Using Modern Attachment Theory to Guide Clinical Assessments of Early Attachment Relationships

Author(s):  
Allan N. Schore ◽  
Ruth P. Newton
Author(s):  
Marilyn Watson

The origins of attachment theory and the work of John Bowlby and Mary Ainsworth are described. Four types of child–parent attachment relationships—secure, insecure/anxious, insecure/ambivalent, and insecure/disorganized—are outlined along with the ways each type might manifest itself in the classroom. A longitudinal study, conducted by Alan Sroufe and his colleagues, of the development and effects on learning and interpersonal relationships of different child–parent attachment relationships is described. Teachers too have a history of attachment relationships that can affect how they relate to their students. The chapter describes adult attachment and how one’s attachment history might, positively or negatively, affect one’s ability to build positive, nurturing relationships with students. Specific examples of ways teachers can offset the negative effects of a student’s or their own history of insecure attachment are described.


1989 ◽  
Vol 34 (5) ◽  
pp. 369-375 ◽  
Author(s):  
Malcolm West ◽  
Adreenne Sheldon ◽  
Linda Redtfer

Recent advances in attachment research provide a framework for defining the content and process of brief psychotherapy with adults. Attachment theory emphasizes a number of issues crucial to therapeutic work. Specifically, attachment relationships are enduring components of a individual's pattern of interpersonal behaviours. Functionally, attachment relationships address security needs. Insecure attachment arises from a representational model based on feared loss of the attachment figure, which predisposes the individual to have little confidence in the attachment figure's availability, responsiveness, and permanence. Behavioural responses to insecure attachment can lead to specific patterns of interpersonal relationships which, in turn, strengthen the representational model. Thus, a relatively stable, self-reinforcing system evolves and results in a consistent inability to experience security within attachment relationships. In this article, the authors describe the current framework for understanding adult attachment relationships and present clinical vignettes illustrating the saliency of attachment theory to common clinical presentations. The goal of the clinical intervention is defined as increasing the “permeability” of the individual's working model of attachment through affective and cognitive re-assessment of attachment experiences and expectations. Finally, the utility of this approach in evaluating the outcome and effectiveness of psychotherapy is highlighted.


2021 ◽  
pp. 271-290
Author(s):  
Ana Berástegui ◽  
Carlos Pitillas

Attachment relationships as bipersonal, dynamic systems of interaction and meaning-making, can be understood as a resilient mechanism, a level of resilience in itself. A resilient early attachment relationship may facilitate resilience across development and interact with other factors to promote healthier, more resilient societies at different ecological levels. In this chapter, first, the concept of attachment resilience and its constituent factors are developed within the framework of resilience literature. Second, the ecological nature of attachment resilience is posited, and a set of four principles for the ecological study and enhancement of attachment resilience is presented and applied to a case study. Finally, a discussion of the implications of these ideas for interventions with families is developed.


2019 ◽  
Vol 44 (3) ◽  
pp. 215-229
Author(s):  
Nadia Wilson-Ali ◽  
Caroline Barratt-Pugh ◽  
Marianne Knaus

This paper presents findings from a study investigating the multiple perspectives of attachment theory and practice through the voices of early childhood educators. Attachment theory has influenced research, policy and practice over the last six decades, offering a framework for understanding risk and protective factors in early childhood. Despite the increasing literature highlighting the importance of attachment relationships, attachment theory has been primarily considered from a medical health or psychological perspective and little is known about educators’ perspectives of attachment theory. In total, 488 Australian educators responded to the online survey, demonstrating a wide interest in the topic of attachment. One early childhood service was selected to participate in semi-structured interviews and observations. Findings indicate diverse perspectives in how educators support attachment relationship development, which varied according to their knowledge, understanding and experience of attachment relationships.


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