Airi Hautamäki

DMM assessments of attachment and adaptation: Procedures, validity and utility.

This article gives a brief over view of the Dynamic-Maturational Model of attachment and adaptation (DMM; Crittenden, 2008) together with the various DMM assessments of attachment that have been developed for specific stages of development. Each assessment is discussed in terms of procedure, outcomes, validity, advantages and limitations, comparable procedures and areas for further research and validation. The aims are twofold: to provide an introduction to DMM theory and its application that underlie the articles in this issue of CCPP; and to provide researchers and clinicians with a guide to DMM assessments.

Transmission of attachment across three generations: Continuity and reversal

We followed a normative Finnish sample of primiparous mothers, fathers, and maternal grandmothers from pregnancy until the child was 3 years old (N = 32 families). The Adult Attachment Interview (AAI) was used to assess attachment in mothers, fathers and grandmothers during the last trimester of the mother’s pregnancy. The Preschool Assessment of Attachment (PAA) was used to assess attachment in children at 3 years. Forty-seven percent of the 32 grandmother—mother—infant triads had the corresponding attachment classifications. Using EXACON for the analysis of single cells of 3 × 3 contingency tables with type-antitype classifications, and frequency tabulation of the major three-generation combinations, both triads indicating continuity across three generations (B/B/B 22% and A/A/A 19%) and reversal reactions (A/C/A and C/A/C 22%) were found. The results indicated continuity across three generations for Type B and for Type A and alternations from A to C and vice versa for insecure attachment. We discuss the implications of these findings for theory development and clinical work.

Assessment in Schools – Learning to Learn

L2 refers to the cognitive and affective-dispositional factors central to the application of existing skills to novel tasks at work. On the other hand, L2 refers to potential new educational practices in education, which would increase the appeal of education and learning to all pupils. L2 is to be seen to comprise and adhere to several theoretical traditions within educational sciences. Depending on the approach, there are also differing answers to the question of the criteria of L2. Study skills, strategies, and techniques may be the narrow(est) area of L2, but there are also attempts to broad(er) interpretations.

Identity status among young adults: Validation of the Dimensions of Identity Development Scale (DIDS) in a Finnish sample

Abstract Theory and empirical findings suggest that sociohistorical changes have made identity formation a precarious developmental process in contemporary Western societies. Firm commitments may be delayed until the late twenties or discarded altogether. We tested the reliability and factorial validity of a recently developed five-dimensional process model of identity development – Dimensions of Identity Development Scale – in order to evaluate identity formation among Finnish young adults (N = 751, Mage = 24.6, 60.3% women) in a cross-cultural perspective. Results showed that the hypothesized five-factor model could not be confirmed as such. Instead a six-factor model, encountered only recently in two other studies, suited the sample data better. All six identity dimensions were internally and externally correlated as hypothesized and the identity status cluster solution that emerged matched previous results with one exception. Further, the surprisingly high prevalence of diffused and uncertain individuals in our sample may indicate effects of sociohistorical factors specific to a Finnish cultural context.

DE TIDIGA UNGDOMSÅREN—KONFLIKT, REVOLT, RESIGNATION?

I fokus for artikeln star de tidigare ungdoms- arens centrala utvecklingsinitierande konflikt samt sattet att losa konflikten med kamratgruppens stod. Pa basen av finlandsk ungdomsforskning tangeras kontroversiella sociologiska fragestallningar ur psykologisk synvinkel: ungdomskulturen som underkultur i motsats tili motkultur, ungdomskulturens enhetlighet och dess rotter i ungdomars sociala bakgrund.

TIDIG STIMULERING AV BARN: INTERNATIONELLA STRÖMNINGAR

Att bryta den onda sociala cirkeln med uppfostran har hagrat for mangen pedagog. Den tidiga stimuleringens ide hanfor sig till en dylik omgivningsoptimism; att med kompensatoriska undervisningsprogram ge det socialt missgynna- de barnet ett med medelklassbarnet lika utgangslage vid skolstarten. Den ekologiska interventionen betonar foraldrasubjektivering som basta grogrund ocksa for bamets utveckling.