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Beckwith, Helen; van Ijzendoorn, Marinus; Freeston, Mark; Woolgar, Matt; Stenner, Paul and Duschinksy, Robbie
(2022).
DOI: https://doi.org/10.1080/14616734.2022.2144393
Abstract
Clinical practitioners are frequently encouraged, through literature, training, and policy, to learn, understand, refer to and use their knowledge of attachment theory and research when working to meet the needs of children and families. However, there has been very little empirical study of how practitioners understand and perceive the relevance of attachment concepts and methods. Q-methodology was used to examine the perceptions of attachment knowledge and its applications for practice among 30 UK clinicians working with children and an international group of 31 attachment researchers. Factor analysis revealed three perspectives, described as: i) pragmatic, developmental, and uncertain, ii) academic, and iii) autodidactic and therapeutic. Participants agreed on core tenants of theory, their aspirations for clinical practice and the inaccessibility of current assessment measures for practitioners. Yet they diverged on their understandings of attachment insecurity, disorganisation, and the implications of both for various aspects of child development.
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About
- Item ORO ID
- 86009
- Item Type
- Journal Item
- ISSN
- 1469-2988
- Keywords
- Attachment theory; Clinical practice; Q methodology; Diagnosis; Scientific knowledge
- Academic Unit or School
-
Faculty of Arts and Social Sciences (FASS) > Psychology and Counselling > Psychology
Faculty of Arts and Social Sciences (FASS) > Psychology and Counselling
Faculty of Arts and Social Sciences (FASS) - Research Group
- Psychology of Health And Wellbeing (PHeW) Research Cluster
- Copyright Holders
- © 2022 The Author(s)
- Depositing User
- Paul Stenner