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Attachment theory in romantic relationships
Strengths and limitations of the attachment theory
Strengths and limitations of the attachment theory
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Attachment in Adolescence: Predictor of Romantic Relationships Behaviors
There has been much research on Attachment Theory and how it can affect the development of individuals from early childhood to adulthood. John Bowlby stated that after we are born, we look toward a caregiver as our attachment figure who shows us to act during times of stress and difficulty, however not everyone is able to have an ideal attachment figure and thus humans develop differently and have different attachment styles. More specifically, how does attachment style from early childhood affect individuals in their romantic relationships as they go into adolescence, especially those who are anxious or avoidant. An analysis of attachment styles predicts relationship behavior in adolescence.
Caregivers reaction to individuals need in early childhood sets
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(2010). The relation of insecure attachment states of mind and romantic attachment styles to adolescent aggression in romantic relationships. Attachment & Human Development, 12(5), 463-481. doi:10.1080/14616734.2010.501971
Ratto, N., Doyle, A.-B., & Markiewicz, D. (2016). Attachment with mother and adolescents’ conflict with romantic partner or close friend. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 48(1), 68-77. http://dx.doi.org.ezproxy.liberty.edu/10.1037/cbs0000031
Tan, J. S., Hessel, E. T., Loeb, E. L., Schad, M. M., Allen, J. P., & Chango, J. M. (2016). Long-Term Predictions From Early Adolescent Attachment State of Mind to Romantic Relationship Behaviors. Journal Of Research On Adolescence (Wiley-Blackwell), 26(4), 1022-1035. doi:10.1111/jora.12256
Tarabulsy, G. M., Larose, S., Bernier, A., Trottier-Sylvain, K., Girard, D., Vargas, M., & Noël, C. (2012). Attachment states of mind in late adolescence and the quality and course of romantic relationships in adulthood. Attachment & Human Development, 14(6), 621-643.
Relationships are the building block for personality and are significant in children’s ability to grow into substantial individuals who can thrive in an often harsh world. Constructing lasting and fulfilling relationships is an integral part to development as the interpersonal bonds forged are not only highly sought after but also set the ground work for all upcoming expressive interactions. Relationships and attachment go hand in hand as attachment is the strong and lasting linkage established between a child and his or her caregiver. Moreover, attachment significantly influences a large capacity of ones make up as it these first relationships that teaches morals, builds self-esteem, and develops a support system. The pioneers of Attachment Theory realized early on that human beings are not solely influenced by drives but that the earliest bonds formed by children with their caregivers greatly impact their ability to forge lasting relationships later in life. John Bowlby was first to introduce this theory to the masses in the 1950’s, and later Mary Ainsworth conducted further research to expand on Bowlby’s theory which proclaims that attachment is a “lasting psychological connectedness between human beings” (Bowlby, 1969, p. 194). The attachment bond theory by both Bowlby and Ainsworth focuses on the significance of the relationship between babies and their caretakers which research has suggested is accountable for influencing impending interactions, firming or injuring our capabilities to concentrate, being aware of our emotional states, self-soothing capabilities, and the capacity to be resilient in the face of hardship. Additionally, this research has provided a framework for assisting in describing these att...
Throughout a person’s lifetime- infancy, childhood, and adolescence- a variety of positive and negative influences occur that may elicit change in the development of attachment. Evolutionary and psychological levels are introduced as an argument somewhat similar to the nature or nurture dilemma. In the evolutionary bias, Bowlby (1973) describes humans as being born with an “innate bias,” in the way they become attached. The second level, the psychological level, attachments are described as being more environmentally labile during their life
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.
The first topic that came up in the interview relates to idea of attachment theory. Attachment theory explains the human’s way of relating to a caregiver and receives an attachment figures relating to the parent, and children. In addition, the concept explains the confidence and ability for a child to free explore their environment with a place to seek support, protection, and comfort in times of distress (Levy, Ellison, Scott, and Bernecker, 2010, p. 193). Within attachment theory explains different types of attachment styles that children experience during early childhood. These attachment styles affect the relationships they continue to build in adulthood. The best attachment style happens when the parent is attuned to the child during his or her early childhood called secure attachment (Reyes, 2010, p. 174). In order for complete secure attachment, the child needs to feel safe, seen, and soothed. Any relationship that deviates from this model represents the anxious or insecure attachment. This means that parents or caregivers are inconsistently responsive to the children. Children who have these parents are usually confused and insecure. Some children experience a dismissive attachment where they
In addition to romantic partners, other age peers such as friends and family have the potential to become dominant attachment figures for adults. Throughout adolescence and early adulthood, friends and romantic partners gradually replace parents as the preferred source of emotional support and proximity seeking (Freeman & Brown, 2001; Hazan & Zeifman, 1994). Shifts in attachment tend to be a function of the relationship length, and only longer lasting friendships are likely to create close attachment bonds (Fraley & Davis, 1997). Enduring close friendships have the potential to
Admittedly, many psychologists define attachment as an enduring, affectionate bond that one person forms between himself and another person throughout life. Mary Ainsworth provided the most famous research: strange situation, offering explanations of individual differences in attachment. However, in this Adult Attachment Style questionnaire that I took, I found many factors relevant to attachment as defined in the textbook. For example, in the textbook, it defines attachment based on Ainsworth research, the strange situation by observing attachment forms between mother and infants. They are described in four attachment styles: securely attached, insecure avoidant, insecure resistant, and insecure disorganized.
