St. Petersburg: Speech, Kashirsky D.V. Diagnosis of manifestations of loneliness: adaptation of the questionnaire by D. Russell, L. Piplo and M. Ferguson on the Russian sample // Emotional ties and attachment relationships in a foster family: materials of a seminar for specialists in support services for foster families in the Altai Territory / Ed. N.V. Sabelnikova, D.V. Kashirsky, B.A. Sosnovsky. Barnaul: Izdvo AAEP, C

12 94 SABELNIKOVA, KASHIRSKY 9. Lubovsky D.V. Application of the self-esteem questionnaire by M. Rozenberg to study the attitude of adolescents towards themselves // Psychological diagnostics S. Panina N.V. Index of life satisfaction // LifeLine and other new methods of psychology of the life path / Comp., ed. A.A. Kronik. Moscow: Progress-Culture, S Sabelnikova N.V. Attachment Research Methods in Process age development in modern foreign psychology // Bulletin of St. Petersburg State University. Ser. 12. Psychology. Sociology. Pedagogy Vol. 3. Smirnova E.O. Attachment theory: concept and experiment // Questions of psychology S. Tarabrina N.V. Workshop on the psychology of post-traumatic stress. St. Petersburg: Peter, Tuchina O.R. The phenomenon of personality self-interpretation, types and measurement of self-interpretation // Scientific problems of humanitarian research. 7. S Khromov A.B. Five-factor personality questionnaire. Uch.-method. allowance. Kurgan: Publishing house of KSU, Emotions and human relations on early stages Development / Ed. R.J. Mukhamedrakhimov. St. Petersburg: St. Petersburg State University, Allen J.P., Porter M., MacFarland C., McElhaney K.B., Marsh P. The relation of attachment security to adolescents paternal and peer relationships, depression, and externalizing behavior // Child Development V. 78. P Ainsworth M., Blehar M., Waters E., Wall S. Patterns of Attachment. Hillsdale, NJ: Erlbaum, Bartholomew K., Horowitz L.M. Attachment styles among young adults: A test of a four-category model // Journal of Personality and Social Psychology V. 61. P Brennan K.A., Clark C.L., Shaver P.R. Self-report measurement of adult romantic attachment: An integrative overview // Attachment theory and close relationships / Eds. J.A. Simpson, W.S. Rholes. New York: Guilford Press, P Cassidy J., Shaver P. Handbook of attachment: theory, research and clinical implications. N.-Y.: Gilford Press, Easterbrooks M.A., Goldberg W.A. Security of attachment to mother and to father during toddlerhood: Relation to children s sociopersonality functioning dur-ing kindergarten // Attachment in the preschool years: Theory, research and intervention / Eds. M. Greenberg, D. Cicchetti, E.M. Cummings. Chicago: University of Chicago Press, P Fraley R.C., Shaver P.R. Adult romantic attachment: Theoretical developments, emerging controversies, and unanswered questions // Review of General Psychology V. 4. P Fraley R.C., Waller N.G., Brennan K.A. An item response theory analysis of self-report measures of adult attachment // Journal of Personality and Social Psychology V. 78. P Goodvin R., Meyer S., Thompson R.A, Hayes R. Selfunderstanding in early childhood: associations with child attachment security and maternal negative affect // Attachment and Human Development V. 10 (4). P Griffin D., Bartholomew K. Models of the self and other: Fundamental dimensions underlying measures of adult attachment // Journal of Personality and Social Psychology V. 67 (3). P Hazan C., Shaver P. Romantic love conceptualized as an attachment process // Journal of Personality and Social Psychology V. 52. P Ho M.Y., Chen S.X., Bond M.H., Hui Ch.M., Chan C., Friedman M. Linking Adult Attachment Styles to Relationship Satisfaction in Hong Kong and the United States: The Mediating Role of Personal and Structural Commitment Journal of Happiness Studies // Journal of Happiness Studies V. 13(3). P Huntsinger E.T., Luecken L.J. Attachment relationships and health behavior: The mediational role of selfesteem // Psychology and Health V. 19(4). P Imamoglu E.O., Imamoglu S. Relationships Between Attachment Security and Self-Construal Orientations // The Journal of Psychology V. 14 (5). P Kenny M.E., Sirin S.R. Parental attachment, self-worth, and depressive symptoms among emerging adults // Journal of Counseling and Development V. 84. P Larose S., Guay F., Boivin M. Attachment, social support and loneliness in young adulthood: A test of two models // Personality and Social Psychology Bulletin V. 28. P Laible D.J., Carlo G., Roesch S.C. Pathways to Self-Esteem in Late Adolescence: The Role of parent and Peer Attachment, Empathy, and Social Behaviors // Journal of Adolescence V. 27(6). P Ma C., Huebner E.C. Attachment in relationships and adolescents life satisfaction: same relationships matter more to girls than boys // Psychology in the Schools V. 45 (2). P Main M., Solomon J. Discovery of an insecure disorganized/disoriented attachment pattern: procedures, findings and implications for the classification of behavior // Affective Development in Infancy / Eds. Brazelton T., Youngman M. Norwood, NJ: Ablex, Noftle E.E., Shaver P.R. Attachment dimensions and the big five personality traits: Associations and com-

