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Zeanah, C. H., & Smyke, A. T. (2012, May 10). //Building Attachment Relationships Following Maltreatment and Severe Deprivation //. Retrieved May 14, 2012, from []

> such as inhibited, hypervigilant, or highly ambivalent reactions; and (2) an indiscriminately social/disinhibited pattern, in which the child exhibits lack of expectable selectivity in seeking comfort, support, and nurturance, with lack of social reticence with unfamiliar adults, including a willingness to “go off” with strangers.
 * 1) Young children who experience abuse, neglect, and deprivation are at dramatically increased risk for serious disturbances of attachment.
 * 2) For clinicians assisting young children placed in foster care following serious maltreatment, the task is to help them develop attachment relationships to their new caregivers, sometimes while simultaneously attempting to repair disrupted or disturbed attachment relationships with their birth parents.
 * 3) Children are adopted from foster care or out of institutions, they must develop new attachments to their adoptive parents.
 * 4) In this chapter, we focus on understanding the origins of attachment disturbances in young children and the methods that have been used to diagnose and to ameliorate such disturbances.
 * 5) These children present clinicians with questions about how best to enhance the construction and/or reconstruction of parent–child attachment relationships.
 * 6) Maltreatment has long been recognized to be associated with disturbances of attachment as measured by the Strange Situation procedure (SSP; Ainsworth, Blehar, Waters, & Wall, 1978).
 * 7) In this system, a 5 described children with typical patterns of attachment characterized by fully developed attachment behaviors, whereas a 1 described children who exhibited no attachment behavior toward either their caregiver or the stranger. (5-point rating system for assessing the degree to which the child exhibited fully developed attachment behaviors).
 * 8) Children are adopted from foster care or out of institutions, they must develop new attachments to their adoptive parents.
 * 9) Children present clinicians with questions about how best to enhance the construction and/or reconstruction of parent–child attachment relationships.
 * 10) Recent research with young children raised in institutions also has demonstrated that failure to organize an attachment does not tell the complete story of disturbances of attachment in these children.
 * 11) Two clinical patterns have been described: (1) an emotionally withdrawn/inhibited pattern, in which the child exhibits limited or absent initiation or response to social interactions with caregivers, and a variety of aberrant social behaviors,
 * 1) Children at the extremes of the risk continuum pose challenges to clinicians attempting to design interventions appropriate for them.
 * 2) The first is an intervention program for young children in foster care in New Orleans in which comprehensive and integrated services are offered to address the challenges of building attachment relationships with foster parents and enhancing attachment relationships with birth families.
 * 3) The second is an intervention project in Bucharest, Romania, in which formerly institutionalized children are placed in foster care and their development is compared with that of a group of institutionalized children.
 * 4) For each initiative, we review approaches to building attachment relationships and the child and parent barriers to developing attachments, and we consider how to improve disturbed attachment relationships.