In the comparative study by Rhodes et al. (1994), participant reports suggest a positive association between accepting mother-daughter relationships early in life and the likelihood of having a natural mentor relationship during adolescence. Similarly, many researchers concur that a close parent-child relationship may, by way of more effective socialization, enable the adolescent to establish and maintain successful relationships with non-related adults (Rhodes & Davis, 1996; Wills & Cleary, 1996). Reviews of existing literature suggest that the character of parent-child relationships often predicts the character of the child's relationship with his or her teachers (Lynch & Cicchetti, 1992; Pianta & Steinberg, 1992). This model may not hold true in cases of maltreated and otherwise insecurely attached children, however, who may seek close relationships - absent in his or her family - with a teacher or other non familial adult (Lynch & Cicchetti, 1992). This study compared parent- and teacher-child relationships of 215 7- to 13-year-old urban children of low socioeconomic status; the sample was split between families with a history of child maltreatment and a demographically similar selection of families with no known history of abuse. Lynch and Cicchetti (1992) found that those children from maltreated families were more likely to report wanting increased psychological closeness with their teachers than were the non-maltreated sample.