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“This book will be an excellent addition to the libraries of clinicians who treat children and families. It does a good job of describing 21 different attachment-based interventions and combines the theory of John Bowlby with practical ideas to increase attachment security, especially with victims of trauma. These interventions can be used from infancy through older adolescence.”

—Doody's Review Service


“Attachment theory has longstanding roots in clinical intervention, which are deepened and extended with this remarkable volume. In well-written profiles of 21 attachment-based interventions, readers are introduced to the conceptual foundations, therapeutic strategies, training procedures, and outcome evaluations of some of the foremost clinical applications of attachment theory. This is an essential resource for clinicians, researchers, and students interested in parent–child attachment, relationship-based interventions, and early mental health. I learned a lot from it.”

—Ross A. Thompson, PhD, Distinguished Professor of Psychology, University of California, Davis


“Howard Steele and Miriam Steele have made a unique contribution to the field of attachment with their emphasis on intervention approaches that make a difference. The volume improves the reader's understanding of ways to help repair attachment problems using interventions grounded in strong theory and empirical research. The editors' careful work has resulted in a comprehensive review that will enhance clinical understanding of evidence-based practice in this area. This book will be of great interest to clinicians and researchers alike, as well as graduate students studying both clinical and research approaches to attachment.”

—Joy D. Osofsky, PhD, Paul J. Ramsay Chair, Departments of Pediatrics and Psychiatry, Louisiana State University Health Sciences Center


“Unique, much needed, and valuable. Howard and Miriam Steele have gathered in one place, from around the globe, the most prominent evidence-based intervention programs across the life cycle that build on attachment theory. Key contributors to the respective approaches succinctly summarize their theoretical foundations, the pragmatics of intervention, research support, and issues in dissemination. This is the essential guidebook for students and professionals who want to develop a better understanding of these models, and a surefire classroom text for courses related to attachment or early intervention.”

—Jay Lebow, PhD, ABPP, LMFT, Senior Scholar and Clinical Professor, The Family Institute at Northwestern University


“An extremely valuable handbook for both attachment novices and experts. This book provides an overview of the rich variety of attachment-based interventions, including specific information about their theoretical, methodological, and empirical bases, all in one volume. Clinical practitioners can search for the programs that are best tailored to the needs of the children, adolescents, or even adults that they treat.”

—Gottfried Spangler, PhD, Department of Psychology, Friedrich-Alexander University of Erlangen-Nuremberg, Germany


“This volume offers a thoughtful and thorough presentation of attachment-inspired and attachment-derived interventions across a range of ages, from infancy to adulthood. The editors have done a superb job and have made an important contribution to the legacy of Bowlby and Ainsworth.”

—Charles H. Zeanah, Jr., MD, Mary Peters Sellars-Polchow Chair in Psychiatry and Professor of Psychiatry and Pediatrics, Tulane University School of Medicine

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Table of Contents

1. Video-Feedback Intervention to Promote Positive Parenting and Sensitive Discipline: Development and Meta-Analytic Evidence for Its Effectiveness, Femmie Juffer, Marian J. Bakermans-Kranenburg, & Marinus H. van IJzendoorn

2. Attachment and Biobehavioral Catch-Up, Mary Dozier, Kristin Bernard, & Caroline K. P. Roben

3. The Circle of Security Intervention: Design, Research, and Implementation, Susan S. Woodhouse, Bert Powell, Glen Cooper, Kent Hoffman, & Jude Cassidy

4. The Nurse–Family Partnership: Theoretical and Empirical Foundations, Nancy S. Donelan-McCall & David L. Olds

5. Steps Toward Effective, Enjoyable Parenting: Lessons from 30 Years of Implementation, Adaptation, and Evaluation, Gerhard J. Suess, Martha Farrell Erickson, Byron Egeland, Hermann Scheuerer-Englisch, & Hans-Peter Hartmann

6. The UCLA Family Development Project: Promoting Healthy Relationships from Within, Jessica L. Borelli, David Kyle Bond, Karen Dudley, Victoria Ponce, & Catherine Mogil

7. Minding the Baby: Complex Trauma and Attachment-Based Home Intervention, Arietta Slade, Tanika Eaves Simpson, Denise Webb, Jessica Gorkin Albertson, Lois S. Sadler, & Nancy Close

8. New Beginnings: A Time-Limited Group Intervention for High-Risk Infants and Mothers, Tessa Baradon, Michelle Sleed, Rebecca Atkins, Chloe Campbell, Abel Fagin, Rachel van Schaick, & Peter Fonagy

