Question  |
Answer |
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start learning
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Limited distress; continued exploration after initial reunion
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start learning
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child appears indifferent
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CAS Resistant or Ambivalent start learning
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child appears distressed, preoccupied with caregiver & “clingy”
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CAS Disorganized/ Disoriented start learning
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difficult to categorize reunion experience (80% of maltreated youth)
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start learning
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dev.- approp. interac.; recognizes sig. of attachment
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start learning
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dismissive about attachment; withdrawn and rejecting
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start learning
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recognizes sig. Of attachment, but preoccupied with past; appears angry; blurred boundaries
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AAS Unresolved/ Disorganized start learning
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frightened by memory of past trauma promotes momentary dissassociation; scripts child into “past drama”
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start learning
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The Adult Attachment Interview
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Grice’s conversational maxims start learning
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QUALITY / QUANTITY / RELATION / MANNER
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start learning
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(Coherence): Internal consistency between general terms and episodes
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start learning
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„be succinct, and yet complete”
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start learning
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Violation when, e.g. childhood relationship is irrelevantly addressed with discussions of current interactions.
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start learning
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„Be clear and orderly”; is violated when, e.g. speech becomes grammatically entangled, vague terms are used, sentence is not finished
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Dismissing Violations of Grice’s conversational maxims start learning
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quality (idealization); quantity (excessively succinct, cutting short)
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Preoccupied Violations of Grice’s conversational maxims start learning
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quantity; relevance, manner (jargon, vague speech, nonsense words)
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