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  • J Cassidy
  • 1994
Emotion regulation and quality of attachment are closely linked. It has been proposed here that one influence on individual differences in emotion regulation may be a child's attachment history. Individuals characterized by the flexible ability to accept and integrate both positive and negative emotions are generally securely attached; on the other hand,(More)
Recent studies indicate that feelings of loneliness and social dissatisfaction can be reliably assessed with third- through sixth-grade children, and that children who are sociometrically rejected by their peers are significantly more lonely than other children. The present research was designed (a) to examine whether loneliness could be reliably assessed(More)
The purpose of this study was to explore patterns of parent and child emotional expressiveness within the family context, to examine links between these patterns and children's peer relations, and to examine whether these links might be mediated by children's understanding of emotions. Subjects were 61 kindergarten and first-grade white, middle-class(More)
Relatively little has been written about one group of infants identified with Ainsworth's "Strange Situation" assessment of infant-parent attachment, those classified insecure/ambivalent. Although virtually all samples contain some insecure/ambivalent infants, these infants are uncommon, comprising 7%-15% of most American samples. Recently developed(More)
We explored the notion that adolescents possess mental secure base scripts of attachment-related events and examined, for the first time, whether these scripts were linked to adolescent attachment security. Results indicated that adolescents possessed a general script for mother and for father, and that they drew upon these scripts across different(More)
Researchers have used J. Bowlby's (1969/1982, 1973, 1980, 1988) attachment theory frequently as a basis for examining whether experiences in close personal relationships relate to the processing of social information across childhood, adolescence, and adulthood. We present an integrative life-span-encompassing theoretical model to explain the patterns of(More)
Parent-child reminiscing about negative experiences influences children's developing "emotional self-concept", which comprises three interrelated functions: self-defining (this is the kind of emotional person I am), self-in-relation (this is how I express and share my emotions with others), and coping (this is how I cope with and resolve negative emotion).(More)
This paper outlines some of the ways in which secure attachment is associated with the capacity to participate in successful intimate relationships. The paper begins with the discussion of four key abilities required for intimacy: the ability to seek care, the ability to give care, the ability to feel comfortable with an autonomous self, and the ability to(More)
Because the feedback children and adolescents receive is important to their development, 2 experimental studies were designed to examine children's (M = 12 years) and adolescents' (M = 17 years) active selection of the quality of feedback they wish to receive. In both studies evidence emerged that participants' self-perceptions influence their feedback(More)
The idea that attachment representations are generalized to new social situations and guide behavior with unfamiliar others is central to attachment theory. However, research regarding this important theoretical postulate has been lacking in adolescence and adulthood, as most research has focused on establishing the influence of attachment representations(More)