Wahler R G, Dumas J E
Psychol Bull. 1989 Jan;105(1):116-30. doi: 10.1037/0033-2909.105.1.116.
A review of the literature on dysfunctional mother-child interactions indicates a consistent association between dysfunction and environmental stressors. The association does not always seem due to an absence of parenting skills but more so due to a stress-induced deficiency in maternal attention. Some mothers, who also live in the midst of stressors, are not in synchrony with cues offered through their children's various behaviors. The literature suggests that the stress-induced attention problem is mediated by organizational properties of a mother's response repertoire. These properties, conceptualized by the term response class, refer to covariations among the various behaviors composing the mother's repertoire. According to this interbehavioral model, mothers who manifest high response class intercorrelations will also be most susceptible to the attention-debilitating influences of stress. The heuristic value of this model is outlined in a section on clinical strategies geared to changing a mother's attention. Clinical teaching procedures described as analysis and synthesis are presented.
一项关于功能失调的母婴互动的文献综述表明，功能失调与环境压力源之间存在持续的关联。这种关联似乎并不总是由于缺乏育儿技能，而更多是由于压力导致的母亲注意力缺陷。一些同样生活在压力源中的母亲，与孩子通过各种行为发出的线索不同步。文献表明，压力导致的注意力问题是由母亲反应库的组织特性介导的。这些特性，用反应类这一术语来概念化，指的是构成母亲反应库的各种行为之间的协变。根据这种行为间模型，表现出高反应类相互关联的母亲也最容易受到压力对注意力的削弱影响。该模型的启发价值在关于改变母亲注意力的临床策略部分进行了概述。文中介绍了被称为分析与综合的临床教学程序。
