Intervention in Insecure Infant Attachment
Teresa Nezworski University of California, Santa Barbara
William J. Tolan The Meadows Psychiatric Center Centre Hall, Pennsylvania
Jay Belsky The Pennsylvania State University
Accumulating research over the last decade has demonstrated that insecurely attached infants function less well that their securely attached peers on a variety of tasks during their toddler and preschool years ( Main, 1973; Pastor, 1981; Sroufe, 1979, 1983). The youngsters studied appeared less effective in interpersonal relations and less successful in their efforts to master challenging tasks ( Arend, Gove, & Sroufe, 1979; George & Main, 1979; La Freniere & Sroufe, 1985; Londerville & Main, 1981; Main & Weston, 1981; Matas, Arend, & Sroufe, 1978; Nezworski, 1983; Sroufe, Schork, Motti, Lawroski, & La Freniere, 1984; Waters, Wippman, & Sroufe, 1979). These findings have provided important empirical support for the theoretical propositions that link the quality of infant-parent attachment to child personality development and subsequent adjustment.
Recent publications from two independent longitudinal investigations have underscored the importance of these earlier studies by further documenting a significant relationship between the quality of infant- parent attachment and the incidence of child behavioral problems in the beginning school years ( Erickson, Sroufe, & Egeland, 1985; Lewis, Feiring, McGuffog, & Jaskir, 1984. For details see Belsky & Nezworski,