All dressed up and
nowhere to go:
Attachment measures and theory in family law practice
Association of Family and Conciliation Courts webinar
(c) 2021 B.D. Garber, Ph.D.
Register to attend here
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Click the image below to
view this self-playing, 2-minute attachment primer:
"All About Aloysius"
critical idea to consider:
What we see and measure in
the preschool years is BOTH the quality of
the child's relationship with a particular
parent AND a snapshot of the child's
emerging capacities for self-regulation.
Those two variables diverge in the early
grade school years.
The first variable -relationship quality- is
subject to the pressures of ACEs and
therefore has little predictive validity.
Preschool attachment security is only
predictive of later relationship security
when all other things are equal. That is
(almost) never the case in the high conflict
The second variable -self-regulation- is
internalized across development and must be
measured differently at different points in
is the ability to manage one's internal
physical and emotional experience. It is
conceptually quite similar to constructs
known elsewhere as "resilience" and
"emotional maturity." In early
grade school years, look for transitional
objects. In high school, look for
transitional (peer) affiliations. In
adulthood, look for intimate relationships,
commitments to work, hobbies, and
faith-based practices. In the senior years,
look for self-actualization.
law professionals concerned with
understanding and extrapolating forward
about a child's relationship with each of
two or more caregivers should be concerned
with reciprocal connectedness rather than
attachment or "bonding." Reciprocal
connectedness (or "fit" as referenced in CCE
guidelines, standards, and best practices)
is accessible across development. It refers
to the mutuality and appropriateness of the
Citations in alphabetical order
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