Attachment Theory

Understanding the foundational concept of attachment as it is affected by trauma through the course of a child’s development
This literature review investigated the complex interplay of several factors related to trauma-informed practices in education as they apply to child development and attachment. Research at the intersection of these complex realities relied on a range of sometimes innovative but always interdisciplinary methodologies that were worth reviewing upfront so that the reader could better evaluate individual papers in the field. To assess the effectiveness of trauma-informed practices for use with children and youth, a clear working knowledge of these concepts was required. Similarly, a clear understanding of the concept ‘attachment’ was needed to determine how well trauma-informed practices could mitigate the

Attachment theory explains the extent to which the emotional and physical bond to a primary caregiver is critical to personal development (Bowlby,1969). In addition, attachment theory provides an explanation for the universal behaviours that a caregiver has toward a child (like, responding with care and tending to needs) and how this relationship influences later development (Bowlby, 1969). It is this search for a secure base that is at the root of the biosocial contract between an adult and a child that results in the child looking for safety and security (Holmes, 2014). However, if this contract is broken, and the adult uses their power for selfish means, then the child is left with feelings of shame, unworthy of attachment (Holmes, 2014). This trauma, as consequence of rejection and broken trust, has a powerful impact on a child’s attachment (Holmes, 2014). An assessment of attachment insecurity can inform decisions around the effective treatment of depression due to prior exposure to trauma (Fowler, Allen, Oldham, & Frueh,