Introduction to Psychology
Attachment
Definitons:
„Lasting psychological connectedness between human beings.“
"Attachment is a deep and enduring emotional bond that connects one person to another across time and space."
(Ainsworth, 1973; Bowlby, 1969)
Attachment is characterized by specific behaviors in children, such as seeking proximity to the attachment figure when upset or threatened.
(Bowlby, 1969)
Attachment behavior in adults towards the child includes
responding sensitively and appropriately to the child’s needs. Such
behavior appears universal across cultures.
Attachment theory explains how the parent-child relationship
emerges and influences subsequent development.
Theories and authors:
R. Spitz: development of
"object" relationships, depression from abandonement
M. Mahler: phases of Ego development, process of separation, proces of individuation
D. W. Winnicott: development of "self", "good enough
mother", transition objects
W. R. Bion: "Containment" of the affective states of the
child
Jurist, Fonagy, Target: “Mentalization” of affects
J. Bowlby, M. Ainsworth : The theory of early emotional attachment
How important is theory of early emotional attachment considered?
In Borkoldoy mountains are peaks named after the authors of the theory
Harlow's experiments with maternal deprivation
Harlow's experiments with maternal deprivation
A documentary movie "Mother love" (1959)
Harlow's experiments with maternal deprivation
A documentary movie "Mother love" (1959)
Attachment formation proces in Homo sapiens
Child obviously wants to
stay close to
it´s attachment figure. However in it´s first year is unable to
follow it´s attachment figure. Therefore there are inborn patterns, mirror neurons, etc. that helps to make a bond with the attachment figure.
Development of attachment
1) before
the onset of attachment: asocial stage, uncritical sociability (approx. 0-3 months)
2) beginnings of
emotional attachment: undifferentiated bond, first formation phase (about
6th to 8th month)
3) period
of strong emotional attachment: around 4 years
4) intentional relationship
and partnership
Strange situation test (SST)
The Strange situation is a standardized procedure devised by Mary Ainsworth in the 1970s to observe attachment security in children within the context of caregiver relationships. It applies to infants between the age of nine and 18 months.
The procedure involves series of eight episodes lasting approximately 3 minutes each, whereby a mother, child and stranger are introduced, separated and reunited.
8 sequences:
1. Mother and child enter the unknown
room
2. The mother sits down and the child is
free to move around
3. comes an unknown person
4. Mother goes away leaving child with
unknown person
5. Mother returns, stranger leaves
6. The mother leaves, leaving the child
alone in the room
7. stranger
returns
8. stranger
goes away and mother returns
What is being observed in SST:
- the degree of proximity that children seek with their mothers before and after separation
- the degree of proximity that children seek from strangers when mother leaves a room for a while by the mother
- separation protest after mother leaves the room, behavior after return of mother
What types of attachment were described:
- Secure
- Avoidant
- Anxious
- ambivalent
- disorganized
Behavior in SST:
Secure
Children stay
close to their mother, act confidently and play when she is present. They
are upset when the mother leaves, but after her return they calm down and
continue to play.
Avoidant
Children are
not too close to their mother and do not prefer her to a stranger,
but they may protest when a mother leaves.
Anxious ambivalent
Children stay
close to their mother, but may reject her initiative, protest when she leaves, show signs of
active or passive hostility to their mother upon return.
Behavior in life:
Secure
Children with secure attachment are confident and balanced. Whether they are calm or lively, they give the impression that they can
enjoy life and its challenges. They are not afraid to try new things, but they
are also able to ask for help when they need it.
Avoidant
Children with avoidant attachment are afraid of great experiences/feelings. They excessively try to do
everything right (and be correct and kind), have difficulties coping with anger, tend to mask negative feelings with false positives (they
smile even if they feel bad). May be quieter and more self-sufficient than their physical age. They
don't like to depend on anyone. They have trouble asking for help.
Anxious ambivalent
Children with anxious – ambivalent attachment may give the
impression that they constantly require someone's attention.
It is uncomfortable for them to be alone or "lost
in the crowd" (overlooked) in a group of other children. In a group of
children, they can take on the role of a "jester" or someone who is
still talking. It is difficult for them to concentrate on some
activity when they do not have the adult's attention.
What helps in "improving" an unsecure bond?
-The importance of physical presence of an adult
-Control yourself - don't go to
power struggle
-Providing choices
- Daily
routine & rules
-Self discipline - stop, prepare and then act
-Natural consequences instead of
punishment
-Encouragement instead of
praise