By Phil Rich
This e-book presents a vast review of the literature, thought, and scientific remedy of attachment deficit. It discusses its program in knowing the etiology of teenage sexual offending, in addition to implications for remedy. matters addressed contain the parts of attachment and social connection, attachment and the improvement of character, neurology and attachment, the advance of social competence, and attention of no matter if attachment could be learned.Content:
Chapter 1 the connection of Attachment to Juvenile Sexual Offending (pages 6–18):
Chapter 2 the rules of Attachment: Attunement and Human Connection (pages 19–35):
Chapter three The Formation of Attachment and the Emergence of Self (pages 36–54):
Chapter four The safe Self: Attachment, Self, and the Internalized international (pages 55–72):
Chapter five An Attachment Framework (pages 73–91):
Chapter 6 styles of Attachment (pages 92–107):
Chapter 7 The overview and type of Attachment (pages 108–120):
Chapter eight Measuring Attachment (pages 121–132):
Chapter nine Disordered Attachment or Attachment ailment? (pages 133–143):
Chapter 10 employing the Attachment Framework: An Attachment?Driven Case learn (pages 144–161):
Chapter eleven Presumed hyperlinks: An Attachment?Driven Pathway to Sexual Abuse (pages 162–182):
Chapter 12 The facts for Attachment?Driven Sexual Offenses (pages 183–200):
Chapter thirteen delinquent Pathways (pages 201–213):
Chapter 14 crucial parts: Empathy, Morality, and Social Connection (pages 214–232):
Chapter 15 The Neural Self: The Neurobiology of Attachment (pages 233–258):
Chapter sixteen knowing Attachment?Informed remedy (pages 259–271):
Chapter 17 The Attachment?Informed remedy setting (pages 272–281):
Chapter 18 Implications for remedy (pages 282–303):
Chapter 19 Conclusions: Getting attached (pages 304–306):
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Additional info for Attachment and Sexual Offending: Understanding and Applying Attachment Theory to the Treatment of Juvenile Sexual Offenders
Involving the capacity for metacognition, theory of mind requires the capacity to think about thinking, and more to the point to think about the way others think. This capacity is linked to that of self-reﬂection, and eventually reﬂection and insight into the minds of others. Siegel (1999, 2001, 2003) describes this capacity of the child to “perceive the subjective experiences of others, and of themselves” (2003, p. 38), or to understand and “read” the mind of the other, as “mindsight,” suggesting that this ability may be the cornerstone of empathy and compassion.
121). Ainsworth et al. (1978) distinguish between attachment as a bond, or in the case of the mother–child relationship an enduring relationship between a young child and his mother, and attachment behaviors which serve to form and engage in the bond. However, whereas both the mother and infant hopefully experience an attached relationship, attachment behaviors are a feature of and reside within the child and not the adult. In this regard, the attachment bond technically does not reﬂect a dyadic relationship between two people (the child and the caregiver), but exists only within the child.
Ainsworth later ATTACHMENT AND THE EMERGENCE OF SELF 39 renamed the phases, and her more succinct titles are placed in parentheses and italicized below, next to Bowlby’s named phases. Attachment Phase 1 Orientation and Signals with Limited Discrimination of Figure (the Initial Preattachment Phase). Although Ainsworth describes this phase as lasting only several weeks, Bowlby describes it as lasting between 8 and 12 weeks. Although the infant is attuned to certain environmental stimuli from birth, it is unable to discriminate between people, and initially responds to its mother ﬁgure in an undiscriminating manner.