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Attachment relationships describe an affectional or emotional bond between two people. The term parental attachment describes the attachment relationship a child shares with his or her parent. Early attachment relationships are widely studied as important influences on child and family development. Mary Ainsworth and John Bowlby were two pioneers in the area of attachment theory, and their observations and writings continue to influence our thinking about attachment today. More important, the impact of separation and loss, along with the child's use of the parent as a secure base to explore and learn about the world, remain key concepts in understanding the formation and influence of attachment relationships.

Attachment relationships form over the course of the first year of life and are shaped by the child's experience of care received from his or her primary caregivers. Secure attachments are marked by a desire for closeness and contact with the parent when the child is distressed and by the child's use of the parent as a secure base from which to explore. Insecure attachment relationships, in contrast, can be marked by avoidance of the parent, angry and resistant behavior, or a mixture of behaviors that indicate that the child does not experience comfort or use the parent as a secure base. Disorganized attachment relationships are marked by contradictory or frightened behaviors with the parent and are more prevalent among at-risk groups, such as abused or maltreated infants.

The predictive validity of attachment security during infancy for later development is well established. Among the findings reported over the past decades, securely attached infants show greater competence with peers and fewer problem behaviors, greater self-reliance and self-confidence, and more positive cognitive, language, and emotional outcomes across early childhood.

This entry begins with a discussion of techniques used for measuring attachment. Next, this entry examines factors related to attachment security. Lastly, this entry describes intervention and prevention measures to enhance parental attachment.

Measuring Attachment

Two common techniques for assessing the security of attachment in early childhood are the Strange Situation procedure and the Attachment Q-Set. The Strange Situation involves a series of separations from and reunions with the parent and was designed to activate attachment behaviors from the child. From behavior observed in the Strange Situation, children are classified as either secure (B), avoidant (A), ambivalent or resistant (C), or disorganized (D) with respect to attachment with the parent. In most U.S. samples, the majority of infants are classified as securely attached.

The Attachment Q-Set involves a series of descriptors of attachment behaviors that are sorted, based on how characteristic or uncharacteristic each descriptor is of a particular child. Parents' (or observers') sortings of the Attachment Q-Set are then compared to a criterion sorting based on the prototypical secure child. The result is a continuous measure of attachment security for a particular child-parent attachment relationship.

Attachment security with older children has been assessed using techniques such as story completions or modified separation and reunion episodes, as the demands of the Strange Situation are rarely stressful enough to elicit secure base behavior and activate the attachment relationship.

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