Attachment Theory: Implications for Practice in Schools (2007)

Bowlby's (1969, 1988) theory of attachment highlights the importance of the early parent-child relationship in facilitating appropriate emotional, social, and cognitive development in children (Ainsworth, 1989; Bowlby, 1988; Brazelton & Greenspan, 2000; Bretherton, 1992; Karen, 1998; Sroufe, Carlson, Levy, & Egeland, 1999). The benefits of adequate attachment are thought to be long lasting and provide a stable base from which subsequent growth experiences can flourish (Brazelton & Greenspan, 2000). For example, the relationship between attachment security in infancy and subsequent child behavior and later academic success (Bohlin, Hagekull, & Rydell, 2000; Main & Cassidy, 1988; Waters, Wippman, & Sroufe, 1979) has been documented. Additionally, secure attachment relationships have been shown to mediate the negative impacts of low social economic status and other social contextual risk factors (Pasco-Fearon & Belsky, 2004). Similarly, disrupted and insecure attachment has been associated with, for example, the development of psychopathology (e.g., Lyons-Ruth, 1996; Solomon & DeJong, 1995; Sroufe, 1979) such as oppositional defiant disorder and conduct disorder (Denham, Blair, Schmidt, & DeMulder, 2002; Thompson, 1994), anxiety and depression (Gerhardt, 2004), and underdeveloped social competence (Denham et al.; Thompson). Highlighting the need to understand attachment over the course of development are the findings that attachment patterns, with intervention, may not remain stable over time (Goodman, 2007). Thus, understanding children's early attachment history and current attachment patterns is crucial for providing intervention services. Although the implications of attachment theory and research for practice are profound, much of the research has been concentrated within the field of developmental psychology, and has not been widely disseminated into the practice of school psychology where applied, school-based interventions could be implemented. The school is most children's first social system outside of the family where children may form strong attachment-like relationships with other adults, particularly teachers. However, how attachment may be generalized beyond the traditional parent-child relationship with important others, as described by both Bowlby (1969, 1988) and Ainsworth (1989), warrants examination. This mini-series provides an opportunity to review the current status of attachment research in relation to child outcomes in school settings. In addition, much of the commentary provides a context for conceptualizing child attachment difficulties for applied psychologists. This series addresses the theoretical tenants of attachment, including the importance of early attachment relationships and how attachment patterns form internalized mental representations in addition to how attachment experiences relate to school-based (e.g., academic, behavioral) outcomes. Attachment and the other dynamic developmental processes that may affect high-risk as well as typical children offer avenues for conceptualizing and implementing mental health and other interventions in educational contexts. For example, there are implications for consultation with parents and teachers, parent education programs, and comprehensive individualized intervention plans. The school psychologist is in a key position to provide leadership in applying attachment theory to school based programming promoting children's academic success and mental health. The opening paper by Kennedy and Kennedy provides an overview of John Bowlby's theory of attachment describing risk factors for the development of insecure attachment. These authors highlight the importance of quality teacher-student relationships and children's positive adaptation to school, especially for high-risk students who may not have a supportive adult at home. The authors provide a unique discussion of the implications related to a lack of secure attachment in terms of the behavioral trajectories for children and adolescents. …