The most important tenet of attachment theory is that a young child needs to develop a relationship with at least one primary caregiver for social and emotional development to occur n[r]
(1)Attachment Theory Attachment Theory
Nunavik counselling and social work training program
(2)Definition Definition
Attachment theory is a theory (or group
of theories) about the psychological concept of
attachment: the tendency to seek closeness to another person and feel secure when that person is present
The most important tenet of attachment theory is that a young child needs to develop a relationship with at least one primary caregiver for social and emotional development to occur normally
(3)Definition Definition
Attachment is a life-long, distinct behavioral system whose goal is proximity to the primary caretaker In infancy this is accomplished through contact comfort
Healthy attachment brings love, security, and joy; unhealthy attachment brings anxiety, grief, and depression
unhealthy attachment brings anxiety, grief, and depression
All humans form attachments to their primary caregivers in order to survive (Bowlby, 1982 & 1988).
(4)Key concept Key concept
The attachment theory was built by observing situation (Ainsworth and Bell in 1970).
Name the strange situation
The strange situation classification is an assessment technique in order to investigate how attachments might vary between children.
(5)Strange situation Strange situation
Each situation comprised the following stages: Mother and child enter the room.
Mother and child are left alone; child can play with the toys. A stranger enters the room; talks to the mother.
Stranger approaches the child with a toy.
Mother leaves stranger alone in the room; stranger engages the child with toys.
Mother leaves stranger alone in the room; stranger engages the child with toys.
Mother returns; child’s response is noted. Child is left in the room on its own.
Stranger returns, tries to engage the child. Mother returns; child’s response is noted. The stranger leaves.
(6)Strange situation Strange situation
The observers looked at four particular behaviours:
Separation anxiety
The infant’s willingness to explore The infant’s willingness to explore Stranger anxiety
(7)What they found What they found
Based on their observations, Ainsworth and Bell found that 66% of infants were securely attached: these infants explored the unfamiliar room, were subdued when the
mother left and pleased to see her when she returned They were a little wary of the stranger but were friendly toward the stranger when the mother was present
The healthiest form of attachment is securely attached Children The healthiest form of attachment is securely attached Children who are securely attached are comfortable with social interaction and actively seek it out The child is able to function independently because the caregiver acts as a secure base
To put it another way, the child feels confident in going to nursery or school because they know their caregiver will return for them
(8)Insecurely attached Insecurely attached
These children reacted in quite distinct ways:
1.Avoidant insecure children, who made up 22% of the sample, were not bothered whether their mother was there or not and were not enthusiastic on her return
2.Resistant insecure children accounted for 12% of the sample and 2.Resistant insecure children accounted for 12% of the sample and showed intense distress when their mother was absent The infant also rejected the mother on her return
(9)The importance of attachment and
meeting the emotional needs of young children and their parents.
According to attachment theory our first
relationship with our carers acts as a lifelong template, moulding and shaping our capacity to enter into, and maintain, enter into, and maintain, successful subsequent relationships with family, friends and partners
It is believed that these early and powerful
(10)Attachment signals Attachment signals
As children grow, indeed for all their lives, they adapt to As children grow, indeed for all their lives, they adapt to attachment signals and behaviours in an age
attachment signals and behaviours in an age appropriate way to appropriate way to make emotional connection to others in order to:
make emotional connection to others in order to:
Behave in a socially appealing manner
Approach, seek out and keep near to significant others for near to significant others for reassurance when fearful or anxious
(11)Attachment styles Attachment styles
Research has shown that whether our emotional needs are met or responded to in the first years of life can have a long-term effect into adulthood
This is described as having a secure or insecure attachment In addition it has been found that attachment ‘styles’ can often be In addition it has been found that attachment ‘styles’ can often be passed on from one generation to the next
(12)Secure attachment Secure attachment
A secure attachment develops when there is a healthy reciprocal relationship between child and carer
Social interaction is characterised by fun and playfulness and the child’s need for comfort when anxious or
distressed is met quickly and effectively distressed is met quickly and effectively
(13)Secure attachment Secure attachment
When they become adults, securely attached children are able to enter into reciprocal relationships and have an expectation that their needs will be met and that they will be able to meet the needs of others
They have the capacity to show emotional connection through empathy or ‘mind mindedness’, are able to talk about their feelings, and are familiar with a wide emotional repertoire in both
