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DOES TRAINING IN THE CIRCLE OF SECURITY FRAMEWORK INCREASE RELATIONAL UNDERSTANDING IN INFANT/CHILD AND FAMILY WORKERS?
Author(s) -
McMahon Catherine,
Huber Anna,
Kohlhoff Jane,
Camberis AnnaLisa
Publication year - 2017
Publication title -
infant mental health journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.693
H-Index - 75
eISSN - 1097-0355
pISSN - 0163-9641
DOI - 10.1002/imhj.21661
Subject(s) - dyad , vignette , empathy , psychology , attendance , perspective (graphical) , attachment theory , developmental psychology , mental health , infant mental health , perspective taking , bespoke , clinical psychology , applied psychology , social psychology , psychotherapist , artificial intelligence , computer science , law , political science , economics , economic growth
This article evaluated whether attendance at Circle of Security training workshops resulted in attendees showing greater empathy and attachment‐related knowledge and understanding, and fewer judgmental responses to viewing a stressful parent–child interaction. Participants were 202 practitioners who attended and completed a 2‐day ( n = 70), 4‐day ( n = 105), or 10‐day ( n = 27) COS training workshop in Australia or New Zealand in 2015. In a pre/post design, participant reactions to a video clip of a challenging parent–child interaction were coded for empathic, judgmental, or attachment‐focused language. Attachment understanding was coded in response to questions about the greatest challenge that the dyad faced. In all training conditions, participants provided significantly more attachment‐focused descriptors and showed significantly greater attachment understanding after training, but significantly fewer empathic descriptors. While participants at the longer workshops provided significantly fewer judgmental/critical descriptors, there was no change for those attending the 2‐day workshop. Irrespective of workshop duration or professional background, participants took a more relational perspective on the vignette after the training workshops. More detailed research is required to establish the extent to which this increased knowledge and understanding is retained and integrated into infant mental health practice with parents and young children.