2. 1 Learning Objectives Define attachment Define attachment Outline key characteristics of attachment Outline key characteristics of attachment Explain why children form attachments Explain why children form attachments

3. 2 Definition of Attachment A strong, reciprocal, emotional bond between an infant and caregiver(s) characterised by a desire to maintain proximity. Attachments can be secure or insecure. Infants display attachment through separation distress, pleasure at reunion with the caregiver, and stranger anxiety.

4. 3 Maccoby’s (1980) key characteristics of attachment: Seeking proximity to primary caregiver Seeking proximity to primary caregiver –Infant stays close to the main attachment figure

5. 4

6. 5 Maccoby’s (1980) key characteristics of attachment: Distress on separation Distress on separationseparation –Separation protest – baby cries carer anxious

7. 6

8. 7 Maccoby’s (1980) key characteristics of attachment: Pleasure when reunited Pleasure when reunited –Smiles and acts excitedly

9. 8

10. 9 Maccoby’s (1980) key characteristics of attachment: General orientation of behaviour towards primary caregiver General orientation of behaviour towards primary caregiver –Secure base - returns to carer frequently

11. 10

12. 11 Why Do Infants Form Attachments? Short-term benefits Short-term benefits –Food –Protection –Survival –Instinctive - genetic

13. 12 Why Do Infants Form Attachments? Long-term benefits Long-term benefits –Internal working model for future relationships –Hazan and Shaver (1987): the love quiz the kind of lover you are may be related to the kind of attachment you had as an infant the kind of lover you are may be related to the kind of attachment you had as an infant

14. 13 Schaffer & Emerson’s theory of the development of attachment Asocial stage Asocial stage –0 to 6 weeks –Babies respond to inanimate objects and humans in similar ways. –Behaviour is not directed at anything or anybody in particular.

15. 14 Indiscriminate attachments Indiscriminate attachments –6 weeks to 7 months –Happiest when receiving attention - show sociability –Not directed at any one person –Any one will do! Schaffer & Emerson’s theory of the development of attachment

16. 15 Specific attachments Specific attachments –7 to 11 months –Attachment to 1 person - stranger anxiety & separation protest –65% specific attachment at 7 mths –87% multiple attachments by 18 mths Schaffer & Emerson’s theory of the development of attachment

17. 16 Evidence for: The stages appear to be correct The stages appear to be correct –If you leave a child in a nursery before 7 months they show little distress Infants do display separation protest and stranger anxiety Infants do display separation protest and stranger anxiety –If you leave it until 9 months they will show severe separation protest

18. 17 Evidence against: Babies may not be asocial Babies may not be asocial –2/3 of babies only 2 days old preferred mother’s face to the face of a stranger. Skin-to-skin hypothesis Skin-to-skin hypothesis Hormones released by mother and infant at or soon after birth help bonding, separation of mum and baby may make bonding more difficult. Hormones released by mother and infant at or soon after birth help bonding, separation of mum and baby may make bonding more difficult.

19. 18 The strange situation measures three key indicators of attachment: Separation Protest Separation Protest Stranger Anxiety Stranger Anxiety Reunion Behaviour Reunion Behaviour

20. 19 Secure attachment A strong bond between infant and carer. Distress at separation but easily comforted upon reunion. Child has a positive working model of relationships.

21. 20 Insecure attachment Weaker attachment bond. Weaker attachment bond. Severe separation distress, lack of stranger anxiety, and avoidant or resistant reactions on reunion. Severe separation distress, lack of stranger anxiety, and avoidant or resistant reactions on reunion. Child has negative working model of him/herself and others. Child has negative working model of him/herself and others.

22. 21 Secure Attachment - Type B 70% Yes Yes Yes Yes Yes Frequency? Explores? Separation Protest? Carer Secure Base? Pleasure at Reunion? Stranger Anxiety?

23. 22 Insecure Avoidant - Type A 20% Yes No No No Yes Frequency? Explores? Separation Protest? Carer Secure Base? Pleasure at Reunion? Stranger Anxiety?

