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In this commentary, I underscore the two developmental principles or laws pointed to by this series of papers on child-teacher dependency; namely, that behavior and development are coherent and that early attachment relationships are the foundation for later development. First, I will review briefly the history of the dependency and attachment concepts and how Bowlby and Ainsworth distinguished them. This is followed by an overview of the comprehensive findings on the development of dependency from the Minnesota Study of Risk and Adaptation. In the conclusion, ideas are presented regarding how to view dependency in the classroom and whether and how to intervene. Suggestions are made regarding the research needed moving forward. [ABSTRACT FROM AUTHOR]

This special issue presents a series of conceptually interlinked papers on the construct of insightfulness and its role in child development and intervention. In this commentary, I provide some reflections on the nature of insightfulness from the point of view of developmental and clinical psychology. Four themes are highlighted: (1) the potential role of insightfulness in understanding the parenting mediators of attachment transmission, (2) the role of insightfulness in understanding the connections between early experiences and later social outcomes, (3) the dynamic evolution of insightfulness across development, and (4) the different elements of insightfulness and their distinct contributions to caregiving behavior. [ABSTRACT FROM AUTHOR]

Focusing on the father-child-relationship in a family systems perspective, this paper investigates longitudinal links of parenting, interparental conflict, and positive regard by both parents, to their emotional insecurity with father and mother. Furthermore, to clarify fathers' contribution to children's social development, aspects of the relationship to both parents are jointly considered. The sample was drawn from the German family panel pairfam and included 372 family triads with parents' and children's self-reports. Findings revealed consistent associations between interparental conflict and lack of positive regard and emotional insecurity, while parenting had no independent links with children's emotional insecurity or social adjustment. Controlling for the stability of child outcomes, interparental conflict predicted children's lower prosocial behavior and higher peer rejection. In addition, peer rejection was predicted by children's emotional insecurity with father. The findings are in line with the emotional security hypothesis and highlight the importance of the father-child-relationship for developing positive peer relationships. [ABSTRACT FROM AUTHOR]

An introduction is presented in which discusses several articles in the issue on topics including the roles of fathers and mothers in the development of attachment in infants, children, and adolescents; correlations between parent and child measures; and post-intervention shifts in mothers.

In this contribution the reciprocal influence of Harlow and Spitz concerning the consequences of maternal deprivation of monkeys and men, respectively, is described. On the basis of recently disclosed correspondence between Harlow and Spitz, it is argued that not only was Spitz’s work on hospitalism an inspiration for Harlow to start his cloth and wire surrogate work with rhesus monkeys but, at the same time, Harlow’s work was a new impetus for Spitz’s work on the sexual development of (deprived) infants. It is described how the two men first established personal contact in the early 1960s, after Harlow had published his first surrogate papers, how they became close friends subsequently, and inspired each other mutually. [ABSTRACT FROM PUBLISHER]

The remarkable papers in this Special Issue underscore the importance of applied research on families in poverty, the opportunities to developmental science of the Early Head Start National Research and Evaluation Project, and the mutual benefits from collaborations between research scientists and program practitioners. This commentary highlights the insights of these papers concerning the consequences of maternal attachment style and mother-child interaction, the challenges of assessing attachment in intervention research, and the program and policy implications of these findings. [ABSTRACT FROM AUTHOR]

