This volume provides unique and valuable firsthand accounts of the most important longitudinal studies of attachment. Presented are a range of research programs that have broadened our understanding of early close relationships and their role in individual adaptation throughout life. In addition to discussing the findings that emerged from each study, leading investigators offer rare reflections on the process of scientific discovery. Themes addressed include the complexities of designing studies that span years or even decades; challenges in translating theoretical constructs into age-appropriate assessments; how Bowlby's original models have been refined and expanded; and how attachment interacts with other key influences on development. --- from the publisher Critical Acclaim: "Attachment theory really comes of age in this volume....Contributions written by pioneers and current giants in the field impressively connect attachment theory and research to cross-cultural variations, the social context, and human evolution. This book is required reading for anyone interested in the contemporary and long-term consequences of early close relationships."-Arnold J. Sameroff, PhD, University of Michigan "This volume is a 'must' for all psychotherapeutic clinicians and child development researchers, and will become a standard text for courses in clinical psychology. I will certainly use it as such in the master's program in psychological therapies that I run."
-Jeremy Holmes, MD, FRCPsych, University of Exeter and University College London, UK "This book provides a unique overview of more than 30 years of fascinating longitudinal research on attachment development. It contains marvelous reports of the seminal longitudinal studies conducted by the most well-known people in the field. The volume demonstrates in an impressive manner how empirical findings not only can confirm assumptions derived from theory, but also can challenge those assumptions and thus contribute to the ongoing development of the theory."
-Gottfried Spangler, PhD, University of Erlangen-Nuremberg, Germany Contents: 1. Ethology and Attachment Theory, Robert A. Hinde
2. In Pursuit of the Internal Working Model Construct and Its Relevance to Attachment Relationships, Inge Bretherton
3. Placing Early Attachment Experiences in Developmental Context: The Minnesota Longitudinal Study, L. Alan Sroufe, Byron Egeland, Elizabeth Carlson, and W. Andrew Collins
4. Attachment Theory and Research in Ecological Perspective: Insights from the Pennsylvania Infant and Family Development Project and the NICHD Study of Early Child Care, Jay Belsky
5. Early Care and the Roots of Attachment and Partnership Representations: The Bielefeld and Regensburg Longitudinal Studies, Karin Grossmann, Klaus E. Grossmann, and Heinz Kindler
6. Understanding and Resolving Emotional Conflict: The London Parent-Child Project, Howard Steele and Miriam Steele
7. Correlates of Attachment to Multiple Caregivers in Kibbutz Children from Birth to Emerging Adulthood: The Haifa Longitudinal Study, Avi Sagi-Schwartz and Ora Aviezer
8. The Interplay between Attachment, Temperament, and Maternal Style: A
Madingley Perspective, Joan Stevenson-Hinde
9. Attachment Representations, Secure-Base Behavior, and the Evolution of Adult Relationships: The Stony Brook Adult Relationships Project, Judith Crowell and Everett Waters
10. Predictability of Attachment Behavior and Representational Processes at 1, 6, and 19 Years of Age: The Berkeley Longitudinal Study, Mary Main, Erik Hesse, and Nancy Kaplan
11. Lessons from the Longitudinal Studies of Attachment, Mary Dozier, Melissa Manni, and Oliver Lindhiem Contributors: Ora Aviezer, PhD, Center for the Study of Child Development, University of Haifa, Haifa, Israel Jay Belsky, PhD, Institute for the Study of Children, Families, and Social Issues, Birkbeck University of London, London, UK Inge Bretherton, PhD, Department of Human Development and Family Studies, University of Wisconsin, Madison, WI Elizabeth Carlson, PhD, Institute of Child Development, University of Minnesota, Minneapolis, MN W. Andrew Collins, PhD, Institute of Child Development, University of Minnesota, Minneapolis, MN Judith Crowell, MD, Department of Child and Adolescent Psychiatry, Stony Brook University, Stony Brook, NY Mary Dozier, PhD, Department of Psychology, University of Delaware, Newark, DE Byron Egeland, PhD, Institute of Child Development, University of Minnesota, Minneapolis, MN Karin Grossmann, PhD, Department of Psychology, University of Regensburg, Regensburg, Germany Klaus E. Grossmann, PhD, Department of Psychology, University of Regensburg, Regensburg, Germany Erik Hesse, PhD, Department of Psychology, University of California, Berkeley, CA Robert A. Hinde, PhD, Department of Zoology, Sub-Department of Animal Behavior, St. John's College, University of Cambridge, Cambridge, UK Nancy Kaplan, PhD, Department of Psychology, University of California, Berkeley, CA Heinz Kindler, PhD, Deutsches Jugendinstitute, München, Germany Oliver Lindhiem, BA, Department of Psychology, University of Delaware, Newark, DE Mary Main, PhD, Department of Psychology, University of California, Berkeley, CA Melissa Manni, MA, Department of Psychology, University of Delaware, Newark, DE Avi Sagi-Schwartz, PhD, Center for the Study of Child Development, University of Haifa, Haifa, Israel L. Alan Sroufe, PhD, Institute of Child Development, University of Minnesota, Minneapolis, MN Howard Steele, PhD, Graduate Faculty of Political and Social Science, New School University, New York, NY Miriam Steele, PhD, Graduate Faculty of Political and Social Science, New School University, New York, NY Joan Stevenson-Hinde, PhD, Department of Zoology, Sub-Department of Animal Behavior, St. John's College, University of Cambridge, Cambridge, UK Everett Waters, PhD, Department of Psychology, Stony Brook University, Stony Brook, NY |
