By David Howe
This intriguing new publication bargains a survey of the sphere of kid abuse and overlook from the point of view of contemporary developmental attachment conception. The booklet opens with an account of the speculation and describes the ways that attachment problems happen themselves in kid's behaviour. the subsequent 3 sections examine abuse, overlook, and compound situations of abuse and forget, backing this up with empirical learn facts and vibrant case fabric. the ultimate part offers a finished assessment of attachment-based interventions. this can be a transparent and compelling textbook, anchored in examine proof and geared in its constitution to reply to the categories of questions practitioners and pupil practitioners specialising in baby welfare are probably to invite.
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Extra resources for Child Abuse and Neglect: Attachment, Development and Intervention
Sample text
Upon returning from the garden, the little girl has a mistaken (false) belief that the crayon is on the table; that is where she left it, that is where she will expect to find it, and so that is where she will look. It requires the observer of the story to be able to see the world from the little girl’s point of view. Only then can we predict her behaviour, based on knowing that she has a false belief about the whereabouts of her crayon. This capacity for ‘social understanding’ based on the ability to see how things might look and feel from someone else’s perspective is the basis of empathy, relationship skills and moral behaviour.
They recognize that both their own and other people’s behaviour can be explained psychologically – that is, the psychosocial world can make sense. People with the ability to ‘mentalize’, to be ‘mindminded’, give themselves and others more behavioural options. People who are able to look at themselves objectively, and evaluate openly and without distortion their own and other people’s mental states, generally show the highest levels of social competence, including the experience of satisfactory relationships with peers, partners and their own children.
To experience arousal does not always portend danger. Distress does not necessarily imply abandonment. When competent caregivers interact with their distressed baby, a number of important transactions take place between parent and child. It is out of these repeated transactions that infants begin to recognize and understand the nature of emotions in themselves and in other people, and how feelings, thoughts and behaviour affect each other. In trying to comfort their baby or meet their needs, good-enough parents attempt to understand their child’s mental state.