The articles included in this Special Issue of Attachment and Human Development were originally presented as contributions to symposia at the Society for Research in Child Development (Atlanta, Georgia, April 2005) and at the European Developmental Psychology Conference (Laguna, Canary Islands, August 2005). The articles represent efforts of independent research teams studying the emergence, maintenance, and implications of attachment representations. In each study, a central measure of attachment representation was a recently described measure of the secure base script (Waters & Rodrigues-Doolabh, 2004). This measure assesses the “scriptedness” of secure base content in stories told in response to a set of word-prompts. Each paper included in this special issue addresses a specific issue relevant to the reliability, validity, or broader utility of the attachment script representation measure as an indicator of the respondent's awareness of and access to a secure base script. The first paper provides a précis of the measure itself, including its conceptual underpinnings and the notion of “scriptedness” as it relates to the secure base construct. In the second article, the cross-time stability of the scriptedness scores is tested. The third and fourth articles present relations between the scriptedness score from the new measure and indices of state of mind about attachment from the Adult Attachment Interview (one sample of Italian mothers, the other in a sample of adolescents). The fifth article describes relations between the attachment script representation score and mother – child interaction during a memory reminiscence task. The final article in this set is a report on associations between the maternal attachment script representations and child attachment security for a sample of adopting mothers and adopted children. Taken together, these studies provide broad support for this new procedure and scoring system to capture important aspects of secure base knowledge for adults and also provide evidence for the relevance of secure base scripts in the socialization of child secure base behavior. [ABSTRACT FROM AUTHOR]

The article reports about the development of children in gay-parent families. Topics include how the attachment patterns may, in fact, be better as indexed by higher levels of secure–autonomous attachment scores;. exposure to the parenting processes that is critical for child outcomes; and how focus on gender of parent may be too narrow a casting of the issue of the necessary things for adequate child development.

Teacher–child relationships may be a developmental issue in its own right, instead of an aspect of wider developmental issues such as attachment or adaptation to school. This paper discusses research findings on teacher–child relationships to argue that teacher–child relationships are important for carrying forward the experiences represented in the attachment behavioral system, although it is not clear whether teacher–child relationships themselves add to the attachment behavioral system or to the sociability behavioral system. The research demonstrates that attachment theory offers a useful template for understanding the role of teacher–child relationships in development. Listing teacher–child relationships among main developmental issues for today's children puts the spotlight on avenues for improving teacher–child relationships. [ABSTRACT FROM PUBLISHER]

Bowlby's concept of mental working models of self, attachment figures, and the social world has been theoretically generative as a bridge between early relational experience and the beliefs and expectations that color later relationships. Contemporary attachment researchers, following his example, are applying new knowledge of children's conceptual development to their study of attachment-related mental representations in children and adults. The contributors to this special issue highlight recent advances in how the mental representations arising from attachment security should be conceptualized and studied, and identify a number of important directions for future work. This paper introduces the special issue by summarizing the major ideas of Bowlby and his followers concerning the nature and development of mental working models, points of theoretical clarity and uncertainty, and challenges in assessing these representations, as well as profiling each of the contributions to this issue. [ABSTRACT FROM AUTHOR]

This special issue aims to prompt reflection on the mutual contribution of attachment theory, on the one hand, and teacher–child relationship research, on the other, by bringing together conceptual and empirical contributions taking an attachment perspective on teacher–child relationships. In this introductory article, we contend that the teacher can be regarded as an ad hoc attachment figure with a safe haven and secure base function, although for most children the relationship with the teacher is probably not an attachment bond. Furthermore, we explain how attachment theory and research: (1) shape the way in which “high quality” teacher–child relationships are conceptualized and operationalized; (2) highlight the importance of teacher sensitivity to children's needs, as a central proximal determinant of relationship quality; (3) guide research hypotheses regarding the consequences of teacher–child relationship quality and the intervening mechanisms; and (4) inspire the development of interventions to improve teacher–child relationships. [ABSTRACT FROM PUBLISHER]

Attachment theory posits that children's interactions with caregivers contribute to internalized representations that reflects the common and recurring elements of sensitive caregiving interactions (i.e. the secure base script). These internalized representations are theorized to influence later adaptation, including the development of psychopathology. Given prior research suggesting that stress exposure may undermine secure base script knowledge (SBSK), this study evaluated SBSK development in early childhood as a mechanism by which childhood stress exposure may influence later adaptation. We hypothesized that children's (N = 230; Mage = 73.30 months, SD = 2.51, 50% girls; 45.7% Latinx) stress exposure would be associated with lower levels of SBSK at age 6, which, in turn, would contribute to increased internalizing and externalizing symptoms at age 8. SBSK emerged as a significant mechanism by which early life stress may contribute to later externalizing, but not internalizing, child behavior problems. These findings highlight the role of SBSK as a profitable focus for both risk identification and intervention efforts aimed at reducing behavioral maladaptation among stress-exposed children. [ABSTRACT FROM AUTHOR]