9. Group Attachment-Based Intervention: A Multifamily Trauma-Informed Intervention, Howard Steele, Miriam Steele, Karen Bonuck, Paul Meissner, & Anne Murphy

10. CAPEDP Attachment: An Early Home-Based Intervention Targeting Multirisk Families, Susana Tereno, Nicole Guédeney, Tim Greacen, Antoine Guédeney, & the CAPEDP Study Group

11. Mom2Mom: An Attachment-Based Home-Visiting Program for Mothers of Young Infants, Marsha Kaitz in collaboration with Miriam Chriki, Naomi Tessler, Judith Levy, & Sara Burstin

12. Video-Feedback Intervention for Parents of Infants at High Risk of Developing Autism, Jonathan Green

13. Child–Parent Psychotherapy: Theoretical Bases, Clinical Applications, and Empirical Support, Sheree L. Toth, Louisa Michl-Petzing, Danielle Guild, & Alicia F. Lieberman

14. The Attachment Video-Feedback Intervention Program: Development and Validation, Ellen Moss, George M. Tarabulsy, Karine Dubois-Comtois, Chantal Cyr, Annie Bernier, & Diane St-Laurent

15. B.A.S.E.—Babywatching: An Attachment-Based Program to Promote Sensitivity and Empathy, and Counter Fear and Aggression, Karl Heinz Brisch & Jeannette Hollerbach

16. Creating a Peaceful School Learning Environment: Attachment and Mentalization Efforts to Promote Creative Learning in Kindergarten through Fifth-Grade Elementary School Students with Broad Extension to All Grades and Some Organizations, Stuart W. Twemlow, Peter Fonagy, Chloe Campbell, & Frank C. Sacco

17. Connect: An Attachment-Based Program for Parents of Teens, Marlene M. Moretti, Dave S. Pasalich, & Katherine A. O’Donnell

18. Attachment-Based Family Therapy for Adolescent Depression and Suicide Risk, E. Stephanie Krauthamer Ewing, Suzanne A. Levy, Syreeta A. Scott, & Guy S. Diamond

19. Mentalization-Based Therapy for Adolescents: Managing Storms in Youth Presenting with Self-Harm and Suicidal States, Trudie Rossouw

20. Promoting Responsiveness, Emotion Regulation, and Attachment in Young Mothers and Infants: An Implementation of Video Intervention Therapy and Psychological Support, Cristina Riva Crugnola, Elena Ierardi, Alessandro Albizzati, & George Downing

21. Supporting Father Involvement: A Father-Inclusive Couples Group Approach to Parenting Interventions, Philip A. Cowan, Carolyn Pape Cowan, Marsha Kline Pruett, & Kyle Pruett

Author Index

Subject Index

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About the Editors

Howard Steele, PhD, is Professor and Chair of the Clinical Psychology Faculty and Co-Director of the Center for Attachment Research at The New School for Social Research. Dr. Steele is senior and founding editor of the journal Attachment and Human Development and founding and past president of the Society for Emotion and Attachment Studies. He has published more than 100 journal articles and book chapters, many in collaboration with Miriam Steele, in the areas of attachment theory and research, intergenerational patterns of attachment, mourning in response to trauma and loss, and attachment-based interventions to prevent child maltreatment and promote secure, organized attachments. With Miriam Steele and Anne Murphy, Dr. Steele has pioneered the development of Group Attachment-Based Intervention (GABI©), aimed at preventing child maltreatment and promoting attachment security. He is a recipient of the 2017 Bowlby–Ainsworth Award from the Center for Mental Health Promotion, which cited his contributions as a scientist, editor, and clinical innovator.

• Author's website
• All titles by Howard Steele

Miriam Steele, PhD, is Professor of Psychology and Co-Director of the Center for Attachment Research at The New School for Social Research. She trained as a psychoanalyst at the Anna Freud Centre. Her work aims to bridge the world of psychoanalytic thinking and clinical practice with contemporary research in child development. She initiated the London Parent–Child Project, a major longitudinal study of intergenerational patterns of attachment that gave rise to the concept of "reflective functioning." She has published more than 100 journal articles and book chapters, many in collaboration with Howard Steele. With Howard Steele and Anne Murphy, Dr. Steele has pioneered the development of Group Attachment-Based Intervention (GABI©), aimed at preventing child maltreatment and promoting attachment security. She is a recipient of the 2017 Bowlby–Ainsworth Award from the Center for Mental Health Promotion, which cited her innovative longitudinal studies and translational research on attachment and mental representation.

