ArticleChild psychiatry and human development2020
Attachment Facilitates Acculturative Learning and Adversity Moderates: Validating the Theory of Epistemic Trust in a Natural Experiment.
Article in Child psychiatry and human development, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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5 citing papers in PubMed, 28 citations in OpenAlex.
- The ties that bind: How interpersonal connections shape Latinx immigrant health.Health psychology : official journal of the Division of Health Psychology, American Psychological Association · 2026Article
- Intergenerational continuity of adverse childhood experiences among Mexican-origin families: Examination of intra and extra-familial adversities.Family process · 2025Article
- Article
- Patient empowerment: a critical evaluation and prescription for a foundational definition.Frontiers in psychology · 2024Article
- Epistemic trust: a comprehensive review of empirical insights and implications for developmental psychopathology.Research in psychotherapy (Milano) · 2023Article
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1 author at 1 institution in 1 country.
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Abstract
Acculturation has consequences for immigrant health, and provides a natural experimental context in which to test Fonagy and Allison's theory of epistemic trust. Their theory posits that secure attachment in the caregiver-youth dyad is a key mechanism for supporting, and exposure to childhood adversity and trauma is thought to block, the cultural learning process. The aim of this study was to validate the theory of epistemic trust by examining secure attachment as a predictor of acculturation across time and adverse childhood experiences as a moderator in 100 recently immigrated high school students followed for one year. Growth parameters were extracted and regressed on key study variables. Results indicated a significant main effect of maternal attachment on acculturation across time, as well an interaction in which the aforementioned link was blocked by adverse childhood experiences. In the context of acculturative learning, two tenets of the theory of epistemic trust were supported.
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