This commentary on Ruiz et al.'s study focuses on the relevance of parental mentalizing for child development within a transactional framework. This view takes into account what kind of challenges in the parent, in the infant, or in the interaction have effects on child development and if this mediated by parental mentalizing. Differences between maternal and paternal mentalizing seem unrelated to the general level of reflective functioning but strongly influenced by social roles of parents. However, more sophisticated measures of mentalizing are needed to better understand subtle problems with regard to a dimensional and multifaceted model of mentalizing as well as interactional processes. To master the transition to parenthood in challenging circumstances such as preterm birth, it would be especially valuable to know if one parent's lower mentalizing can be counterbalanced by higher mentalizing in the other parent. [ABSTRACT FROM AUTHOR]

Reviews of attachment research point to fathers’ capacity to provide for a secure child-parent attachment relationship; a suggested mechanism for the development of this relationship may be sensitive and challenging play interactions. This review synthesises research on fathers’ challenging and stimulating play by mapping the variation in construct definitions and reporting on the association of fathers’ stimulating play with child outcomes. Using search terms such as “father”, “stimulating”and “challenging”, 26 studies were identified, including 16 longitudinal studies, which assessed the association between father-child stimulating or challenging play, and child outcomes. Five categories of stimulating play were derived from the analysis,ranging on a continuum of activation and complexity. Most studies reported positive associations with children’s cognitive, psycho social and physical development. The discussion highlights the variation in the operationalisation of challenging and stimulating play, and suggestions for future research on the function of fathers’ play interactions are made. [ABSTRACT FROM AUTHOR]

Utilizing a two-dimensional model of parenting emphasizing both (1) proximity seeking and (2) exploration, consistent with a conceptual framework rooted in attachment theory, the relations between parental insightfulness, observed parenting, and child cognitive outcomes were investigated in a low-income sample of 64 of caregivers and their young 3-5-year-old children. Specifically, observed parental sensitivity (proximity seeking) and intrusiveness (exploration) and parental insightfulness assessed dimensionally to capture Positive Insight and Focus on Child were examined in relation to child cognitive outcomes. Parental intrusiveness was negatively correlated with cognitive performance; however, parental sensitivity was not associated with child cognitive outcomes. Parents’ capacity to remain child-focused during the Insightfulness Assessment was negatively correlated with observed intrusiveness and was associated with child cognitive performance. These results suggest unique contributions of dimensions of parental insightfulness and parenting behaviors to child cognitive outcomes - specifically, parents’ capacity to remain focused on children’s experience during the Insightfulness Assessment and nonintrusive parenting behavior, which may reflect strategies to support children’s exploration. [ABSTRACT FROM AUTHOR]

Developmental research on resilience is summarised and illustrated with a case example. Self-reflection, positive relationships, and agency foster resilience in the face of adversity. Attachment and resilience are related categories. The different patterns of attachment – secure, insecure-organised and insecure-disorganised – are manifest in different patterns of resilience, depending on prevailing environmental conditions. However, the greater the environmental adversity, the less will the resilience factors emerge. Clients tend to present for psychotherapy when resilience strategies have failed. The therapeutic relationship has neurochemical and relational characteristic mirroring the secure mother–infant bond. These foster mentalising, stress innoculation, affect co-regulation, self-esteem, and agency, forming the basis for enduring and more flexible resilience strategies. [ABSTRACT FROM PUBLISHER]

