By Jude Cassidy PhD, Phillip R. Shaver PhD
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*Chapters on genetics and epigenetics, psychoneuroimmunology, and sexual mating.
*Chapters on compassion, university readiness, and the caregiving process around the lifespan.
*Chapter probing the relation among attachment and different developmental influences.
*Nearly a decade's worthy of theoretical and empirical advances.
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Extra info for Handbook of Attachment, Third Edition: Theory, Research, and Clinical Applications
Attachment and dependency (pp. 97–137). Washington, DC: Winston. Ainsworth, M. D. S. (1982a). Attachment across the lifespan. Unpublished lecture notes, University of Virginia, Charlottesville, VA. Ainsworth, M. D. S. (1982b). Attachment: Retrospect and prospect. In C. M. Parkes & J. 3–30). New York: Basic Books. Ainsworth, M. D. S. (1989). Attachments beyond infancy. American Psychologist, 44, 709–716. Ainsworth, M. D. S. (1990). Some considerations regarding theory and assessment relevant to attachments beyond infancy.
OVERVIEW OF ATTACHMENT THEORY tionships: the relationship as mentally represented by the attached person and by the attachment figure” (p. 34). Ainsworth (personal communication, June 15, 1986) suggested that the most appropriate way to consider an “attachment relationship” is as a “shorthand” designation for “a relationship in which the attachment component is central” (see also Ainsworth, 1990). 5. There has been some confusion over Bowlby’s position on this issue. Lamb, Thompson, Gardner, and Charnov (1985), for instance, mistakenly stated, “Bowlby was firmly convinced that infants were initially capable of forming only one attachment bond” (p.
First, most young infants are thought to form more than one attachment. According to Bowlby (1969/1982), “almost from the first, many children have more than one figure to whom they direct attachment behavior” (p. 5 Indeed, empirical observations have revealed that the majority of children become attached to more than one familiar person during their first year (Ainsworth, 1967; Schaffer & Emerson, 1964). According to Bowlby (1969/1982), “responsiveness to crying and readiness to interact socially are amongst the most relevant variables” (p.