Attachment Through the Life Course Class Recommendations: This lecture is designed for one long-class period (75-90 minutes), but it could be broken up into two shorter class periods (50-60 minutes). Overview: After being prompted to think about their own personal relationships, students learn about the history of attachment research and receive direct instruction via lecture (and videos) on childhood attachment. The latter part of the lecture focuses on adult romantic attachment (including the relationship between childhood and adult attachment). Technical Note: These slides may contain simple click animation so that you can focus students’ attention on a particular question, a selection of text, or an image and not have them be distracted by reading ahead. You can either preview the sequence of animation by going through the slides in slideshow view, visiting the animations tab, or reviewing the slide notes. In the notes you will see a cue - (Click) – that corresponds to each animation. You may also find hyperlinks to outside videos at various places in the slides. These hyperlinks are embedded in text and indicated by color and in the notes section. [Professor Name] [Class and Section Number]

Today’s Learning Objectives Explain the way the attachment system works and its evolutionary significance. Identify three commonly studied attachment patterns and what is known about the development of those patterns. Describe what is known about the consequences of secure versus insecure attachment in adult relationships. This slide outlines the learning objectives of the module.

Warm Up Think about a close personal relationship The purpose of this slide is to get students to start thinking about close personal relationships and their importance in people’s lives. Warm up: (Click): Think about a close personal relationship (Click): Spend a few minutes writing about this relationship Directions: Ask students to think about a very close relationship that they have with a friend or a loved one and have them spend a few minutes writing down words that describe that relationship. Next, have students share their answers with a classmate. Finally, bring the whole class together in a discussion about the importance of close relationships – and how they can bring us especially positive experiences as well as especially negative experiences (when there is conflict or loss). Explain that the first of these close social relationships happens in infancy, when a baby forms an attachment to his or her caregiver. Think about a close personal relationship Spend a few minutes writing about this relationship

Overview Attachment Theory: History and Core Concepts Individual Differences in Infant Attachment Antecedents Outcomes in Childhood Attachment in Adulthood Romantic Love as an Attachment Bond Finding a Partner Relationship Functioning What is the Relationship between Early Attachment and Adult Attachment? The purpose of this slide is to provide students with an overview of the material that will be covered during the lecture.

Attachment Theory Attachment figure Attachment behaviors The purpose of this slide is to begin the discussion on Attachment Theory. (Click): Attachment figure Ask students: What happens when a young child is separated from their caregiver? (Click): Attachment behaviors Explain that people used to think (from psychoanalytic view) that these were indicative of an immature defense mechanism. (Click): Attachment behavioral system has adaptive value John Bowlby (1969) argued that these behaviors had an adaptive value… He argued that children form special close emotional bonds with attachment figure, and its important for survival of the young to maintain proximity to their attachment figure. So, the attachment behavioral system tracks when they are being separated and works to maintain proximity. Reference: Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York, NY: Basic Books Attachment figure Attachment behaviors Attachment behavioral system has adaptive value

Importance of Contact Comfort Harry Harlow’s research asked: why do infants bond with their mothers? Harlow's Research The purpose of this slide is to continue discussion on Attachment Theory and the importance of contact comfort. Directions: Explain that Harlow wanted to understand why infants formed this bond – what did the mother do to cause it… so he conducted a series of experiments with monkeys… show video and ask students what did Harlow figure out was the reason? Video link: https://www.youtube.com/watch?v=weXEaTKckzY Reference: Harlow, H. F. & Zimmermann, R. R. (1958). The development of affective responsiveness in infant monkeys. Proceedings of the American Philosophical Society, 102, 501 -509.

Overview Attachment Theory: History and Core Concepts Individual Differences in Infant Attachment Antecedents Outcomes in Childhood Attachment in Adulthood Romantic Love as an Attachment Bond Finding a Partner Relationship Functioning What is the Relationship between Early Attachment and Adult Attachment? The purpose of this slide is to provide students with an overview of the material that will be covered during the lecture.