The current study investigates the contribution of children’s age at adoption (M = 46.52 months, SD = 11.52 months) and parents’ attachment on post-institutionalized children’s attachment and social–emotional adjustment. A total of 132 subjects, 48 post-institutionalized children aged 3–5 years, and their adoptive parents, took part in the study. One year from adoption, children’s attachment distribution was as follows: 31% secure, 42% disorganized, and 27% insecure. Parents’ secure attachment increased children’s probability of presenting a secure attachment pattern; specifically, mothers’ attachment patterns were most strongly associated with those of their adopted children, with fathers’ making an additional contribution. Two years from adoption, secure children showed more adequate social competences than their insecure and disorganized peers and presented better emotional comprehension. The effect of age at adoption was delimited to a marginal association with behavioral problems. This pattern of associations suggests that attachment – both of adoptive parents and of children – substantially fosters social–emotional adjustment of post-institutionalized children who have experienced a period in emotionally neglecting environments beyond their first year of life, regardless of their age at adoption. Implications for policies and practices are discussed. [ABSTRACT FROM PUBLISHER]

Individuals with unresolved/disorganized representations of childhood trauma (U/d attachment) report more psychological distress than others, but little is known about their everyday mentation. In the present study adults with childhood trauma (N = 45) completed the Berkeley-Leiden Adult Attachment Questionnaire-Unresolved (BLAAQ-U) and the Adult Attachment Interview (AAI), and reported everyday mentation during 5 days of experience sampling. The BLAAQ-U and the AAI showed a medium association with each other, but only the former significantly predicted negative affect, dissociation, and low control/awareness of mentation. Contrary to our predictions, U/d attachment did not significantly predict mind wandering, but the BLAAQ-U predicted endorsements of a negative mind wandering style. U/d attachment, as assessed by both instruments, was associated with the Poor attentional control style and beliefs in anomalous mental phenomena. Experience sampling is a valuable way to investigate everyday experiences in individuals with U/d attachment. [ABSTRACT FROM PUBLISHER]

The current study examined relations between preschool children’s attachment pattern and their sharing behavior. To this end, 26 German children aged five years (15 girls) were first administered an Attachment Story Completion Task to assess their attachment pattern and the degree of their attachment security. Immediately thereafter, they participated in an established paradigm, a mini-dictator game, that assessed their inclination to share costly as well as noncostly with a friend, a disliked other, and a stranger. Analyses showed that degree of attachment security was positively correlated with children’s generosity towards a disliked other and their inclination to engage in costly sharing. Moreover, the absence of an organized attachment pattern was related to a general decrease in generosity towards all recipients. The results point to the functional role of children’s attachment for the early development of sharing behavior. [ABSTRACT FROM PUBLISHER]

The internal working model of attachment has been assessed through attachment interviews and story-stems that exhibit differentiated patterns in adult and child narratives. This study examined variation in length and structure of children’s independent personal narratives by attachment representations, discriminating between insecure-avoidant and insecure-ambivalent, and we tested attachment insecurity as a predictor of developmental delay in narrative discourse. Sixty-five preschool-age children completed the Attachment Story Completion Task-Revised and recalled three recent past events. Secure children told longer personal narratives than both avoidant and ambivalent children, and secure children’s narrative structure was more coherent than that of ambivalent children but not avoidant children. Likewise, the two insecure categories differentially predicted delayed discourse. Ambivalent children were 10 times more likely to exhibit delayed discourse than secure children, whereas avoidant children were not at significantly greater risk. Differential developmental outcomes of avoidant and ambivalent children are discussed and conclusions are drawn about the role of child attachment in storing, accessing and communicating memories about everyday lived experiences. [ABSTRACT FROM AUTHOR]

