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Early intervention and the development of self-regulation

Fonagy, P; Target, M; (2002) Early intervention and the development of self-regulation. PSYCHOANAL INQ , 22 (3) 307 - 335.

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Abstract

Self-regulation is the key mediator between genetic predisposition, early experience, and adult functioning. This paper argues that all the key mechanisms underpinning the enduring effects of early relationship experiences interface with individuals' capacity to control (a) their reaction to stress, (b) their capacity to maintain focused attention, and (c) their capacity to interpret mental states in themselves and others. These three mechanisms together function to assist the individual to work closely and collaboratively with other minds. The paper proposes a reformulation of attachment theory constructs in terms of the quality of interpersonal interpretive functioning and the interpersonal strategies adopted by individuals to maintain optimal psychological distance between themselves and others, given their particular level of interpretive capacity.

Type: Article
Title: Early intervention and the development of self-regulation
Keywords: HIGH-RISK SAMPLE, EARLY SCHOOL-AGE, INDIVIDUAL-DIFFERENCES, ATTACHMENT SECURITY, INHIBITORY CONTROL, ADULT ATTACHMENT, INTELLECTUAL FRAMEWORK, NEGATIVE EMOTIONALITY, MATERNAL SENSITIVITY, ANTERIOR CINGULATE
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/155304
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