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Attachment Theory and Research
A Reader
Edited by
Tommie Forslund
and
Robbie Duschinsky
This edition first published 2021
© 2021 John Wiley & Sons Ltd
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Library of Congress Cataloging‐in‐Publication Data Names: Forslund, Tommie, editor. | Duschinsky, Robbie, editor. Title: Attachment theory and research : a reader / Tommie Forslund, PhD, researcher in Developmental Psychology at Stockholm University, Stockholm, Sweden; researcher at SUF Resource Center, Region Uppsala, Uppsala, Sweden, Robbie Duschinsky, Head of the Applied Social Science Group and Senior University Lecturer, University of Cambridge, Cambridge, UK. Fellow and Director of Studies, Sidney Sussex College, Cambridge, UK. Description: First edition. | Hoboken : Wiley, 2021. | Includes bibliographical references and index. Identifiers: LCCN 2020048348 (print) | LCCN 2020048349 (ebook) | ISBN 9781119657880 (paperback) | ISBN 9781119657897 (adobe pdf) | ISBN 9781119657903 (epub) Subjects: LCSH: Attachment behavior. | Developmental psychology. Classification: LCC BF575.A86 F67 2021 (print) | LCC BF575.A86 (ebook) | DDC 155.5/1241–dc23 LC record available at https://lccn.loc.gov/2020048348 LC ebook record available at https://lccn.loc.gov/2020048349
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Cover Image: Denis Pogostin/iStockphoto
Introduction
Attachment theory originates in the work of the British psychoanalyst and child psychiatrist John Bowlby and the Canadian clinical psychologist Mary Ainsworth. Bowlby sought a scientific explanation for the affectional bonds that children form with their caregivers, as manifested by attempts to seek and maintain proximity to and comfort by their caregivers, and by negative reactions following prolonged separations and losses. He eventually formulated the core tenets of attachment by drawing from multiple scientific disciplines, including ethology, psychoanalysis and cognitive psychology (Van der Horst, 2011). Bowlby’s emphasis on the importance of early care may come across as self‐evident today. However, it was anything but an orthodox position when he formulated attachment theory, at which time the importance of children’s actual experiences with their caregivers were not sufficiently acknowledged (Bowlby, 1940, 1951, 1969/1982). Ainsworth, who collaborated closely with Bowlby, then extended his account by conducting extensive empirical observations of caregiver–child interaction, and by identifying individual differences in infants’ expectations of the availability of their caregivers (Ainsworth et al., 1978; Van Rosmalen et al., 2015, 2016).
Already in their lifetime, their work influenced
