Attachment Theory’s Main Concepts and Principles Attachment is described as the close emotional bond between two people and Attachment Theory (AT) generally concentrates on the early bonds in a person’s development as well as the effects that these bonds have on later socio-emotional development. While emphasis on attachment as an antecedent for future behavior and personality has decreased somewhat in recent years, it is interesting to note that the DSM IV-TR includes a “reactive attachment disorder” which it states is caused when extreme circumstances prevent proper attachment development. John Bowlby’s (1907-1990) pioneering work on AT uncovered many underlying connections between a caregiver and an infant which were necessary for the child’s survival. Bowlby became interested in finding out about the patterns of family …show more content…
Maternal and paternal systems enrich a child and contribute extensively to the child’s emotional well-being. There is a large body of research that links early life experiences and relationships as being crucial to our lifelong capacity to engage in healthy relationships, enjoy basic physical health and avoid mental health risks. References John Bowlby and Attachment Theory, 2nd Edition. (2014). reference & research book news Sroufe, L.A., & Waters, E. (1977). Attachment as an organizational construct. Child Development. 48, 1-5, 7, 10-12. Cassidy, J., & Shaver, P.R. (1999). Handbook of attachment: Theory, research, and clinical applications. New York: The Guilford Press. Hinojosa, A. S., Davis McCauley, K., Randolph-Seng, B., & Gardner, W. L. (2014). Leader and follower attachment styles: Implications for authentic leader–follower relationships. The Leadership Quarterly, 25(3), 595–610. doi:10.1016/j.leaqua.2013.12.002 Hutchison, E. D. (2017). Essentials of human behavior: integrating person, environment, and the life course. Los Angeles:
Criticisms of attachment theory have come mainly from the feminist schools of thought since the theory has been used to argue that no woman with a young child should work outside the home or spend time away from her baby (Goodsell and Meldrum, 2010). Children’s experience and development also depend on what happens after early years, whether bad or good later in life may change a child’s emotional development, e.g. lack of basic needs, diet, education, stimulation such as play might affect a child’s development (Rutter, 1981). Differences in cultures have to be taken into consideration as well. A study by Schaffer and Emmerson (1964) provided contradictory evidence for Bowlby’s attachment theory. They noted attachment was more prominent at eight months, and afterwards children became attached to more than one person.
In understanding others, one must first understand our own family background and how it affects our understanding of the world. Conversely, family systems draw on the view of the family as an emotional unit. Under system thinking, one evaluates the parts of the systems in relation to the whole meaning behavior becomes informed by and inseparable from the functioning of one’s family of origin. These ideas show that individuals have a hard time separating from the family and the network of relationships. With a deeper comprehension of the family of origin helps with the challenges and awareness of normalized human behaviors. When interviewing and analyzing the family of origin, allow one to look at their own family of origin
Attachment, the product of nature and nurture, is critical to human development. Children learn about important aspects of their physical, emotional and social world through experience. The value of this experience is directly proportional to the quality of the attachment children are forming with their caregivers. Through the positive experience of emotional connectedness, children learn to build and maintain loving, trusting and secure relationships with others. If the caregivers are available to them, sensitive to their signals, consistently responsive to their needs, infants develop secure style of attachment. If the caregivers are indifferent or neglectful, inaccessible, unresponsive and unreliable, infants are prone to developing anxious, avoidant or disorganized attachment style (Pearce, 2009). Difficulties in forming childhood relationships significantly increase likelihood of interpersonal conflicts in adulthood. Anxiety disorder, PTSD, dissociative identify disorder, borderline, narcissistic personality disorder are dysfunctions that are linked to attachment insecurities. Interpersonal adult conflicts, such as divorce, family abuse, child neglect, sexual abuse, substance abuse are responses to emotional dysregulation caused by deep wounds in
The therapeutic process is an opportunity for both healing and restoration as well as discovering new ways of being. Although exposed to a variety of psychological theories, I narrowed my theoretical orientation to a relational psychodynamic approach, drawing on attachment theory and Intersubjective Systems Theory (IST). IST describes how the subjective experiences, both embodied and affective, of an individual becomes the manner of organization, or way of being, in which the person operates in the world relationally. It is through this process of transference and countertransference, the unconscious ways of being can become explicit and through the collaborative effort of therapist and client, new ways of organizing the relational world can
John Bowlby’s attachment theory established that an infant’s earliest relationship with their primary caregiver or mother shaped their later development and characterized their human life, “from the cradle to the grave” (Bowlby, 1979, p. 129). The attachment style that an infant develops with their parent later reflects on their self-esteem, well-being and the romantic relationships that they form. Bowlby’s attachment theory had extensive research done by Mary Ainsworth, who studied the mother-infant interactions specifically regarding the theme of an infant’s exploration of their surrounding and the separation from their mother in an experiment called the strange situation. Ainsworth defined the four attachment styles: secure, insecure/resistant, insecure/avoidant and disorganized/disoriented, later leading to research studies done to observe this behavior and how it affects a child in their adolescence and adulthood.
