término  |
definición |
|
empezar lección
|
|
Limited distress; continued exploration after initial reunion
|
|
|
|
empezar lección
|
|
child appears indifferent
|
|
|
CAS Resistant or Ambivalent empezar lección
|
|
child appears distressed, preoccupied with caregiver & “clingy”
|
|
|
CAS Disorganized/ Disoriented empezar lección
|
|
difficult to categorize reunion experience (80% of maltreated youth)
|
|
|
|
empezar lección
|
|
dev.- approp. interac.; recognizes sig. of attachment
|
|
|
|
empezar lección
|
|
dismissive about attachment; withdrawn and rejecting
|
|
|
|
empezar lección
|
|
recognizes sig. Of attachment, but preoccupied with past; appears angry; blurred boundaries
|
|
|
AAS Unresolved/ Disorganized empezar lección
|
|
frightened by memory of past trauma promotes momentary dissassociation; scripts child into “past drama”
|
|
|
|
empezar lección
|
|
The Adult Attachment Interview
|
|
|
Grice’s conversational maxims empezar lección
|
|
QUALITY / QUANTITY / RELATION / MANNER
|
|
|
|
empezar lección
|
|
(Coherence): Internal consistency between general terms and episodes
|
|
|
|
empezar lección
|
|
„be succinct, and yet complete”
|
|
|
|
empezar lección
|
|
Violation when, e.g. childhood relationship is irrelevantly addressed with discussions of current interactions.
|
|
|
|
empezar lección
|
|
„Be clear and orderly”; is violated when, e.g. speech becomes grammatically entangled, vague terms are used, sentence is not finished
|
|
|
Dismissing Violations of Grice’s conversational maxims empezar lección
|
|
quality (idealization); quantity (excessively succinct, cutting short)
|
|
|
Preoccupied Violations of Grice’s conversational maxims empezar lección
|
|
quantity; relevance, manner (jargon, vague speech, nonsense words)
|
|
|
