Chapter 1

INTRODUCTION- The important period in the lives of all

individual could be undeniably the adulthood. As children, the parents are the

significant characters and they are even considered the role models of life. But

when the transition occurs, the detachment also undeniably occurs. As children

every individual would have learned more information from their parents. But the

adulthood is the period where the adults reject the words of parents. It is period

where many questions and confusions arise and it is also the time period where

the adults need their parent’s guidance a lot. Adulthood is the period where the

adults learn how to regulate themselves and how to socialize. Though peers and

the environment teach them many things; parents are the first source of love,

attachment and so on. Relational Developmental System theory tells that an

individual fully functions with his/ her, self-embedded concepts and ideals, but
developmental theory makes out that human is also environmental driven, where

half of the ideals are self-directed and the other half are learned .

• Parental attachment:

parental attachment is where the child uses the primary caregiver as a secure base

from which to explore and when necessary, as a haven of safety and a source of

comfort. The parent reflects the child’s emotions giving them meaning and

regulating them which Molds the development of the child. It is one specific

aspect of the relationship between a child and a parent with its purpose being to

make a child safe, secure and protected. Attachment parenting is based on the idea

that babies learn to trust and thrive when their needs are consistently met by a

caregiver early in life. Children who never experience this secure attachment

early in life, according to proponents, don't learn to form healthy attachments later

in life. They suffer from insecurity, lack of empathy, and, in extreme cases, anger

and attachment disorders. The quality of the infant-parent attachment is a

powerful predictor of a child’s later social and emotional outcome. A normally

developing child will develop an attachment relationship with any caregiver who

provides regular physical and emotional care, regardless of the quality of care. In

fact, children develop attachment relationships even with the most neglectful and

abusive caregivers. Therefore, the question is never, is there an attachment

between this parent and this child, instead the question is, what is the quality of

the attachment between them. For example, in the times when the child is
physically hurt, ill or emotionally upset, if the mother reacts in loving ways most

of the time, the child will develop an organized and secure attachment with the

mother. That same child could develop an insecure and avoidant attachment with

the father if the father reacts in rejecting ways to the distress most of the time.

Manning, (1990) states that family is the concrete base where adolescence form

a sense of self and research also evidences that families which provide

congruence and support can develop a transition which would produce a positive

social. The style of the attachment predicts the future adults. It confides the

manner an adult creates the interaction or the relationship with others of their own

age. Cox & Paley, (1997) explained that the family system highly influences the

adult behavior and the behavior of every person creates a great vibrancy among

the family members especially the adults. A person in a family is considered as a

subsystem and the behavior of a person affects each individual in a family. So the

family system and the attachment undoubtedly play a significant role in the

different aspects of the adult life. Putnam et al., (2002) pointed that an adulthood

transition cannot be fulfilled through detachment of parents but only having a

healthy relationship with them. Good parent relationship enhances autonomy and

health among adults. Rohner, (1970) states that unhealthy or neglected family

bonding results in an emotional volatility which would result in an adolescence

behavior as an instable emotional outcome and would give rise to symptoms of

anxiety and depression.

The parent child attachment includes four styles, secure attachment, anxious

resistant attachment, avoidant attachment and disorganized-disoriented

attachment.

.Secure attachment style

Secure attachment is what we all strive for. Babies who form secure attachments

to their primary caregiver are more likely to become adults who confidently seek

out healthy relationships with others and are reliable and loving partners

themselves, Babies who are securely attached prefer their primary caregiver over

other people and are calmed by their presence.

People with a secure attachment style are more readily able to form long-lasting

and healthy relationships with others. They’re more likely to trust their partner

and be emotionally available to them. Studies show that 58% of adults have

secure attachment. A secure attachment style doesn’t mean you can take for

granted that your relationships will be smooth sailing. “If two securely attached

people are in a relationship, they’re starting out from a better position, but

relationships take work for everyone, no matter your attachment style”.

Anxious resistant Attachment

Also known as preoccupied attachment or anxious-ambivalent attachment. An

anxious attachment style is a form of insecure attachment that forms between a

baby and an inconsistent caregiver. From their perspective, the baby can’t be sure
when and if their parent is going to be emotionally and physically available to

them.

Babies whose primary caregivers aren’t consistent in meeting a baby’s needs are

more likely to form an anxious attachment. Anxiously attached babies learn that

they may or may not get the attention they need, so they aren’t easily comforted

by their caregivers.