• All titles by Miriam Steele

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Contributors

Jessica Gorkin Albertson, MA, Doctoral Program in Clinical Psychology, City University of New York, New York, New York

Alessandro Albizzati, MD, ASST Santi Paolo and Carlo Hospital, Milan, Italy

Rebecca Atkins, MA, School of Psychology, London Metropolitan University, London, United Kingdom

Marian J. Bakermans-Kranenburg, PhD, Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands

Tessa Baradon, MSc, Under 5s Development, Anna Freud Centre, London, United Kingdom

Kristin Bernard, PhD, Department of Psychology, Stony Brook University, Stony Brook, New York

Annie Bernier, PhD, Department of Psychology, University of Montréal, Montréal, Québec, Canada

David Kyle Bond, MA, Department of Psychology, Claremont Graduate University, Claremont, California

Karen Bonuck, PhD, Department of Family and Social Medicine, Albert Einstein College of Medicine, Bronx, New York

Jessica L. Borelli, PhD, Department of Psychology, Pomona College, Claremont, California

Karl Heinz Brisch, MD, Department of Pediatric Psychosomatic Medicine and Psychotherapy, Dr. von Hauner Children’s Hospital of Ludwig Maximilian University of Munich, Munich, Germany

Sara Burstin, BA, Department of Psychology, Hebrew University, Jerusalem, Israel

Chloe Campbell, PhD, Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom

Jude Cassidy, PhD, Department of Psychology, University of Maryland, College Park, Maryland

Miriam Chriki, MA, Department of Psychology, Hebrew University, Jerusalem, Israel

Nancy Close, PhD, Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut

Glen Cooper, MA, Circle of Security International, Spokane, Washington

Carolyn Pape Cowan, PhD, Department of Psychology, University of California, Berkeley, Berkeley, California

Philip A. Cowan, PhD, Department of Psychology, University of California, Berkeley, Berkeley, California

Chantal Cyr, PhD, Department of Psychology, University of Québec at Montréal, Montréal, Québec, Canada

Guy S. Diamond, PhD, PhD Program in Couple and Family Therapy and Center for Family Intervention Science, Drexel University, Philadelphia, Pennsylvania

Nancy Donelan-McCall, PhD, Department of Pediatrics, University of Colorado Denver School of Medicine, Aurora, Colorado

George Downing, PhD, Pitié-Salpêtrière Hospital, Paris, France

Mary Dozier, PhD, Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware

Karine Dubois-Comtois, PhD, Department of Psychology, University of Québec at Trois-Rivières, Trois-Rivières, Québec, Canada

Karen Dudley, BA, private practice, Los Angeles, California

Byron Egeland, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

Martha Farrell Erickson, PhD, Children, Youth, and Family Consortium, University of Minnesota, St. Paul, Minnesota

E. Stephanie Krauthamer Ewing, PhD, Department of Couple and Family Therapy, Drexel University, Philadelphia, Pennsylvania

Abel Fagin, MA, ADv Dip, Anna Freud National Centre for Children and Families, London, United Kingdom

Peter Fonagy, PhD, Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom

Tim Greacen, PhD, Research Laboratory, EPS Maison Blanche, Paris, France

Jonathan Green, MD, Division of Neuroscience and Experimental Psychology, University of Manchester, Manchester, United Kingdom

Antoine Guédeney, MD, Child and Adolescent Psychiatry, Paris 7 Diderot University, Paris, France

Nicole Guédeney, MD, Mutualist Institute, Montsouris, Paris Descartes University, Sorbonne Paris Cité, Paris, France

Danielle Guild, MA, Department of Clinical and Social Sciences in Psychology, Mt. Hope Family Center, University of Rochester, Rochester, New York

Hans-Peter Hartmann, MD, Department of Clinical Psychology, University of Giessen, Giessen, Germany

Kent Hoffman, RelD, Department of Psychology, Gonzaga University, Spokane, Washington

Jeannette Hollerbach, MA, Department of Pediatric Psychosomatic Medicine and Psychotherapy, University of Munich, Munich, Germany

Elena Ierardi, PhD, Department of Psychology, University of Milano-Bicocca, ASST Santi Paolo and Carlo Hospital, Milan, Italy

