Date

4-29-2026

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Marilyn Peyton

Keywords

faith, spiritual, Christian, development, attachment, relational, authenticity, relational authenticity, theory, theory-theory, theory of mind, adverse childhood experiences, children, age three, age four, age five, age six, age seven, age eight, age nine, age ten, age eleven, age twelve, early, middle, childhood, communities, church

Disciplines

Christianity | Psychology

Abstract

Early exposure to adverse childhood experiences (ACEs) interrupts typical spiritual, socioemotional, and cognitive developmental trajectories. Faith Development (FD), attachment with Relational Authenticity (RA), and Theory of Mind (ToM) may serve to provide positive coping strategies for children with ACEs. Few studies explored the interactions of FD, attachment with RA, and ToM in children. Additionally, sparse research involved RA independently or in relation to attachment formation. The purpose of this phenomenological study was to explore how FD, attachment with RA, and ToM interact in children with ACEs. The lived experiences of children with ACEs and the interactions of FD, attachment with RA, and ToM occurring in their lives were explored. The qualitative phenomenological research design included semi-structured interviews with quantitative instruments as descriptors for 3- to 11-year-old children with ACEs who participated in a Christian faith community. The participants described their lived experiences related to the constructs and the interactions occurring among them. Furthermore, the 3- to 7-year-olds completed a faith scale and participated in imaginative play to assess attachment and ToM. The 8- to 11-year-olds responded to a questionnaire measuring attachment quality and interview questions about RA. The thematic analysis resulted in the development of a conceptual map. Findings revealed that ToM may function implicitly and holistically for integrating the interactions among the constructs. Implications for practice may be the development of a theory suggesting a pathway toward hope and healing for children with ACEs.

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