A partner with an anxious attachment style may be seen as “clingy,” “needy” or

not trusting. People with an anxious attachment style can be consumed with

concern that their loved ones will abandon them, and they may seek constant

reassurance that they’re safe in their relationship. Research indicates that about

19% of adults have an anxious attachment style people who have an anxious

attachment can drive away their partner with their neediness. That can create even

more feelings of insecurity in future relationships.

“People with an anxious attachment can benefit from what we call ‘rituals of

separation,’ where the partners agree that before they go out for the day, they give

each other a kiss. They say, ‘I’ll see you tonight.’ They send a text during the day

to say they’re thinking of each other. Whatever it is, they make a conscious effort

to acknowledge that they’re leaving and also that they will be back, that can help

a person with an anxious attachment to feel confident their partner will not

abandon them.”
Avoidant attachment style

Also known as dismissive attachment or anxious-avoidant attachment. Avoidant

attachment can look like an adult who is a “lone wolf” or overly self-sufficient.

People with an avoidant attachment style are likely to not delve much into

emotional conversations, either in regard to their own feelings or those of others.

An avoidant attachment style often stems from a relationship between a primary

caregiver and a baby that’s marked by a lack of emotional support or connection.

Avoidant attachment is most likely to form when a caregiver doesn’t provide a

baby with sufficient emotional support. The caregiver’s responsiveness to the

baby most likely ends with caring for their physical needs, like feeding and

bathing, but the caregiver doesn’t provide the emotional comfort the baby also

needs. In that environment, the baby learns not to rely on others to care for their

emotional needs. Adults with an avoidant attachment style can be seen as self-

reliant and emotionally guarded. They’re unlikely to seek emotional comfort or

understand how to comfort their partner. Research shows about 23% of adults

have an avoidant attachment style people with an avoidant attachment style often

distance themselves from others and assume others will disappoint them. Actively

observing your own emotions and considering how you pull away from others

will require a lot of work. But that effort can be an eye-opening way to help

understand your style and learn to let others in.

Disorganized attachment style

Also known as fearful-avoidant attachment.

Disorganized attachment is the most extreme and least common style. People with

disorganized attachment can be seen to act irrationally and be unpredictable or

intense in their relationships. Disorganized attachment often forms through a

particularly tumultuous childhood — often one that may be marked by fear or

trauma. It typically stems from an erratic or incoherent relationship with the

baby’s primary caregiver.

Adults with disorganized attachments are likely to live with mental health

disorders or personality disorders that prevent them from developing healthy

relationships with others. They’re likely to crave close relationships but push

others away when they show them attention people who have a disorganized

attachment style can often benefit from dialectical behavior therapy (DBT), a type

of talk therapy that’s especially helpful for people who experience very intense

emotions.

SOME DEFINITIONS OF PARENTAL ATTACHMENT

1. John Bowlby: Parental attachment is an enduring emotional bond that

forms between an infant and their primary caregiver, providing a sense of security

and

trust.
2. Mary Ainsworth : Parental attachment refers to the emotional connection

and bond between a child and their caregiver, characterized by the child seeking

proximity to the caregiver in times of distress and using them as a secure base for

exploration.

3. Harry Harlow : Parental attachment involves the formation of a strong

emotional bond between an infant and their caregiver, often influenced by factors

such as physical touch, comfort, and responsiveness.

4. Erik Erikson : Parental attachment is a critical component of the trust vs.

mistrust stage in infancy, where the infant's sense of trust in the world is shaped

by the consistency and quality of care provided by their caregiver.

5. Margaret Mahler : Parental attachment encompasses the process through

which infants develop a sense of self and autonomy within the context of their

relationship with their caregiver, navigating the stages of separation and

individuation.

• Psychological resilience:

It is the ability to mentally cope with or adapt to uncertainty, challenges and

adversity. Resilience refers to both the process and the outcome of successfully

adapting to difficult and challenging life experiences. It’s having the mental,

emotional and behavioral flexibility and ability to adjust to both internal and
external demands. Being resilient does not mean a person doesn’t experience

stress or suffering, instead it involves the ability to work through emotional pain

and suffering. Numerous factors influence a person’s level of resilience. Internal

factors include personal characteristics such as self-esteem, self-regulation and a

positive outlook on life. External factors include social support systems, including

relationships with family, friends and community. The most common way to

assess psychological resilience is through self-report measures such as the

Connor-Davidson resilience scale. The CD-RISC assesses three dimensions

commonly associated with psychological resilience: tenacity, strength and

optimism. The tenacity dimension describes an individual calmness, composure,

persistency and sense of control when facing situations of hardships and

challenge. The strength dimension reflects an individual's ability to recover from

setbacks and becoming more energetic after experiencing them. The optimism

dimension measures an individuals perception of the positive aspects of

situations. Many researchers state that secure attachment is a likely protective

factor for resilience. Several family variables that are also conceptualized as

source of attachment security and secure base relationship in attachment theory

have been identified as important protective factors associated with resilience.

