Attachment theory is one of the core theories proposed for child and family social work, but concerns have been raised regarding misunderstandings and misapplications. Misinformation about attachment is widespread, and texts and teaching on attachment theory often emphasize aspects of the theory that have limited value for applied practice while other elements with greater practice value are often overlooked. As an international group of social work and clinical educators, practitioners, and attachment researchers, we propose an updating of the core social work curriculum on attachment. We present eight core concepts from attachment theory and research. These concepts support thinking about children’s relational needs and behavior, caregiving characteristics, and broader contextual factors. We argue that these concepts are particularly relevant for social work with children and families and should form the basis of teaching on attachment. We also address prevalent myths about attachment, to help protect students from misinformation and simplistic accounts, and support them to challenge misuses of attachment theory. Our recommended curriculum update aims to help trainee social workers appreciate the value of attachment theory for their practice and use the theory in helpful and appropriate ways.

Mary Main played a key role for this study, in which we used an idiographic approach to examine discourse about abuse, trauma, and maltreatment (ATM) among eight mothers with a mild intellectual disability (ID), whose children had been assigned a secure (the “B-group”) or disorganized (the “D-group”) attachment classification. Thematic analysis yielded six ATM discourse themes: openness; coherence; presence of trauma in consciousness; support; agency in response to crisis; and self-concept and caregiving self-efficacy. Mothers in the B-group provided coherent narratives, were open with the interviewer, had memories of seeking and receiving support, and reflected freely and autonomously on their experiences. Contrastingly, the mothers in the D-group expressed a guarded, closed-off stance towards ATM, difficulties seeking support, helplessness in response to crisis, and poor self-concept and -efficacy. Their adverse experiences were nonetheless highly present in consciousness, albeit in unintegrated forms. Our findings suggest that the D-group mothers may be unresolved with respect to loss/abuse

Previous research and theory indicate an importance of the quality of the early caregiving environment in the development of self-regulation. However, it is unclear how attachment security and maternal sensitivity, two related but distinct aspects of the early caregiving environment, may differentially predict self-regulation at school start and whether a distinction between hot and cool executive function is informative in characterizing such predictions through mediation. In a 5-year longitudinal study (n = 108), we examined these associations using measures of maternal sensitivity and attachment security at 10–12 months, executive function at 4 years, and self-regulation at 6 years. Surprisingly, and despite methodological rigor, we found few significant bivariate associations between the study variables. We found no credible evidence of a longitudinal association between maternal sensitivity or attachment security in infancy and self-regulation at 6 years, or between executive function at 4 years and self-regulation at 6 years. The lack of bivariate longitudinal associations precluded us from building mediation models as intended. We discuss our null findings in terms of their potential theoretical implications, as well as how measurement type, reliability, and validity, may play a key role in determining longitudinal associations between early caregiving factors and later self-regulation and related abilities.

Concerns have been raised regarding misconceptions about attachment theory in child protection settings, but the application of attachment concepts in judicial child protection decisions has not been systematically explored. This study therefore examined the perception and application of attachment concepts in Swedish judicial decision protocols concerning involuntary removals of children (aged 0–2 years) where emotional neglect was a notable concern (n=28). Attachment concepts were frequently misunderstood, and imprecisely articulated. Unsystematic observations of child behavior were used to infer attachment insecurity and, by extrapolation, caregiving deficiencies. Attachment concepts were primarily used to support child removal, and insecure attachment seemed to be viewed as meeting the legally required level of risk to warrant involuntary child out–of–home placement. Our results indicate that misconceptions about attachment theory may be prevalent in judicial decision protocols. We emphasize the need to elaborate on risks in legally relevant ways without incorrect appeals to attachment theory.

Emotion regulation (ER) is a source of risk and resilience for psychological development and everyday functioning. Despite extensive research on various early contextual predictors of child ER capacity, few studies have integrated them into the same study. Therefore, our longitudinal study investigated the joint and independent contributions of several prominent contextual predictors of child ER capacity. We followed typically developing children and their caregivers (N = 118, 47% girls) at three time points (children ages 10, 12, and 18 months). At 10 months, mothers reported household chaos, social support, and parenting stress, and maternal sensitivity was observed and coded with the Ainsworth’s Maternal Sensitivity Scales. At 12 months, child–mother attachment security was assessed using the Strange Situation Procedure. Finally, at 18 months, child ER was obtained with a Laboratory Temperament Assessment Battery frustration task. Correlational analyses revealed that household chaos and maternal sensitivity were significantly positively associated with child ER. Multiple regression analyses showed independent effects of household chaos and maternal sensitivity on child ER. Our partly counterintuitive results underscore the significance of cumulative risk and protective factors for ER development and suggest that household chaos and maternal sensitivity may contribute uniquely to better ER in typical toddlerhood.

