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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Use of the adult attachment projective picture system in psychodynamic psychotherapy with a severely traumatized patient
|
|---|---|
| Published in |
Frontiers in Psychology, August 2014
|
| DOI | 10.3389/fpsyg.2014.00865 |
| Pubmed ID | |
| Authors |
Carol George, Anna Buchheim |
| Abstract |
The following case study is presented to facilitate an understanding of how the attachment information evident from Adult Attachment Projective Picture System (AAP) assessment can be integrated into a psychodynamic perspective in making therapeutic recommendations that integrate an attachment perspective. The Adult Attachment Projective Picture System (AAP) is a valid representational measure of internal representations of attachment based on the analysis of a set of free response picture stimuli designed to systematically activate the attachment system (George and West, 2012). The AAP provides a fruitful diagnostic tool for psychodynamic-oriented clinicians to identify attachment-based deficits and resources for an individual patient in therapy. This paper considers the use of the AAP with a traumatized patient in an inpatient setting and uses a case study to illustrate the components of the AAP that are particularly relevant to a psychodynamic conceptualization. The paper discusses also attachment-based recommendations for intervention. |
X Demographics
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 39 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 39 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 6 | 15% |
| Student > Ph. D. Student | 5 | 13% |
| Student > Doctoral Student | 4 | 10% |
| Student > Bachelor | 4 | 10% |
| Professor > Associate Professor | 4 | 10% |
| Other | 9 | 23% |
| Unknown | 7 | 18% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 25 | 64% |
| Medicine and Dentistry | 2 | 5% |
| Agricultural and Biological Sciences | 1 | 3% |
| Arts and Humanities | 1 | 3% |
| Social Sciences | 1 | 3% |
| Other | 1 | 3% |
| Unknown | 8 | 21% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 09 February 2015.
All research outputs
#16,402,928
of 24,164,942 outputs
Outputs from Frontiers in Psychology
#20,277
of 32,470 outputs
Outputs of similar age
#137,399
of 234,579 outputs
Outputs of similar age from Frontiers in Psychology
#296
of 381 outputs
Altmetric has tracked 24,164,942 research outputs across all sources so far. This one is in the 21st percentile – i.e., 21% of other outputs scored the same or lower than it.
So far Altmetric has tracked 32,470 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.8. This one is in the 31st percentile – i.e., 31% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 234,579 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 32nd percentile – i.e., 32% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 381 others from the same source and published within six weeks on either side of this one. This one is in the 15th percentile – i.e., 15% of its contemporaries scored the same or lower than it.