Werner and Smith (1982) found that positive parent-child relationships and

emotional support provided by other family members demonstrated protective

effects. Attachment theory highlights the importance of a child's emotional bond

with primary caregivers, disruption to or loss of this bond can affect a child

emotionally and psychologically into adulthood and have an impact on their

future relationships.

There are several key components to psychological resilience:

1.Positive Attitude: Resilient individuals tend to have a positive outlook on life.

They are able to see setbacks as temporary and believe in their ability to overcome

obstacles. This positive attitude helps them maintain hope and motivation even

during tough times.

2. Emotional Regulation: Resilient people are skilled at regulating their

emotions. Instead of being overwhelmed by negative feelings like fear or anger,

they are able to manage their emotions effectively, staying calm and focused in

stressful situations.

3. Strong Support System: Social support is crucial for resilience. Having

supportive relationships with friends, family, or community members provides a

buffer against stress and can help individuals cope with challenges more

effectively.

4. Flexibility and Adaptability: Resilient individuals are flexible and

adaptable. They are able to adjust their goals and strategies in response to

changing circumstances, finding new ways to navigate difficult situations.

5. Problem-Solving Skills: Resilience is also associated with strong problem

solving skills. Resilient individuals are proactive in finding solutions to problems,

rather than becoming overwhelmed by them.

6. Self-Compassion: Resilience involves treating oneself with kindness and

compassion, especially during times of struggle. Self-compassion allows

individuals to acknowledge their own suffering without judgment, fostering

resilience in the face of adversity.

7. Sense of Purpose : Having a sense of purpose or meaning in life can

enhance resilience. When individuals have a clear sense of what they are working

towards, they are better able to persevere through challenges and setbacks.

8. Healthy Coping Mechanisms: Resilient individuals engage in healthy

coping mechanisms to manage stress and adversity. This might include activities

like exercise, mindfulness meditation, or seeking professional support when

needed resilience is not a fixed trait; rather, it is something that can be cultivated

and developed over time. Building resilience requires practice and effort, but the

benefits are well worth it. By strengthening their resilience, individuals can

improve their overall well-being and better navigate the ups and downs of life.

Some definitions of psychological resilience are :-

1. According to Ann Masten, a renowned resilience researcher, psychological

resilience is "the capacity of individuals to navigate their way to the

psychological, social, cultural, and physical resources that sustain their

wellbeing."

2. From the American Psychological Association (APA), resilience is defined

as “the process of adapting well in the face of adversity, trauma, tragedy, threats,

or significant sources of stress."

3. Martin Seligman, the founder of positive psychology, defines resilience as

"bouncing back from difficult experiences, rather than letting them define or limit

you."

These definitions highlight the idea that resilience involves our ability to adapt,

maintain well-being, and bounce back from challenging situations. It's all about

building our inner strength and finding ways to thrive, even in the face of

adversity

In conclusion, psychological resilience is the ability to bounce back from

adversity, trauma, or stress. It involves maintaining a positive attitude, regulating

emotions effectively, building strong social support networks, being flexible and

adaptable, developing problem-solving skills, practicing self-compassion, finding

meaning and purpose in life, and engaging in healthy coping mechanisms.

Cultivating resilience can lead to greater well-being and improved ability to cope

with life's challenges.

OPERATIONAL DEFINITIONS :-
Parental attachment:

Parental attachment refers to the emotional bond and sense of security that

develops between a child and their primary caregivers, typically their parents.

This attachment bond is formed through consistent and responsive caregiving,

which meets the child's physical and emotional needs. It provides a secure base

from which the child can explore the world, seek comfort in times of distress, and

develop trust in others. Parental attachment plays a crucial role in shaping the

child's social, emotional, and cognitive development, influencing their

relationships and well-being throughout life. The parent reflects the child's

emotion giving them meaning and regulating them which Moulds the

development of the child. The quality of the infant-parent attachment is the

powerful predictor of child's later social and emotional outcome.

