Attachment and Parenting

Attachment Theory

• Caregivers who are attuned to their children's needs and provide safety and security become a secure base for children to explore the world, facilitating psychological adjustment and learning.

Key Attachment Theorists

• The key attachment theorist is not specified in the text, but it is implied to be John Bowlby.

Strange Situation Procedure (SSP)

• The SSP was developed by Mary Ainsworth to assess attachment patterns in children.
• The purpose of the SSP is to classify attachment patterns in children.

Attachment Behavior vs. Love and Bonding

• Attachment behavior differs from love and bonding.

Types of Attachment Patterns

• The SSP classifies attachment patterns into different types.

Attachment in Threatening Situations

• When children are faced with threat, they use their caregivers as a safe haven to return to.

Assessing Attachment in Infancy

• The gold standard measure of assessment in infancy for attachment is not specified in the text.

Secure Attachment in Childhood

• One of the options not associated with secure attachment in childhood is not specified in the text.

Psychopathology and Attachment

• Insecure attachment is most strongly associated with psychopathology.

Changing Attachment Patterns

• According to Bowlby, attachment can change and improve throughout child development.

Facilitating Attachment Intervention

• One of the strategies not commonly used for facilitating attachment intervention is not specified in the text.

Misconceptions About Attachment Theory

• One of the statements not aligned with the psychological literature regarding attachment theory is not specified in the text.

Sleep Interventions and Attachment

• Research found that sleep interventions can impact attachment.

Overnight Responsiveness and Attachment

• Research found that it is significant for a child's attachment if they are not responded to or responded to less overnight.

Time Out and Attachment

• The potential effect of time out on a child's attachment is negative.
• A time out should communicate to the child that their behavior is not acceptable, but they are still loved and valued.
• One key factor in the effective use of time out is not specified in the text.
• A time out should end when the child has calmed down and is able to regulate their emotions.
• Before using time out, caregivers should set clear boundaries and consequences.
• Time out should be used to help children develop self-regulation skills and take responsibility for their actions.
• Time out should be applied consistently and fairly in a family/household.