Femmie Juffer, PhD, Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands

Marsha Kaitz, PhD, Department of Psychology, Hebrew University, Jerusalem, Israel

Judith Levy, BA, Department of Psychology, Hebrew University, Jerusalem, Israel

Suzanne A. Levy, PhD, Center for Family Intervention Science, College of Nursing and Health Professions, Drexel University, Philadelphia, Pennsylvania

Alicia F. Lieberman, PhD, Department of Psychiatry, University of California, San Francisco, San Francisco, California

Paul Meissner, MSPH, Montefiore Medical Center, Bronx, New York

Louisa C. Michl-Petzing, MA, Department of Clinical and Social Sciences in Psychology, Mt. Hope Family Center, University of Rochester, Rochester, New York

Catherine Mogil, PsyD, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, California

Marlene M. Moretti, PhD, Psychology Department, Simon Fraser University, Burnaby, British Columbia, Canada

Ellen Moss, PhD, Center for Study of Attachment and the Family, Department of Psychology, University of Québec at Montréal, Québec, Canada

Anne Murphy, PhD, Rose F. Kennedy Children’s Evaluation and Rehabilitation Center, Montefiore Medical Center, Bronx, New York

Katherine A. O’Donnell, MS, Department of Psychology, Simon Fraser University, Burnaby, British Columbia, Canada

David Olds, PhD, Prevention Research Center for Family and Child Health, Department of Pediatrics, University of Colorado Denver School of Medicine, Aurora, Colorado

Dave S. Pasalich, PhD, Research School of Psychology, College of Medicine, Biology and Environment, The Australian National University, Canberra, Australia

Victoria Ponce, BA, Department of Child and Adolescent Psychiatry, University of California, Los Angeles, Los Angeles, California

Bert Powell, MA, Circle of Security International, Spokane, Washington

Marsha Kline Pruett, PhD, School for Social Work, Smith College, Northampton, Massachusetts

Kyle Pruett, MD, Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut

Cristina Riva Crugnola, PhD, Department of Developmental Psychology, University of Milano-Bicocca, Milan, Italy

Caroline K. P. Roben, PhD, Psychological and Brain Sciences, University of Delaware, Newark, Delaware

Trudie Rossouw, MD, Priory Group, North London Priory, London, United Kingdom

Frank C. Sacco, PhD, Community Services Institute, Boston and Springfield, Massachusetts, and Doctoral Field Placement, Springfield College, Springfield, Massachusetts

Lois Sadler, PhD, Yale Child Study Center, Yale School of Nursing, New Haven, Connecticut

Hermann Scheuerer-Englisch, PhD, Child Guidance Clinic, Katholische Jugendfürsorge Regensburg e.V., Regensburg, Germany

Syreeta A. Scott, PhD, ABFT Training Program, Drexel University, Philadelphia, Pennsylvania

Tanika Eaves Simpson, LCSW, IMH-E, Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut

Arietta Slade, PhD, Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut

Michelle Sleed, PhD, Department of Psychology, University College London, London, United Kingdom

Diane St-Laurent, PhD, Department of Psychology, University of Québec at Trois-Rivières, Trois-Rivières, Québec, Canada

Howard Steele, PhD, Department of Psychology, The New School for Social Research, New York, New York

Miriam Steele, PhD, Department of Psychology, The New School for Social Research, New York, New York

Gerhard J. Suess, PhD, Department of Social Work, Hamburg University of Applied Science, Hamburg, Germany

George M. Tarabulsy, PhD, School of Psychology, Laval University, Québec City, Québec, Canada

Susana Tereno, PhD, Institute of Psychology and Laboratory of Psychopathology and Health Process, Paris Descartes University, Sorbonne Paris Cité, Paris, France

Naomi Tessler, BSW, Department of Psychology, Hebrew University, Jerusalem, Israel

Sheree L. Toth, PhD, Mt. Hope Family Center, University of Rochester, Rochester, New York

Stuart W. Twemlow, MD, Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, Texas

Marinus H. van IJzendoorn, PhD, Centre for Child and Family Studies, Leiden University, Leiden, The Netherlands

Rachel van Schaick, DClinPsy, Hackney Children’s Social Care, London, United Kingdom

Denise Webb, MSN, Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut

Susan S. Woodhouse, PhD, Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania

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Audience

Practitioners working with children and families, including clinical psychologists, psychiatrists, social workers, counselors, and nurses; also of interest to developmental psychologists and family researchers.

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Course Use

May serve as a supplemental text in graduate-level courses.