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| A) | ensure survival through proximity to a caregiver. | ||
| B) | promote independence as early as possible. | ||
| C) | reduce cognitive distortions. | ||
| D) | increase social skills. |
| A) | immediate self-soothing and disengagement. | ||
| B) | increased exploration. | ||
| C) | indifference. | ||
| D) | escalating distress and attempts to re-engage. |
| A) | avoid emotional dependence. | ||
| B) | explore experiences while trusting support is available. | ||
| C) | eliminate anxiety completely. | ||
| D) | become less relationally oriented. |
| A) | challenging cognitive distortions. | ||
| B) | providing behavioral assignments. | ||
| C) | regulating distress through connection. | ||
| D) | encouraging independence from the therapist. |
| A) | downplay emotional needs. | ||
| B) | avoid discussing attachment concerns. | ||
| C) | prefer highly structured sessions only. | ||
| D) | intensify emotional expression to maintain connection. |
| A) | minimize emotional needs and emphasize self-reliance. | ||
| B) | display intense protest behavior. | ||
| C) | frequently seek reassurance. | ||
| D) | struggle primarily with impulse control. |
| A) | consistent caregiver responsiveness. | ||
| B) | a lack of need for attachment. | ||
| C) | inconsistent caregiver responsiveness. | ||
| D) | excessive cognitive rigidity. |
| A) | become more resilient automatically. | ||
| B) | remain on high alert for threat. | ||
| C) | shut down permanently. | ||
| D) | strengthen executive functioning. |
| A) | providing advice quickly. | ||
| B) | maintaining emotional neutrality at all times. | ||
| C) | attuned responsiveness and consistent presence. | ||
| D) | encouraging emotional suppression. |
| A) | adaptive strategies to maintain connection or safety. | ||
| B) | diagnostic inaccuracies. | ||
| C) | personality defects. | ||
| D) | poor insight. |
| A) | activate simultaneously and equally. | ||
| B) | operate independently. | ||
| C) | work in opposition to one another. | ||
| D) | are unrelated to emotional regulation. |
| A) | the client gains insight into childhood events. | ||
| B) | the therapist offers psychoeducation. | ||
| C) | homework is completed successfully. | ||
| D) | the client experiences a new relational safety in the session. |
| A) | intellectual curiosity. | ||
| B) | performance anxiety unrelated to attachment. | ||
| C) | an attachment need for reassurance and security. | ||
| D) | resistance to therapy. |
| A) | focusing exclusively on behavior modification. | ||
| B) | prioritizing relational safety and emotional processing. | ||
| C) | avoiding exploration of early relationships. | ||
| D) | minimizing the therapist-client bond. |
| A) | eliminates all client distress. | ||
| B) | reduces the need for clinical boundaries. | ||
| C) | allows clients to generalize relational security outside of therapy. | ||
| D) | shortens every treatment episode. |