Promoting Positive Infant-Caregiver Attachment

Vacca, John

doi:10.1097/00001163-200113040-00006

Cited by 5 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Regarding the parent-child attachment, research has addressed (a) the impact of parenting stress on the quality of the parent-child attachment (McKay & Pickens, 1996), (b) the factors that contribute to the formation and the quality of the parent-child attachment (Vacca, 2001), (c) the parental perception of the parent-child attachment (Hoppes & Harris, 1990), and (d) the parental bereavement process associated with a disrupted parent-child attachment (Teel, 1991).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessment of the Relationship Between Parenting Stress and a Child’s Ability to Functionally Communicate

Ello¹,

Donovan

2005

Research on Social Work Practice

View full text Add to dashboard Cite

Objective: The purpose of this research project was to examine the relationship between parenting stress and a child's ability to functionally communicate within families who participated in an early intervention developmental disability program. Method: Using a two-group, cross-sectional survey design, this study explored the above relationship with respect to total stress as well as domain-specific stress. In addition, this study described how this relationship differed with respect to key demographic characteristics. Results: The findings from this study of 64 parents were statistically significant and informative. Conclusions: The findings suggest that a child's ability to functionally communicate does negatively relate to the level of parenting stress in the parent-child subsystem. Implications for both social work practice and policy are presented.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Assessment of the Relationship Between Parenting Stress and a Child’s Ability to Functionally Communicate

Ello¹,

Donovan

2005

Research on Social Work Practice

View full text Add to dashboard Cite

show abstract

“…Children with sensory disabilities lack many of the essential bonding tools of children with normal development and therefore need to learn to attach to their caregivers in different ways (Vacca, 2001). Where parents may have relied primarily on bonding through eye contact with previous experiences of child raising, they are required to learn new ways of connecting with their child who is blind, such as through touch and sound.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Rationale : A great deal of research discusses how the parent–child relationship impacts child development (Chen & Li, 2009; Frisella et al, 2011; Kurtzer-White & Luterman, 2003). Children with sensory developments lack many of the essential bonding tools of children with normal development, such as facial responsiveness, and therefore need to learn to attach to their caregivers in different ways (Vacca, 2001). A nurturing parenting style that provides consistent expectations of the child serves to facilitate better developmental outcome despite risk from the sensory impairment (Vacca, 2001).…”

Section: Interview Questionsmentioning

confidence: 99%

“…Children with sensory developments lack many of the essential bonding tools of children with normal development, such as facial responsiveness, and therefore need to learn to attach to their caregivers in different ways (Vacca, 2001). A nurturing parenting style that provides consistent expectations of the child serves to facilitate better developmental outcome despite risk from the sensory impairment (Vacca, 2001). Early intervention involvement 4.…”

Section: Interview Questionsmentioning

confidence: 99%

“…An ecological model views a child, parent, and family functioning as critical (Bronfenbrenner, 1979; Guralnick, 2001; Martin, 2006). Intervention efforts focus on facilitating developmental milestones (Guimond, 2005) and strengthening the emotional attachments with their caregivers (Vacca, 2001). By listening to parents to identify child's needs (Ryan & Quinlan, 2018) and teaching different methods of play and interaction, EISs can assist families to support their child's individual needs to fully participate at home, in education, and in the community (Douville-Watson, Watson, & Wilson, 2003).…”

Section: Interview Questionsmentioning

confidence: 99%

See 2 more Smart Citations

From Emotional Crisis to Empowerment

Cain

Fanshawe

2021

Infants &Amp; Young Children

View full text Add to dashboard Cite

This article presents the experiences of 2 mothers whose children were born blind. It relates their journey moving from the grief experienced when presented with the unexpected challenges of supporting a child with special needs to a position of empowerment after gaining the necessary knowledge and skills to integrate into their new and reimagined lives. This research addresses the following question: "What is the role of Early Intervention Specialists (EISs) in supporting parents of children with unexpected congenital blindness?" Using case study methodology, the authors interviewed 2 mothers in Australia, when their children were aged 5 years and again 5 years later to gather a longitudinal understanding of their interactions with EISs. These narratives underscore the critical importance of the specialized knowledge EISs provide in empowering caregivers to take control of their child's therapy needs and advocate for their full participation within educational contexts and the community.

show abstract

Supporting Early Childhood Social-Emotional Well Being: The Building Blocks for Early Learning and School Success

Bagdi

Vacca

2005

Early Childhood Educ J

View full text Add to dashboard Cite

The period of early childhood sets the stage for how well children view themselves, each other, and their world. Shared positive emotional experiences between caregivers and children serve as building blocks for the development of social and emotional well-being in infants and toddlers. Incorporating the three principles of promotion, prevention, and intervention within a systems framework (child-parent-environment) will enable early childhood practitioners to foster the emotional health and well-being of all children and families, especially those individual children who are more vulnerable due to the presence of multiple risk factors. The primary intent of the authors of this paper is to discuss the importance of attending to the social and emotional well being of very young children as a primary focus of early learning and school success.

show abstract

Promoting Positive Infant-Caregiver Attachment

Cited by 5 publications

References 0 publications

Assessment of the Relationship Between Parenting Stress and a Child’s Ability to Functionally Communicate

Assessment of the Relationship Between Parenting Stress and a Child’s Ability to Functionally Communicate

From Emotional Crisis to Empowerment

Supporting Early Childhood Social-Emotional Well Being: The Building Blocks for Early Learning and School Success

Contact Info

Product

Resources

About