Attachment Style Classification Questionnaire for Latency Age Children


Author of Tool: 

Ricky Finzi-Dottan

Key references: 

Finzi, R., Cohen, O., Sapir, Y., Weizman, A. (2000) Attachment Styles in Maltreated children: A comparative Study. Child Psychiatry & Human Development, 31, 113-128.

Finzi, R., Ram, A., Har-Even, D. Shnit, D. & Weizman, A. (2001). Attachment styles in physically abused and neglected children. Journal of Youth and Adolescence, 30, 769-786.

Finzi, R., Har-Even, D., Shnit, D., & Weizman, A. (2002). Psychosocial Characterization of Physically Abused Children from Low Socio-economic Households in Comparison to Neglected and Non-Maltreated Children. Journal of Child and Family Studies, 11, 441-453.

Finzi, R., Cohen, O., Iwaniec, D., Sapir, Y. & Weizman, A. (2003). Attachment styles in the families of the drug-using father. Substance Use and Misuse, 38, 271-292.

Finzi-Dottan, R., Cohen, O., Iwaniec, D. Sapir, Y., & Weizman, A. (2006).The child in the family of a drug-user father: Attachment styles and family characteristics. S.L. Ashenberg Strassner & C. Huff Fewell (Eds.). Impact of substance abuse in children and families (pp. 89-111). Binghamton, NY: Haworth.

Primary use / Purpose: 

Attachment Style Classification Questionnaire (Finzi et al., 1996; Finzi et al., 2000): This questionnaire is an adaptation for children of the Hebrew version (Mikulincer et al., 1990) of Hazan and Shaver’s (1987) questionnaire for the classification of attachment styles in adults.


The questionnaire contains 15 items, divided into three factors, which taped the Ainsworth’s three attachment patterns: secure (e.g. “I usually believe that others who are close to me will not leave me”), anxious/ambivalent (e.g. “I’m sometimes afraid that no one really loves me”), and avoidant (e.g. “I find it uncomfortable and get annoyed when someone tries to get too close to me”). The children were asked to read each item and to rate the extent to which the item described themselves on a 5-point scale, with scores ranging from 1 (not at all) to 5 (very much).


For details regarding the psychometric properties and concurrent validity of the questionnaire, see, Finzi et al., 1996; Finzi et al., 2000.



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