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Attachment as a Developmental Lens for Understanding Neurodivergence: A Clinical-Theoretical Proposal.

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  • 1Department of Culture and Society, University of Palermo, Viale Delle Scienze, Ed. 15, 90128 Palermo, Italy.

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PubMed
Summary

This study integrates attachment theory and neurodivergence, revealing how early relationships impact affect regulation and sensory processing in conditions like autism and ADHD. It reframes neurodivergence as developmental variation, improving clinical approaches.

Keywords:
affect regulationattachmentattention-deficit/hyperactivity disorder (ADHD)autism spectrum disorder (ASD)developmental psychopathologyeducational outcomesinclusive educationintersubjectivitysensory processingsocial-cognitive processes

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Area of Science:

  • Developmental Psychology
  • Clinical Psychology
  • Neuroscience

Background:

  • Neurodivergence is often viewed through a deficit model.
  • Attachment theory offers insights into relational experiences and emotional regulation.
  • Atypical development involves complex interactions between genetics and environment.

Purpose of the Study:

  • To propose an integrative framework linking attachment theory and neurodivergence.
  • To explore how early relational experiences influence neurodevelopmental trajectories.
  • To reframe neurodivergence as individual variation in neuro-affective development.

Main Methods:

  • Integrative review of attachment theory, developmental psychopathology, and affective neuroscience.
  • Examination of attachment patterns in relation to autism spectrum conditions, ADHD, and sensory integration challenges.
  • Theoretical framework development based on Bowlby-Ainsworth models and contemporary research.

Main Results:

  • Early relational experiences significantly shape affect regulation, intersubjectivity, and sensory processing in neurodivergent individuals.
  • Attachment patterns are interdependent with core neurodevelopmental features.
  • Neurodivergence can be understood as a spectrum of neuro-affective development.

Conclusions:

  • An attachment-informed perspective enriches the understanding of neurodivergence.
  • Reframing neurodivergence supports diagnostic refinement and therapeutic alliance.
  • This approach promotes a more inclusive and relationally attuned clinical paradigm for neurodivergent children and adolescents.