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Attachment--and loss.

How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

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From Neurons to Neighborhoods: The Science of Early Childhood Development

Chronic exposure to stress hormones, whether it occurs during the prenatal period, infancy, childhood, adolescence, adulthood or aging, has an impact on brain structures involved in cognition and mental health. However, the specific effects on the brain, behaviour and cognition emerge as a function of the timing and the duration of the exposure, and some also depend on the interaction between gene effects and previous exposure to environmental adversity. Advances in animal and human studies have made it possible to synthesize these findings, and in this Review a model is developed to explain why different disorders emerge in individuals exposed to stress at different times in their lives.

Effects of stress throughout the lifespan on the brain, behaviour and cognition

Research demonstrates that rejection sensitivity develops through early, continuing, or acute experiences of rejection from caregivers and significant others. Rejection sensitivity refers to individuals who anxiously or angrily expect, readily perceive, and intensely react to rejection. The question regarding why rejection is feared by rejection sensitive individuals remains unanswered by existing rejection sensitivity literature. Therefore, the current study answers this question using interpretative phenomenological analysis (IPA) to analyse 8 participants' experiences of rejection sensitivity. Four superordinate themes emerged: `experiences of parenting'; `impact of rejection'; `coping with the concept of rejection'; and `identity'. The primary fundamental finding indicates that rejection sensitivity is the same concept as abandonment anxiety. Participants in the current study demonstrate both rejection sensitivity and abandonment anxiety. Furthermore, the origins and characteristics of both concepts are identified as the same. Therefore, these findings indicate that rejection is feared for the same reason that abandonment is feared. In childhood, abandonment is experienced as terrifying and therefore defences are adopted to avoid further abandonment. The concept of `past in present' means that childhood feelings can be timelessly re-experienced in adulthood as actual and unchanged. Therefore, later rejection situations are perceived as abandonment and accordingly alert an individual to impending danger. As a result, rejection is feared because it is perceived as abandonment and as a threat to survival. This finding is fundamental to the fields of rejection sensitivity and abandonment anxiety, in terms of research and therapeutic work with clients. Integrating existing literature provides much greater depth of knowledge and support for these concepts. Recommended therapeutic approaches for abandonment anxiety can also inform interventions for rejection sensitive clients. Findings also suggest that participants experience annihilation anxiety in relation to perceived rejection, which further increases fear. Clinical applications and implications with respect to the findings arc discussed.

Interpretative phenomenological analysis

It is by now generally accepted that something more than interpretation is necessary to bring about therapeutic change. Using an approach based on recent studies of mother-infant interaction and non-linear dynamic systems and their relation to theories of mind, the authors propose that the something more resides in interactional intersubjective process that give rise to what they will call ‘implicit relational knowing’. This relational procedural domain is intrapsychically distinct from the symbolic domain. In the analytic relationship it comprises intersubjective moments occurring between patient and analyst that can create new organisations in, or reorganise not only the relationship between the interactants, but more importantly the patient's implicit procedural knowledge, his ways of being with others. The distinct qualities and consequences of these moments (now moments, ‘moments of meeting’) are modelled and discussed in terms of a sequencing process that they call moving along. Conceptions of the shared implicit relationship, transference and countertransference are discussed within the parameters of this perspective, which is distinguished from other relational theories and self-psychology. In sum, powerful therapeutic action occurs within implicit relational knowledge. They propose that much of what is observed to be lasting therapeutic effect results from such changes in this intersubjective relational domain.

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Non-Interpretive Mechanisms in Psychoanalytic Therapy: The 'Something More' Than Interpretation

This article reviews recent attachment-related studies of early aggression. That aggressive behavior toward peers is related to disorganized or controlling patterns of attachment behavior toward parents but not to avoidant or ambivalent patterns. Longitudinal attachment studies indicate that risk factors identified in cross-sectional studies of aggressive school-age children, such as family adversity, parental hostility, parental depression, and child cognitive deficits, are already evident in infancy and predictive of later aggression, before the onset of coercive child behavior. In infancy, these risk factors are associated with disorganized attachment behaviors toward the caregiver characterized by signs of fear or dysphoria, irresolvable conflict between opposing behavioral tendencies, and elevated cortisol levels after separation. Disorganized attachment behaviors, in turn, predict aggression in school-age children with other family factors controlled.

Attachment relationships among children with aggressive behavior problems: the role of disorganized early attachment patterns.

This study of 62 low-income families examined the relation between maternal and infant measures assessed at 18 months infant age and child behavior problems at age 5 as rated by preschool teachers. The infancy assessments included measures of mother-infant interaction, maternal psychosocial problems, infant cognitive development, and infant attachment security, including the disorganized/disoriented classification. The strongest single predictor of deviant levels of hostile behavior toward peers in the classroom was earlier disorganized/disoriented attachment status, with 71% of hostile preschoolers classified as disorganized in their attachment relationships in infancy. Maternal psychosocial problems independently predicted hostile aggression in preschool and combined additively with infant attachment security in prediction. Results are discussed in relation to the asymmetry of forward and backward prediction that characterized the findings and in relation to the potential significance of disorganized attachment behavior as a precursor to later maladaptation.

Disorganized infant attachment classification and maternal psychosocial problems as predictors of hostile-aggressive behavior in the preschool classroom.

A central question in the study of atypical attachment relationships in infancy is whether interactive processes between caregiver and infant are associated with the infant’s display of disorganized strategies (Main & Hesse, 1990). Attachment theory locates one central influence on the infant’s attachment strategies in the interplay between parent and infant over the 1st year, especially in the degree of sensitive responsiveness to the entire range of the infant’s affectively charged communications (Ainsworth, Blehar, Waters & Wall, 1978). Linkages between appropriate parental responsiveness and secure infant attachment strategies have been supported in a number of empirical studies (Ainsworth et al., 1978; Belsky, Rovine, & Taylor, 1984; Grossmann, Grossmann, Spangler, Seuss, & Unzner, 1985; Londerville & Main, 1981; van IJzendoorn, 1995). These earlier studies, however, were undertaken prior to the discovery of the disorganized/disoriented infant attachment pattern. They explored the relation between maternal behavior and the three organized infant attachment strategies only (ambivalent/avoidant/ secure). With the increasing recognition that a sizable proportion of infants from families with serious social risk factors display disorganized forms of attachment strategies, the question of whether disorganized behaviors emerge in the context of particular patterns of parent-infant interaction also must be addressed. The issues of whether and how mother-infant interactive processes are related to disorganization of infant attachment patterns gains additional importance from recent findings that early disorganized or controlling

https://www.jstor.org/stable/info/3181559

Atypical attachment in infancy and early childhood among children at developmental risk. IV. Maternal frightened, frightening, or atypical behavior and disorganized infant attachment patterns.

Karlen Lyons-Ruth

Papers

Non-Interpretive Mechanisms in Psychoanalytic Therapy: The 'Something More' Than Interpretation

Attachment relationships among children with aggressive behavior problems: the role of disorganized early attachment patterns.

Disorganized infant attachment classification and maternal psychosocial problems as predictors of hostile-aggressive behavior in the preschool classroom.

Atypical attachment in infancy and early childhood among children at developmental risk. IV. Maternal frightened, frightening, or atypical behavior and disorganized infant attachment patterns.

Attachment disorganization: Unresolved loss, relational violence, and lapses in behavioral and attentional strategies.