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Separation Anxiety Disorder (SAD) and Adult Separation Anxiety Disorder (ASAD)
Published in Judy Z. Koenigsberg, Anxiety Disorders, 2020
According to attachment theory, children develop a lasting bond with their caregivers, and when caregivers are attuned to children’s needs, the emotional attachment facilitates a feeling of security both at times when the caregivers are present and when they are not present (Bowlby, 1977; Weems & Carrion, 2003). It has been demonstrated that the therapist–child alliance is associated with greater motivation for psychotherapy, increased participation in tasks, and more beneficial outcomes (Chu et al., 2004). A better therapist–parent collaboration results in more substantial benefit for both the child’s outcome and for parenting (Kazdin, Whitley, & Marciano, 2006; Kendall et al., 2009).
Attachment-Based Psychotherapies for People with Acquired Brain Injury
Published in Giles N. Yeates, Fiona Ashworth, Psychological Therapies in Acquired Brain Injury, 2019
Giles N. Yeates, Christian E. Salas
A central finding of attachment theory is that, based on repeated interaction with attachment figures, children develop expectations in relation to the nature of these interactions (Fonagy et al., 1995). These expectations are later transformed into mental representations or ‘working models’ (Bowlby, 1979). Working models function as schemas or blueprint for expected interpersonal patterns of behaviour and communication (Ainsworth, 1993). In other words, these schemas facilitate information processing and influence decision making by quickly predicting possible outcomes based on previous experience. Another relevant aspect in attachment theory is that the history of interactions with carers and the way they respond to individual’s needs will have a key role shaping personality, emotional regulation and self-regulation (Calkins & Leerkes, 2004; Cassidy, 1994; Feeney, 2006). This refers to the intrapersonal dimension of attachment, which will influence the self-to-self interaction during stressful or threatening situations.
The true shape of a pear
Published in Susan Bradley Smith, Janette Turner, Jill Gordon, Friday Forever, 2018
Susan Bradley Smith, Janette Turner, Jill Gordon
I believe that a child’s relationship with their mother and the larger world is mediated by how close you are, mother and child, in the first 18 months of life. I believe that I failed miserably with all my children, but most of all Scarlet, to secure a proper relationship. I know that attachment to children is affected by all kind of difficulties, and that I certainly had some to contend with. Will someone tell me what to do with this grief? But wait first, please, while I tend to the enduring effects on the psychological development of my children, accrued by exposing my babies to my maternal depression. How many times did my lapses in self-regulation and the revelations of what should probably have remained private cause them damage? How often have they been exposed to disturbances in their environment, how many chances have been afforded them to experience, absorb and replicate my own dysfunctional emotions and behaviours?
Extending the Link Between Family Financial Stress and Bullying Victimization of Children: A Moderated Mediation Model
Published in Journal of School Violence, 2023
Lin Wang, Shan Jiang, Yuhang Cheng, Ziyao Zhou
As the dominant authority figures in the classroom, teachers are in a unique position to mold children’s lives (Wentzel, 2002). Teachers are most aware of the school experiences of children and are ideally positioned to intervene in the social mechanisms that result in victimization (Elledge et al., 2016; Waasdorp et al., 2011). In particular, teachers can work to set anti-bullying rules, enforce sanctions for bullying, and supervise areas to prevent such problems (Kallestad & Olweus, 2003). Although teachers can help students adjust in various ways, one part is their relationship, which is particularly examined in this study. According to attachment theory, children who experience high quality teacher-student relationships can rely on teachers as an ad hoc attachment figure, a secure base, and a source of support for actively exploring the school environment (Hamre & Pianta, 2001; Verschueren & Koomen, 2012). In this connection, positive teacher – student relationships not only foster multiple domains of functioning – such as academic achievement and psychosocial adjustment (Maulana et al., 2013; Sulkowski & Lazarus, 2017)—but also reduce the likelihood of peer victimization through efficient intervention (Hughes, 2011; Serdiouk et al., 2016). In a meta-analysis, Bokkel et al. (2022) synthesized recent evidence grounded on attachment theory and indicated that positive teacher – student relationship is negatively associated with bullying victimization, especially for students from a low SES background. This latter context needs further examination.
Contemporary Applications of Attachment Theory: A Review of The Cultural Nature of Attachment: Contextualizing Relationships and Development
Published in Psychiatry, 2023
Christin M. Ogle, Stephen J. Cozza
According to John Bowlby’s theory of attachment, young children develop beliefs and expectations about relationships based on the availability and responsiveness of early caregivers. Over time these beliefs and expectations become internalized and form mental representations (i.e., internal working models) of the self and others in close relationships that influence social information processing as well as the ability to cope with perceived and objective stressors throughout the life course. Since Bowlby’s first published description of attachment theory in 1958, scores of scientists have utilized this framework to study parent child relationships, examine individual differences in interpersonal functioning and emotion regulation, and build predictive models for a broad range of developmental outcomes. According to Scopus, a citation database of peer-reviewed literature, as of March 2023 over 69,000 scientific journal articles, books, and conference proceedings have been indexed with “attachment’ or “attachment theory” as a keyword, reflecting the dominance of attachment theory and its extensive application to numerous areas of research and public policy.
Intergenerational Continuity of Child Sexual Abuse: Comparison of Mother and Emerging Adult Dyads
Published in Journal of Child Sexual Abuse, 2023
Carley Marshall, Mylène Fernet, Rachel Langevin
Our study adds to the growing body of evidence that having at least one parent with a history of CSA increases the probabilities of CSA in the next generation (Grunsfeld, 2018; Leifer et al., 2004; Testa et al., 2011). This association needs to be examined and explained further to identify which factors contribute to this intergenerational risk. Longitudinal studies or population-based surveys with large samples of mother-child dyads would allow for path analyses to be conducted and the identification of temporal relationships. Additionally, populational studies would have more power to detect statistically significant differences that were not observed in the current study. As there are mixed findings in the literature regarding the effects of CSA on adult relationships, future studies may benefit from using measures which may tap into different aspects of attachment relationships (e.g., reflective functioning and attachment to children and intimate partners). We recommend that future research also collect data on parenting behaviors, which would be informative and consistent with the model proposed by Marshall et al. (2022). In addition to methodologically strong quantitative studies, more qualitative exploration with survivors and the practitioners working with them will be particularly informative on this topic. Such studies would provide a wealth of insight into the quantitative data on CSA continuity and contribute to bridging the gap between research and practice.