Individual Differences in Attachment Strange Situation Developed by Mary Ainsworth Assesses attachment style Three Styles: Secure Avoidant Anxious-Resistant The purpose of this slide is to begin the discussion on the attachment styles. To study children’s attachment, Mary Ainsworth developed a task called the Strange Situation. (Click): Strange Situation (Click): Developed by Mary Ainsworth The strange situation is a laboratory task that can be used to assess children’s attachment style. Children and their main caregiver are brought into the lab, and play together for a short while. Then, the attachment figure leaves for a short time. After a few moments, the caregiver return. Children’s responses are coded to find out their attachment style. (Click) Link: Assesses attachment style Explain how the task works, then show video: https://www.youtube.com/watch?v=QTsewNrHUHU (Click): Three Styles: Then explain that from this task, they can classify children’s style of attachment. The three kinds of attachment style are: (Click): Secure Secure: (most children fall into this category): these children are distressed when their caregiver leaves, but are quickly comforted when she returns (Click): Avoidant Avoidant: (about 20% of children fall into this category): these children do not seem overly distressed upon separation from the caregiver and avoid the caregiver when she returns (Click): Anxious-Resistant Anxious-Resistant: (about 20% of children fall into this category): these children become very distressed when their caregiver leaves, but are not calmed by her presence when she returns So, why do children fall into these different categories? Go to next Slide  Reference: Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdale, NJ: Erlbaum.

Antecedents of Attachment Style Responsive Care Giving Secure Unresponsive to Child’s Needs Avoidant Inconsistently Responsive to Child’s Needs Anxious/ Resistant The purpose of this slide is to continue the discussion on individual differences in attachment style. Children fall into these three categories due to differences in their experiences with their primary caregiver. Responsive Care Giving  Secure Attachment When caregivers respond consistently and appropriately to their child’s needs, this leads to a secure attachment bond. This is because children learn that their caregivers and other people will help and support them when needed. Unresponsive To Child’s Needs  Avoidant Attachment When caregivers neglect their child’s needs, children develop an avoidant attachment bond. This is because children learn that their caregiver (and presumably other people) will not help or support them when needed. Thus, they do not learn to depend on others. Inconsistently Responsive to Child’s Needs  Anxious/Resistant Attachment Finally, when caregivers respond to their child’s needs inappropriately or inconsistently, this leads to an anxious/resistant bond. This is because children have learned that their caregiver (and presumably other people) will not reliably help them when they are in need (and thus that they cannot depend on others). Say that we know this from both correlational studies AND experimental studies. You can use these discussion questions to explore this more in-depth: 1) What advice would you give to parents who wish to ensure that their children form a secure attachment? Answers to this question can be used in a discussion about how experiences shape attachment bonds. It also prompts students to think about practical applications for attachment theory. Note: students often ask (or may think about) what this means in terms of daycare (vs. stay at home parenting). Studies show that there is no effect of day care on attachment, as long as children are in a high-quality day care setting. 2) Some people argue that the first few minutes of life are critical for bonding. How would Bowlby and Ainsworth respond to this assertion? This question offers a means for reviewing how attachment bonds are formed. It also offers an opportunity to discuss a commonly held misconception.

Evaluate Your Attachment Style What style of attachment bond did you form with your parents? What kinds of experiences may lead to this attachment style? Do you think this impacted your later relationships? Why or why not? Activity: Evaluate Your Early Attachment Style Time: 5 minutes Materials: none needed Directions: Ask students to spend a few minutes reflecting on their own early childhood attachment style. You can use the following questions to prompt their writing: (Click): What style of attachment bond did you form with your parents? (Click): What experiences do you think lead to this kind of attachment? (Click): Do you think this impacted your later relationships (with friends or romantic partners)? Why or why not? After all of the students have finished writing, have a general class discussion, asking for volunteers who are willing to share their answers. Note that some students may not wish to share, so it is not recommended to do this activity as a think-pair-share.