13 ATTENDANCE QUESTIONNAIRE 95 parative ability to predict relationship quality // Journal of Research in Personality V. 40. P Paulhus D.L. Manual for the Balanced Inventory of Desirable Responding. Totonto: Multi-Health System, Rathus S.A. A 30-item schedule for assessing assertive behavior // Behavior Therapy V. 4. P Roring S. The relationships among adult attachment style, perceived social support and social anxiety in college students. MS.: Oklahoma State University, Seligson J.L., Huebner E.S., Valois R.F. Preliminary Validation of the Brief Multidimensional Students Life Satisfaction Scale (BMSLSS) // Social Indicators Research V. 61 (2). P Shaver P.R., Hazan C., Bradshaw D. Love as attachment: The integration of three behavioral sys-tems // The psychology of love / Eds. R.J. Sternberg, M. Barnes. New Haven, CT: Yale University Press, P Spence J.T., Helmrich R. Masculinity and femininity: Their psychological dimensions, correlates, and antecedents. Austin: University of Texas Press, Sternberg R.J. Construct validation of a triangular love scale // European Journal of Social Psychology V. 27 (3). P Thompson R.A. Early attachment and later development: familiar questions, new answers // Handbook of attachment / Eds. Cassidy J., Shaver P.R. New York: Guilford Press, P APPENDIX Questionnaire Instructions: Please provide the following information about yourself. 1. Age; 2. Gender; 3. How long do you have a close (romantic) relationship with your significant other? 3.1. No relationship Our relationship can only be called a close relationship Lasts less than 6 months Lasts more than 6 months, but less than a year year years More than 5 years. 4. If you are involved in close (romantic) relationships, how satisfied are you with them? 4.1. No relationship Completely satisfied Generally satisfied Rather satisfied than not satisfied Approximately 50% satisfied Rather dissatisfied than satisfied Few satisfied Absolutely not satisfied. 5. How long was your previous close (romantic) relationship? 5.1. I have never been in a close (romantic) relationship with anyone. The relationship lasted less than 6 months. From 6 months to 1 year. Years. More than 5 years. 6. How satisfied were you with previous close (romantic) relationships at the very beginning? 6.1. There were no close relationships Completely satisfied Generally satisfied Rather satisfied than dissatisfied Approximately 50% satisfied Rather dissatisfied than satisfied Few satisfied Absolutely not satisfied. 7. How satisfied were you with previous close relationships in the phase of their completion? 7.1. There were no close relationships Completely satisfied Generally satisfied Rather satisfied than dissatisfied Approximately 50% satisfied Rather dissatisfied than satisfied Few satisfied Absolutely not satisfied. Questionnaire attachment to loved ones Purpose. The technique is aimed at studying the features of a person's emotional attachment in relationships with loved ones.

14 96 SABELNIKOVA, KASHIRSKY Instruction: The following statements are related to your attitude towards the person to whom you have warm feelings. It can be a friend, brother, sister, mother, girlfriend / boyfriend, loved one / beloved, husband / wife, etc. We are interested in the generalized experience of relations with this person, and not what can happen in this or that case. Please indicate your degree of agreement/disagreement with each of the statements in the questionnaire. Write your answer in the space provided. When answering questions, use a 7-point scale: 1 strongly disagree. 2 disagree. 3 do not quite agree. 4 neutral response. 5 rather agree. 6 agree. 7 totally agree. Questionnaire text 1. I am afraid of being abandoned (abandoned). 2. I am afraid that the one to whom I have warm feelings will not take care of me as much as I care about him (her). 3. I feel very good when next to me is a person for whom I have warm feelings. 4. I am very afraid of losing a person for whom I have warm feelings. 5. I feel that the people (person) for whom I have warm feelings do not need as much attention as I need. 6. I am afraid that the person to whom I have warm feelings will fall out of love with me. 7. I often worry that the person I have warm feelings for won't want to stay with me. 8. I often worry that the person I have warm feelings for doesn't really love me. 9. I worry a lot about my relationship with a loved one. 10. When my loved one is away, I worry that he (she) might (might) be interested in someone else. 11. I usually discuss my problems with a person for whom I have warm feelings. 12. The person I have warm feelings for makes me doubt myself. 13. Sometimes people for whom I have warm feelings change their attitude towards me for no apparent reason. 14. I approach a person I have warm feelings for for many things, including support and encouragement. 15. I feel quite comfortable when I am dependent on a person for whom I have warm feelings. 16. I get very angry when I think that I do not receive the tenderness and support from a loved one that I need. 17. It seems to me that a close person notices me only when I am angry. 18. It is very easy for me to pay attention to a person for whom I have warm feelings. 19. I tell the person I have warm feelings for about almost everything. 20. When I show my attitude towards a person for whom I have warm feelings, I am afraid that he does not feel the same towards me. 21. I am not afraid to ask for the participation, advice or help of a person for whom I have warm feelings. 22. Turning to a person for whom I have warm feelings helps me in difficult times. 23. I am afraid that one day the person for whom I have warm feelings will understand what I really am and be disappointed in me. 24. I tend to share my thoughts and feelings with a person for whom I have warm feelings. 25. I rarely turn to a loved one for the help I need. 26. It is easy for me to enter into close communication with a person for whom I have warm feelings. 27. The person for whom I have warm feelings understands me and my needs well. 28. It is easy for me to trust people for whom I have warm feelings. 29. It is easy for me to be gentle with a person for whom I have warm feelings. 30. I try to solve my problems on my own, without the participation of close people.

