Kim Bartholomew

		Frequently Asked Questions…

1.	Do I need permission to use the RQ and/or the RSQ in my research? You are welcome to use the RQ and/or the RSQ in your research examining adult attachment relationships. If you require something more formal than this brief web statement, please prepare a letter, ready for signature, containing the information you need and either mail or fax it to: Dr. Kim Bartholomew Department of Psychology 8888 University Drive Simon Fraser University Burnaby, BC V5A 1S6 CANADA Fax: 604.291.3427
2.	Do I need permission to use the Peer/Family/History of Attachments Interviews? Incorporating an attachment interview into a research design is a considerably more complex undertaking than most people realize, and, in most cases, it is probably not feasible to use the attachment interviews. It takes about 200 hours to train new coders. And then, it is necessary for the new coders to establish reliability on a sample of at least 30 interviews before they begin coding their own research sample. As well, 2 independent coders are required for a substantial subsample of your interviews, and preferably for your entire sample. For more information contact Dr. Kim Bartholomew.
3.	Can I use the RQ and/or RSQ as a categorical measure of adult attachment? The RSQ was NOT designed, nor intended to be used, as a categorical measure of attachment. We recommend scoring the measuring dimensionally. Please consult the Kurdek (2002) paper in JSPR which recommends the best approach for scoring the measure dimensionally. Although the RQ can be used as a categorical measure of attachment, we strongly advise against doing so. The field has long moved away from categorical approaches. A prototype or dimensional approach are the more acceptable ways to score the measure.
4.	I have used the RQ/RSQ but I am still not certain how to score it. Please consult the Attachment Measures section of our website for a detailed description of the measures as well as scoring information.
5.	How do I score the RSQ? Please also see the Self Report Attachment Measures page on the website. The following items are RSQ Items: Secure Items: 3, 9(Reverse), 10, 15, 28(Reverse). Fearful Items: 1, 5, 12, 24. Preoccupied Items: 6(Reverse), 8, 16, 25. Dismissing Items: 2, 6, 19, 22, 26 It may be useful to use averages, rather than summation scores, as different prototypes are derived with different numbers of items.
6.	Why aren’t all the items in the RSQ used in creating the four prototype scores? The additional items in the RSQ can be used to create subscales to assess the attachment dimensions identified by Simpson, Rholes, & Nelligan (1992) and Collins & Read (1990). Thus, researchers are able to relate the RSQ to alternate self-report measures of adult attachment. (see: Griffin & Bartholomew, 1994). Alternatively, and perhaps preferably, you can use the questionnaire to derive scales of the underlying two dimensions. This can be done two ways: 1) by conducting a factor analysis of the items or 2) by using the scores from the four prototype items to create linear combinations representing the self and other-model attachment dimensions. Again, we recommend that you consult the Kurdek (2002) paper in JSPR which recommends the best approach for scoring the RSQ dimensionally.
7.	I have my data from the RQ/RSQ. How do I analyze it? As recommended above, a prototype or dimensional approach is the recommended way to score the RQ/RSQ. The dimensional approach is currently the most frequently used. Dr Chris Fraley’s website has a detailed description of how to interpret your findings related to the two attachment dimensions using multiple regression analyses (a common approach). We recommend you visit his FAQ webpage and read his detailed description. http://www.psych.uiuc.edu/~rcfraley/measures/ecrr.htm A similar interpretation approach would apply if you chose to use prototype scores (continuous ratings for each of the four attachment prototypes rather than continuous ratings for the two attachment dimensions).
8.	What are the norms, stability, and reliability of the RQ and RSQ? A recent article (Schmitt et al., 2004) has published cross-cultural norms for the RQ. We recommend you consult this article for normative data on the RQ. Our lab does not have normative data for the RQ or the RSQ. All of the studies conducted in our lab have been done with samples that are smaller than is necessary for establishing measurement norms. Ratings of the four attachment patterns using the RQ have shown moderate stability over an 8 month test re-test period (Scharfe & Bartholomew, 1994). With regard to reliability of the measures, brief self-report measures generally are expected to be only moderately reliable (for a discussion of measurement issues see Griffin & Bartholomew, 1994). If norms and reliability etc. are extremely important to you, we recommend that you consider using one of the longer, more recent attachment measures (e.g., the ECR-R, Fraley et al., 2000).
9.	Am I allowed to translate the attachment measures into another language? Yes! Translations are welcomed. We would appreciate a copy of your translated version. Please email a copy to Dr. Kim Bartholomew.
10.	Can I use the RQ and/or RSQ with specialized populations such as a specific social or ethnic group? The four-category model has been validated and applied most extensively to romantic relationships and young adult friendships. We strongly recommend that when the characteristics of the target population differ from the population on which the model was validated, that the researcher undertake a pilot study to validate the model and measures with the new population. The researcher can then evaluate the results, and make any necessary changes. (see: Callander, M.L. (1999). Validation of a four-category model of attachment in a sample of gay men).
11.	Can I use the RQ and/or RSQ with children or adolescent samples? The four-category model of attachment was developed to describe the attachment characteristics of adult/young adult close peer relationships (Bartholomew, 1990; Bartholomew & Horowitz, 1991). The RQ and RSQ were not designed to assess the attachments of young children, nor were these measures designed to assess adults' retrospective childhood attachment to their parents. However, researchers have revised these measures and created versions to use with adolescent samples. Dr. Elaine Scharfe at Trent University has adapted these measures for use with an adolescent population. Since the RSQ tends to evidence low internal consistency in both the adult and adolescent versions (see Griffin & Bartholomew, 1994 for a discussion), we suggest if you are using a self-report approach that you collect multiple measures (e.g., IPPA & RSQ) from multiple sources (e.g., child, parent, & teacher).
12.	Can the attachment measures be used to assess attachment to God, other religious figures, groups, pets, objects, etc? The four-category model of attachment was developed to assess adult peer relationships. Frankly, we do not know if the model, or even the concept of attachment as defined by Bowlby, is appropriate for assessing attachment in these relationships. However, for an example of extending attachment to God and other religious figures, see the work of Lee Kirkpatrick.