ABSTRACT

Clinical practitioners are frequently encouraged, through literature, training, and policy, to learn, understand, refer to and use their knowledge of attachment theory and research when working to meet the needs of children and families. However, there has been very little empirical study of how practitioners understand and perceive the relevance of attachment concepts and methods. Q-methodology was used to examine the perceptions of attachment knowledge and its applications for practice among 30 UK clinicians working with children and an international group of 31 attachment researchers. Factor analysis revealed three perspectives, described as: i) pragmatic, developmental, and uncertain, ii) academic, and iii) autodidactic and therapeutic. Participants agreed on core tenants of theory, their aspirations for clinical practice and the inaccessibility of current assessment measures for practitioners. Yet they diverged on their understandings of attachment insecurity, disorganisation, and the implications of both for various aspects of child development.

摘要

经常鼓励临床从业者通过文献、培训和政策来学习、理解、参考和使用他们的依恋理论和研究知识，以满足儿童和家庭的需求。然而，关于从业者如何理解和感知依恋概念和方法的相关性的实证研究很少。Q 方法用于检查 30 名从事儿童工作的英国临床医生和 31 名依恋研究人员组成的国际小组对依恋知识的看法及其在实践中的应用。因素分析揭示了三个观点，描述为：i）务实的、发展的和不确定的，ii）学术的，以及 iii）自学的和治疗的。与会者就理论的核心内容达成一致，他们对临床实践的期望以及当前对从业者的评估措施的不可及性。然而，他们对依恋不安全感、混乱以及两者对儿童发展各个方面的影响的理解存在分歧。