Psychological resilience:

Psychological resilience is the ability to adapt positively and effectively in the

face of adversity, trauma, or significant stressors. It involves maintaining a sense

of stability, well-being, and purpose despite encountering challenges or setbacks.

Resilient individuals demonstrate flexibility in their thinking and behavior, as

well as the capacity to regulate their emotions and cope with difficult situations

constructively. Resilience is not about avoiding hardships but rather about

bouncing back from them, learning from experiences, and growing stronger as a
result. It encompasses traits such as optimism, perseverance, problem-solving

skills, social support, and self-belief, contributing to an individual's ability to

thrive amidst life's inevitable ups and downs. Its having the mental, emotional

and behavioral flexibility and ability to adjust to both internal and external

demands. Being resilient does not mean a person doesn't experience stress instead

it involves the ability to work through emotional pain and suffering.

 Chapter 2 :-

Review of literature The survey of related literature is

an important step in conducting educational research. It enables the investigator

to locate the gaps and find the trends in research in a particular field. The

information about the designs, samples and research tools employed by other

investigators help the future investigators to formulate their designs with more

care. An investigator must be aware of the new researches conducted in the past

and only then he /she is in a position to contribute something in original.

“Literature review is most important to identify the problem of the study, which

can be solved by collection of data. It is very important to know that the work

done by researcher should not be repeated again.

It also helps to avoid the mistakes, which already has been done by another one.
So researcher can improve the research design and instrumentation, which was

not successful at the last time”. (Cottrell and Mckenzie, 2011)

Literature review exercises to analyze the area of the research, which has been

resolved in the study. It is the outline of the research. It shows the gap between

the researcher‘s curiosity and knowledge of the subject area.

“Literature review discloses appropriate theoretical structure of the study that

helps to understand easily. It verifies that it has not been already done. It is the

best way to establish the importance of the study”. (Houser, 2007)

The review of the literature serves as a guide post to judge the quantum of the

work done and perceive the gaps existing in the concerned field of research. A

critical review of the literature enables the researcher to go into greater details

and wider applicability of the problem in hand so as to provide new ideas,

explanations or hypotheses. The review promotes a greater understanding of the

problem and its allied aspects.

Following are some important reviews of related literature for the proposed study

• SM Kennison, VH Spooner Taylor & Francis 2023 state that positive

relationships function as protective factors, offsetting the negative effects of

adverse life experiences. Relationships with parents may be among the most

important protective factors of resilience in the development of children. Few

studies have examined the extent to which childhood relationships with parents

predict resilience in young adults. The research tested the hypothesis that the

childhood relationship with parents and attachment would predict resilience in

young adults. The hypothesis was supported in a study with 245 participants (92

men, 153 women). Higher levels of resilience were predicted by higher levels of

positive mother relationship, lower levels of negative father relationship, and

higher levels of close attachment. The pattern of predictors varied when the four

protective factors of resilience were analyzed separately and included different

combinations of parent and attachment variables. The results provide evidence

for the long-term effect of parent–child relationships during childhood and

support theories of resilience that emphasize the important role of parent

relationships in children’s development.

• Z ERKAN, E CETINKAYA, M SOYER 2023 investigated the relationship

attachment styles and resilience have with loneliness in students. In this

correlational study conducted in 132 women and 66 men were selected through

multistage cluster sampling. Data was collected through questionnaires

concerning attachment styles, resilience, and loneliness. Data was analyzed using

Pearson correlation coefficients, regression analyses, and independent t-tests.

Regression analyses showed that ambivalent and avoidant attachment styles are

positive predictors of emotional loneliness; the ambivalent style of attachment is

the strongest predictor of emotional loneliness. Resilience’ is a significant

negative predictor of loneliness due to communication with family, friends, and

emotional symptoms associated with feelings of loneliness. Moreover, t-test

results showed a significant difference between men and women in that male

students reported more family loneliness and emotional symptoms associated

with feelings of loneliness than females. The findings of this study highlight the
fact that providing the conditions and context necessary for secure attachments

and increased resilience can be effective in reducing loneliness in students.