24. 23 Insecure Resistant - Type C 10% No Yes No Yes/No Yes Frequency? Explores? Separation Protest? Carer Secure Base? Pleasure at Reunion? Stranger Anxiety?

25. 24 Disorganised Attachment - Type D Some infants cannot be classified Some infants cannot be classified Inconsistent Inconsistent Inconsistent Inconsistent Inconsistent Why Added? Explores? Separation Protest? Carer Secure Base? Pleasure at Reunion? Stranger Anxiety?

26. 25 AO1 Questions Outline two types of attachment (3 + 3) One type of attachment is secure attachment. It is a strong contented bond between the infant and caregiver. Securely attached children use the carer as a safe base and show distress on separation and pleasure at reunion StateExplainExample

27. 26 Reliability What is it? What is it? Test - Retest Test - Retest –procedure is repeated at different ages to see f the infant is classified in the same way. Research evidence Research evidence –First assessment 18month –Repeat 6 years –Secure 100% consistency. –Avoidant 75% consistency.

28. 27 Validity What is it? What is it? Criterion Validity Criterion Validity –Does it measure what it says it does? Research evidence Research evidence –Children classed as secure age 2 –Follow up late childhood –Popular, high self esteem, less aggression, social leaders. But Correlational – why is this a problem? But Correlational – why is this a problem?

29. 28 Definition of Cross-cultural variations Behaviour, attitudes, norms, and values differ across cultures. This affects childrearing styles and beliefs about which qualities should be nurtured. This in turn may affect attachment type.

30. 29 Results of Van IJzendoorn et al

31. 30 Evaluation Universality in attachments. Universality in attachments. –the same characteristics underpin infant- caregiver interactions across cultures. Variation within greater than between Variation within greater than between –1.5 times. Does this make the measure invalid. Imposed Etic? Imposed Etic? –measure is ethnocentric – based upon western childrearing ideals.

32. 31 The Psychodynamic Approach ‘Cupboard-love’: Libidinal desires are satisfied. ‘Cupboard-love’: Libidinal desires are satisfied. –Oral stage – pleasure mouth –attach to mum as she provides food –Suckling - pleasureable Prototype for future relationships. Prototype for future relationships. –secure child can give and receive love –insecure child may orally fixate to compensate for poor relationships

33. 32 Evaluation Harlow’s(1959) research contradicts ‘cupboard love’. Harlow’s(1959) research contradicts ‘cupboard love’.

34. 33

35. 34 Evaluation Schaffer and Emerson’s (1964) research suggests that 40% of infants do not attach to the primary caregiver. Schaffer and Emerson’s (1964) research suggests that 40% of infants do not attach to the primary caregiver. –responsiveness and stimulation were more important factors in attachment.

36. 35

37. 36 Learning Theory Classical Conditioning Classical Conditioning UCS Food leads to UCR Pleasure UCS Food leads to UCR Pleasure UCS Food paired with CS Mother leads to UCR Pleasure UCS Food paired with CS Mother leads to UCR Pleasure CS Mother leads to CS Pleasure CS Mother leads to CS Pleasure

38. 37 Learning Theory Operant Conditioning Operant Conditioning –mother is a source of positive reinforcement –she is a secondary reinforcer as she is associated with food, warmth, security and attention.

39. 38 Evaluation Also contradicted by Harlow’s research and Schaffer and Emerson. Also contradicted by Harlow’s research and Schaffer and Emerson. Reductionist Reductionist –oversimplified only accounts for one factor – learning –Ignores nature or genes –We may be genetically programmed to attach.

