Kristine A. Munholland

Bio: Kristine A. Munholland is an academic researcher from Kaiser Permanente. The author has contributed to research in topics: Attachment theory & Construct (philosophy). The author has an hindex of 2, co-authored 2 publications receiving 1432 citations.

From Neurons to Neighborhoods: The Science of Early Childhood Development

Abstract: 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.

The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes:

Abstract: The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and wellbeing in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.

Adult Romantic Attachment: Theoretical Developments, Emerging Controversies, and Unanswered Questions

Abstract: The authors review the theory of romantic, or pair-bond, attachment as it was originally formulated by C. Hazan and P. R. Shaver in 1987 and describe how it has evolved over more than a decade. In ...

Attachment Stability From Infancy to Adulthood: Meta-Analysis and Dynamic Modeling of Developmental Mechanisms

Abstract: A central tenet of attachment theory is that a person's attachment pattern in adulthood is a reflection of his or her attachment history—-beginning with the person's earliest attachment relationships. However, the precise way in which early representations might shape adult attachment patterns is ambiguous, and different perspectives on this issue have evolved in the literature. According to the prototype perspective, representations of early experiences are retained over time and continue to play an influential role in attachment behavior throughout the life course. In contrast, the revisionist perspective holds that early representations are subject to modification on the basis of new experiences and therefore may or may not reflect patterns of attachment later in life. In this article, I explore and test mathematical models of each of these theoretical processes on the basis of longitudinal data obtained from meta-analysis. Results indicate that attachment security is moderately stable across the first...

The relationship context of human behavior and development.

Abstract: The influence of social relationships on human development and behavior is receiving increased attention from psychologists, who are central contributors to the rapidly developing multidisciplinary field of relationship science. In this article, the authors selectively review some of the significant strides that have been made toward understanding the effects of relationships on development and behavior and the processes by which relationships exert their influence on these, with the purpose of highlighting important questions that remain to be answered, controversial issues that need to be resolved, and potentially profitable paths for future inquiry. The authors' thesis is that important advances in psychological knowledge will be achieved from concerted investigation of the relationship context in which most important human behaviors are developed and displayed.