Attachment theory describes the relationship between a child and their primary caregiver. This relationship is thought to be critical for typical development into adulthood – enabling the acquisition of skills in social interaction. Attachment styles include type B (secure), type A (anxious-avoidant), type C (anxious-resistant) and type D (disorganised). As one might hypothesise, insecure attachment (A, C and D) are associated with negative outcomes – such as subsequent psychopathology {Zeanah 2003} and problems with “affect regulation” {Mikulincz 2003} In light of this, research into the aetiology of insecure attachment has been performed with the aim of reducing incidence of this subtype of attachment relationship. Maternal depression has been put forward as a major factor affecting the relationship between parent and child; it is a debilitating disorder affecting all areas of life. With this in mind, an effect on parent/child attachment seems likely.
The attachment theory, presented by Mary Ainsworth in 1969 and emerged by John Bowlby suggests that the human infant has a need for a relationship with an adult caregiver, and without a subsequent, development can be negatively impacted (Hammonds 2012). Ainsworth proposes that the type of relationship and “attachment” an infant has with the caregiver, can impact the social development of the infant. As stated by Hammonds (2012), attachment between a mother and a child can have a great impact on the child 's future mental
Prior, V., & Glaser, D. (2006). Understanding attachment and attachment disorders : Theory, evidence and practice.pp.71-82. London, GBR: Jessica Kingsley Publishers.
Key Features of First Relationships and Their Importance to Infant Development Human infants rely on other people for their survival. It was once believed that someone to provide food and shelter was enough. However, Rutter (1981, cited in Oates, 1994) has shown that this basic requirement will not guarantee that an infant will thrive. Studies of infants raised in orphanages show that physical care, such as warmth and food is not enough and that the relationships an infant has with caregivers is of equal importance in aiding development and survival. Many cultures have differing infant rearing practices however, this need for relationships and well as physical care is universal, whether this care comes from the mother, grandparents or child minders.
Hazan, C., Gur-Yaish, N., & Campa, M. (2003). What does it mean to be attached? In W. S. Rholes & J. A. Simpson (Eds.) Adult Attachment: Theory, Research, and Clinical Implications, (pp. 55 – 85). New York: Guilford.
Bowlby was concerned with issues such as: separation distress and the effect of ‘maternal deprivation’ on later development. He argued that maternal separation was a traumatic experience for infants and if infants unsuccessfully established a secure attachment by the age of three they could become pathological and suffer psychological problems (Burman, 1994). Bowlby’s theory was independent on ethology and he was largely associated with Harry Harlow and his experiments with rhesus monkeys (Burman, 1994) and Lorenz’s (1935) research on imprinting on geese.
Attachment theory is the idea that a child needs to form a close relationship with at least one primary caregiver. The theory proved that attachment is necessary to ensure successful social and emotional development in an infant. It is critical for this to occur in the child’s early infant years. However, failed to prove that this nurturing can only be given by a mother (Birns, 1999, p. 13). Many aspects of this theory grew out of psychoanalyst, John Bowlby’s research. There are several other factors that needed to be taken into account before the social worker reached a conclusion; such as issues surrounding poverty, social class and temperament. These factors, as well as an explanation of insecure attachment will be further explored in this paper.
Historically, reactive attachment disorder (RAD) is considered to be a rare disorder (American Academy of Children and Adolescent Psychiatry (AACAP), 2011). Clinical disorders of attachment did not appear in the DSM until the third edition, published in 1980 (Zeanah et al., 2004). In the fourth edition of the DSM (text revision), reactive attachment disorder was described from two different perspectives: inhibited form and disinhibited form. It was suggested that the different forms of...
For example, Magai & Passman (1997) discovered a strong relationship between secure attachments and emotional well-being of middle aged adults, which extends to individuals later in life. Understanding the role of attachment and its psychosocial impact during later life is an important area that needs further research. In regards to TMT, close relationships offer security, protection, and give meaning to life (Mikulincer, Florian, & Hirschberger, 2003).
Bowlby’s attachment theory has greatly influenced practice. His theory of attachment explains the importance of having a figure that the child shares a strong bond with. Having an attachment can significantly support a child’s development as Barbara Woods suggests that “his theory of attachment proposed that attachment is innate in both infants and mothers, and that the formation of this attachment is crucial for the infants development” Wood, B (2001, p.53). Bowlby believed that forming an attachment will help a child develop in all areas e.g. emotionally, physical and mentally. However if they did not form an attachment in the sensitive period, the child may have issues or problems in their cognitive, emotional and social development. “Attachment is as essential for the child’s psychological well-being as food is for physical health claimed Bowlby” Wood, B (2001, p.54). Bowlby claimed in this statement that attachment is a necessary thing which a child needs in order to develop healthily.