Ozbay & aydogan 2020; Tamura 2019 examined the roles of negative experiences

and the nature of the relationship with parents and siblings in the resilience of

college students as emerging adults. The study group included

Turkish college students as emerging adults 199 females and 101 males who lived

apart from their parents, had at least one sibling and had experienced at least one

negative event. Data were collected from Child and Youth Resilience, Adverse

Life Events Form, Parent-Adolescent Relationship Scale, and Lifespan Sibling

Relationship Scale. Hierarchical regression analysis was performed to determine

the extent to which the independent variables explained the resilience variance.

The results revealed that negative life experiences were significant factors in

explaining resilience. Moreover, neither a positive nor a negative relationship

with the mother had an effect on explaining the resilience, while a positive

relationship with the father was an important factor in explaining resilience.

Meantime, the role of protective factors in terms of family relationships and the

quality of sibling relationships sustained in this period were significant relational

strengths for resilience. All these results are considered to be significant

contributions to the culturally meaningful family functionality and the resilience

of college students as emerging adults.

• Brogden , L&E Greogory, D 2019 stated that community college students who

experience childhood trauma may have difficulty with academic success and

completion. This study investigates community college students with self

identified ACEs and poses a model of resilience that may be influential to their

progress and success .

• E Razzaghi ,Yenghaje J Hoseinifa Rooyesh ,2019 predicted the psychological

resilience of students in Ardebil based on attachment styles and social support.

The study is correlational and the statistical population of this study is all male

high school students . From this statistical population, a sample of 318 people

was selected using available sampling method. Researcher made questionnaires,

attachment styles, social support and demographic questionnaire were used to

measure the variables. Data were analyzed using Pearson correlation and

regression analysis. The results of stepwise regression analysis indicated that in

total, 37% of variance related to resilience is explained by attachment styles and

social support. Also, the safe attachment style, social support and avoidant

attachment style were the most important predictors of psychological resilience

of students.

• Z Tepeli Temiz, I Tari Comert 2018 aimed to investigate the role of secure

attachment as a potential core feature in the properties of resilience. 2305 subjects

were used results found that secure attachment is associated with the presence of

resilience.
• SI Maximo, JS Carranza, Sage Open 2016 theorized the influence of parental

attachment and love language on the resilience of graduating university students

was studied in a Philippine setting. Using the survey sample (N = 843), it was

found that a secure attachment and receiving love from parents result in higher

resilience. The parental love languages quality time, words of affirmation, and

acts of service significantly contributed to resilience. These are love languages

that provide emotional, motivational, and practical resources that build resilience.

While quality time contributed the most to resilience, a secure attachment is most

especially required of fathers whereas words of affirmation and physical touch

are needed from mothers. Sons need quality time from their fathers and the

physical touch of their mothers. Daughters benefit from quality time with mothers

alongside a secure attachment and words of affirmation from their fathers. This

study emphasizes the parental factors of attachment and love as external resources

of resilience. The research highlights the quality of parent–child relationship

experience that would support the resilience of young adults. Results also point

to the advantage of having loving parents and a secure parental attachment.

• P Marriner, J Caciolli, K Moore 2014 aimed to study how early Attachment

relationships relate to levels of Resilience, and how these are related to levels of

perceived stress and use of coping strategies. A cross-sectional sample of 196

volunteers (16 males, age M= 38.63 years, SD= 15.56 and 180 females, age M=

32.74 years, SD= 9.98) completed an online questionnaire assessing Attachment

style, Resilience, perceived Stress, and coping styles. The results indicated a

secure attachment style correlated with Resilience (r=. 55). Both Secure

attachment and Resilience correlated with greater use of proactive coping

strategies (r>. 24), and negatively with ratings of stress (r=-. 20 and-. 53,

respectively).

• Bowlby (1969/1982) theorized that the attachment bond is generated out of a

Complimentary exchange between the child’s experiences of familiarities and

novelty Combined with the child’s understanding of maternal sensitivity and

availability.

•Ainsworth et al., 1978: A secure attachment style is characterized as a bond

where the Maternal availability to the needs of the child is sensitively and

appropriately administered in Reaction to the child’s need for familiarity and

aberration.

•Sroufe, 1985: Research finding have indicated that secure parental attachments

in childhood Contribute to healthy social adaptation and emotional well being.