Children’s drawings are thought to reflect their mental representations of self and their interpersonal relations within families. Household chaos is believed to disrupt key proximal processes related to optimal development. The present study examines the mediating role of parenting behaviors in the relations between two measures of household chaos, instability and disorganization, and how they may be evidenced in children’s representations of family dysfunction as derived from their drawings. The sample (N = 962) is from a longitudinal study of rural poverty exploring the ways in which child, family, and contextual factors shape development over time. Findings reveal that, after controlling for numerous factors including child and primary caregiver covariates, there were significant indirect effects from cumulative family disorganization, but not cumulative family instability, on children’s representation of family dysfunction through parenting behaviors. Results suggest that the proximal effects of daily disorganization outweigh the effects of periodic instability overtime. [ABSTRACT FROM PUBLISHER]

The transition from preschool to early school years is critical for the growth of social skills. Using data from the NICHD Study of Early Child Care and Youth Development (for this study N = 942), the purpose of this study was to evaluate the longitudinal influence of attachment security and social information processing skills (social problem-solving and hostile attribution biases) on normative changes in peer conflict over the transition from preschool to first grade. Using latent growth curve modeling (LGM), this study found that children exhibited progressive declines in peer conflict over this period. Security of attachment (assessed via the Attachment Q-Set at 24 months) was related to lower rates of peer conflict in first grade, and steeper declines in peer conflict from 54 to 84 months. Differences in children's social information processing (assessed at 54 months) were marginally related to steeper declines in peer conflict. These findings suggest that the social skills and social expectations associated with early attachment security, together with subsequent advances in social information processing, are related to changes in peer conflict during the transition to school. [ABSTRACT FROM PUBLISHER]

Building on studies examining the latent structure of attachment-related individual differences as assessed by the Adult Attachment Interview (AAI) via Principal Components Analysis, the current report further explores the validity of four AAI dimensions reported by Haydon, Roisman, and Burt (in press): dismissing states of mind, preoccupied states of mind, and inferred negative experience with maternal and paternal caregivers. Study 1 reports evidence of distinctive cognitive correlates of dismissing vs. preoccupied states of mind with reaction time in an attachment Stroop task and the valence of endorsed self-descriptors, respectively. Study 2 replicates prior meta-analytic findings of generally trivial convergence between state of mind dimensions and self-reported avoidance and anxiety (i.e., Roisman, Holland, Fortuna, Fraley, Clausell, & Clarke, 2007). Study 3 contrastively demonstrates moderate empirical overlap between inferred experience (but not state of mind) AAI scales and self-reported avoidance and anxiety when the latter were assessed at the level of specific caregivers. Taken together, these findings add to accumulating evidence that an empirically-driven approach to scaling adults on AAI dimensions (Haydon et al., in press; Roisman, Fraley, & Belsky, 2007) aids in identifying theoretically anticipated and distinctive affective, behavioral, and cognitive correlates of dismissing versus preoccupied states of mind. [ABSTRACT FROM AUTHOR]

In this study, we evaluated complex patterns of attachment discontinuity across time in 133 individuals from the Minnesota Study of Risk and Adaptation. In addition to individuals who were either insecure or secure across infancy, late adolescence, and adulthood (Stably Insecure and Stably Secure, respectively), we found three additional groups: Infant/Adolescent Secure, Infant/Adult Secure, and Infant-only Secure. Changes in attachment representations in these groups across time corresponded to stresses and supports in the socio-emotional context. The two groups classified as secure in adulthood (Stably Secure and Infant/Adult Secure) experienced more positive relationship-based outcomes than the other three groups. Our results suggest that continuity may be a reflection of a stable social context as much as it is an artifact of early working models, and illustrate 'homeorhetic' pathways of development, in which not only the direction but the length of a developmental pathway can constrain future developmental trajectories. [ABSTRACT FROM AUTHOR]

Drawing on theories of attachment and family instability, this study examined associations between early mother-child separation and subsequent maternal parenting behaviors and children's outcomes in a sample of 2080 families who participated in the Early Head Start Research and Evaluation Project, the vast majority of whom were poor. Multiple regression models revealed that, controlling for baseline family and maternal characteristics and indicators of family instability, the occurrence of a mother-child separation of a week or longer within the first two years of life was related to higher levels of child negativity (at age three) and aggression (at ages three and five). The effect of separation on child aggression at age five was mediated by aggression at age three, suggesting that the effects of separation on children's aggressive behavior are early and persistent. [ABSTRACT FROM AUTHOR]