15 QUESTIONNAIRE OF ATTACHMENT TO RELATED PEOPLE 97 Processing of results The avoidance scale includes items of the questionnaire 3R, 11R, 14R,15R,18R, 19R, 21R, 22R, 24R, 25, 26R, 27R, 28R, 29R, 30, to the Anxiety scale items 1, 2, 4, 5, 6, 7, 8, 9, 10, 12, 13, 16, 17, 20, 23. Note: R rotation (translation of answers 1, 2, 3, 4, 5, 6, 7 to the reverse scale of 7, 6, 5, 4, 3, 2, 1, and vice versa). ATTACHMENT TO CLOSE PEOPLE QUESTIONNAIRE N. V. Sabelnikova, D. V. Kashirsky * PhD. (psychology), associate professor, Psychology of Education Chair, Institute of Psychology and Pedagogics, Altai State Pedagogical University, Barnaul; ** Sc.D. (psychology), professor, head of General and Applied Psychology Chair, Department of Psychology and Pedagogics, Altai State University, Barnaul. The new measure of attachment to close people is presented. The work on the questionnaire started with the adaptation of K. Brennan, S. Clark and F. Shaver's questionnaire Experiences in Close Relationships Scale (ECR) on the sample of Russian students (n = 240). As a result of the three years of the follow up research on Russian and American students a new psychometric tool was elaborated. The theoretical bases of a technique are presented. Cronbach's coefficient, test retest (n = 122), exploratory factor analysis, confirmatory factor analysis, correlation analysis were employed. The new questionnaire is reli-able in both the internal consistency and temporal stability senses. Factor structure of the questionnaire is almost completely reproduces the factor structure of the original questionnaire ECR. Convergent and discriminant validity of the new questionnaire is shown. Key words: attachment to close people, avoidance, anxiety, ECR questionnaire, validity, reliability, social desirability, test norms. 7

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DICTIONARY OF THE EDUCATIONAL PSYCHOLOGIST in the field child's attachment to parents

construct- something inaccessible to direct observation, but deduced in a logical way on the basis of observable features.

With regard to the possibility of diagnosing a child's attachment to parents through observation, there are no discussions, while questions still remain regarding questionnaire methods. There is an assumption that with the help of behavioral methods, other constructs than with the help of questionnaires, which leads to problems in the interpretation of generalized , obtained in various ways. However, it is safe to say that questionnaires can be useful as screening tools for recognizing attachment disorders in young children.

Peculiarities child's attachment to parents

Features of the mother's social interaction or are best diagnosed by analyzing their behavior by directly observing them or based on video recordings. An example of this type of technique is technique "Unfamiliar situation" established in 1969 M. Ainsworth. It is designed to diagnose the type of child's attachment to parents and is used in working with children from one year to one and a half - two years.

It is not recommended to use information about the "Unfamiliar Situation" technique from open sources, in particular from the Internet. In the description of the method, despite the seeming simplicity of implementation, the basic requirements for psychodiagnostic tools are missed.

The methodology is based on theoretical provisions D. Bowlby about the formation in the child of a certain pattern of behavior with the parent. At 6-9 months, he begins to strive to achieve conditions in which he can feel safe, in connection with which a set of expectations for the mother is formed, based on previously gained communication experience and emotions. As a result, the child either becomes capable of transparency and openness in interaction with a significant adult, or "closes" from close relationships. As a result, by 12 months, a working model of interaction is formed in the mother-child dyad, based on the perception of the mother as reliable or unreliable, in other words, a certain type of attachment is developed. Attachment can be defined as an emotional bond between a child and an adult.