• Research has shown that relationships with family members can serve as a

protective factor of resilience for adolescents and young adults ( conger & conger,

2002; conger et al, 2010)

• (Bernet, Wamboldt & Narrow, 2016; Kennison & Spooner, 2020;Orth,

2018;Vasilyeva & Shcherbakov, 2016) (Dereli & Dereli, 2017;Mahoney & Bella,
1998) states a negative parent-child relationship is revealed to be conflict in the

relationship with the child, and negative emotions, and high levels of.

punishment. When the research findings related to the parent-child relationship

are examined, it is seen that a positive parent-child relationship supports the

child’s development positively and affects shaping the child’s personality and the

future adult life Prior research studies have shown that lower levels of attachment

in young adults predict higher levels of ageism and that attachment is related to

childhood relationships with parents. The present study investigated the role of

parent-child relationships during childhood, attachment, and ageism in young

adults. The results of multiple regression analyses showed that predictors of

ageism were negative mother relationship and avoidant attachment and that the

relationship between negative mother relationship and ageism was partially

mediated by attachment. These results indicate that the roots of ageism in

adulthood may be traced back to one’s early life experiences.

Werner and Smith (1982) found that positive parent-child relationships and

emotional support provided by other family members demonstrated protective

effects. Rutter (1979) found that a good relationship with at least one parent,

defined in terms of both the presence of warmth and absence of severe criticism,

was protective against risk related to family discord, and he concluded that the

protective effect depends more on the quality, strength, and security of the

relationship than on the particular person with whom the relationship is formed.
Egeland, Carlson, and Sroufe (1993:525) found that “early sensitive and

emotionally responsive caregiving was found to promote positive outcomes even

when intervening functioning and conditions were poor”. Masten et al. (1990)

assert that the most important and consistent protective factor for children under

stress is the presence of caring adults during or after major stressors. If children

have supportive, involved parents, they are likely to survive even seriously

adverse circumstances without being scarred (Masten, 2001).

Chapter 3
methodology
A research design encompasses the methodology and procedures employed to conduct any sort

of research. The preparation of a research proposal or design is an important step in the research

process. This provides a basis for the elevation of the project and gives the adviser a basis for

assistance during the period of his or her direction. It also provides a systematic plan of

procedure for the research fellow. Research design is a road map for researchers. It is a step by

step approach. Any piece of research is incomplete without a proper plan of action. A research

is designed to enable the researcher to arrive at a valid, objective and accurate solution of the

given problem as possible.

Research design is thus, a detailed plan of how the goals of research is achieved. The research

design constitutes the blue-print for collection, measurement and analysis of data. It aids the

researcher in allocation of his limited resources by posing crucial choices: Is the blueprint to

include experiments, interviews, observations, and the analysis of records, simulation, or some

combination of these? Are the method of data collection and research situation to be highly

structured? Is an intensive study of a small sample more effective than a less intensive study of

a large sample? Should the analysis be primarily qualitative or quantitative? Best (2007)

Research is considered to be the more formal, systematic, intensive process of carrying on the

scientific methods of analysis. It involves of more systematic structure of investigation, usually

resulting in some sort of formal record of procedures and a report of result or conclusions.

According to Kothari “Research Design stands for advance planning of the method to be

adopted for collecting the relevant data and the techniques to be used in their analysis, keeping

in view the objectives of the research to availability of staff, time and money.”

RATIONALE OF STUDY :-
Attachment to parenting focuses on the connection that parents can develop with

their children. The researcher wants to study this topic the effect of parental

attachment styles on psychological resilience among young adults. Research has

been conducted and based on the review of literature and it is found that some

more study needs to be done in this area. The study is planned to be carried out

on young adults using two different scales.

OBJECTIVES: -

• To examine the relationship between parental attachment and psychological

resilience Among young adults.

• To examine the relationship of psychological resilience and parental attachment

with Respect to gender.

HYPOTHESIS: -

• Ho1: - There would be a significant relationship between parental attachment

and Psychological resilience of young adults.

• Ho2: - There would be a significant difference between men and women in

parental Attachment and psychological resilience.

RESEARCH DESIGN: -

The present study is descriptive in nature and will follow the correlational design

to access the relationship between the variables under study.

POPULATION: -
Random college students will be chosen as a sample which will be identified

based on Random sampling method.

SAMPLE: -

The present study shall consist of 160 people. These respondents will be selected

from

Different colleges consisting of male and female students. The sample will be

taken from

Following colleges: - GDC Baramulla, Womens College Baramulla, and

Government Degree College Sopore.

SAMPLE SIZE MALE = 80

N =160 FEMALE = 80

SAMPLING METHOD: -

The sampling method used for the present study will be random sampling.