The influence of maternal attachment on children's attachment and executive functioning skills through maternal sensitivity and decentered tutoring were studied in 40 middle-class mother-child dyads. Infant attachment security in the Strange Situation Procedure was related to maternal attachment security, evaluated with the Adult Attachment Interview. When the children were six-seven months of age, maternal sensitivity was evaluated. When the child was six years old, maternal decentered tutoring and the children's executive functioning were evaluated. Regression analyses indicated that maternal tutoring accounted for the association between maternal attachment and child cognitive functioning, whereas maternal sensitivity accounted for the association between maternal and child attachment. [ABSTRACT FROM AUTHOR]

Recently, the Dopamine D4 Receptor Gene (DRD4) and the Serotonin Transporter Gene (5-HTT) have been found to be candidate genes for infant attachment disorganization. The present study aimed to explore the relationship of these genes to adult attachment representations. The Adult Attachment Interview was used to assess attachment representations in 167 German adults. DNA from buccal cells was genotyped for the DRD4 VNTR Exon III and 5-HTT LPR polymorphisms with respect to the presence of the 7repeat allele and the short allele, respectively. DRD4 7repeat allele carriers were significantly more likely to be securely attached than those without 7repeat but only for subjects with unloving caregiver recollections. No association between the 5-HTT LPR polymorphism and adult attachment was found. These findings encourage further investigations to explore endophenotypical and mediating psychological processes between the DRD4 Gene and secure attachment patterns. [ABSTRACT FROM AUTHOR]

Theories of social-emotional growth propose that repeatedly-experienced parent-infant interactions shape the individual's adaptation across development, yet few studies examined interactive behaviors repeatedly from infancy to adolescence. This study assessed the trajectories of four mother-child relational behaviors at six time-points from 3 months to 13 years: maternal sensitivity, child social engagement, mother intrusiveness, and dyadic reciprocity. Trajectories were examined separately for infants who later exhibited higher and lower psychological adaptation in adolescence. Overall, relational behaviors changed substantially with age in non-linear ways and changes in the four patterns were inter-related. Differences between the high- and low-adaptation groups were observed for maternal sensitivity and intrusiveness already in infancy and differences on all factors emerged at the transition to adolescence. Maternal sensitivity, mother intrusiveness, and dyadic reciprocity were individually stable from infancy to adolescence. Maternal psychological distress, infant difficult temperament, and dyadic reciprocity predicted adolescent adaptation. Results point to the long-term effects of risk and resilience components in the mother-infant relationship and underscore continuity in social development from infancy. [ABSTRACT FROM AUTHOR]

The goal of the present study was to examine the predictive relation between an individual's newborn status, as rated with the Neonatal Perception Inventories (NPI), and his or her adult attachment organization, as rated with the Adult Attachment Interview (AAI). All participants (N = 26) had been healthy, full-term, singleton, first-born infants whose mothers were recruited during the immediate postpartum hospital stay. The NPI were collected during home visits made when infants were 4-6 weeks old. The AAI was administered 30 to 40 years later. The study hypothesis was that adult participants whose mothers had held negative perceptions of them as newborns would be more likely to be classified as insecure on the AAI than participants whose mothers had held positive perceptions of them. The study hypothesis was supported. A 2 (positive NPI vs. negative NPI) × 2 (secure AAI vs. insecure AAI) contingency table analysis indicated a highly significant connection between newborn NPI risk status and adult AAI classification, Fisher's exact test, p < .003, odds ratio = 18. As expected, negative maternal perception at 1-month old was associated with subsequent insecure adult attachment status. [ABSTRACT FROM AUTHOR]

