CE Quiz Attachment and Relational Resilience Across the Lifespan

1. Using both left-mode and right-mode when thinking about attachment allows for an optimal perspective which is characterized as _______.

2. In the psychoanalytic community, attachment researcher John Bowlby was initially considered a _______ .

3. The Infant Strange Situation research methodology includes all of the following, except:

4. Non-secure attachment refers to __________.

5. In the Infant Strange Situation, avoidant attachment is statistically correlated with a pattern of caretaker-child interactions where the caretaker is _______.

6. In the biological paradox of disorganized attachment, the child receives conflicting internal signals from their _______ and _______.

7. The following is true about disorganized attachment, except:

8. Attachment impacts identity because the sense of self is shaped through ________.

9. Ambivalent attachment patterns create a _________ sense of self in the presence of the caregiver.

10. In the SPA of the self, agency is defined as ________ on behalf of your subjective experience and point of view.

11. From an IPNB perspective, attachment categories are states of mind that are:

12. Attachment states of mind include the four facets of mind which include each of the following, except:

13. In school and camp environments, an _________ attachment pattern is associated with needy behavior with teachers and peers.

14. The most significant factor for establishing secure-autonomous adult attachment is ______________.

15. When doing the Adult Attachment Interview (AAI), a client can prevent flooding by using their ______ to integrate ______.

16. Responses to the AAI that exhibit _______ strongly indicate a lack of memory integration and resolution of childhood attachment experiences.

17. Which of the following is not a general guideline for adapting the AAI in a clinical setting?

18. In an IPNB view, integrative transformation of attachment patterns requires the consilient features of ______ and _____.

19. In an IPNB view, secure attachment is understood as an integrative relationship. Which of the following statements is false?

20. _______ attachment states of mind involve rigidity and left-mode dominance, whereas ______attachment states of mind involve chaos and right-mode dominance.

21. In _______ attachment, resolving trauma and loss allows for increased integration of the left-mode and right-mode.

22. The strategy for _______ attachment to increase security and integration is to tap into the feelings, bodily sensation and emotional meaning of the right-mode.

23. Which of the following is important to increase attachment security and integration in each non-secure attachment pattern?

24. In the Plane of Possibility perspective, non-secure attachment patterns are states of mind that create rigid ________.

25. In the process of integrative transformation, the Plane of Possibility corresponds to ________.

26. Accessing the _______ of the Wheel of Awareness creates the conditions that allow energy to emerge more freely from the Plane of Possibility.

27. Which of the following is the correct definition of a developmental pathway?

28. In the Patterns of Developmental Pathways (PDP) Model, the state of connectedness called _________ is the fundamental drive in the development of personality.

29. Attachment category is not influenced by _______, but they interact when non-secure attachment creates a rigidity of developmental pathways.

30. Which of the following does not correspond with the three vectors of emotion used in the PDP Model?

31. Non-secure attachment impairs the ability to feel belonging and wholeness. The practice of ________ can help access these feelings and lead to integration.

32. The ability to notice the emergence of a plateau and access the Plane of Possibility to make a repair with ourselves and others is called ____________.

33. What does the Hub in the Wheel of Awareness metaphorically represent?

34. What does the Rim of the Wheel of Awareness metaphorically signify?

35. What is the Plane of Possibility?

36. Which element is not a primary focus of the Wheel of Awareness practice?

37. How is the concept of energy flow relevant to the Wheel of Awareness and attachment theory?

38. Which terms did participants in the Wheel of Awareness workshops not frequently use to describe their experience in the hub?

39. Which attachment pattern is characterized by the baby avoiding the return of the parent and not getting attunement or connection?

40. Which attachment pattern involves infants displaying approach-avoidance behavior during reunions?

41. What is the term used to describe the attachment relationship in which the child is going to the caregiver but doesn’t seem to get what they need, displaying activation as if they don’t know whether to stay or go?

42. Which attachment pattern is associated with the infant’s reunion behavior in which the baby seeks proximity and is readily soothed if distressed, then goes back to play?

43. How are the first three patterns of attachment (secure, avoidant, ambivalent/resistant) classified compared to the fourth pattern (disorganized)?

44. What term did Mary Main use to describe infants who had approach-avoidance behavior in reunion situations?

45. Why should disorganized attachment not be used in legal systems to indicate child abuse?

46. What is not a primary focus of the AAI?

47. How is the AAI typically administered?

48. What is a key feature of the AAI in terms of question style?

49. What aspect of memory is a focus of the AAI?

50. What is not correlated with the AAI?

51. What does the term ecphoric sensation refer to?

52. What concept is discussed regarding the inheritance of experiences through generations?

53. What is a recommended approach to conducting the AAI in a clinical setting?

Course Evaluation

Learning Objectives

At the end of the program, I am better able to:
Describe the relationship characteristics that correlate with each attachment pattern.

Describe how attachment experiences impact the development of a sense of self.

Describe the scientific underpinnings of attachment from an Interpersonal Neurobiology perspective.

Utilize with patients or clients a methodology for clinical assessment of attachment patterns.

Identify specific impairments to integration associated with each attachment category.

Describe the scientific mechanisms of change that can be used to increase attachment security.

Utilize tools for therapeutic intervention to build relational resilience.

Describe a model for how attachment impacts the development of personality and discuss the clinical implications.

Overall Value of Activity and Presenter

The course content was consistent with its objectives.

The course content was of sufficient depth for the intended audience.

This activity addressed cultural and linguistic issues relevant to the topic.

The information provided was current and accurate.

Dr. Dan Siegel was knowledgeable in this content area.

How much did you learn as a result of this CE program?

How useful was the content of this CE program for your practice or other professional development?

Activity Atmosphere

The digital materials were conducive to my learning.

The web interface was reasonably convenient and accessible.

Instructions to access materials and tests were clear.

The activity’s audio or visual quality was good.

If applicable, tech support was helpful and responded in a timely fashion.

Based upon information you received from this activity, please list at least two applications that can be made to your clinical practice.

What, if any, challenges to implementing this new information in your practice do you foresee?

Are there any specific challenges that you encounter in your practice that you would like to see addressed in future programs?