This study explored the kinds of relationship experiences associated with earned-security, i.e., the extent to which mothers who report early negative relationship histories with their parents are later able to form a secure working model of attachment (indicated by the ability to speak clearly and coherently about these histories). Mothers from a low-risk sample (N = 121) expecting their first child completed the Adult Attachment Interview (AAI), which was used to assess earned-security retrospectively using the stringent definition recommended by Main and Hesse (Hesse, 2008 ; Main, Goldwyn, & Hesse, 2002 ), as well as to identify alternative support figures. Participants also completed self-report measures of depressive symptomatology, questionnaires concerning their experiences in therapy, and later, when their babies were 12 to 15 months old, the Strange Situation procedure. Sixteen mothers were classified as earned-secure (25% of those classified as secure-autonomous and 13% of the whole sample). Women who were earned-secure (vs. insecure and continuous-secure) reported significantly higher levels of emotional support, but not instrumental support, from alternative support figures. They also spent more time in therapy than did insecure and continuous-secure women and were more likely to form secure attachments with their infants than insecure women. These findings were obtained even after controlling for depressive symptoms.

No abstract

No abstract

This paper examines the role of self-reflection and self-evaluation in early childhood practicum students' development of positive guidance skills with children. We examine how helpful students find self-reflection and selfevaluation exercises and how their thoroughness of reflection relates to their progress in acquiring positive guidance skills. Self-reflection also plays a role in students' attitudes towards positive guidance and their confidence in using guidance skills. This paper explores the extent to which reflection and evaluation affect the attitudes and confidence of future early childhood educators, which could have an impact on the children and families they work with. Participants were 63 university students (60 female and 3 male) in their junior or senior years in a Human Development and Family Sciences undergraduate program at a university in the southern region of the United States. They were enrolled in an undergraduate class focused on learning ''positive guidance'' interaction skills and classroom management with young children. Students generally found the self-ratings and goal setting helpful in learning guidance skills. We did not find that thoroughness of self-reflection was related to guidance skills or amount of improvement. There were three groups of students in regards to self-evaluation and supervisor evaluation: those who initially overinflate their abilities, those who initially underinflate their abilities, and those who evaluate themselves consistently.

No abstract