Most attachment theorists assume that parenting style is the central mechanism linking the quality of parents' attachment with their parents and adaptation in their children. Outside the attachment tradition, family risk models assume that many family factors affect children's adaptation, chief among them being couple relationship quality. The present study tests an integrated model that considers both theoretical and empirical links between attachment theory and family risk research. Seventy-three fathers and mothers whose first child was about to make the transition to elementary school were administered the Adult Attachment Interview and a new Couple Attachment Interview. The parents were also observed in separate visits during kindergarten year in interaction with each other and with their child. At the end of first grade, we obtained children's academic achievement test results and teachers' checklist observations of internalizing and externalizing behaviors. Structural equations revealed that a family risk model that includes information from working models of attachment and observations of couple interaction predicts substantial variation in children's adaptation to elementary school. [ABSTRACT FROM AUTHOR]

This study examines the influence of mother-child and family interactions on the development of child attachment representations in middle childhood for a sample of 49 families. Mother-child interactions were observed during a snacktime in a lab setting (Moss, Rousseau, Parent, St-Laurent, & Saintonge, 1998) when children were 5-6 years old. Three years later, children's attachment representations were assessed using a doll play narrative procedure (Solomon, George, & DeJong, 1995) in the lab setting. Within 6 months of the second lab visit, family interactions were filmed during mealtime and coded using the Mealtime Interaction Coding System (MICS; Dickstein, Hayden, Schiller, Seifer, & San Antonio, 1994). Results showed clear differences between attachment groups on quality of mother-child and family interaction with the secure/confident group showing highest and the disorganized/frightened group showing lowest quality interactions. Family interactions predicted children's attachment representations, after controlling variance explained by prior mother-child interactions. [ABSTRACT FROM AUTHOR]

The NICHD Early Child Care Research Network has produced research findings that provide reassuring confirmation of some central tenets of attachment theory, challenges to other aspects of the theory, and above all highlight the need for attachment researchers to clarify the claims for which the theory can be held accountable. This commentary on Friedman and Boyle's excellent review evaluates the strengths and weaknesses of the NICHD Study of Early Child Care and Youth Development as a study of attachment, and highlights the relevance of these findings for understanding the origins and consequences of attachment security, the problem of heterotypic continuity of the attachment construct, the importance of examining mediators and moderators of the developmental influence of security, and the interpretation of modest effect sizes from the study. [ABSTRACT FROM AUTHOR]

In this commentary to the child-mother attachment findings of the NICHD Study of Early Child Care and Youth Development (SECCYD) we focus on the contextual conditions under which child care and the child's attachment relationship(s) may function as a risk or protective factor for child development. First, the authors' conclusion concerning child care as a risk factor for attachment security is refined. Second, suggestions are provided for incorporating possible moderators and mediators of the relations between child care, child-mother attachment, and developmental outcomes. Children's attachment relationship to nonmaternal caregivers, their temperament, and their genetic make-up may be relevant factors; and we discuss them in the context of children's differential susceptibility to influences from the caregiving environment. Third, and following from the above, we argue for specificity in predicting developmental outcomes from attachment security and nonmaternal care. [ABSTRACT FROM AUTHOR]

In this commentary to Friedman's and Boyle's review we focus on the context of early child care as it is reflected in the debate on the effects of quality of care versus amount of care and attachment relations. It is argued that cross-national research should be considered along with the NICHD Study of Early Child Care and Youth Development (SECCYD) in order to promote better understanding of the interface of attachment, child care, and context. In addition, some methodological issues are discussed including the status of the Strange Situation assessment, definition of non-maternal care, and longitudinal correlates of attachment. [ABSTRACT FROM AUTHOR]

The 100th anniversary of Edward John Mostyn Bowlby's birth (February 26th, 1907) was celebrated at the Tavistock Clinic in London by his family and colleagues, with presentations of ongoing research as well as reflections on both the person and his theory. My own reflections include the influence of ethological thinking on the development of attachment theory, Bowlby's focus on observations followed by explanation, his appreciation of emotional communication as well as behavior, and his recognition of the role of the family as well as the child/caregiver dyad. While always remaining open to new avenues of research, John Bowlby was firmly insistent on the precise use of attachment terminology, and quite rightly too! [ABSTRACT FROM AUTHOR]