40. 39 Monotropy Promotes safety and survival Promotes safety and survival –Influenced by Darwin Innate Innate –Babies respond to human faces very early Internal Working Model Internal Working Model –psychodynamic theory –irreversible

41. 40 Monotropy Monotropy –primary attachment is special Psychological ‘stay-close’ mechanism Psychological ‘stay-close’ mechanism –maintain proximity –invisible string Attachment is reciprocal Attachment is reciprocal –infant has social releasers –carer is ‘programmed to respond’

42. 41 Evaluation Theory has positive applications Theory has positive applications –children should be adopted before they are 3 –stimulated Ainsworth’s research. IWM deterministic IWM deterministic –peers may also influence behaviour. Attachment may not be monotropic Attachment may not be monotropic –Children clearly have multiple attachments – mum, dad, granny, daycare etc. Evolutionary theory is post hoc. Evolutionary theory is post hoc. –inferred afterwards –unfalsifiable

43. 42 Deprivation Separation leading to bond disruption. Leads to long term emotional problems. (Affectionless Psychopathy) Once broken bond cannot be remade. Separation leading to bond disruption. Leads to long term emotional problems. (Affectionless Psychopathy) Once broken bond cannot be remade.

44. 43 Privation Lack of an appropriate attachment figure. More likely to cause permanent emotional damage or “affectionless psychopathy”. Lack of an appropriate attachment figure. More likely to cause permanent emotional damage or “affectionless psychopathy”.

45. 44 Emotional care is important for mental development, as important as good standard of physical care. Emotional care is important for mental development, as important as good standard of physical care. Children need a warm and continuous relationship with the mother or mother substitute Children need a warm and continuous relationship with the mother or mother substitute Frequent or prolonged separations disrupt continuity and lead to emotional disturbance – affectionless psychopathy Frequent or prolonged separations disrupt continuity and lead to emotional disturbance – affectionless psychopathy IF it happens before 21/2 and there is no substitute mother-person available. IF it happens before 21/2 and there is no substitute mother-person available. The Maternal Deprivation Hypothesis

46. 45 Evaluation Positive impact - mothers stay with children in hospital, fostering rather than children’s homes. Positive impact - mothers stay with children in hospital, fostering rather than children’s homes. Deprivation may be indistinguishable from privation. Parents who die or are absent may mean that the child never forms and attachment Deprivation may be indistinguishable from privation. Parents who die or are absent may mean that the child never forms and attachment Maladjustment may not just be caused by deprivation there could be a third factor eg social conditions Maladjustment may not just be caused by deprivation there could be a third factor eg social conditions Post-war politics – Mums go back home Dads need the jobs Post-war politics – Mums go back home Dads need the jobs

47. 46 Hodges & Tizard Summary Effects reversible criticism of Bowlby Effects reversible criticism of Bowlby –children attached to foster parents despite negative working models and being outside the critical period. Problems with peers supports Bowlby Problems with peers supports Bowlby –perhaps new attachment cannot be generalised if outside critical period Harris’ Groups Socialisation Theory contradicts internal working model Harris’ Groups Socialisation Theory contradicts internal working model –Peer relationships become more important with age.

48. 47 Positive and Negative Effects How might day care improve social development? Why? How might day care improve social development? Why? How might it negatively affect social development? Why? How might it negatively affect social development? Why? How might day care improve cognitive development? Why? How might day care improve cognitive development? Why? How might it negatively affect cognitive development? Why? How might it negatively affect cognitive development? Why?

49. 48 Social development Development of social competence including social skills, ability to relate and empathise with others, and formation of close and meaningful relationships. Determined by an interaction of biological predisposition and the environment. Development of social competence including social skills, ability to relate and empathise with others, and formation of close and meaningful relationships. Determined by an interaction of biological predisposition and the environment.

50. 49 Cognitive development Development of mental processes including thought, reasoning and memory. IQ tests and school performance are used to measure cognitive development. Determined by an interaction of biological predisposition and the environment. Development of mental processes including thought, reasoning and memory. IQ tests and school performance are used to measure cognitive development. Determined by an interaction of biological predisposition and the environment.

51. 50 Individual Differences include: attachment type attachment type –Insecure benefit, secure children suffer. quality of daycare & maternal sensitivity quality of daycare & maternal sensitivity –Children in poor quality daycare who had low sensitivity parents more likely to be insecure level of stimulation at home level of stimulation at home –daycare can compensate for low stimulation at home