Attachment and Loss, Volume I: Attachment
About: This article is published in British Journal of Sociology.The article was published on 1970-03-01. It has received 1225 citations till now. The article focuses on the topics: Volume (thermodynamics).
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TL;DR: It is explored the possibility that romantic love is an attachment process--a biosocial process by which affectional bonds are formed between adult lovers, just as affectional Bonds are formed earlier in life between human infants and their parents.
Abstract: This article explores the possibility that romantic love is an attachment process--a biosocial process by which affectional bonds are formed between adult lovers, just as affectional bonds are formed earlier in life between human infants and their parents. Key components of attachment theory, developed by Bowlby, Ainsworth, and others to explain the development of affectional bonds in infancy, were translated into terms appropriate to adult romantic love. The translation centered on the three major styles of attachment in infancy--secure, avoidant, and anxious/ambivalent--and on the notion that continuity of relationship style is due in part to mental models (Bowlby's "inner working models") of self and social life. These models, and hence a person's attachment style, are seen as determined in part by childhood relationships with parents. Two questionnaire studies indicated that relative prevalence of the three attachment styles is roughly the same in adulthood as in infancy, the three kinds of adults differ predictably in the way they experience romantic love, and attachment style is related in theoretically meaningful ways to mental models of self and social relationships and to relationship experiences with parents. Implications for theories of romantic love are discussed, as are measurement problems and other issues related to future tests of the attachment perspective.
7,767 citations
Cites methods from "Attachment and Loss, Volume I: Atta..."
...We attempted to assess what Bowlby (1969) called working models of relationships by using the items shown in Table 4....
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TL;DR: In this article, 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 learning program implementation.
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.
2,271 citations
TL;DR: Though attachment theory incorporates much psychoanalytic thinking, many of its principles derive from ethology, cognitive psychology and control theory, and it conforms to the ordinary criteria of a scientific discipline.
Abstract: An account is given of attachment theory as a way of conceptualizing the propensity of human beings to make strong affectional bonds to particular others and of explaining the many forms of emotional distress and personality disturbance, including anxiety, anger, depression and emotional detachment, to which unwilling separation and loss give rise. Though it incorporates much psychoanalytic thinking, many of its principles derive from ethology, cognitive psychology and control theory. It conforms to the ordinary criteria of a scientific discipline. Certain common patterns of personality development, both healthy and pathological, are described in these terms, and also some of the common patterns of parenting that contribute to them.
1,945 citations
1,483 citations
TL;DR: This paper explored the meaning and significance of relational identity and relational identification, predicated on the role-relationship between two individuals and argued that relational identity integrates person-and role-based identities and thereby the individual, interpersonal, and collective levels of self.
Abstract: We explore the meaning and significance of relational identity and relational identification, predicated on the role-relationship between two individuals. We argue that relational identity integrates person- and role-based identities and thereby the individual, interpersonal, and collective levels of self; contrast relational identity and relational identification with social identity and social identification; contend that relational identity and relational identification are each arranged in a cognitive hierarchy ranging from generalized to particularized schemas; and contrast relational identification with relational disidentification and ambivalent relational identification.
868 citations
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TL;DR: The authors examined a preliminary survey of the soil conditions with a few suggestions regarding their interaction with the organism and discussed the environmental factors which are operative during the child's earliest years and which appear so to influence the development of the child character that they may reasonably be termed factors responsible for neurosis.
Abstract: This chapter examines a preliminary survey of the soil conditions with a few suggestions regarding their interaction with the organism. It discusses the environmental factors which are operative during the child's earliest years and which appear so to influence the development of the child's character that they may reasonably be termed factors responsible for neurosis. Many of the observations hitherto made on the environments of neurotic children have been made by workers untrained in analysis. There are many children who have never suffered any obvious psychological trauma, who have remained in a relatively stable home, looked after by their mothers and well cared for according to ordinary standards. Yet they have developed into neurotic children with great anxiety and guilt and abnormally strong sexual and aggressive impulses. A neurotic parent may differentiate extremely between the boys and the girls or again may idolize one child and pour hatred on another who becomes the personification of evil.
154 citations