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    Bringing practice into theory : social workers' experiences of bringing social work into attachment theory : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Philosophy, School of Social Work and Social Policy at Massey University
    (Massey University, 2007) Foley, Maree Anne
    Attachment theory and social work have sustained an ongoing relationship since the early work of John Bowlby in the 1940s through to the current day. This longstanding relationship provided a frame for this current study which: explored social workers' described experiences of using attachment theory as a social work practice theory and identified patterns of processing attachment theory for social work practice. This qualitative study was methodologically guided by a hermeneutic phenomenological paradigm based on the work of Max van Manen (1990). Data collection involved a review of relevant literature followed by semi-structured in-depth interviews. Data construction included the development and implementation of a "Letter of Understanding Process" in conjunction with the construction of transcripts. Data-analysis processes consistent with hermeneutic phenomenological methods were utilised. Review of the literature suggested that attachment theory, originally developed by Bowlby (1958) and Ainsworth (1963), emphasised a relational perspective inclusive of the attachment-caregiving-exploratory systems. However within the translation process of this theory and its developments over the decades into a social work practice theory, the focus shifted from one of relationships at times of high need to one where the client and their external world of events and happenings was emphasised. Findings from the interviews found social workers' experiences of the use of attachment theory, reflected identified shifts of focus within the literature. Also found was a theory-practice processing pattern identified as the social worker "bringing practice into theory". In light of these findings, the social worker was foregrounded as one who brings practice into the lived experience of theory. Issues of sustaining the coherence of attachment theory in practice and issues of context were explored as impacting on the lived experience of theory and practice. In response to these findings practice implications were considered resulting in the development of attachment theory informed social work practice principles. Finally based on the conclusions of this study an attachment theory informed model of reflective practice was recommended along with considerations for future research.
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    Attachment theory and music therapy : what was the relevance of attachment theory to a student's music therapy programme for 'at-risk' mothers and their babies : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfillment of the degree of Master of Music Therapy
    (Massey University, 2013) Ridley, Helen
    This qualitative secondary analysis research project sought to explore the relevance of attachment theory as it might apply to a music therapy programme set up and run within a residential service for ‘at risk’ mothers and their babies. The explicit purpose of the music therapy programme was to assist the mothers in bonding with their babies. The researcher was a student music therapist on placement at the facility, involved in weekly one-to-one sessions with a total of nineteen young women and their babies, over the time that each was resident at the facility. The music therapist also ran some weekly group sessions (mothers with babies) as part of the facility’s mandatory education programme. The music therapy programme took place over twenty-two weeks, with a two week break after the first ten weeks. The research analysis commenced on completion of the programme. Thematic analysis was used to look at two types of data; data from the placement (including clinical notes and personal reflective journal), and literature on attachment theory. There was an initial review of selected literature on attachment theory and music therapy. The researcher/student music therapist then carried out an inductive qualitative secondary analysis of the data that had been generated as a standard part of her practice over the period of the student placement. This was followed by a further examination of attachment theory literature to confirm key aspects of the theory. The findings from the inductive analysis were then looked at in the light of those identified key features of attachment theory. The research findings showed many strong links between key concepts of attachment theory, and the patterns that emerged from the placement data, manifesting on a number of different levels. However some patterns might be more usefully explained and/or elucidated by other theories. Findings suggested that attachment theory provided a useful framework and language for observing and understanding the interactive behaviours and external and personal structures that appeared to work for or against mother-infant bonding. In addition, the music therapy programme seemed a particularly suitable vehicle for promoting positive mother-infant bonding. However it was found that although the music therapy programme may have been helpful in a positive mother-infant bonding process, there was no evidence to suggest that this would necessarily extend to promoting a secure attachment relationship, given the personal, structural and legal factors associated with the high ‘at-risk’ context. An attachment-based music therapy programme may well have a more useful role to play in a lower risk context where mothers and babies remained for longer in the facility, and where the programme could continue throughout the women’s transition into the community and beyond.
