Although clinicians typically acknowledge the importance of insecure attachment as one factor that can contribute to children’s psychopathology, translating attachment theory into clinical practice has proved a challenge. By specifying some of the mechanisms through which the child’s attachment develops and changes, learning theory can enhance attachment based approaches to therapy. Specifically, interventions building on operant (parent management training) and classical (exposure therapy) learning can be used to stimulate new learning that increases the child’s security and confidence in the parent’s availability and responsiveness. To explore the clinical application and utility of a Learning Theory of Attachment (LTA), we focus on two attachment-focused interventions: Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) and Middle Childhood Attachment-based Family Therapy (MCAT). VIPP-SD is an evidence-based parent management training designed to promote sensitive parenting and secure attachment in early childhood. MCAT is a recently developed intervention that uses exposure to stimulate secure attachment in middle childhood. LTA sheds light on the mechanisms set in train by VIPP-SD and MCAT facilitating the induction of professionals in clinical applications.

尽管临床医生通常承认不安全依恋的重要性是导致儿童精神病理学的一个因素，但将依恋理论转化为临床实践已证明是一项挑战。通过详细说明儿童依恋发展和变化的一些机制，学习理论可以增强基于依恋的治疗方法。具体而言，基于操作性（父母管理培训）和经典（暴露疗法）学习的干预措施可用于刺激新的学习，从而增加孩子的安全感以及对父母的可用性和响应能力的信心。为了探索依恋学习理论 (LTA) 的临床应用和效用，我们关注两种以依恋为中心的干预措施：促进积极养育和敏感管教 (VIPP-SD) 和基于童年依恋的中期家庭治疗 (MCAT) 的视频反馈干预。VIPP-SD 是一项以证据为基础的家长管理培训，旨在促进幼儿的敏感养育和安全依恋。MCAT 是最近开发的一种干预措施，它使用暴露来刺激童年中期的安全依恋。LTA 阐明了 VIPP-SD 和 MCAT 在培训中设定的机制，促进了临床应用专业人员的培训。MCAT 是最近开发的一种干预措施，它使用暴露来刺激童年中期的安全依恋。LTA 阐明了 VIPP-SD 和 MCAT 在培训中设定的机制，促进了临床应用专业人员的培训。MCAT 是最近开发的一种干预措施，它使用暴露来刺激童年中期的安全依恋。LTA 阐明了 VIPP-SD 和 MCAT 在培训中设定的机制，促进了临床应用专业人员的培训。