EXCLUSION :-

Disabled students will be excluded.

School students will be excluded .

INCLUSION :-

Researcher will include government colleges .

Research will be conducted in a specific area and sample will be limited to

Baramulla .
INDEPENDENT VARIABLE :- Parental Attachment.

DEPENDANT VARIABLE :- Psychological resilience .

• Tools to be used for data collection :-

T1) The Adult Scale of Parental Attachment—Short Form (ASPA-SF) is an

instrument to obtain information concerning an adult's perception Of patterns Of

relating to both mother and father figures. Patterns Of relating can help determine

a person's attachment style. Attachment styles influence an individual's

relationship with others throughout life and particularly influence the parent-child

relationship. By assessing patterns Of relating. an individual becomes aware Of

how they may relate to others.

Persons experiencing safe patterns Of relating to parents will feel secure in

relationships; whereas those who have primarily related in a dependent or

parentified pattern may experience problems in feeling securely attached to those

around them. The dependent or parentified patterns may influence the person to

feel insecure and anxious in relationships, For those who experienced fearful or

distant patterns Of relating with parents, relationships may be difficult. There may

be a feeling Of insecurity and a need to avoid close relationships with a partner

or children.

• 5 point Likert scale

1) Never.

2) Seldom.
3) Sometimes .

4) Frequently .

5) Constantly .

• 40 items scale.

The scoring Of the ASPA-SF includes a pattern Of relating to both mother and

father, The mean score Of the ASPA-SF is located at "50" and plus or minus 10

points indicates 1 standard deviation. The graph created from scoring will assist

in understanding the patterns Of relating, It is important to consider the patterns

Of relating to both parents. The ASPA-SF is meant as a guide to perceptions Of

childhood relationships and should only be used to help the person understand

experiences Of relationships,

PATTERNS OF RELATING

M = Mother

F = Father

Safe (MS & FS) — This pattern Of relating provided comfort and security. The

child may have experienced confidence in parent's availability and support.

Dependent (MD & FD) - This pattern of relating indicates a need for the parent

to always be available. The child may have experienced helplessness and

uncertainty when the parent was not available.

Parentified (MP & FP) - This pattern of relating indicates feeling responsible for

meeting the parent's needs. The child may have experienced feelings of

importance and enjoyed being helpful.

Fearful (MF & FF) - This pattern of relating indicates a fear of abandonment and

a belief that the parent would not be available for support. The child may have

experienced anger toward parent or frustration with the parent.

Distant (MA & FA) - This pattern of relating indicates disappointment in the

parent's support and availability. The child may have experienced a need to

distance from the parent and may have experienced anger toward the parent.

High scores on any of the patterns of relating may indicate attachment issues and

influence an individual's experiences in relationship with others and parenting

style.

TO SCORE:

1. Place number for each individual item on the scoring sheet for both mother

and father. Total each pattern of relating and overall total.

2. Transfer total for each pattern of relating and overall total to profile sheet.

Circle the number indicating the score for each pattern of relating. Draw line

graph connecting score to view overall profile.

RELIABILITY AND VALIDITY :-

The reliability and validity score for the Adult Scale of Parental Attachment

(ASPA) by Snow in 2005 is typically reported to be around 0.8 to 0.9, showing a

high level of accuracy and meaningfulness in measuring adult attachment to

parents. This numerical value reflects the strong validity of the ASPA as a tool for

understanding adult-parent attachment relationships. This indicates that the ASPA

is not only accurate and meaningful in measuring adult attachment to parents

(validity) but also consistent and dependable in producing consistent results

(reliability).

T2) Connor Davidson resilience scale

• 5 point Likert scale

0) Strongly disagree.

1) Disagree.

2) Neutral.

3) Agree.

4) Strongly agree.

Connor-Davidson Resilience Scale The CD-RISC is a 25 item, paper/pencil

measure that scores items on a 5-point Likert scale with 0 = not true at all and 4

= true nearly all the time.

CD-RISC contains 25 items, which are rated on a five-point Likert scale and

range from 0 (“strongly disagree ”) to 4 (“strongly agree”). Possible scores thus

range from 0 to 100. Connor and Davidson found that these items correspond to

five factors. Possible scores thus range from 0 to 100.

