AttachmentUnderstanding the Root of Relationships

Attachment Is..

• the development of the human bond between infant/toddlers and parents or other caregivers.

• a framework for developing other relationships.

• not present at birth but develops over time and progresses through stages. (Deiner, 2009)

• Dr. Ann Corbitt: Bonding and Attachment video clip

Attachment Theorist

• John Bowlby– studied orphaned infants and was struck by the

orphans fear and apathy.• His research concluded that children need a

warm and continuous relationship with a mother figure. Without this the children would be emotionally damaged. (Deiner, 2009)

– Quantitative vs. qualitative

Am I Lovable?

• A key feature of attachment is the child’s notion of how acceptable or unacceptable he considers himself to be in the eyes of his attachment figures (Bowlby, 1958).

• When attachment develops from healthy, positive relationships, the child has expectations of comfort and security and the sense of being worthy of such comfort and security.(Honig, 2002)

Attachment Theorist

• Mary Ainsworth• Studied mother-infant relationships in Uganda

and Baltimore.– Similar behaviors=universal behaviors

• Took Bowlby’s research further and systematically investigated the theory of attachment through the development of the Strange Situation. (Deiner, 2009)

Separation Anxiety

• Phenomenon related to attachment–Normal developmental experience• Begins in the 6-15 months age range

– Exhibited by securely attached as well as insecurely attached infants

Strange Situation

A mother and child (between 12- 24 months) • unfamiliar room • contains two chairs and a few appropriate toys for

the child to play with. • The mother stays with the toddler for 3 minutes

and then leaves.• A stranger enters the room and stays for 3 minutes• The mother returns and mother/infant are

reunited. (Honig, 1993)

Strange Situation

• Procedure allows observation before, during and after separation.

• Observation focus on behaviors related to– proximity seeking – maintaining contact– as well as more negative behaviors of protest. (Deiner,

2009)– http://www.youtube.com/watch?v=QTsewNrHUHU&feature=related

Types of Attachment

• Secure

• Ambivalent/Insecure

• Avoidant/Insecure

• Disoriented/Insecure http://www.youtube.com/watch?v=MrcNjFyWeWE&feature=related

Secure Attachment

• Toddlers will protest at being left alone or in strange unfamiliar setting.– Crying, fussing, disruption of play behavior– can’t be consoled by strange adult

• Seeks proximity of primary caregiver– calms down returns to play/exploration

• Seek out primary caregiver when scared, hurt, hungry etc.

• Primary caregiver is sensitive & responsive to child’s needs. (Dozier et al., 2002)

Secure Attachment

The way a child attaches to its caregiver plays out later in preschool social competence.

Securely attached preschoolers are…1. Harmonious2. Less Controlling3. Responsive and happier in their play

Older toddlers who are securely attached:

• Tend to approach challenging tasks with enthusiasm

• Try to problem solve rather than give up• Are more compliant with their mothers

helpful suggestions (Honig, 2002)

Support and Limits

• Secure attachment = a base for toddlers to accept parent’s limit setting.

• When there is insecure attachmentParents… – have greater difficulty setting limits and

boundaries– providing the support during struggles that

toddlers have with autonomy. (Sroufe et al., 2005)

Secure Adults

• find it relatively easy to get close to others• are comfortable depending on others and

having others depend on them. • don't often worry about being abandoned or

about someone getting too close to them. • Usually has a securely attached child.

Attachment disorders

• Failure to develop appropriate attachment patterns may cause toddler to withdraw or shun social interaction.

• Attachment problems can be related to the behavior pattern of the caregiver who plays a crucial role in the development of attachment.– Parental stress/depression/separation (Deiner, 2009)

Avoidant Attachment• Toddlers

– neither protest when Primary Caregiver leaves or immediately acknowledges when P.C. returns.

– Will become busy exploring or seek out unfamiliar adult.– Organized defense strategy.

• Parents – tend to minimize/dismiss importance of attachment .– When child is scared parent may say “there is nothing to be scared of”

or “this is silly "or “you need to grow up” or “don’t bother me”.• If parents consistently do not respond to child’s concerns the

child learns that parent will not respond to his concerns.• They may look then turn away based on memory of previous

experiences –behavior is adaptive of situation they are in. (Dozier et al., 2002)

Avoidant /Insecure Adults

• are somewhat uncomfortable being close to others

• find it difficult to trust others completely and allow themselves to depend on others.

• are nervous when anyone gets too close, and often, love partners want them to be more intimate than they feel comfortable being.

• Usually has avoidantly attached child.

Resistant/Ambivalent Attachment

• Toddler – is distressed when P.C leaves but will contact her upon

return but usually with anger.– Not comforted by P.C.’s return but unable to resume

play– organized response to inconsistent care giving.

• Parents of these toddlers show similar ambivalent feelings towards own parents– Parent overly involved, felt unable to please parents

• Pre-occupied with attachment relationships (Dozier et al., 2002)

Resistant/Ambivalent Insecure Adults…

• find that others are reluctant to get as close as they would like.

• often worry that their partner doesn't really love them or won't want to stay with them.

• want to merge completely with another person, and this desire sometimes scares people away.

• Usually has ambivalently attached child.Avoidant Attachment & Disorganized Attachmenthttp://www.youtube.com/watch?v=aDh1C-PubYQ&feature=related

The FoundationAttachment sets the stage for the child’s development in all domains therefore it is imperative that a secure attachment is the priority for all those who work with young children.

Attachment to Early Childhood Caregivers

Love is the first ingredient • Infants become more secure with caregivers

who nourish, protect and are available on a consistent basis.

Respect• Treat each child as a well-loved person

Home Sweet Home Base

As the attachment system evolves it interacts with 2 other emerging systems:

– Exploration / curiosity– Fear / wariness

• A fearful or worried child is less likely to explore adventurously.

• A well cuddled baby with an available and intimately in-tuned caregiver is more likely to feel secure enough to toddle off and explore her world knowing that her special attachment figure is there for her. (Honig, 2009)

Continuity of Care

Secure Attachment happens when…• Caregiver consistently responds to child’s

needs in a loving way• Children have sustained experience (2+ years)

with a special caregiver.

Attachment & Cognitive Development

• Loving and Learning are intertwined

• Secure attachments prepare children to be confident and independent learners with strong social skills

• Problem Solving is more successful when the child feels loved and worthy.