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008 230105s2021 xx o ||||0 eng d
020 9781000467581|q(electronic bk.)
035 (MiAaPQ)EBC6800567
035 (Au-PeEL)EBL6800567
035 (OCoLC)1285172258
040 MiAaPQ|beng|erda|epn|cMiAaPQ|dMiAaPQ
050 4 BF575.A86 K455 2021
082 0 155.92
100 1 Keller, Heidi.
245 14 The Myth of Attachment Theory :|bA Critical Understanding
for Multicultural Societies.
264 1 Milton :|bTaylor & Francis Group,|c2021.
264 4 |c©2021.
300 1 online resource (197 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
505 0 Intro -- Endorsements -- Half Title -- Title Page --
Copyright Page -- Contents -- Foreword To The German
Edition -- In Defence of Difference: Foreword to the
English edition -- References -- A Personal Preface -- 1.
Introduction -- 1.1 Not directly accepted -- 1.2 A
marketing issue? -- 1.3 The prize is high -- 1.4 Not the
best for every child -- 1.5 Structure of this book -- Note
-- 2. The beginnings of attachment theory -- 2.1 War,
trauma and the consequences -- 2.1.1 Instinct or imprint?
-- 2.1.2 Bowlby's personal background -- 2.2 A somewhat
different view -- 2.2.1 Looking differently -- 2.2.2
Everything has its time -- 2.3 Doubts not wanted? -- 2.3.1
Incomprehensible results -- 3. The attachment theory of
the 21st CENTURY -- 3.1 The hierarchy of the few -- 3.1.1
The emperor's new clothes? -- 3.1.2 Different conclusions
-- 3.2 Honesty to the canon -- 3.2.1 Dealing with
criticism -- Note -- 4. Unresolved problems -- 4.1 What is
attachment? -- 4.2 What is an internal working model? --
4.3 What is exploration? -- 4.3.1 Attachment exploration
balance -- 4.4 Novelty, stranger anxiety or separation
distress? -- 4.4.1 Ethical concerns -- 4.5 Theory or
method? -- 4.6 Evolutionary assumptions of attachment
theory -- 4.6.1 One or several attachment figures? --
4.6.2 Experience expectant or experience dependent? --
4.6.3 Well being or reproduction? -- 4.6.4 A gene for
proximity seeking? -- 4.6.5 Adaptations are not
necessarily universal -- 5. Cultural blindness of
attachment theory -- 5.1 Not only the mother -- 5.2 There
is no lack of information -- 5.3 Unintended consequences -
- 5.4 The dyad: one communication model among others --
5.5 Why cross cultural comparisons? -- 5.6 Core
assumptions of attachment theory -- 5.7 Implicit
assumptions of attachment theory -- 5.7.1 Not only
perception is culture specific -- 5.7.2 Attachment figures
must be adults.
505 8 5.7.2 A child can only form a few attachment relationships
-- 5.7.3 Social interactions are exclusive, dyadic and
dialogic -- 5.7.4 The infant has the lead -- 5.7.4.1
Measuring sensitivity -- 5.7.5 Behavior is regulated
through emotions -- 5.8 Different cultural realities --
5.8.1 Attachment figures can be children and/or adults --
5.8.1.1 The number of caregivers varies in care networks -
- 5.8.1.2 It takes a village... -- 5.8.2 Variety of
interactional formats: multiple, polyadic and more --
5.8.3 How can a baby know what is best for him or her? --
5.8.3.1 Is it necessary to be alone sometimes? -- 5.8.3.2
Who follows whom - who has the lead? -- 5.8.4 Emotional
control is a sign of maturity and proper demeanor --
5.8.4.1 Where strangeness is not fear evoking -- 5.8.5
Exploration and culture -- 5.8.5.1 More interest in humans
- it is better when other people are involved -- 5.8.5.2
Observation is also exploration -- Notes -- 6. Checking
facts: What is and what can attachment theory really do? -
- 6.1 Known, but not understood -- 6.2 Practitioners'
perspectives -- 7. Attachment theory and daycare -- 7.1
Attachment or relationship? -- 7.1.1 Relationship
unburdens -- 7.2 Everyday life in an institution:
attachment theory applied -- 7.2.1 The Berlin model --
7.2.2 The Munich model -- 7.2.3 Experiences with parental
rejection of these models -- 7.2.4 Questionable practice -
- Notes -- 8. Reflections about culture conscious
transition processes -- 8.1 Preparation: the 1000
languages of families -- 8.1.1 Multiple communication
styles and cultures -- 8.1.1.1 More and less contextual
communication cultures -- 8.1.1.2 Misunderstandings
preprogrammed? -- 8.2 The institution and the teachers --
8.2.1 All voices count -- 8.2.2 Taking conflicts seriously
-- 8.3 The children and the children's group -- 8.3.1
Copying allowed?.
505 8 8.3.2 Children are basically interested in other children
-- 8.3.3 Taking children seriously -- 8.3.4 A promising
approach -- 8.4 The child in transition -- 8.5 The place -
- 8.5.1 The third educator -- 8.5.1.1 Junk gardens --
8.5.2 Children in space -- 8.5.2.1 Decoration -- 8.5.2.2
The outdoors -- 8.5.2.3 Mobile furniture -- 8.5.2.4 What
is place identity? -- 8.6 Contextual embeddedness -- 8.6.1
The people in the wider social context -- 8.7 Culture
conscious transition: a multidimensional process -- 8.7.1
Inclusion taken seriously -- 8.7.2.1 A process in circles
-- Note -- 9. Ethical questions -- 9.1 Wrong diagnoses and
wrong evaluations -- 9.1.1 Inacceptable moral evaluations
-- 9.2 Attachment based interventions -- 9.2.1 Not only
wrong, but also unethical -- 9.2.2 The word gap assumption
-- 9.3 Attachment based custody decisions -- 9.3.1
Governmental misjudges and their consequences -- 9.3.2
Contradictions are not perceived -- 9.4 The ethics of
pedagogics in daycare -- 9.4.1 Strange Situation
transition -- Note -- 10. Concluding comments -- 10.1
Keeping up with the times -- 10.2 Unpredictable
consequences -- 10.3 Unheard voices -- 10.4 Listening,
moving, proceeding -- Note -- Annotated bibliography --
References -- Index.
650 0 Attachment behavior.
650 0 Attachment behavior in children.
776 08 |iPrint version:|aKeller, Heidi|tThe Myth of Attachment
Theory|dMilton : Taylor & Francis Group,c2021
|z9780367764753
856 40 |uhttps://ebookcentral.proquest.com/lib/hull/
detail.action?docID=6800567|zClick to View
921 UA
936 05/01/23 ILL EL ATO 07/07/23
