Adolescent Attachment Representations and Development in a Risk Sample

Autor/inn/en	Carlivati, Jill; Collins, W. Andrew
Titel	Adolescent Attachment Representations and Development in a Risk Sample
Quelle	In: New Directions for Child and Adolescent Development, (2007) 117, S.91-106 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cd.196
Schlagwörter	Attachment Behavior; At Risk Persons; Infants; Children; Adolescents; Poverty; Parent Child Relationship; Child Rearing; Parenting Skills; Longitudinal Studies; Psychological Patterns; Stress Variables; Child Abuse + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Risikogruppe; Infant; Toddler; Toddlers; Kleinkind; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Armut; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindererziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Abuse of children; Abuse; Children; Kindesmissbrauch; Missbrauch
Abstract	The focus of this chapter is continuity and change in attachment representations in a sample at risk because of early poverty. Its particular emphasis is adolescence and reasons that adolescence may be a period of attachment security change in the at-risk population. The authors begin with an overview of key issues in adolescent attachment, reflecting conclusions drawn from the relatively small literature. With this background, they examine attachment stability and change in a risk sample of individuals followed from birth to age twenty-eight, the at-risk sample of the Minnesota Longitudinal Study of Risk and Adaptation, proposing explanations for the observed patterns of relationship behaviors with varied partners from infancy to adulthood. In the final section, they outline some features of a framework for future research on attachment in the heterogeneous adolescent population. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10