By David Oppenheim, Douglas F. Goldsmith
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Extra resources for Attachment Theory in Clinical Work with Children: Bridging the Gap between Research and Practice
Or I know that I can satisfy him by swinging around or whatever, but I just can’t do it anymore. I guess that, I worry that he’s not going to progress developmentally because he won’t, he won’t sit down, won’t stay seated, so he doesn’t look at his hands, he doesn’t, um, you know because he won’t, um, be without me, he’s not doing the things that I guess he is supposed to do when he’s alone. And then I feel like, you know, this is great. If I put him in this at home, he will never stay in a bucket or anything unless he is asleep.
But some of Anna’s strengths as revealed in the insightfulness assessment can help attain them. The first strength is her high emotional engagement with her child. There are parents who simply do not see the child’s inner world as interesting or worthy of consideration. Anna, on the other hand, shows high involvement with Tom and with the task of trying to figure him out, even though it is coupled with hostility and lack of insight or acceptance.
C. , & Coolbear, J. (1997). Working model of the child interview: Infant clinical status related to maternal perceptions. Infant Mental Health Journal, 18, 107–121. , & Zeanah, C. H. (1997). The clinical assessment of attachment in children under five. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 291–293. Bowlby, J. (1982). Attachment. New York: Basic Books. , & Shapiro, V. (1980). Ghosts in the nursery: A psychoanalytic approach to the problems of impaired infant–mother relationships.