Research has suggested highly elevated levels of interpersonal trauma (IPT) among parents with intellectual disabilities (ID), and that such experiences may contribute to the caregiving and child developmental problems often seen in this population. Conflicting results have however been reported, and there is no systematic review on this matter. This study therefore systematically reviewed the empirical evidence concerning (a) prevalence of IPT among parents with ID, and links with (b) caregiving-relevant and (c) child developmental outcomes, in accordance with the PRISMA 2020 guidelines. Searches were conducted in MEDLINE, CINAHL, PsycINFO, and PTSDpubs. Peer-reviewed empirical articles reporting exposure to any form of systematically assessed IPT (unspecified IPT, physical, sexual, and emotional abuse, neglect, prolonged childhood separations from caregivers, witnessing abuse in the family) among parents with ID were included, yielding a final selection of 20 studies. Findings consistently indicated markedly elevated levels of IPT among parents with ID, with a majority (>50%) having experienced some form of IPT. Estimates for both unspecified and specific forms were typically higher than corresponding estimates in other groups at elevated risk, and than meta-analytical general population estimates in comparable countries. Findings regarding caregiving-relevant outcomes were mixed but indicated links with adverse outcomes, particularly regarding parental mental health. Reports pertaining to child developmental outcomes were scant and inconsistent. We highlight important limitations in the extant literature and provide directions for future research and clinical practice. 

Background: Parental mentalising difficulties are robustly linked to caregiving problems. Mothers with intellectual disability are at risk for caregiving problems, but knowledge on their parental mentalising abilities is lacking. The present study aimed to fill this gap.

Method: Thirty mothers with mild intellectual disability, and 61 comparison mothers with ADHD, were assessed for parental mentalising using the Parental Reflective Functioning Questionnaire. Contributions of intellectual disability, maternal exposure to childhood abuse/neglect and psychosocial risk to parental mentalising were examined through hierarchical regression analysis.

Results: Mothers with intellectual disability had a heightened risk for parental mentalising difficulties, in the form of elevated prementalising. Intellectual disability and cumulative childhood abuse/neglect uniquely predicted prementalising among the mothers, whereas cumulative psychosocial risk added to the risk for prementalising specifically among mothers with intellectual disability.

Conclusions: Our findings support contextual models of caregiving, and suggest a need for mentalisation-based support for parents with mild intellectual disability.

Synen på föräldraskap och intellektuell funktionsnedsättning (IF) har förändrats över tid, vilket medfört behov av ny kunskap om bemötande och utformning av stöd. Mödra- och barnhälsovården (MBHV) ska ge ett förstärkt stöd, men det saknas kunskap om hur stödet upplevs av föräldrarna, och hur det bör utformas för att vara gynnsamt för både föräldrar och barn. Inom ramen för ett specialistarbete, som är en delstudie inom ett projekt vid Stockholms universitet, intervjuades tio mammor med lindrig IF om hur de upplevt föräldraskapsstöd från MBHV. Resultaten visade att det fanns en rädsla för att uttrycka behov av föräldraskapsstöd, grundad i en förväntan om dåligt bemötande och diskriminering. Mammorna beskrev olika strategier för att hantera detta, relaterade till om de skulle berätta om sin diagnos för barnmorska och BHV-sjuksköterska, samt i så fall när och hur. För att nå fram och hjälpa mammor med IF, och deras barn, behöver MBHV utforma bemötande och stöd som i större utsträckning än i dag gör att mammor med IF kan känna sig trygga i kontakten med vården.

What do we actually mean by ‘attachment’? How do different caregiving styles impact attachment in children? How do early caregiving experiences impact later development?

The Psychology of Attachment is an essential introduction to attachment, offering an accessible explanation of the theory, unpicking common misunderstandings, and providing a balanced overview of key research findings.

Topics covered include the following:

• The development of attachment during the first few years of life
• The impact of different caregiving behaviours on children’s attachment relationships
• The influence of attachment relationships on children’s behaviour and development
• The development of attachment relationships from infancy to adulthood
• Attachment in romantic relationships and religion
• Attachment-based interventions

This unique book introduces the reader to new ways of thinking about the role of relationships, caregiving, and child development, and the way in which they shape our lives.

Attachment theory and research are drawn upon in many applied settings, including family courts, but misunderstandings are widespread and sometimes result in misapplications. The aim of this consensus statement is, therefore, to enhance understanding, counter misinformation, and steer family-court utilisation of attachment theory in a supportive, evidence-based direction, especially with regard to child protection and child custody decision-making. The article is divided into two parts. In the first, we address problems related to the use of attachment theory and research in family courts, and discuss reasons for these problems. To this end, we examine family court applications of attachment theory in the current context of the best-interest-of-the-child standard, discuss misunderstandings regarding attachment theory, and identify factors that have hindered accurate implementation. In the second part, we provide recommendations for the application of attachment theory and research. To this end, we set out three attachment principles: the child’s need for familiar, non-abusive caregivers; the value of continuity of good-enough care; and the benefits of networks of attachment relationships. We also discuss the suitability of assessments of attachment quality and caregiving behaviour to inform family court decision-making. We conclude that assessments of caregiver behaviour should take center stage. Although there is dissensus among us regarding the use of assessments of attachment quality to inform child custody and child-protection decisions, such assessments are currently most suitable for targeting and directing supportive interventions. Finally, we provide directions to guide future interdisciplinary research collaboration.