Attachment & Human Development (ATTACH HUM DEV )

Publisher: Taylor & Francis

Description

Attachment & Human Development provides a forum for the presentation and discussion of scientific theories about emotional and cognitive development, internal representations and social processes. The journal addresses the growing demand from the domains of psychology, psychiatry, psychotherapy and related disciplines including nursing and social work, for a clear presentation of ideas, methods and research based on attachment theory.

  • Impact factor
    2.38
  • 5-year impact
    2.24
  • Cited half-life
    6.70
  • Immediacy index
    0.34
  • Eigenfactor
    0.00
  • Article influence
    0.63
  • Website
    Attachment & Human Development website
  • Other titles
    Attachment & human development (Online), Attachment and human development
  • ISSN
    1461-6734
  • OCLC
    44708203
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 month embargo for STM, Behavioural Science and Public Health Journals
    • 18 month embargo for SSH journals
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • Pre-print on authors own website, Institutional or Subject Repository
    • Post-print on authors own website, Institutional or Subject Repository
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • Publisher will deposit to PMC on behalf of NIH authors.
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ yellow

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Although an increasing number of studies show an association between adult attachment style and mood disorders, the relationship between adult attachment style and depression associated with childbirth is largely unknown. This study investigated the association between women's attachment style, postpartum depression (PPD), and other risk factors. During the 32nd week of pregnancy, 84 women were interviewed using the Attachment Style Interview. Participants also completed self-report questionnaires about reaction to pregnancy, family relationships, current life stresses, and symptoms of depression and anxiety. At one-month postpartum, they were evaluated for postpartum depressive symptoms using the Mini-International Neuropsychiatric Interview. Eighty-two women completed the second self-report questionnaires and were evaluated for PPD. The data of 76 women were eligible for analysis. PPD was present in 21%. An insecure attachment style was significantly related to depression. A multiple logistic regression analysis showed significant effects for insecure attachment, social economic status, and antenatal depression on PPD. Adding the insecure attachment style factor to the logistic model that predicted PPD increased the area under the curve to 0.87 (95% CI .77-.98; p < .05). The inclusion of attachment styles in assessments of perinatal depressive disorders could improve screening and the design of interventions.
    Attachment & Human Development 08/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: In this Introduction to the Special Issue The Use of Video in Attachment-Based Interventions, we describe how film and video made their entry in attachment theory and research and ultimately in attachment-based interventions. The role of film in helping to understand attachment had its roots several decades ago with the Robertsons' footage as a memorable example, while the role of video in helping to support attachment in the context of intervention started later but quickly increased with the rapid growth of smaller video cameras. Today the use of video and video feedback in attachment-based interventions is common, with applications in home-visiting programs, clinical treatment and therapy, and training modalities for parent coaches. In this Special Issue we highlight current work in this field, including illustrative case studies, clinical descriptions and process evaluations as well as rigorous randomized controlled trials.
    Attachment & Human Development 08/2014; 16(4):307-14.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Using a randomized control trial design we tested the effectiveness of a culturally sensitive adaptation of the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) in a sample of 76 Turkish minority families in the Netherlands. The VIPP-SD was adapted based on a pilot with feedback of the target mothers, resulting in the VIPP-TM (VIPP-Turkish Minorities). The sample included families with 20-47-month-old children with high levels of externalizing problems. Maternal sensitivity, nonintrusiveness, and discipline strategies were observed during pretest and posttest home visits. The VIPP-TM was effective in increasing maternal sensitivity and nonintrusiveness, but not in enhancing discipline strategies. Applying newly learned sensitivity skills in discipline situations may take more time, especially in a cultural context that favors more authoritarian strategies. We conclude that the VIPP-SD program and its video-feedback approach can be successfully applied in immigrant families with a non-Western cultural background, with demonstrated effects on parenting sensitivity and nonintrusiveness.
    Attachment & Human Development 08/2014; 16(4):371-86.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study tested the attachment-based intervention program Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) in a randomized controlled trial with poor families of toddlers screened for professional's concerns about the child's caregiving environment. The VIPP-SD is an evidence-based intervention, but has not yet been tested in the context of poverty. The sample included 43 families with 1- to 4-year-old children: mean age at the pretest was 29 months and 51% were boys. At the pretest and posttest, mother-child interactions were observed at home, and mothers reported on family functioning. The VIPP-SD proved to be effective in enhancing positive parent-child interactions and positive family relations in a severely deprived context. Results are discussed in terms of implications for support services provided to such poor families in order to reduce intergenerational risk transmission.
    Attachment & Human Development 08/2014; 16(4):315-28.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Parenting support programs for the general population may not be effective for parents with intellectual disabilities (ID). A videobased intervention program based on attachment and coercion theory (Video-feedback Intervention to promote Positive Parenting with additional focus on Sensitive Discipline; VIPP-SD) was tailored to parents with ID and the implementation of the adapted program was evaluated by the home visitors conducting the program. Home visitors (N = 17) of 36 families rated the intervention process during each session. Home visitors' evaluations showed a significant increase in positive ratings of parents' easiness to work with, amenability to influence, and openness. Cooperation remained stable. A case example illustrated this process, showing how feedback using video facilitated changes in the perceptions and attributions of a mother with mild ID.
