Additional Information
Book Details
Abstract
Attachment-based Practice with Adults is an illustrated, multi-media resource offering a theoretically coherent, practice-based model for the application of attachment theory in working with any adults, including those who pose a risk to themselves or to other adults or children.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | 1 | ||
| Copyright | 2 | ||
| Title | 3 | ||
| Contents | 1 | ||
| About the authors | 5 | ||
| Acknowledgments | 7 | ||
| Foreword | 9 | ||
| Introduction and How to Use this Guide | 11 | ||
| Welcome to this interactive practice guide | 11 | ||
| Origins of this practice guide | 12 | ||
| Who is this guide for? | 13 | ||
| What are the aims of this guide? | 13 | ||
| What this guide cannot provide | 14 | ||
| Guiding beliefs | 15 | ||
| How to use this guide: a roadmap | 17 | ||
| Tips for different readers | 19 | ||
| Now you are ready to start | 22 | ||
| PART ONE Attachment Theory, Memory Systems, Discourse and the LEARN Model | 23 | ||
| Chapter 1: Introducing Attachment Theory | 23 | ||
| The origins and importance of attachment theory: who will survive? | 23 | ||
| Attachment and how we learn to self-regulate | 25 | ||
| The identification of attachment patterns | 25 | ||
| Interpersonal neurobiology and mentalisation - the basis for emotional and social intelligence | 26 | ||
| Key benefits of attachment theory | 27 | ||
| The ecological-transactional model of development: our lives in context | 29 | ||
| How information processing underlies attachment strategies | 30 | ||
| The ‘A’, ‘B’ and ‘C’ patterns | 32 | ||
| The balanced attachment strategy (‘B’) and the goal-directed partnership | 34 | ||
| The distancing (‘A’) attachment strategy | 38 | ||
| The preoccupied (‘C’) attachment strategy | 44 | ||
| Summary and comparison of the three strategies | 49 | ||
| The dynamic-maturational model | 50 | ||
| Disorganisation | 53 | ||
| Conclusion | 55 | ||
| Chapter 2:Memory Systems, Integration and Discourse | 57 | ||
| Introduction | 57 | ||
| How the brain, the mind and relationships interact to shape who we are | 58 | ||
| A brief tour of the brain | 61 | ||
| The impact of unresolved trauma on memory and coherence | 67 | ||
| Development and function of different memory systems | 69 | ||
| Implicit and explicit memory: an overview | 71 | ||
| Implicit memory | 71 | ||
| Explicit memory | 73 | ||
| Integration | 78 | ||
| Discourse and discourse markers | 82 | ||
| The discourse marking sheets | 86 | ||
| The Interviewing Guide | 98 | ||
| Type ‘A’ Strategies | 101 | ||
| Type C Strategies | 109 | ||
| Type B Strategies | 119 | ||
| Chapter 3: The LEARN Model for Promoting Narrative Integration | 124 | ||
| Introduction | 124 | ||
| The importance of our personal stories | 126 | ||
| How the Model works | 127 | ||
| Safety first: the foundation stage | 129 | ||
| The five steps of the L E A R N Model explained | 130 | ||
| Consolidating your learning about the Model | 141 | ||
| PART TWO Putting Attachment Theory to Work: five case studies, with guided practice examples | 142 | ||
| Introduction | 142 | ||
| Background information about the five characters | 143 | ||
| Chapter 4 Beth and the Reorganising ‘B’ Strategy | 144 | ||
| Chapter 5 Anne and the Concerning ‘A’ Strategy | 162 | ||
| Chapter 6 Adam and the Endangering ‘A’ Strategy | 182 | ||
| Chapter 7 Calum and the Concerning ‘C’ Strategy | 200 | ||
| Chapter 8 Christy and the Endangering ‘C’ Strategy | 224 | ||
| PART THREE Integrating Attachment-informed Practice | 240 | ||
| Introduction | 240 | ||
| Chapter 9: Tools and Exercises for Practice | 242 | ||
| Introduction | 242 | ||
| Essential preparation, context and considerations | 242 | ||
| Common aims and considerations of all psychological treatment | 245 | ||
| Being responsive to each client or service user: finding the ‘shoe that fits’ | 247 | ||
| Purposeful adaptation for clients with ‘A’ and ‘C’ strategies | 249 | ||
| Exercises | 253 | ||
| Exercise 1: My strengths | 254 | ||
| Exercise 2: My family tree and its hidden legacies | 257 | ||
| Exercise 3: Timeline of my life | 262 | ||
| Exercise 4: ‘My world’ diagram | 267 | ||
| Exercise 5: Recognising, expressing and talking about feelings | 270 | ||
| Exercise 6: Ten conversations about unfinished business | 277 | ||
| Exercise 7: My attachment relationships, then and now | 286 | ||
| Exercise 8: My mind, brain and relationships – bringing them all together | 290 | ||
| Exercise 9: Conducting my internal orchestra | 298 | ||
| Exercise 10: STOP-MAP – an attachment-based approach to problem-solving | 300 | ||
| Chapter 10: Supporting, Supervising and Sustaining Practitioners | 304 | ||
| Introduction | 304 | ||
| The importance of good supervision | 305 | ||
| What do we mean by supervision? | 305 | ||
| What is attachment-informed supervision? | 306 | ||
| Supervision in action, part one: Christy’s social worker in supervision | 310 | ||
| Workers who get hooked into using an ‘A’ or ‘C’ strategy with their clients | 318 | ||
| Applying attachment – informed supervision in your own practice: applying the LEARN Model to supervision | 326 | ||
| Key messages for supervisors | 327 | ||
| Questions to consider | 327 | ||
| References | 329 |