The Role of Attachment in Intergenerational Trauma Transmission: A Structured Literature Review
Bibliographic record
Abstract
Accumulating evidence shows that psychological trauma can impact subsequent generations, though the mechanisms are unclear. Attachment has been proposed as a central factor in the transmission of parental trauma. This review examined 26 studies on attachment’s role in intergenerational trauma transmission, covering both large-scale traumas (e.g. wars, genocide) and individual traumas (e.g. childhood trauma). Of these studies, 20 out of 26 supported the link between attachment and intergenerational trauma transmission. The consensus is that trauma negatively affects parental attachment, leading to behaviors that foster attachment insecurity in children, which in turn results in adverse psychological and behavioral outcomes. However, some studies found that while parental trauma impacted attachment and behavior, it did not significantly affect the offspring’s mental health. Although findings were consistent across different trauma contexts, the review noted limitations due to diverse data collection methods, such as relying on parental reports. Further longitudinal research is needed to collect self-report data from trauma survivors’ offspring to confirm the link between attachment insecurity and psychological or behavioral outcomes in the context of intergenerational trauma.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".