A multilevel, multimethod interdisciplinary approach to the understanding of attachment.

Abstract

Attachment theory (e.g., Bowlby, 1969Bowlby, /1982 and the large body of research it has generated (e.g., Cassidy & Shaver, 2008;Mikulincer & Shaver, 2007a) grew out of Bowlby's psychoanalytic training and practice, and it involves a creative integration of psychoanalytic object relations theories with cognitive and developmental psychology, cybernetic systems theory, and primate ethology (Bowlby, 1969(Bowlby, /1982(Bowlby, , 1973(Bowlby, , 1980. Despite this initial richness, the theories on which Bowlby based his work have developed and changed substantially, and new methods and conceptualizations (e.g., neuroscience, cultural psychology) have emerged. These changes and developments placed attachment under a different light, shifting the type of questions people ask about attachment. In this chapter, we summarize recent developments in attachment research and theory, focusing specifically on the three themes underlying this volume-neuroscience, culture, and evolution-to elucidate the underlying mechanisms of attachment. Although we focus on attachment, we hope readers can use this as an example of how the three approaches may be combined to guide relationship research. We begin with a working definition of attachment.

The consequences of high levels of attachment security

“…Hazan and Shaver (1987) extended Bowlby's (1982) theory and Ainsworth and colleagues' categorization into the domain of adult close relationships. Since their seminal paper, hundreds of studies have revealed attachment style to be highly predictive of various psychological, behavioral, and physiological/neurological factors among adults (for reviews, see Gillath, Canterberry, & Collins, 2012;Mikulincer & Shaver, 2007b).…”

Who makes a better university adjustment wingman: Parents or friends?

“…According to [ 25 ], a separation from parents and identity exploration are also active during this sensitive transition period. This results in an unstable period in which students are exposed to stressful and provocative situations [ 26 ]. In comparison to students who have an insecure attachment to their parents, students who have a secure attachment to their parents have a positive view of academics, are motivated, do good academic work, tend to adapt at university, and have the ability to build a protective emotional, behavioural, and social problem [ 27 ].…”