Attachment theory is central to child development, and has been shown to be “biologically-based,” (Gross, Stern, Brett, et al, 2015, p. 2). Children can develop secure, insecure, or disorganized styles of attachment, based largely on parental responses to their emotional needs in times of stress or a perceived threat. Attachment theory shows that attachment is relational, in that attachment style is based on individual responses to stress but also on parental responses to the child’s need for comfort when feeling threatened. Since attachment theory was first proposed in the late 1960s, it has evolved to include a wide range of research on different causes, effects, and interventions. Recent research on attachment theory has focused on how different attachment styles impact prosocial behaviors such as helping, sharing, or caring. In “The Multifaceted Nature of Prosocial Behavior in Children,” Gross, Stern, Brett, et al (2015) show how secure attachment styles are linked to prosocial behavior, but that there are important moderating factors including gender, context, and general temperament. In “Cognitive Behavior Therapy for Children and Adolescents,” Bosmans (2016) shows how attachment theory can be integrated with cognitive-behavioral therapy to provide a more robust and evidence-based treatment intervention for various presenting psychosocial problems.
Article 1: Gross, J.T., Stern, J.A., Brett, B.E., et al (2015). The multifaceted nature of prosocial behavior in children. Social Development 2017: 1-18.
Gross, Stern, Brett, et al (2015) apply attachment theory to the development of prosocial behavior. Prosocial behavior is basically similar to altruistic behavior, which benefits all social relationships. Therefore, understanding how to stimulate prosocial behavior can be an important area of research. Prosocial behaviors include voluntary acts of kindness such as actively helping, or exhibiting empathy. While it seems intuitive that parenting styles and parent-child relationships would have a strong bearing on the emergence of prosocial behaviors, it is important to substantiate intuitive claims with grounded theory and empirical evidence. In the Gross-Stern, Brett, et al (2015) study, the researchers focus on theory development. This is not an experimental or even an empirical study. First, the authors outline the literature on attachment theory in general, and then show how attachment theory shows how children develop cognitive schemas about social situations. In this sense, attachment theory may be...
References
Bosmans, G. (2016). Cognitive behavior therapy for children and adolescents. Clinical Child and Family Psychology Review 19(4): 310-328.
Gross, J.T., Stern, J.A., Brett, B.E., et al (2015). The multifaceted nature of prosocial behavior in children. Social Development 2017: 1-18.
Juffer, F., Bakermans-Kranenberg, M.J. & Ijzendorn, M.H. (2017). Pairing attachment theory and social learning theory in video-feedback intervention to promote positive parenting. Current Opinion in Psychology 15(2017): 189-194.
Shaver, P. (2017). Attachment to attachment theory. Voices. http://www.aapweb.com/aad/pub/voices-191-summer-2017-relationship-in-psychotherapy.pdf#page=42
Versaci, R. (2016). Attachment performs: Framing attachment theory within the dramatic worldview. Drama Therapy Review 2(2): 223-237.
Figure 1 portrays three of the scenes 20/20 presented March 15, 2010. Figure 1: Heather, Rachel, and Unnamed Girl in 20/20 Program (adapted from Stossel, 2010). Statement of the Problem For any individual, the death of a family member, friend, parent or sibling may often be overwhelming. For adolescents, the death of person close to them may prove much more traumatic as it can disrupt adolescent development. Diana Mahoney (2008), with the
The most fundamental theorist in this area is Jean Piaget. Additionally, Piaget demonstrated one of the first scientific movements in the filed, with the utilization of direct observation as the best tool for understanding. (Piaget, 1962, p. 107) Piaget also believes, and his theories reflect that children play a very active and dynamic role in development through interaction with their environment and active role imitation. (Piaget, 1962, p. 159) Sensory-motor
Anxious / ambivalent adults often worry that their partner doesn't really love them or won't want to stay with them. Anxious / ambivalent adults want to merge completely with another person, and this desire sometimes scares people away." (Hazen 1987-page 512). In 1990 another researcher also developed models that portrayed the attachment theories. These models were based on studies conducted to discover how we coped as adults and were based
Theory Attachment is defined as a deep and enduring emotional bond usually that links an individual to another across space and time. Attachment is at times not reciprocal, in other words it may not be shared between the two. Attachment is characterized especially in children by specific behaviour, whereby a child seeks proximity with the individual to whom they are attached when they are threatened or upset (McLeod, 2009). Attachment-linked
S., experts estimate the genuine number of incidents of abuse and neglect ranges three times higher than reported. (National Child Abuse Statistics, 2006) in light of these critical contemporary concerns for youth, this researcher chose to document the application of Object Relation, Attachment Theories, and Self-Psychology to clinical practice, specifically focusing on a patient who experienced abuse when a child. Consequently, this researcher contends this clinical case study dissertation proves
An important point emphasized by many theorists was that it was essential for the therapeutic alliance to be flexible in order to accommodate the patient or client's perceptions. Another cardinal aspect that was emphasizes by clinicians and theorists was that the therapeutic alliance had the ability to create and promote change in the client. In other words, the therapeutic alliance should be varied enough to deal with the various levels
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