Based on the results of this interview, what do you feel was the primary attachment style(s) [secure, insecure avoidant, insecure anxious, insecure disorganized] that your interviewee experienced with their parents (mother and father) as a child?

Who are you closest to right now? (Ie. family, friends, romantic partner, etc.) How would you generally describe your relationships? [Note: Try to get a general sense of their relationships with current partners]. 2. I would like to ask you to choose five adjectives or words that reflect your relationship with your mother starting from as far back as you can remember in early childhood– age 5 to 12 is fine. I know this may take a bit of time, so go ahead and think for a minute…then I’d like to ask you why you chose them. I’ll write each one down as you give them to me. [Note: Write down both their words AND their explanations for why they chose the words]. 3. Now I’d like to ask you to choose five adjectives or words that reflect your childhood relationship with your father, again starting from as far back as you can remember in early childhood–as early as you can go, but again say, age 5 to 12 is fine. I know this may take a bit of time, so go ahead and think again for a minute…then I’d like to ask you why you chose them. I’ll write each one down as you give them to me. [Note: Write down both their words AND their explanations for why they chose the words]. 4. Is there anything else you would like to tell me about your important relationships early on in your life? Are there any other memories or experiences you would be comfortable sharing with me? Question 5 & 6: Analysis Question (30 Points Each) 5. Analyzing Childhood Attachment 5a. Based on the results of this interview, what do you feel was the primary attachment style(s) [secure, insecure avoidant, insecure anxious, insecure disorganized] that your interviewee experienced with their parents (mother and father) as a child? Did the person experience different attachment styles with their mother and with their father? 5b. Why do you believe this is attachment style (or styles) they experienced? (Note: Please explain your answers and analysis of their attachment styles thoroughly. Use supporting details from the interview. You can quote participants as needed). 6. Connecting Childhood Attachment to Adult Relationships 6a. Based on the results of the interview, how do you think that your interviewee’s childhood attachment style influences them in the present day? 6b. What kind of attachment style (or styles) do they currently experience with their important relationship partners (family, friends, romantic partners, etc.) now? [Secure, insecure avoidant, insecure anxious, insecure disorganized] 6c. Are they repeating any of their attachment patterns from the past or have their attachment styles changed over time? (Note: Please explain your answers and analysis of their attachment styles thoroughly. Use supporting details from the interview. You can quote participants as needed). GRADING RUBRIC FOR WRITING ASSIGNMENT 1: Points will be assigned for each INDIVIDUAL question, based on the grading rubrics below: A. Rubric for Questions 1, 2, 3, and 4 (Each worth 10 Points): (Please note that you can receive a grade in between the major points if you fall in between 2 of the categories. So if the quality of your question is between 5 and 10 points, you can get a grade of 6 to 9 points). 1 Point 5 Points 10 Points -Answer is very difficult to understand, as it has several grammar, spelling, punctuation, or other errors. -Answer offers very little information on interview participant’s experiences. -Answer does not include at least NOT direct quote from the interview participant. -Answer is generally understandable but has several grammar, spelling, punctuation or other errors. -Answer offers vague information on interview participant’s experiences. -Answer does NOT include at least one direct quote from the interview participant. -Answer is clearly written, generally grammatically correct, and very understandable. -Answer offers detailed information on interview participant’s experiences. -Answer includes at least one direct quote from the interview participant. B. Rubric for Questions 5 & 6 (Each worth 30 Points): (Please note that you can receive a grade in between the major points if you fall in between 2 of the categories. So if the quality of your question is between 10 and 20 points, you can get a grade of 11 to 19 points). 1 Point 10 Points 20 Points 30 Points -Answer is extremely poorly written and hard to understand due to numerous errors. -Answer leaves out almost all information requested. -Answer does not include vocabulary of developmental psychology. -Answer includes no information from class, PowerPoints, textbooks, or other sources. -Answer is poorly written and contains several grammar, spelling, and punctuation errors, making it difficult to understand. -Answer leaves out a lot of information from the multi-part question. -Answer does not include the vocabulary of developmental psychology (i.e., attachment terms, etc.) -Answer includes only a little information provided by the participant in their interview. -Answer includes only a little information from the class, PowerPoints, textbooks, or other scholarly sources on development. -Answer contains a few grammar, spelling, and punctuation errors, make it difficult to understand. -Answer leaves out some information from the multi-part question. -Answer includes a few vocabulary words of developmental psychology (i.e., attachment terms, etc.) -Answer includes some information provided by the participant in their interview. -Answer includes some information from the class, PowerPoints, textbooks, or other scholarly sources on development. -Answer is clearly written, generally grammatically correct, and very understandable. -Answer clearly answers each section of the multi-part question using the vocabulary of developmental psychology (i.e., attachment terms, etc.) -Answer draws upon information provided by the participant in their interview. -Answer includes information from the class, PowerPoints, textbooks, or other scholarly sources on human development.