SCORING :-

To score the Connor-Davidson Resilience Scale (CD-RISC):

1. Go through each of the 25 items on the scale.

2. For each item, assign a score based on the response:

- Strongly disagree= 0

- Disagree = 1

- Neutral= 2

- Agree = 3

- Strongly agree = 4

3. Add up all the scores from the 25 items to get a total score.

4. The total score can range from 0 to 100, with higher scores indicating higher

levels of resilience.

5. Interpret the total score:

- 0-25: Very low resilience

- 26-50: Low resilience

- 51-75: Moderate resilience

- 76-100: High resilience

RELIABILITY AND VALIDITY :-

The CD-RISC has demonstrated good reliability (α = . 88 and . 89), test-retest

reliability (. 87), and convergent and divergent validity in the development of the

scale.

DATA ANALYSIS :-

The data will be analyzed with the help of SPSS to get the results and to

accomplish the objectives of the proposed study the following tests will be used

:-

• Mean .

• SD .

• Co relation .

• T-test .
References
• Bowlby, J. (1982) Attachment and loss: Retrospect and prospect. The American

Journal of

Orthopsychiatry, 52, 664- 678.

• Bowlby , J . (1969).Attachment and loss: vol .1. Attachment. New York, NY:

Basic Books.

• Ainsworth, M.D.S., Blehar ,M.C .,Wall ,S .(1978). Patterns of attachment :A

psychological

study of the strange situation. Hillsdale, NJ: Erlbaum.

• Sroufe, L.A.(1985). Attachment classification from the perspective of infant-

caregiver

relationship and infant temperament. Child development , 56,1-14.

• Vishnavi, S., Connor, K., & Davidson , J.R.(2007) . An abbreviated version of

the Connor-Davidson resilience scale.

• Brogden, L&E. Greogory, D (2019). Resilience in community college students

with adverse childhood experiences. Community college journal of research and

practice, 43(2) , 94-108. Bureau of labor statistics, U.S. Department of labor, The

Economics Daily, 69.7 percent of 2016 high school graduates enrolled in college

in October 2016.
• Ozbay ,Y,& Aydogan, D. (2020). Cumulative risk factors and family relationship

quality in Understanding Turkish emerging adults‟ resilience. Journal of adult

development.

• Rholes, W.S, Simpson, J.A.& Friedman, M(2006). Avoidant attachment and the

experience of parenting, personality and Social psychology bulletin 32, 275- 285.

• Roisman, G, Collins, A, Sroufe, A, & Egeland, B(2005). Predictor’s of young

adults representations of and behavior in their current romantic relationship:

Prospective tests of the prototype hypothesis. Attachment and human

development, 7(2),105-121.

• SI Maximo, JS Carranza – Sage Open, 2016 – journals.sagepub.com

• SM Kennison, VH Spooner – Journal of Family Studies, 2023 – Taylor &

Francis

• Z Tepeli Temiz, I Tarı Cömert – 2018 – acikerisim.fsm.edu.tr

• JK Jenkins – 2016 – digitalcommons.odu.edu

• Razzaghi Yenghaje E, Hoseinifar J, Zadyunes S, Marefat Ajerlu M, Babaie

Hefzabad S. Prediction of Psychological Resilience of Students Based on

Attachment Styles and Social Support. Rooyesh 2019; 8 (7) :85-96

• Marriner, P., Cacioli, J.-P., & Moore, K. (2014). The Relationship of attachment

to resilience and their impact on perceived stress. In Stress and Anxiety:

Applications to Social and Environmental Threats, Psychological Well-Being,

Occupational Challenges, and Developmental Psychology (pp. 73-81). Logos

Verlag.

• Erkan, Z., Çetinkaya, E., & Soyer, M. (2023). AN INVESTIGATION INTO

ATTACHMENT STYLES AND PSYCHOLOGICAL RESILIENCE OF

ADOLESCENTS FROM INTACT AND NON-INTACT FAMILIES. Journal of

Advanced Education Studies, 5(2), 342-364.

• Parental Attachment (SPA) by Snow in 2005 is as follows: Snow, D. L. (2005).

Adult Scale of Parental Attachment: Questionnaire and coding manual.

Unpublished manuscript, University of Nevada, Reno.

•Conger, R. D., & Conger, K. J. (2002). Resilience in Midwestern families:

Selected findings from the first decade of a prospective, longitudinal study.

Journal of Marriage and Family, 64(2), 361-373.

• Conger, R. D., et al. (2010). Family economic stress and adjustment of early

adolescent girls. Developmental Psychology, 46(1), 206-219.