Off-campus Pacific University users: To download campus access theses and dissertations, please log into our proxy server with your PUNet ID and password.
Non-Pacific University users: Please talk to your librarian about requesting this thesis or dissertation through interlibrary loan.
Theses or dissertations that have a specific embargo period indicated below will not be available to anyone until the date indicated.
Date of Award
Dissertation (On-Campus Access Only)
Doctor of Psychology (PsyD)
James B. Lane, PhD
Daniel S. McKitrick, Phd
Michel Hersen, PhD, ABBP, Professor and Dean
This dissertation focuses on examining how well the current attachment intervention
literature corresponds to the developmental risks, needs, and problems
identified in a previously defined developmental model, during the preschool years. I
first define the question undertaken, clarify the purpose of this dissertation, and introduce
the methodology used for comparison to the intervention literature. Four main areas of
intervention are discussed: interventions in the peer group, interventions with teachers or
other caregivers, interventions within the family, and finally, interventions with emotions
and models of the self. I then address questions that the clinical literature indicated weIf~
poorly covered, as well as future directions for research and practice in meeting these
It appears from the review that the attachment-clinical literature for preschool age
children is still in a rather youthful state, awaiting further clinical application of the
developmental literature already advanced. There is a moderately comprehensive overlap
between the developmental and clinical literature revealing interventions in all domains
evaluated. Some are elaborated well, while others present little information regarding
clinical approach. I find the bulk of the intervention literature falls within the family
context, consistent with similar trends I in the developmental literature. There is a
. particularly strong focus on changing internal working models, and forms of parent-child
11 intervention are the most prominent intervention. The current state of the clinical attachment
literature is judged informative and likely very helpful to the clinician hoping
to extend attachment based psychotherapy toward preschool aged children, but because
of the clinical literature's limitations, there is the need for reliance upon the current
developmental literature to further guide clinical process.
Nestripke, Bryan D. (2008). Attachment and Psychotherapy: Matching Interventions With Developmental Literature During the Preschool Years (Doctoral dissertation, Pacific University). Retrieved from: