SocioEmotional

Attachment Theory

evolving theory supported by meta-analysis that explains how parent’s internal working models impact parent-child relationships forming the child’s attachment leading to subsequent development; attachment is dynamic, not fixed for life and influenced, but not determined, but early experiences

Psychoanalysis

J. Bowlby’s starting idea for attachment theory, relationships as a source of emotional stability; weak scientific grounding, underestimated actual experiences

Learning Theory

root of attachment theory; attachment as learned via modeling and reinforcement; criticized for ignoring individual differences and treating attachment as secondary to nutrition

Cognitive Science

root of attachment theory; mental models shape expectations and responses; criticized for lack of developmental focus and distinction between emotionally invested vs. neutral models

Evolutionary Biology/Ethology

root of attachment theory; behaviors shaped by evolution, sensitive periods; Lorenz (imprinting), Harlow & Hinde (wired v. cloth mother)

Haven of Safety

attachment system activated by threat; proximity to caregiver provides reassurance

Monotropy

preference for one main attachment figure

Attachment Behaviors

seeking proximity, comfort, communication with caregiver

Emotions Involved in Attachment

anxiety, sorrow, anger, security, joy

Caregiver System

complementary to attachment; caregiver responsiveness shapes attachment security

Misunderstanding of Attachment (Corrected)

attachment is not fixed for life; parents are not “attached” to children, children seek care; early experiences influence but don’t rigidly determine outcomes

Diathesis-Stress/Dual-Risk Model

vulnerable individuals fare worse under negative environments

Differential Susceptibility

some individuals are more plastic, thriving in positive contexts but struggling in negative ones

Vantage Sensitivity

some individuals benefit more from positive experiences

Individual Differences & Sensitivity

not all children are equally affected by environments; severity moderates attachment outcomes

Separation Studies

Robertson & Ainsworth showed distress in hospitalized children separated from mothers

Developmental Trajectory

6-12 months: attachment system operations

3-5: more flexible; mind-related conversations, longer separations tolerated

Circle of Security Model

caregiver provides both secure base (support exploration) and safe haven (comfort in distress)

Attachment Strategies

security-based strategies when caregiver is available

insecurity → hyperactivation (clinginess, vigilance) or deactivation (avoidance, distancing)

Attachment Figures

possible figures are grandparents, therapists, spiritual figures (not limited, but often, mothers); criteria is familiarity, continuity of contact, and responsiveness; two secure attachments is more protective than one; multiple attachments do not compete, they complement

Attachment in Institutions

difficult to form secure attachments if staff turnover is high; institutional neglect linked to psychopathology

Bucharest Early Intervention Project

foster care improved outcomes compared to institutional care

Adoption Recovery

physical growth and attachment can ‘catch-u’; long-term consequences possible, but adoption improves self-esteem and reduced behavior problems

Mary Ainsworth’s Uganda Study

showed difference in children’s trust in caregiver availability ; key caregiving dimension (contingent, relevant responses), different from warmth; includes sensitive to distress and non-distress signals

Strange Situation Procedure (SSP)

lab paradigm to activate attachment expectations; episodes of separation and reunion with caregiver and stranger; revealed attachment patterns

Attachment Patterns

secure (B), avoidant (A), ambivalent (C), disorganized (D)

Secure (B) Attachment

confident in caregiver’s availiability

Avoidant (A) Attachment

distract with toys; avoid caregiver

Ambivalent (C) Attachment

frustration, anger, difficult to comfort

Disorganized (D) Attachment

contradictory, disturbed behaviors

Predictors

parenting quality → attachment security (Madigan et al., r=.28)

other influences are home environment, child temperament, observation duration, environment interactions

Attachment Spectrum View

attachment behaviors vary along dimensions; insecurity as conditional strategies shaped by evolution

Middle Childhood

ages 6-12

Key Shift in Attachment in Middle Childhood

behavior proximity-seeking to internalized representations of relationships (trust and communication); attachment continues to influence socio-emotional development, peer relations, and coping strategies

Cognitive Growth in Middle Childhood

children develop perspective-taking, theory of mind, and more complex self-other representations

Theory of Mind

social-cognitive ability to understand that other people have their own distinct mental states such as beliefs, desires, intentions, and emotions, which can differ from your own

Attachment Behaviors in Middle Childhood

less overt (crying, clinging) and more symbolic (seeking advice, emotional support)

Secure Base in Middle Childhood

caregiver remains important, but children increasingly rely on peers and teachers

Attachment Figures in Middle Childhood

expansion beyond parents (or main caregiver) to teachers, mentors, close friends; multiple attachment figures can coexist and provide complementary support

Importance of Peer Relations in Middle Childhood

secure relationships with peers buffer against stress and promote resilience

Secure Attachment in Middle Childhood

secure children show confidence, emotional regulation, positive peer relationships

