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Granqvist P, Sroufe LA, Dozier M, Hesse E, Steele M, van Ijzendoorn M, Solomon J, Schuengel C, Fearon P, Bakermans-Kranenburg M, Steele H, Cassidy J, Carlson E, Madigan S, Jacobvitz D, Foster S, Behrens K, Rifkin-Graboi A, Gribneau N, Spangler G, Ward MJ, True M, Spieker S, Reijman S, Reisz S, Tharner A, Nkara F, Goldwyn R, Sroufe J, Pederson D, Pederson D, Weigand R, Siegel D, Dazzi N, Bernard K, Fonagy P, Waters E, Toth S, Cicchetti D, Zeanah CH, Lyons-Ruth K, Main M, Duschinsky R. Disorganized attachment in infancy: a review of the phenomenon and its implications for clinicians and policy-makers. Attach Hum Dev 2017; 19:534-558. [PMID: 28745146 PMCID: PMC5600694 DOI: 10.1080/14616734.2017.1354040] [Citation(s) in RCA: 120] [Impact Index Per Article: 17.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2017] [Accepted: 07/07/2017] [Indexed: 02/07/2023]
Abstract
Disorganized/Disoriented (D) attachment has seen widespread interest from policy makers, practitioners, and clinicians in recent years. However, some of this interest seems to have been based on some false assumptions that (1) attachment measures can be used as definitive assessments of the individual in forensic/child protection settings and that disorganized attachment (2) reliably indicates child maltreatment, (3) is a strong predictor of pathology, and (4) represents a fixed or static "trait" of the child, impervious to development or help. This paper summarizes the evidence showing that these four assumptions are false and misleading. The paper reviews what is known about disorganized infant attachment and clarifies the implications of the classification for clinical and welfare practice with children. In particular, the difference between disorganized attachment and attachment disorder is examined, and a strong case is made for the value of attachment theory for supportive work with families and for the development and evaluation of evidence-based caregiving interventions.
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Affiliation(s)
- Pehr Granqvist
- Department of Psychology, Stockholm University, Stockholm, Sweden
| | - L. Alan Sroufe
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Mary Dozier
- Department of Psychological and Brain Sciences, University of Delaware, Newark, NY, USA
| | - Erik Hesse
- Department of Psychology, University of California, Berkeley, CA, USA
| | - Miriam Steele
- Psychology Department, The New School, New York, NY, USA
| | - Marinus van Ijzendoorn
- Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Judith Solomon
- Department of Public Health & Primary Care, University of Cambridge, Cambridge, UK
| | - Carlo Schuengel
- Clinical Child and Family Studies and Amsterdam Public Health, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Pasco Fearon
- Research Department of Clinical, Educational and Health Psychology, University College of London, London, UK
| | | | - Howard Steele
- Psychology Department, The New School, New York, NY, USA
| | - Jude Cassidy
- Psychology Department, University of Maryland, WashingtonDC, USA
| | - Elizabeth Carlson
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Sheri Madigan
- Department of Psychology, University of Calgary, Calgary, Canada
| | | | - Sarah Foster
- Faculty of Health and Life Sciences, University of Northumbria, Newcastle, UK
| | - Kazuko Behrens
- Department of Social and Behavioral Sciences, SUNY Polytechnic Institute, Utica, NY, USA
| | - Anne Rifkin-Graboi
- the Neurodevelopmental Research Center, the Singapore Institute for Clinical Sciences, Singapore, Singapore
| | - Naomi Gribneau
- Department of Public Health & Primary Care, University of Cambridge, Cambridge, UK
| | - Gottfried Spangler
- Developmental and Educational Psychology, University of Erlangen-Nuremberg, Erlangen, Germany
| | - Mary J Ward
- Department of Pediatrics, Weill Cornell Medical College, New York, NY, USA
| | - Mary True
- Psychology Department, St Mary’s College of California, Moraga, NY, USA
| | - Susan Spieker
- Center on Human Development and Disability, University of Washington, Seattle, MA, USA
| | - Sophie Reijman
- Department of Public Health & Primary Care, University of Cambridge, Cambridge, UK
| | - Samantha Reisz
- Department of Public Health & Primary Care, University of Cambridge, Cambridge, UK
- the Department of Human Development and Family Sciences, University of Texas at Austin, Austin, TX, USA
| | - Anne Tharner
- Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Frances Nkara
- Department of Psychology, University of California, Berkeley, CA, USA
| | - Ruth Goldwyn
- Child and Adolsecent Mental Health Service, Trafford Children and Young Peoples Service, Manchester, UK
| | - June Sroufe
- Minnesota Institute for Contemporary Psychotherapy and Psychoanalysis, Minneapolis, MI, USA
| | - David Pederson
- Department of Psychology, University of Western Ontario, London, ON, Canada
| | | | - Robert Weigand
- T. Denny Sanford School of Social & Family Dynamics, Arizona State University, Tempe, AZ, USA
| | - Daniel Siegel
- School of Medicine, University of California, Los Angeles, CA, USA
| | - Nino Dazzi
- Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Rome, Italy
| | - Kristin Bernard
- Department of Psychology, Stony Brook University, Stony Brook, NY, USA
| | - Peter Fonagy
- Research Department of Clinical, Educational and Health Psychology, University College of London, London, UK
| | - Everett Waters
- Department of Psychology, Stony Brook University, Stony Brook, NY, USA
| | - Sheree Toth
- The Mt. Hope Family Center, University of Rochester, Rochester, NY, USA
| | - Dante Cicchetti
- Institute of Child Development, University of Minnesota, Minneapolis, MN, USA
| | - Charles H Zeanah
- Institute of Infant and Early Childhood Mental Health, Tulane University, New Orleans, LA, USA
| | | | - Mary Main
- Department of Psychology, University of California, Berkeley, CA, USA
| | - Robbie Duschinsky
- Department of Public Health & Primary Care, University of Cambridge, Cambridge, UK
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Abstract
We consider nurture's (including culture's) sculpting influences on the evolved psychological predispositions that are expressed in religious and spiritual (R&S) development. An integrated understanding of R&S development requires a move away from the largely one-sided (nature-or-nurture) and additive (nature + nurture) accounts provided in the extant literature. R&S development has been understood as an expression of evolved cognitive modules (nature) on the one hand, and of socialization and social learning (nurture) on the other, or in similar albeit additive terms (e.g., nature produces the brain/mind, culture fills in the details). We argue that humans' evolved psychological predispositions are substantially co-shaped by environmental/cultural input, such as relational experiences and modelling at the microlevel through belief and value systems at the macrolevel. Nurture's sculpting of nature is, then, expressed in R&S development. Finally, for heuristic purposes, we illustrate a fully integrated nature-nurture model with attachment theory and its application to R&S development. Statement of contribution What is already known on this subject? Development unfolds as a function of nature-nurture interaction. R&S development has mostly been understood from the point of view of separate nature or nurture models. What does this study add? A collected consideration of the intricate interactions between nature and nurture in development. A sketch, examples, and a conceptual toolbox of how nature and nurture interact in R&S development.
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Affiliation(s)
| | - Frances Nkara
- Department of Psychology, University of California, Berkeley, California, USA
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