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    Ties that bind : attachment formation in the maltreated preadolescent child placed in long term foster care
    (Massey University, 1999) Chinnery, Shirley-Ann
    While the Children, Young Persons, and Their Families Act 1989 enshrines the primacy of family placement for children in need of care and protection, it simultaneously acknowledges by way of S.13 (h) that for some children this may not be a viable, available or safe option and where such circumstances prevail, children are to be given the opportunity to develop an alternate psychological tie to caregivers other than their primary kin. lt is this small group of children who require long term alternate care that are of primary interest to this thesis. The legislative principle that mandates this practice is founded, in large part, on attachment theoretic assumptions. This conceptual framework also informs the current study. This research aims to investigate, by way of the case study method, the attachment experiences of a small sample of previously maltreated, New Zealand European preadolescent children in long term state care. The effects their attachment experiences have on the formation of a new attachment relationship with alternate caregivers and the facilitative or impeding role played by social workers and their organisation (NZCYPFA) in regard to the development of this relationship are examined. The field work involved a multimodal exploration of the above relationships and included four sets of participants: a key informant group, three social workers, five caregivers and three preadolescent children. Fundamental to this research is the need to identify factors integral to performing a social work assessment of attachment of both prospective caregivers and the preadolescent child requiring placement. Foster care literature, drawing on attachment theoretic constructs, would suggest that this process is imperative to making sound placement decisions and for ensuring placement stability (Thoburn, 1997; McAuley, 1996; Triseliotis, Sellick & Short, 1995). Attachment theory indicates that placement stability is linked to caregiver sensitivity and the development of relational mutuality (Brethefton, 1996; 1993; 1987; Howes & Segal, 1993; Marcus, 1991). These variables have also been associated with relational continuity which in turn has been implicated in positive developmental outcomes for children (Lyons-Ruth, 1996; Cicchetti, Toth & Lynch, 1995; Bowlby, 1988; 1982; 1980; 1973). This thesis documents similar findings, and concludes with a set of recommendations for social work policy, practice and future research.
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    Vulnerable parent, vulnerable child : parenting of a subsequent child following the loss of an infant to Sudden Infant Death Syndrome : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Human Development at Massey University, Palmerston North, New Zealand
    (Massey University, 2003) Maclean, Barbara Lois
    The aim of the present study was to investigate evidence of replacement child and vulnerable child pathology in the caregiving relationship between caregivers who had lost a previous infant to SIDS, and their subsequent children, who were now 2-3 years of age. To assess the possible traumatic disruption to the parent-child caregiving system arising from unresolved parental grieving, 20 mothers of 2-3-year-old subsequent children participated in an attachment-based clinical interview, the Working Model of the Child Interview (WMCI). Verbatim transcripts of the interviews were examined for content themes showing mothers' replacement feelings toward the subsequent child. The interview was then rated on a formal scoring system for the WMCI and the parents' representations of the child were classified into one of three categories: balanced, disengaged, or distorted. In addition, a modified version of the Reaction to Diagnosis Classification System (RTDSC) was used to classify the interview transcripts as Resolved or Unresolved with respect to the trauma to the caregiving system arising from the loss. To look for specific evidence of the Vulnerable Child Syndrome, the 20 mothers and a control group of 100 non-bereaved mothers of children of a similar age also completed three questionnaires: (a) the Vulnerable Child Scale (VCS) to assess parental perceptions of the child's vulnerability, (b) the Parent Protection Scale (PPS) to assess parental protective behaviours, and (c) the Achenbach Child Behaviour Checklist for ages 2-3 years (CBCL/2-3) to assess behaviour and personality problems in the child. Results of the questionnaires showed that in comparison to the control group, mothers of subsequent children perceived their children as significantly more vulnerable and reported higher levels of protective behaviours. Subsequent children, in turn, experienced significantly higher levels of sleep problems and destructive externalising behaviours. Interview data showed that 70% of mothers were Unresolved with respect to the loss regardless of the time since the death, but the children were not regarded as replacements for the dead siblings. Only 25% of interviews were categorised as balanced and the majority were characterised by ongoing fears for the child's safety, and a significant level of emotional distancing from the child.