themselves and others
and are familiar with a wide emotional repertoire in both themselves and others
Securely attached children have internalised in early childhood the key elements of positive relationship building
(14)Ambivalent attachment Ambivalent attachment
Children experience ambivalent attachment when they are never quite sure whether their carers will meet their need for reassurance or comfort
The parent may sometimes respond to distress and anxiety or may sometimes ignore it
There is a lack of predictability in the behaviour of the carer that makes the child feel `all over the place’
The child often feels distressed but has no confidence that his or her distress will be heard
This form of attachment is particularly prevalent in families where there are mental health problems or issues with alcohol or
(15)Ambivalent attachment Ambivalent attachment
Ambivalent attachment in children is often perpetuated by producing adults who are prone to mental health problems such as depression, anxiety and eating
disorders
(16)Disorganised attachment Disorganised attachment
Disorganised attachment occurs when children send out attachment signals but these are not received or responded to appropriately by the parent or carer
Sometimes the parent appears unaware of the child’s needs This attachment style can occur when the parent has many
unresolved emotional issues from his or her own past or has no unresolved emotional issues from his or her own past or has no
emotional resources to draw on due to mental health problems or a traumatic life event occurring during the first years of the child’s life Alternatively, and much more seriously, disorganised attachment can occur when the parent is a threat to the child through abusive
(17)Disorganised attachment Disorganised attachment
Children with disorganised attachment often fail to thrive and may have developmental delay
Young children will inevitably show signs of emotional and
behavioural difficulties from an early age by demonstrating aggressive, disruptive or withdrawn behaviours both at home and in the early year’s environment
year’s environment
Disorganised attachment in infancy has been linked by both
longitudinal and retrospective studies to a number of mental health problems and personality disorders
(18)Disorganised attachment Disorganised attachment
In adulthood there is an increased susceptibility to
(19)Early year’s practitioner Early year’s practitioner
As early year’s practitioners we need to be aware that all children have complex emotional needs that have to be met in a number of different ways
When children’s relationship needs are met they feel secure, happy and confident
and confident
Equally, when their emotional needs fail to be met children can feel insecure, unhappy and lacking in confidence
(20)Reflective Activity -What you think of the
children and their type of
attachment? -What trauma they have
suffered?
-What is the emotion you
experience about the Kids in the movie?
- What are the emotions you experienced with regard to adult in - Looking at the
situation and status of children how can you analyze the
situation through other
developmental theory?
(21)Key emotional needs Key emotional needs
There are 10 key emotional needs that all human beings have a need for:
Attention Acceptance Appreciation Encouragement Encouragement
Affection Reflective activity Respect
Support Comfort
(22)Attention Attention
Attention needs are met by taking a focused interest in thoughts, feelings and activities
(23)Acceptance Acceptance
Acceptance needs are met through accepting people for just who they are at any given moment in time without judgement
Children need to know that they are accepted even when they exhibit challenging or difficult behaviour and that there is always forgiveness and a new beginning
Acceptance means not comparing one child with another in whatever Acceptance means not comparing one child with another in whatever area It means allowing the child their own individuality and uniqueness so they grow in their sense of self
Families need to be accepted whatever their socio-economic status,
(24)Appreciation Appreciation
Appreciation is shown by giving positive celebratory feedback on
big and small things Telling children what it is they have done well and why you are proud of them means their sense of purpose is enhanced
Achievements should be celebrated in whatever area A lovely smile or a kind act are as worthy of appreciation as tidying up the toys Some children like public acclamations of success; others prefer the quiet word of appreciation – just like adults!
(25)Encouragement Encouragement
Encouragement involves ‘cheerleading’ through motivating and
empowering from the sidelines thereby giving children a sense of your strong belief in their abilities to meet the challenges of learning, playing and growing
Stretch them a little bit further than they thought they could go Encourage them when the going gets tough and resolve falters
(26)Affection Affection
Affection involves using the power of physical touch to communicate our care and support
Although we obviously need to keep within appropriate boundaries it is vitally important to reach out to children with a simple pat on the hand or touch on the arm.
with a simple pat on the hand or touch on the arm.
(27)Respect Respect
Respect for young children means seeing them within the context of their whole life experiences both at
home and in the setting and giving them the dignity that comes from growing in independence and self.