According to many scientists, the quality of a child's attachment to parents affects the psycho-emotional, psychomotor, cognitive development of the child, as well as the level of his self-esteem.

In the 1960s, M. Ainsworth clarified the basic provisions of the theory and singled out several types of children child's attachment to parents

secure secure attachment; insecure anxious-ambivalent attachment of the child to parents; insecure anxious-avoidant attachment.

Subsequently, it was determined fourth type - disorganized attachment child to parents, which was not taken into account when compiling the methodology.

Children with first type the child's attachments to parents do not show strong signs of anxiety when they are alone, upon the return of the mother they are drawn to her and are easily calmed down, they are confident in their safety and calm.

Children related to unreliable anxious-ambivalent type, experience obvious discomfort, remaining alone, however, upon the return of the mother, they “cling” to her and immediately repel her, they are capricious, excitable, restless, and often cry.

Third type attachment of the child to parents is characterized by a neutral attitude of the child to the adult. Such children do not mind the departure of the parent and do not experience joy when he appears.

Based on these provisions, situations were determined in which the child will show one or another behavior in relation to an adult. As a result, it was allocated 7 episodes, each of which can last about 3 minutes. During the time of the technique, the child finds himself in various situations:

in the presence of the mother; in the presence of the mother and an unfamiliar adult; alone with an unfamiliar adult.

In addition, the presence or absence of a toy in an unfamiliar adult alternates - it is either bright or frightening. The child's behavioral responses are recorded on a form, and based on structured observation determines the type of child's attachment to parents.

Depending on the authors, the identified behavioral indicators vary slightly, which raises doubts about the content validity of the methodology, i.e., in accordance with the identified behavioral characteristics of the child with the theoretical provisions of M. Ainsworth. In addition, it is quite difficult to find information about the reliability and validity of this diagnostic tool in the domestic literature.

Modification of the technique "Unfamiliar situation" to determine child's attachment to parents

As an acceptable method for diagnosing the type of attachment of a child to parents, one can note a modification of the methodology of M. Ainsworth "Unfamiliar situation" M.A. Vasilyeva given by her in her dissertation "Child's Attachment to Mother as a Factor of Early Socialization".

The modification includes 8 various situations , similarly original methodology characterized by the presence/absence of a mother and an unfamiliar adult. In addition, on the basis of a theoretical analysis, the authors carried out work to create units of observation of the emotional and behavioral reactions of the child. For example, there are such behavioral indicators, how:

the child's reaction to an unfamiliar situation (approaches toys, looks around, approaches the mother, moves away from her), the child's exploratory behavior (initiated by the mother or independently, approaching / moving away from the mother), and others.

The presence of standardized, theoretically substantiated units of behavior analysis simplifies the observation process, and according to the behavioral indicators identified by the author, we can talk about good content validity this modification.

The author also developed a procedure for translating expert assessments into points, according to which the type of child's attachment to parents can subsequently be determined. It also simplifies the work of a teacher-psychologist when making a psychodiagnostic conclusion.

Unfortunately, data on the retest reliability of the method are not given. Although the study provides information on changes in the diagnosed type of attachment of a child to parents with age, however, the time frame for the stability of the construct is not given. In other words, it is not known how long the results obtained with this modification will be reliable.

As confirmation of the construct validity of the modification, studies of the relationship between the level of mental development and the type of attachment can serve. In the group of children with a reliable type of child's attachment to parents, a high level of mental development, high cognitive and research activity, and an active interest in cooperation with an adult were revealed.

As a result of the work on the development of a modification of the methodology, the author comes to the conclusion that the data obtained in the study differ from the known statistical data, which indicates the need for further standardization of the method of diagnosing attachment.

Finally

It is important to remember that diagnostic process always includes the collection of a detailed anamnesis about the type, duration, onset, manifestations, variations, conditions of the child's behavior. In the case of suspected violations of the child's attachment to parents, an examination of the child by a pediatrician is required to exclude physical diseases as a cause of behavior, such as neurological disorders or metabolic disorders that can lead to developmental delays or deviant behavior. Mild forms of autism spectrum disorder are easily confused with attachment avoidance. In case of doubt when writing a conclusion, it may be necessary to supplement the results of observation of the child's behavior in preschool educational institutions with data from screening questionnaires or interviews with parents.

A child's attachment disorder to parents should not be diagnosed before the eighth month of life, because before this age the child often experiences fear of strangers. This fear characterizes one of the stages of normal development. To make a diagnosis, it is necessary that psychopathological features be observed for at least 6 months and in various systems of relationships.