Applied Discussion Applied Discussion: (Click): What advice would you give to parents who wish to ensure that their children form a secure attachment? Answers to this question can be used to reiterate how experiences shape attachment bonds. It also prompts students to think about practical applications for attachment theory. What advice would you give to parents who wish to ensure that their children form a secure attachment?

Overview Attachment Theory: History and Core Concepts Individual Differences in Infant Attachment Antecedents Outcomes in Childhood Attachment in Adulthood Romantic Love as an Attachment Bond Finding a Partner Relationship Functioning What is the Relationship between Early Attachment and Adult Attachment? The purpose of this slide is to provide students with an overview of the material that will be covered during the lecture.

Childhood Outcomes Secure children likely to… Have better peer relationships Be better evaluated by teachers Persist on challenging tasks Insecure (avoidant) children likely to… Be classified as bullies Have difficulty making and maintaining friendships The purpose of this slide is to introduce childhood outcomes of attachment styles. (Click): Secure children likely to… (Click): Have better peer relationships (Click): Be better evaluated by teachers (Click): Persist on challenging tasks Research has found that early childhood attachment style predicts outcomes in childhood. Children who are securely attached are likely to have better peer relationships, be evaluated more highly by their teachers, and persist on challenging tasks. (Click): Insecure (avoidant) children likely to… (Click): Be classified as bullies (Click): Have difficulty making and maintaining friendships Children who are classified as insecurely attached (as having an avoidant attachment bond) are more likely to be identified as bullies and to have difficulty maintaining friendships.

Overview Attachment Theory: History and Core Concepts Individual Differences in Infant Attachment Antecedents Outcomes in Childhood Attachment in Adulthood Romantic Love as an Attachment Bond Finding a Partner Relationship Functioning What is the Relationship between Early Attachment and Adult Attachment? The purpose of this slide is to provide students with an overview of the material that will be covered during the lecture.

Romantic Relationships are Attachments The purpose of this slide is to introduce the idea that romantic relationships are a type of attachment. Hazan and Shaver (1987) extended research on attachment to the realm of adult relationships. These researchers argued that the special close bonding experienced in romantic relationships should be considered an attachment bond. Reference: Hazan, C., & Shaver, P. R. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, 511-524.

Three Styles of Attachment Secure I find it relatively easy to get close to others and am comfortable depending on them and having them depend on me. I don’t worry about being abandoned or about someone getting close to me. Avoidant I am somewhat uncomfortable being close to others; I find it difficult to trust them completely, difficult to allow myself to depend on them. I am nervous when anyone gets too close, and often, others want me to be more intimate than I feel comfortable being. Anxious/Resistant I find that others are reluctant to get as close as I would like. I often worry that my partner doesn’t really love me or won’t want to stay with me. I want to get very close to my partner, and this sometimes scares people away. The purpose of this slide is to introduce the three styles of attachment. Hazan & Shaver (1987) showed people descriptions, and asked them to rate themselves… most people fell into one of 3 different styles, that map onto the 3 styles of childhood attachment: (Interestingly, the percentages of people falling into each category being similar to those for childhood attachment): Secure: Individuals with this adult attachment style find it easy to get close to others and readily become emotionally intimate with romantic partners Anxious: Individuals with this adult attachment style seek extremely intimate emotional bonds with romantic partners but tend to be worried that their partners will leave them Avoidant: Individuals with this attachment style tend to avoid forming close emotional bonds with romantic partners Possible Discussion Question: What style of romantic attachment would you classify yourself as fitting into? What experiences lead you this attachment style? This question prompts learning about the different adult romantic attachment styles by having students connect the course content to their own personal history. People may not want to share, so it is recommended to ask students to write down their answers and ask for volunteers Reference: Hazan, C., & Shaver, P. R. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, 511-524.