    Attachment & Human Development 08/2014; 16(4):387-401.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The Attachment and Biobehavioral Catch-up (ABC) parenting program focuses on three intervention targets: increasing parental nurturance, increasing parental synchrony, and decreasing parental frightening behavior. Parent coaches are expected to comment "in the moment" when behaviors relevant to these three targets are observed in sessions. Making in the moment comments is a challenging aspect of intervention, and parent coaches have struggled with their fidelity to this critical intervention component. Thus, we developed a system for coding the frequency and quality of comments from video-recorded session clips on a statement-by-statement level. To help parent coaches refine and maintain their skills in making such comments, they are taught to code segments of their own video-recorded sessions, with the expectation that gains would be seen in comments after learning to code. In this paper, we describe the fidelity coding system and present initial results from a year-long, single-subject design examining the effects of video feedback coding for a parent coach who was learning the intervention. We observed an increase in frequency of in the moment comments during the period of video feedback coding, consistent with a training effect.
    Attachment & Human Development 08/2014; 16(4):356-70.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The current study investigated associations between early mother-child attachment, as well as mother-child and teacher-child relationships, and internalizing and externalizing behaviors in middle childhood. Data from the NICHD Study of Early Child Care and Youth Development were used. Findings from a series of individual growth curve analyses revealed that attachment security was negatively related to internalizing and externalizing behaviors, while insecure/other and avoidant attachment were positively related to internalizing behaviors. In addition, longitudinal associations were found between mother-child and teacher-child relationships and internalizing and externalizing behaviors across middle childhood. Implications for attachment theory are discussed.
    Attachment & Human Development 07/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Maternal intellectual disability (ID) is regarded a risk factor in child development, but there is no scientific evidence on maternal ID in relation to children's attachment. Using a matched comparison design, a small group (n = 23) of mothers diagnosed with ID was studied to help fill this gap. Besides maternal ID, we examined the role of abuse/trauma/maltreatment (ATM) in the mothers' biographies, along with potential confounds. Comparison group mothers (n = 25) had normal variations in intelligence and matched mothers with ID on residential area, income, child age, and sex. History of maternal ATM was assessed using a semi-structured interview and was found to be significantly more likely in the ID group mothers' experience than the comparison group mothers. Children's (M age = 77 months) attachment representations were assessed with the Separation Anxiety Test. Among children of mothers with ID, a substantial minority (35%) had a secure and the vast majority (>80%) an organized attachment representation. Mothers with ID who had suffered elevated ATM were significantly more likely to have children who were scored high on disorganization and insecurity. We discuss possible implications of our findings for societal considerations regarding parenting and child attachment in the context of parental ID status.
    Attachment & Human Development 06/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Unresolved mourning is marked by disorganized behavior and states of mind. In this study, we speculated that pathological dissociation would mediate the effects of unresolved mourning on supernatural beliefs. This hypothesis was determined based on findings that indicate an association between higher levels of dissociation, stronger beliefs in the supernatural and unresolved mourning. We examined two groups of participants, one classified as non-unresolved (non-U) (n = 56) and the other as unresolved (n = 26) (U) with respect to past loss/trauma as measured by the Adult Attachment Interview (AAI). Two self-report instruments were administered to measure supernatural beliefs and dissociation. As hypothesized, the multivariate analysis of variance indicated mean differences between the two groups. The unresolved group had greater belief in the supernatural and more pathological dissociative processes. The mediation analysis demonstrated that pathological dissociation fully mediated the effects of unresolved mourning on supernatural beliefs.
    Attachment & Human Development 06/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: The secure base construct represents one of attachment theory's most important contributions to our understanding of parent-child relationships and child development. The present study represents the first examination of how parents' self-reported attachment styles relate to parental secure base provision and adolescent (mean age = 16.6 years, SE = .59) secure base use during an observed parent-adolescent interaction. Further, the present study is the first to examine how fathers', as well as mothers', attachment styles relate to observed behavior in a parent-child interaction. At the bivariate level, maternal avoidance, but not anxiety, was negatively associated with observed adolescent secure base use. In addition, path analysis revealed that maternal avoidance was indirectly related to less adolescent secure base use through mothers' self-reported hostile behavior toward their adolescents and through adolescents' less positive perceptions of their mothers. Further, paternal anxiety, but not avoidance, was indirectly related to less adolescent secure base use through fathers' self-reported hostile behavior toward their adolescents. No significant findings emerged in relation to parental secure base provision. We discuss these results in the context of attachment theory and suggest directions for future research.
    Attachment & Human Development 06/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: We examined children’s attachment security with their mothers and fathers in a community sample (N = 100). At 25 months, mothers, fathers, and trained observers completed Attachment Q-Set (AQS). At 100 months, children completed Kerns Security Scale (KSS) for each parent. Children’s adaptation (behavior problems and competence in broader ecologies of school and peer group, child- and parent-reported) was assessed at 100 months. Generally, the child’s security with the mother and father was modestly to robustly concordant across both relationships, depending on the assessment method. Observers’ AQS security scores predicted children’s self-reported security six years later. For children with low AQS security scores with mothers, variations in security with fathers had significant implications for adaptation. Those whose security with fathers was also low reported the most behavior problems and were seen as least competent in broader ecologies, but those whose security with fathers was high reported few problems and were seen as competent. Observer-rated security with fathers predicted children’s higher competence in broader ecologies, both self- and parent-reported. A cumulative index of the history of security from toddler age to middle childhood, integrating measures across both relationships and diverse methodologies, was significantly associated with positive adaptation at 100 months.
    Attachment & Human Development 01/2014; 16(3).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother–child attachment quality was observed in preschool. In first grade, teacher ratings of teacher–child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher–child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother–child attachment quality on the academic dimension of self through its effect on current adult–child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young children's self-concept.
    Attachment & Human Development 04/2012; 14(3):233-248.
  • Attachment & Human Development 10/2010; September 2004(Vol. 6):255-261.

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