Insecure-Avoidant Attachment in Middle Childhood

may rely heavily on self, minimize emotional needs

Insecure-Ambivalent Attachment in Middle Childhood

may show clinginess, difficulty in trusting peers

Disorganized Attachment in Middle Childhood

risk for behavioral problems, difficulties in emotion regualtion

Individual Differences of Attachment in Middle Childhood

patterns establish in infancy persist but adapt to new contexts (peer-relation)

Attachment in School

teachers as attachment figures, provide academic and emotional support; peers/friendship become central for self-esteem and social identity; secure attachment linked to better school adjustment, cooperation, and resilience

Coping and Emotional Regulation in Middle Childhood

secure children use flexible coping strategies, seek help when needed; insecure children may avoid or overreact to stress; attachment security predicts ability to manage anxiety, frustration, and social challenges

Long-Term Implications of Attachment in Middle Childhood

predicts peer competence, academic achievement, and emotional well-being

Importance of Secure Attachment in Middle Childhood

provides a foundation for adolescence and adult relationships

Internalizing Disorders

anxiety, depression, shyness; increase with age; more prevalent in females

Externalizing Disorders

conduct problems, aggression, hyperactivity; decrease with age; more prevalent in males

Types of Problems

internalizing and externalizing; affect social relationships, well-being, and competence

Risk Factors for Disorders

socioeconomic status (SES), maternal risk factors, gender differences, temperament, cumulative risk index

Carniero et al. (2016) Systematic Review

used Child Behavioral Checklist (CBCL) for ages 1.5-5; CBCL is a questionnaire that assess emotional and behavioral problems (anxiety, aggression, social problems) in children and adolescents

Socioeconomic Status (SES)

low SES is a risk factor for behavioral disorders, but interacts with other variables (e.g., single mothers, stress, and social support)

Maternal Risk Factors

psychopathology, young age, clinical symptoms; these factors decrease positive parenting and increase negative parenting, leading to behavioral problems

Gender Differences in Behavior Disorders

males more at risk for externalizing issues

Temperament Risk for Behavioral Disorders

moderates or predicts problems (fear, anger, low effortful control, shyness affiliativeness)

Cumulative Risk Index

multiple risks more predictive than single factors for behavioral disorders

Role of Temperament in Behavioral Disorders

Mary Rothbart (1991) found temperament dimensions linked to internalizing and externalizing problems; fear, anger, low effortful control, shyness, high/low affiliativeness, high intensity pleasure; temperament interacts with environment to shape vulnerability

Role of Environment

authoritarian, permissive, negative parenting styles linked to child behavior problems; parental stress leads to dysfunctional parent-child interactions, causing child anxiety, withdrawal, anger, and/or aggression; environment and parenting mediate the link between stress and child problems

Assessment of Behavioral Problems

parent interview, Achenbach System of Empirically Based Assessment (ASEBA), observational methods

Parent Interview

collect child and parent data: family structure, and past treatments;

explore current problems: frequency, duration, contexts, interference with adaptation

analyze situational antecedents, problematic behaviors, environmental consequences

explore evolution of problem: onset, changes, continuity

additional area: health, support network, parental feelings, family psychiatric history

Achenbach System of Empirically Based Assessment (ASEBA)

preschool child behavior checklist (CBCL) for ages 1.5-5 testing emotional reactivity, anxiety/depression, somatic complaints, withdrawal, sleep problems, attention problems, aggressiveness

school-age CBCL (ages 6-15) include teacher’s report form and youth self-report

Observational Methods for Behavioral Disorders

video recording, free play with games, free play without games, tidy-up tasks, “do not touch” tasks

Adult Attachment Interview (AAI)

20 questions, 1 hour; transcribed verbatim; focus on the experiences of relationships and losses; task to reflect on memories while maintaining a coherent, collaborative unconscious; goal to “surprise the unconscious” and reveal underlying attachment representations (George, 1996)

Grice’s Maxims

quantity, quality, relation, manner; coherence in discourse is central to evaluating attachment representations

Quantity Maxim

when one provides enough information, not too much

Quality Maxim

when one is truthful, and avoids unsupported or false claims

Relevant Maxim

when one stays relevant to the topic, and does not give information that is not prevalent

Manner Maxim

when one is clear, orderly, and avoids ambiguity (uncertainty)

Attachment Classifications in Adulthood

secure (F), dismissing (DS), preoccupied (E), unresolved (U)

Secure (F) Attachment

consistent, coherent transcripts; value attachment bonds; balance view of parents (accpetance of flaws); clear personal identity, compassion, humor, recognition of past shaping present

Dismissing (DS) Attachment

idealization fo devaluation of parents; insistence on lack of memories; abstract, distant answers; downplay negative experiences, emphasize material aspects; subtypes of distancing, devaluing, restricted feelings

Preoccupied (E) Attachment

identity strongly tied to parental relationships; unbalances, excessive criticism of self/others; present intrudes on past, confusion between self and others (parents); long, tangential discourse, slang, psychological interpretations; subtypes of passive, angry/agitated, worried/frightened