Attachment and Dating Tendency to have a partner of similar style Why? The purpose of this slide is to introduce the discussion on attachment and dating. Couples tend to share the same attachment style – if one partner is secure, the other partner is more likely to be secure. (Click): Tendency to have partner of similar style (Click): Why? In part, this may be because people tend to be more attracted to individuals who have a secure attachment style. However, it may also be because individuals’ attachment style may influence their partner to become more like them (in terms of romantic attachment). (Click): Secure partners are attractive (Click): Influence of partner Tendency to have a partner of similar style Why? Secure partners are attractive Influence of partner

Impact on Relationship Functioning Higher security… More satisfying relationships Less conflict More enduring relationships More likely to provide support to partner in times of distress The purpose of this slide is to discuss the impact of attachment style on relationship functioning. (Click): Higher security means: (Click): More satisfying relationships (Click): Less conflict (Click): More enduring relationships (Click): More likely to provide support to partner in times of distress Individuals who have a secure romantic attachment style tend to have more stable, satisfying, and high-functioning relationships. In part, this may be because individuals who are secure are more likely to provide support to their partners when they are in need.

Celebrity Attachment Style Break into small groups Each group assigned an attachment style: Secure Avoidant Anxious/Resistant Generate a list of celebrities who exhibit tendencies of this attachment style Gather supporting evidence from online sources Present your findings to the class Activity: (Click): Break into small groups (Click): Each group assigned an attachment style: Secure Avoidant Anxious/Resistant (Click): Generate a list of celebrities who exhibit tendencies of this attachment style (Click): Gather supporting evidence from online sources (Click): Present your findings to the class Activity: Celebrity Romantic Attachment Styles This activity is from: Dewall, C. N. & Myers, D. G. (2013). Why do romantic partners get under our skin? Teaching students about the science of romantic attachment. APS Observer, 26. Retrieved from http://www.psychologicalscience.org/index.php/publications/observer/2013/april-13/teaching-current-directions-in-psychological-science-4.html#one Time: 15-20 minutes Materials: laptops, tablets, or smartphones (to access the internet) Directions: Students are to work in small groups. Each group is assigned an adult romantic attachment style and is tasked with generating a short list of celebrities who exhibit this style, finding news stories, images or other evidence to indicate that each celebrity fits with the selected style, and presenting their findings to the rest of the class.

Applied Discussion What style of romantic attachment would you classify yourself as fitting into? What experiences lead you to this attachment style? The purpose for this slide is to introduce an applied discussion to review the class material that the students have learned so far. Discussion Questions: What style of romantic attachment would you classify yourself as fitting into? What experiences lead you to this attachment style? These questions prompt learning about the different adult romantic attachment styles by having students connect the course content to themselves. This serves as a good transition to the next key point.

Overview Attachment Theory: History and Core Concepts Individual Differences in Infant Attachment Antecedents Outcomes in Childhood Attachment in Adulthood Romantic Love as an Attachment Bond Finding a Partner Relationship Functioning What is the Relationship between Early Attachment and Adult Attachment? The purpose of this slide is to provide students with an overview of the material that will be covered during the lecture.

Probabilistic Relationship The purpose of this slide is to introduce a caveat to the childhood attachment theory. (Click): Early childhood attachment is only probabilistically related to adult attachment. There is some evidence that early attachment style is only probabilistically linked to adult romantic attachment style. However, even those who failed to form secure bonds as children can develop a secure romantic attachment styles as adults. This is because attachment style is shaped by the joint influence of all of the close relationships a person experiences in life, including relationships with parents, grandparents, friends, teachers, and any other figures with whom the individual forms a close emotional bond. Early childhood attachment is only probabilistically related to adult attachment

Influence of Attachment Beyond Romantic Relationships The purpose of this slide is to discuss the influence of attachment styles beyond romantic relationships. Importantly, the attachment style that one develops, is likely to influence social interactions in a wide variety of settings. For example, recent research has found that attachment style predicts differences in the way people use social media: individuals who are avoidant, use Facebook less frequently and are less open; individuals who are anxious were more likely to use Facebook more frequently. Possible Discussion Question: Recent research suggests that teachers’ attachment style can impact their relationships with students. How might teachers of the three adult attachment styles interact differently with their students? This question prompts students to go beyond the course content to think about how attachment style may impact other kinds of relationships (beyond just parent/child and romantic relationships).

