Lack of a self-report measure of late adolescent parental attachment style has threatened to hinder expansion of the empirical basis of attachment theory. Two studies were undertaken that provided evidence of validity for a new classification of parental attachment style from patterns of scores on the Inventory of Parent and Peer Attachment (G. C. Armsden & M. T. Greenberg, 1987). Discriminant function analyses differentiated among secure, ambivalent, and avoidant attachment with 2 empirically derived dimensions, which paralleled the essential attachment functions theorized by M. D. S. Ainsworth (1989). Overall, insecurely attached late adolescents reported greater depression, anxiety, and worry than their securely attached counterparts. For women but not for men, insecure attachment was associated with diminished college adjustment and lower intimacy development. These results portend the promise of investigations of parental attachment style to elucidate contributions of parental attachment to late adolescent development and adjustment.Appreciation goes to the student researchers who assisted with many aspects of these studies:

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The lateral dimension of psychic life, lived through relationships with siblings and their substitutes, is structured around a distinct psychic challenge: to find one's unique place in a world of similar others. Like the challenge that structures the vertical parent-child dimension, the lateral challenge is fraught with conflict and ambivalence; its resolution imbues psychic structure. That resolution may be accomplished through a process of differentiation, an active and unconscious process of identity development by which a child amplifies differences with siblings and minimizes similarities. Differentiation from siblings serves to mitigate interpersonal rivalry with them and to ease internal conflict associated with the lateral dimension. Three clinical examples are offered to illustrate the operation of sibling differentiation and its costs, particularly in terms of constricted identity and attenuated relationships with siblings and peers. Differentiation as a process of becoming what the other is not has been eclipsed by identification in psychoanalytic theories of identity development. Yet differentiation is a common strategy for resolving the primary rivalries and conflicts of the lateral dimension, and has unique developmental and clinical implications.

Psychoanalysts have invoked infant development diversely to understand nonverbal and unspoken aspects of lived experience. Two uses of developmental notions and their implications for understanding language and the therapeutic action of psychoanalysis are juxtaposed here: Hans Loewald's conception of developmental metaphors to illuminate ineffable aspects of the clinical situation and Daniel Stern's currently popular developmental model, which draws on findings from quantitative research to explain therapeutic action in the nonverbal realm. Loewald's metaphorical use of early development identifies and thus potentiates a central role for language in psychoanalytic treatment. By contrast, Stern and his colleagues exaggerate the abstract, orderly, and disembodied qualities of language, and consequently underestimate the degree to which lived interpersonal experience can be meaningfully verbalized, as demonstrated here with illustrations from published clinical material. As contemporary psychoanalysis moves toward embracing developmental models such as Stern's, it is concluded, psychoanalysts accept a shrinking role for language in the talking cure.