(28)Support Support
Support is necessary when children are finding life challenging in
whatever way, whether it is socially, emotionally or in tackling their learning – they need to feel help is just there ready to be asked for Children need to know that we will put ourselves out and be
prepared to go that extra mile sometimes too
This gives a sense of working and growing alongside others in the knowledge that they are not alone
(29)Comfort Comfort
Comfort is needed when children are sad, upset or
distressed
They need to know that their feelings will be acknowledged and heard
Hurt needs to be soothed through empathetic listening or Hurt needs to be soothed through empathetic listening or appropriate physical touch
A time to recover gives dignity and space.
(30)Approval Approval
Approval is received by giving regular verbal feedback, treats and
rewards for positive behaviour, actions and activities
Speaking highly of children in their presence and to others allows them to feel proud of themselves and builds self-concept,
internalising a sense of worth
Approval should be about ‘who children are’ as well as what they
(31)Security Security
Security is crucial to allow children to feel held and contained safely
Clear expectations and boundaries that are systematically carried through in a fair way provide the foundation of security
Children also gain security through experiencing a consistency of
routines and from seeing adults work in a harmonious and integrated Children also gain security through experiencing a consistency of
routines and from seeing adults work in a harmonious and integrated way
They also need to know when there will be changes in routines, or when experiences will be coming to an end so that a pathway through these can be negotiated in a seamless way
Equally we need to have clear professional boundaries with parents and be
(32)In order to support the emotional wellbeing of children it is necessary to think through different and complimentary ways in which we can meet the 10 top emotional needs effectively
We also need to make sure that we are looking after ourselves and we are meeting our own
emotional needs through the input of family, friends and colleagues It is only when we have this ‘input’ and colleagues It is only when we have this ‘input’ that we can provide the necessary ‘output’
This is why working with parents can have such an important positive effect on empowering and
(33)Attachment vs Communication Attachment vs Communication
The capacity to communicate with others is at the heart of human experience
We use language, thought, feelings, creativity and movement to let others know about ourselves
Through that communication, we also develop our capacity to Through that communication, we also develop our capacity to understand others
The way we come to communicate and understand is shaped by our early experience of relationships – the context in which we begin to learn about, and make sense of the world
Good early attachment experiences facilitate the capacity to
(34)Attachment vs communication Attachment vs communication
Secure base
A secure base provides the infant with a safe place from which to explore the world, but return to when he or she feels threatened
The aim of attachment behaviour is sufficient proximity or contact to ensure that we always feel secure The infant and mother negotiate a way of relating
(35)Attachment vs communication Attachment vs communication
Securely attached
Secure enough attachment fosters the capacity to resolve distress The experience of empathy – having one’s feelings and experiences understood by another – allows the development of self awareness From there we evolve a language to communicate emotional states From there we evolve a language to communicate emotional states Someone who has experienced a secure attachment is, as being available, responsive, and helpful.’
This gives rise to a complementary model of himself or herself as ‘a potentially loveable and valuable person’ As a result, he or she is likely to ‘approach the world with confidence.’ This makes it possible to
(36)Securely attached
An outcome of fears being understood, soothed and put into
words and thoughts by another is that the infant becomes able to: experience being understood
develop an understanding of self and become self-aware develop an understanding of self and become self-aware become able to recognise feelings in others
develop his or her own coping mechanism in the face of
(37)Attachment vs communication Attachment vs communication
Insecure attachment
When adverse experiences of early attachment are not relieved by more positive relationships with others, the consequences for
communication, behaviour and learning are negative
Insecurely attached children struggle to find the words to identify experiences buried in infancy, before any capacity to explore or express experience with words and actions had evolved
express experience with words and actions had evolved
These experiences are unconsciously known but never understood Memories of them not remain in the past, but become actions in the here and now
(38)Attachment vs communication Attachment vs communication
Withdrawn children
Some children communicate their struggle by the way they seek to avoid drawing attention to themselves
Social withdrawal can be a way of letting others know that other
preoccupations have ‘taken over’ Such a communication is easy to overlook in a demanding classroom Most teachers’ capacity to respond is taken up by those, usually boys, who are acting out and behaving in disruptive ways those, usually boys, who are acting out and behaving in disruptive ways Children who have not been given the opportunity to process adverse
experiences, within the context of a relationship with a sensitive carer who can understand their fear and transform this into words and thought, are left with insufficient resources to resolve the challenges and traumas that almost
inevitably occur