CAT: The Muddiest Point What was the muddiest point in today’s class? Write down what concept you are still struggling to understand. Classroom Assessment Technique (CAT): The Muddiest Point Ask students to write down the “muddiest point” – that is any concept they are still struggling to understand of any questions they still may have about the material. With remaining class time, ask students to share their muddiest point and provide additional review on these points. If you do not conclude with this Classroom Assessment Technique (CAT), it would helpful to use another CAT. It could be in the form of a: Muddy point One-minute paper Background knowledge What’s the Principle? Defining features Matrix: For more information on CATs click here: http://cft.vanderbilt.edu/guides-sub-pages/cats/

Photo Attribution Photo Attribution Slide Photo Credit: Family - Mendenhall Glacier, Alaska Ian D. Keating https://www.flickr.com/photos/32008328@N08/18714216600/ https://creativecommons.org/licenses/by/2.0/ Slide 3 Photo Credit: Children blickpixel https://pixabay.com/en/children-love-friends-hand-flowers-512601/ https://creativecommons.org/publicdomain/zero/1.0/deed.en Slide 5 Photo Credit: The First Shot Of Chota Singh Harsha K R https://www.flickr.com/photos/27526538@N07/5161008618/ https://creativecommons.org/licenses/by-sa/2.0/ Slide 6 Photo Credit: Monkey Mom and Baby Adam Mizrahi https://www.flickr.com/photos/urbancityarch/15352432083/ https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 8 Photo Credit: Where's Mom? Scott Kinmartin https://www.flickr.com/photos/scottkinmartin/406020592/ https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 10 Photo Credit: Happy Baby Toss Kris https://www.flickr.com/photos/kables/513069008 https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 11 Photo Credit: Ford Family Portraits: Mr. Isaiah Early Kamau Akabueze https://www.flickr.com/photos/kzaflicks/4873866291 https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 13 Photo Credit: bimba, hua hin Johnny Micheletto https://www.flickr.com/photos/42042834@N03/3907023299/ https://creativecommons.org/licenses/by/2.0/ Slide 15 Photo Credit: La felicità nella luce della sera Leonard Domnguez https://www.flickr.com/photos/64565839@N00/5487717475/ https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 17 Photo Credit: Camden Sunday, instant hug Julie Kertesz https://www.flickr.com/photos/32323502@N00/5525028301/ https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 18 Photo Credit: Permisos. Nicolas Fuentes https://www.flickr.com/photos/unicocreativo/15745236098 https://creativecommons.org/licenses/by-nc-sa/2.0/ Photo Attribution Slide

Photo Attribution Photo Attribution Slide Photo Credit: Photo shoot Erica Minton https://www.flickr.com/photos/rrrrred/8728792661/ https://creativecommons.org/licenses/by-nc/2.0/ Slide 20 Photo Credit: Questions1 Grisel D´An https://www.flickr.com/photos/128454566@N06/15893429463 https://creativecommons.org/licenses/by-nc/2.0/ Slide 22 Photo Credit: 10080026 moodboard https://www.flickr.com/photos/67835627@N05/7301107336 https://creativecommons.org/licenses/by/2.0/ Slide 23 Photo Credit: Family Eating At The Table skeeze https://pixabay.com/en/family-eating-at-the-table-dining-619142/ https://creativecommons.org/publicdomain/zero/1.0/deed.en Slide 24 Photo Credit: Illustrated silhouette of a black cat nehtaeh79 http://www.freestockphotos.biz/stockphoto/16624 http://creativecommons.org/publicdomain/zero/1.0/ Photo Attribution Slide