The purpose of this study was to use the Attachment Q-Set to create categories of attachment
organization that were conceptually consistent with organizational categories derived from other
attachment assessments, reliable, and valid. We were particularly interested in creating categories
that would describe insecure attachment organizations in children from difficult life
circumstances. Our sample of relationships included 3062 teacher–child relationships.
Children ranged in age from toddlers to kindergartners and were diverse in ethnic background.
Two percent of the children were diagnosed with severe social and emotional problems and
enrolled in a therapeutic preschool. Sixteen percent were enrolled in intervention programs on
the basis of family poverty and another 34% of the children attended subsidized child care
programs for low-income children. All of the children's child–teacher relationships
were assessed with the Attachment Q-Set (AQS). Independent observers observed or rated
children's peer play. Teachers completed behavior problem questionnaires and Student
Teacher Relationships Scales. Using the AQS we created five subscales and six attachment
organizational categories. These subscales and organizational categories were associated in
theoretically meaningful ways with measures of behavior problems, social competence with
peers, and teacher perceptions of child–teacher relationship.