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Attachment and Children with Disabilities: Knowledge and Views of Early Intervention Professionals

Published online by Cambridge University Press:  27 September 2018

Stacey L. Alexander Open the ORCID record for Stacey L. Alexander [Opens in a new window] ,
Margarita Frederico  and
Maureen Long
Stacey L. Alexander*
Affiliation:
Department of Social Work and Social Policy, La Trobe University, Melbourne, Australia
Margarita Frederico
Affiliation:
Department of Social Work and Social Policy, La Trobe University, Melbourne, Australia
Maureen Long
Affiliation:
Department of Social Work and Social Policy, La Trobe University, Melbourne, Australia
*
address for correspondence: Stacey Alexander, Department of Social Work and Social Policy, La Trobe University, Melbourne, Victoria, 3086. E-mail: S.Alexander@latrobe.edu.au
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Abstract

The parent–child bond known as attachment plays a pivotal role in the development and wellbeing of all young children. While research indicates that there are challenges for children with a disability in developing a secure attachment, little is known about early childhood intervention (ECI) professionals’ knowledge of attachment, how they view its importance in their work, and how they translate this knowledge into practice. To address this gap in research, a questionnaire was developed and administered to ECI professionals at an Australian ECI organisation. Qualitative analysis of results (N = 49) revealed an overall understanding of the role of attachment in child development and indicated that ECI professionals perceive attachment as being very important in their role of enhancing children's learning and wellbeing. Importantly, it emerged that less than half the participants learnt about attachment in their undergraduate training, with most learning about it ‘on the job’ and just over half the respondents felt comfortable in addressing attachment concerns with families. Some families are thus left at risk of being inadequately supported to manage attachment problems. Participants identified a desire for further training. This exploratory study has implications for orientation, training, practice, and further research.

Keywords

child developmentdisabilities and development delaysqualitative methodsyoung children
Type
Articles
Information
Children Australia , Volume 43 , Issue 4 , December 2018 , pp. 245 - 254
Copyright
Copyright © The Author(s) 2018 

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