Unresolved (U) Attachment

unresolved trauma or loss; slips of the tongue, temporal disorientation, confusion of self/other; poetic language, silences, sudden topic shifts; belief the deceased is not dead or self-blame for maltreatment

Clinical Use of AAI

facilitates therapeutic alliance; helps define intervention schedule; brings traumatic experiences and bereavements to light; identifies defensive modalities; reveals “angels and ghosts in the nursery” (positive and negative influences from the past); allows observation of reflective functioning; assesses therapeutic outcomes

Parent Training

structured/manualized (can be individualized); traditionally group-based but also dyads; works with parents to support children; used for prevention and treatment, from everyday issues to clinical problems; applicable to diverse populations; key techniques: video-feedback, group discussions, role-playing

Core Aspects of Parent Training

observation of behaviors, focus on everyday life and interactions; enhance positive experiences and parental self-efficacy

Principles of Parent Training

encourage active parent involvement; manuals guide, but flexibility is needed (identify effective components); promote positive communication, reduce sarcasm/negativity; attachment, care, and positive emotional relationships are foundations for socio-emotional and behavioral development; climate of recognition of child’s needs vs. control/coercion

Format of Parent Training

often involves both parents, homogenous groups by child age, closed format, set times

Positive Parenting Program - Triple P (PPP)

developed by Matt Sanders (University of Queensland); dealing with problematic behavior (rules, quiet time, time-out, calm instructions, ignoring, explanations); promoting quality parent-child time (positive affect, conversations); teaching new skills (encourage positive behaviors, compliments, attention, activities)

5 Levels of PPP

1. universal (mass media, campaigns)

2. selected (brief information/seminars for concerns)

3. primary care (basic skills, 4 sessions)

4. standard (extended skills, 8-10 sessions)

5. specialist (for parents of children with disabilities)

Tip Sheet of PPP

raising confidence, competent children (respect, communication, problem-solving, independence); raising resilient children (recognize/accept feelings, express appropriately, positive outlook, coping strategies); Top Ten: affection, praise, clear limits, realistic expectations, self-care for parents

VIPP-SD: Video Feedback Intervention to Promote Positive Parenting and Sensitive Discipline

developed at Lieden University; focus on attachment relationship, sensitivity, sensitive discipline; proven efficacy of reducing risk of externalizing/internalizing disorders and promoting social techniques

VIPP-SD Techniques

speaking for the child (help parent interpret signals); child development messages (inform parents about stages, variability); questions to parents (acknowledge expertise, motivate participation); sensitivity chain; corrective messages (offer alternatives, avoid escalations); brief, home-based, resource-focused

Sensitivity Chain of VIPP-SD

signal → sensitive reaction → positive child response

Structured Home Visiting

gradual alliance building, 7 visits; early visits focus on child and parent-child relationships; later visits focus on parent behaviors, corrective strategies, reinforcements, involvement of second partner; topics of sensitivity, discipline, empathy, positive reinforcement, techniques (distraction, explanation, sensitive time-out); activities such as playing alone & together, snack, reading, and solving tasks

CONNECT Parent Group

evidence-based attachment-focused program for parents of adolescents with emotional/behavioral problems; focus on strengthening secure attachment elements (reflective functions, sensitivity, collaboration, affect regulation); sessions discuss attachment in aspects in adolescence, conduct role-playing, and reflection exercises

Parent’s Taught in CONNECT Group

distance from emotional reactions, step forward to understand child’s mental state, balance sensitivity with clarity about limits

Principles of CONNECT Parent Group

all behaviors have meaning; attachment is lifelong; conflict is a part of attachment; autonomy includes staying connected; empathy is central; balance needs of self and other; growth/change are part of relationships; attachment matters; progress is gradual (two steps forward, one back)

Conflict in Child-Parent Relationships

normative in relationships, signals issues needing attention; opportunity for connection, growth, and understanding; experiential learning

Experiential Learning

recognize conflict as attachment need, manage emotions, listen, stay present

Environmental Sensitivity

an individual trait reflecting differences in perceiving and processing environmental stability; 50% genetic, 50% environmental influence; low-to-moderate associations with Neuroticism (more prevalent in children) and Openness (more prevalent in adults); minority (30%) of population are highly sensitive (40% moderate, 30% low)

Models of Environmental Susceptibility

differential susceptibility, biological sensitivity to context, sensory processing sensitivity (SPS), animal models

Differential Susceptibility Model

sensitive individuals show poor functioning in negative environments but thrive in positive ones'; contrasts with diathesis-stress model; includes vantage sensitivity

Diathesis-Stress Models

focus only on vulnerability

Vantage Sensitivity Model

benefit more from positive experiences

Biological Sensitivity to Context

based on biological reactivity (e.g., cortisol, stress response); high reactivity → vulnerability under adversity, resilience under support

Sensory Processing Sensitivity (SPS)

depth of processing, emotional reactivity, awareness of subtleties; risk of overstimulation