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How do humans behave when under threat of attack or disaster? How does the social context affect individual behavior? Anthony Mawson provides an illuminating examination of individual and collective behavior under conditions of stress and danger, in response to both natural and manmade threats and disasters.

Infants develop attachment to their caregivers very early on. The quality of attachment is considered to be crucial for the emotional development of humans and animals alike. Despite its importance, very little is known about how attachment develops between children with Autism Spectrum Disorder (ASD) and their caregivers. The purpose of the present study was to assess the attachment patterns of two young children with ASD with their parents and to identify the means for promoting parent, child, and parent–child relational characteristics that may contribute to the development of secure attachment. The results replicated prior findings pertaining to attachment quality of children with ASD and demonstrated the effectiveness of a naturalistic, behavior-analytic intervention in improving the quality of their attachment.

We tested the relationships between attachment related anxiety and avoidance and interpersonal distance with significant others (mother, father, close friend, love target), as well as, the childhood self. One hundred seventy four university students (85 male and 89 female; average age was 23.90 years, SD = 4.42; 24 [13.8%] were married) participated in the study. They completed Experiences in Close Relationships-Relationship Structures questionnaire (ECR-RS), followed by a computerized version of the comfortable interpersonal distance (CID) task in both the passive state (when protagonists approached them) and the active state (when they approached targets). We asked participants to determine the point at which they felt uncomfortable (the discomfort point) and the point at which they wanted to stop the protagonist (the stop point). Analyses revealed that: (1) Global avoidance scores predicted individuals’ distance to parents, whereas global anxiety scores predicted distance to future love’s view and childhood self; (2) As avoidance increased, individuals allowed their parents to intrude more into their personal spaces; (3) Attachment anxiety and avoidance predicted the passive state better than the active state.

The current study examined the influence of multiple factors on individual differences in empathy; namely, attachment, negative emotionality, and emotion regulation. A total of 63 mothers completed the Attachment Q-set and questionnaires about their children's empathy, negative emotionality, and emotion regulation when children were 3 years old. Prosocial behavior was observed during a baby-cry procedure. Results of path analyses indicated that a model with attachment predicting empathy through the mediation of emotion regulation was the best fit for the data. Specifically, more-secure children were rated higher in emotion regulation and, consequently, higher in empathy. Furthermore, the optimal model was used to test empathy as a predictor of observed prosocial behavior. Here, children higher in empathy were observed to behave more prosocially. Overall, the results support the notion that more-secure children are more empathic because they are better emotion regulators.

The effect of low salinity levels on byssal re‐attachment behavior in Pteria penguin juveniles was observed in the laboratory. Juvenile pearl oysters were submerged in seawater blended to 8.0, 12.0, 16.0, 20.0, 24.0, 28.0, and 32.0 salinity levels for a period of 48 hr. The sub‐lethal salinity level was greater than 20.0 psu. Although salinity levels of 20.0 and 24.0 psu did not affect the oyster survival, the observed byssogenesis activity was significantly reduced and locomotion activity was delayed. Description of the effects of low salinity levels on the byssal re‐attachment behavior of P. penguin juveniles provides a foundation for the design of more complex experiments and approaches to further the exploration and development of improved pearl production techniques.

As the study of student connection to school has expanded, so too has the lexicon of terms, concepts, and measurement tools. In summarizing the literature to guide current practice and future research, the various terms and definitions need clarification. The intent is not to settle on a single term, though agreed on language may benefit future research. The goal of this paper is to clearly identify the various terms, constructs, and instruments used. Table 1 lists the terms and variables used to measure a student's relationship with school. Terms were selected based on conceptual and component interrelatedness. Arguably, other terms may fit equally well. Terms were selected based on a similarity to the term connectedness or a definition similar to that of school connectedness. Measures will be described briefly followed by identification of the common constructs of the different variables. In this paper, \"school connectedness\" represents the term used to refer to the study of a student's relationship to school. (Contains 2 tables.)

Christina Reese has dedicated her life's work to helping those with trauma cope to live healthier, happier, and more fulfilling lives.In her newest book, Trauma and Attachment, she has created a resource to guide clients from a place of fear, anxiety, and trauma to healthy attachment.In this comprehensive yet accessible book, Dr.

The current study is a randomized clinical trial evaluating the efficacy of Focused Playtime Intervention (FPI) in a sample of 70 children with Autism Spectrum Disorder. This parent-mediated intervention has previously been shown to significantly increase responsive parental communication (Siller et al. in J Autism Dev Disord 43:540–555, 2013a ). The current analyses focus on children’s attachment related outcomes. Results revealed that children who were randomly assigned to FPI showed bigger increases in attachment-related behaviors, compared to children assigned to the control condition. Significant treatment effects of FPI were found for both an observational measure of attachment-related behaviors elicited during a brief separation-reunion episode and a questionnaire measure evaluating parental perceptions of child attachment. The theoretical and clinical implications of these findings are discussed.

Some psychoanalytic models focus on \"how\" and \"when\" particular events may have shaped an individual's emotional and behavioral trajectories in life. In a field as accelerated as psychiatry, it's tempting to use this information to rush to a diagnosis. The object relations model, as clearly outlined in this compelling volume from Dr. Christopher Miller, offers an attractive alternative: it emphasizes how a patient's early development has informed interpersonal relationship templates and how these play out in the here-and-now of the clinical encounter. As accessible to the trainee as it is relevant to the experienced clinician, this guide describes how leaning into the therapist-patient dyad (including transference-countertransference dynamics) provides a fertile ground for learning about the patient's past more vividly. Among the book's standout features are: • Clinical vignettes that richly illustrate object relations theory as applied within therapy sessions as well as in acute care settings• Experience-near guidance on assimilating the concepts in academic settings, best practices for utilizing supervision, and extensive literature recommendations• Discussions of other theoretical approaches (e.g., attachment theory), as well as a dedicated chapter on a neuroscientific model of object relations, demonstrating how this psychodynamic framework can be harmonized within psychiatric theory and practice• A chapter focused on termination, including advice for inviting the patient into the decision-making process With its mix of theory, practical advice, and illustrative clinical material, The Object Relations Lens is an indispensable resource for any clinician hoping to gain further knowledge of object relations thought and how this perspective can be eminently useful when conceptualizing and working with patients.

As interest in attachment theory continues to grow, misconceptions of the theory are becoming increasingly common.Important texts on major theoretical and empirical contributions are often too extensive for non-specialist readers or not readily available to clinicians.