The Minnesota longitudinal study of parents and children from birth to adulthood provides both a theoretical framework and a host of empirical findings that can serve to bridge the gap between research and clinical application. Key among these findings are: (a) the ongoing impact of early relationship experiences throughout the years, even with later experience and circumstances controlled; (b) the cumulative nature of experience and its continual impact with current context; (c) the important role of adult partner relationships; (d) the increasingly active role of the persons themselves in their own development; and (e) the interplay between experience, representation, and ongoing adaptation. These findings, and the theoretical structure underlying them, suggest the need for complex, comprehensive intervention that begins early, with a focus on altering the quality of parent – child relationships. At the same time, additional components, including couples therapy and efforts to alter the child's inner constructions of experience, are clearly suggested. One must attend to forces maintaining children on maladaptive developmental pathways once established, as well as understanding the factors that initiated such pathways. [ABSTRACT FROM AUTHOR]

In the present article on intergenerational transmission of attachment representations, we use mothers' and fathers' Adult Attachment Interview classifications to predict a 3-year-old's responses to the Attachment Story Completion Task (ASCT). We present a Q-sort coding procedure for the ASCT, which was developed for children as young as three. The Q-sort yields scores on four attachment dimensions (security, deactivation, hyperactivation, and disorganization). One-way ANOVAs revealed significant mother - child associations for each dimension, although results for the hyperactivation and disorganization dimensions were significant only according to contrast tests. Conversely, no father - child association was found, regardless of the dimension considered. Findings are discussed in terms of the respective part played by each parent in their children's emotional development. [ABSTRACT FROM AUTHOR]

This longitudinal study was designed to examine the links between infant-mother attachment and social information processing in middle childhood. The Strange Situation was used to assess infant-mother attachment at 12 months and a revised and adapted Hebrew version of the Social Information Processing Interview ( Dodge & Price, 1994 ) was used to measure social information processing in middle childhood (at 7.5 years). Findings revealed that with regard to both peer-group relationships and mother-child relationships, secure children demonstrated more competent social information processing than insecure-ambivalent children in one out of four social information processing stages. The major characteristic distinguishing secure from insecure-ambivalent children's social information processing was their level of expectations from others: secure children expected others to be emotionally and instrumentally available to them (but in the case of peers - only if their own behavior was socially acceptable), whereas ambivalent children did not expect others to be available to them in both peer-group and mother-child circumstances. [ABSTRACT FROM AUTHOR]

Utilizing data from the NICHD Study of Early Child Care, the primary objective of the current report was to examine how avoidant and resistant mother -infant attachment classifications at 15 months were differentially associated with children's interaction with a same-sex friend and exploration during solitary play at 36 months. The added contributions of attachment security at 36 months and maternal sensitivity from 6 to 36 months to the prediction of child outcomes were also explored. As hypothesized, an avoidant attachment history was related to more instrumental aggression during child-friend interaction, whereas a resistant attachment history was associated with less self-assertion/control among friends and less attention and pretend play during exploration. Maternal sensitivity and concurrent attachment security also made unique contributions to the prediction of child outcomes at 36 months, although associations with 15-month attachment remained significant when these subsequent measures of the mother -- child relationship were considered. Few differences emerged for the disorganized mother -- infant attachment category in this relatively low-risk sample. Results underscore the need to differentiate between avoidant and resistant attachment groups and illustrate how early attachment history and subsequent indices of the mother -- child relationship contribute to children's functioning. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue including one by Sarah Friedman and Ellen Boyle that provides an overview of the attachment-relevant methods and findings from large-scale empirical investigation, and another one by Harriet Vermeer on child development, attachment and daycare in Holland.