In his original thesis, Bowlby (1969) never formalized an extension of his theory of attachment beyond childhood, but he clearly implied an extension should be sought. Perhaps his clearest statements regarding this extension involved his suggestions that people change to whom they are primarily attached as they age. He argued that in adolescents it was likely that peers played an increasingly important role in their attachment lives, and in adulthood, people would become primarily attached to a spouse or mate. Only in the last thirty years have scholars made a serious attempt to extend the ideas in attachment theory to adult relationships. One influential attempt came from Hazan and Shaver’s (1987) assertion that the attachment system is at least partially responsible for the adult romantic bond. Indeed multiple parallels have been drawn between the behavior in infant-caregiver interactions and adult romantic partner interactions. Zeifman and Hazan (1997) offer a fairly extensive account of the commonalities in adult romantic and infant-caregiver attachment. They note that cer...
Hamilton 's 2000 research suggests that attachment classification at 12 months predicts attachment in late adolescence. Hamilton (2000) designed a study to asses weather infants attachment would remain stable over time. Hamilton (2000) recruited 205 American families during the mothers third trimester of pregnancy. The study included both conventional and non conventional families to asses weather this effected attachment stability (Hamilton, 2000). Infants attachment style was measured at 12 months using Ainsworth 's (something) Strange situation task. Results from the strange situation task classified 153 infants as secure, 30 infants as avoidant, and 19 as resistant, there was no classification difference between conventional and non conventional families (Hamilton, 2000). About 16 years later families were contacted by mail for a follow up study, However due to varying circumstances only 30 participants out of the original sample size were available (Hamilton, 2000). Attachment in adolescents was measured using the AAI task which was developed by George, Kaplan and Main in 1984 (Roisman, Holland, Furtuna, Fraley, Clausell & Clarke 2007). Its a semi-structured interview with 20 question that take about an hour (Roisman et al., 2007).The results showed that 77% of participants retained the same classification from infancy to adolescences (Hamilton, 2000) . The results also suggested there was no difference of attachment stability between conventional or non-conventional families (Hamilton, 2000) . Hamilton’s (2002) study supports previous research in the area of attachment
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.
Cassidy, J., & Shaver, P.R. (1999). Handbook of attachment: Theory, research, and clinical applications. New York: The Guilford Press.
Attachment is an emotional bond that is from one person to another. The attachment theory is a psychological, an evolutionary and an ethological theory that is concerned with relationships between humans, specifically between mother and infant. A young infant has to develop a relationship with at least one of their primary caregivers for them to develop socially and emotionally. Social competence is the condition that possesses the social, emotional and intellectual skills and behaviours, the infant needs these to success as a member of society. Many studies have been focused on the Western society, but there are many arguments to whether or not this can be applicable to other cultures, such as the poorer countries.
Psychologist, Mary Ainsworth expanded upon Bowlby's original work. She conducted a study labelled the ‘Strange Situation’. In the study, based upon the children’s reactions, Ainsworth described three major styles of attachment: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment. Work by Stroufe and Waters in 1977, further supported Ainsworth's attachment styles and have indicated that attachment styles also have an impact on behaviours later in life (Birns, 1999, p. 13). Researchers have found strengths in attachment patterns established early in life can lead to a number of outcomes. For example, children who are securely attached as infants tend to develop stronger self-esteem and better self-reliance as they grow older. These children also tend to be more independent, perform better in school, have successful social relationships, and experience less depression and anxiety (Birns, 1999, p. 13).
“Attachment is as essential for the child’s psychological well-being as food is for physical health,” claimed Bowlby, B (2001, p.54). Bowlby claimed in this statement that attachment is a necessary thing that a child needs in order to develop healthily. There is evidence from other theorists who support Bowlby’s theory of attachment, such as Harlow, whose approach is based upon a caregiver’s sensitivity and attachment. Ainsworth is another theorist whose research supports Bowlby’s theory of attachment. In her strange situation study, she tested for the attachment types and what effects they had on a child’s behaviour.
Farley, R. Chris. “A Brief Overview of Adult Attachment Theory and Research.” University of Illinois at Urbane Chapagne, University of Illinois at Urbane Chapagne. 2010. Web. 10 November 2013.
In secure attachment, infants use the caregiver, usually the mother, as a secure base from which to explore the environment. Secure attachment is theorized to be an important foundation for psychological development later in childhood, adolescence, and adulthood. In insecure attachment, infants either avoid the caregiver or show considerable resistance or ambivalence toward the caregiver. Insecure attachment is theorized to be related to difficulties in relationships and problems in later development. Developmentalists have begun to explore the role of secure attachment and related concepts, such as connectedness to parents, in adolescent development. They believe the attachment to parents in adolescence may facilitate the adolescent’s social competence and well-being, as reflected in such characteristics as self- esteem, emotional adjustment, and physical health (Allen & Kuperminc ; Armden & Greenberg; Black & McCartney; Blain, Thompson,