14. Attachment 2 Flashcards
1
Q
- How can parents promote secure behaviour?
A
- a method called Capacity Hold
- this is when we allow the child their experiences.
without intruding - being emotionally available
- being emotionally interested
- recognising and responding to an infant’s feeling
state - stimulate in optimal range for age and state
arousal - having a capacity for soothing
- recognising when an infant needs to be calmed
- repeated experiences of calming
- this allows self soothing
- timing the interaction
- taking turns talking and listening
- waiting for the infant
- not over exciting the infant
2
Q
- What is the cycle for how a parent promotes secure behaviour?
A
- the child wants something
- the caregiver sets a limit
- says “NO”
- the child will accept, limit, test pr defy this limit
- the caregiver then responds appropriately
3
Q
- What are some Vulnerability Factors in Parents?
A
- depressed mothers can tend to under-stimulate
- insensitive parents may have poor timing
- they may ignore cues
- they may be intrusive
- there is an increase in disorganised behaviour in
parents with all kinds of mental illnesses
4
Q
- What is the Strange Situation Procedure?
A
- it was conducted by Ainsworth and Bell
- it was conducted in the year 1970
- it was set up in a small active playroom
- it observed the behaviour of the infant in a series of
seven episodes - each 3 minutes long
5
Q
- What is the order of the Seven Episodes (each 3 minutes long) in the Strange Situation Procedure?
A
- Parent and Infant alone
- Stranger joins parent and infant
- Parent leaves infant and stranger alone
- Parent returns and stranger leaves
- Parent leaves and infant is left completely alone
- Stranger returns
- Parents returns and stranger leaves
6
Q
- What are the four categories of behaviours that were observed and measured during the Strange Situation Procedure?
A
- Separation Anxiety
(the unease the infant shows when left alone by
the caregiver) - The Infant’s Willingness to Explore
- Stranger Anxiety
(the infant’s response to the presence of a
stranger) - Reunion Behaviour
(the way that the caregiver was greeted on return)
7
Q
- What are the four types of Attachment styles?
(according to Attachment Theory)
A
- Secure Attachment
- Avoidant Attachment
- Ambivalent Attachment
- Disorganised Attachment
8
Q
- List the percentages of people that usually have the following kinds of Attachment Styles:
8.1. Secure Attachment
8.2. Avoidant Attachment
8.3. Ambivalent Attachment
8.4. Disorganised Attachment
A
8.1. 65%
8.2. 20%
8.3. 10% - 15%
8.4. 10% - 15%
9
Q
- What is the General Behaviour of a child with a Secure Attachment style?
A
- secure
- explorative
- happy
10
Q
- What is the General Behaviour of a child with an Avoidant Attachment style?
A
- not very explorative
- emotionally distant
11
Q
- What is the General Behaviour of a child with an Ambivalent Attachment style?
A
- anxious
- insecure
- angry
12
Q
- What is the General Behaviour of a child with a Disorganised Attachment style?
A
- depressed
- angry
- completely passive
- non responsive
13
Q
- What is the responsiveness of a caregiver who has a Secure Attachment style?
A
- quick
- sensitive
- consistent
14
Q
- What is the responsiveness of a caregiver who has an Avoidant Attachment style?
A
- distant
- disengaged
15
Q
- What is the responsiveness of a caregiver who has an Ambivalent Attachment style?
A
- inconsistent
- sometimes sensitive
- sometimes neglectful
16
Q
- What is the responsiveness of a caregiver who has a Disorganised Attachment style?
A
- extreme
- erratic
- frightened
- frightening
- passive
- intrusive
17
Q
- How are the Child’s needs fulfilled when they have a Secure Attachment Style?
A
- the child believes and trusts that their needs will be met
18
Q
- How are the Child’s needs fulfilled when they have an Avoidant Attachment Style?
A
- the child subconsciously believes that their needs will probably not be met
19
Q
- How are the Child’s needs fulfilled when they have an Ambivalent Attachment Style?
A
- they cannot rely that their needs will be met
20
Q
- How are the Child’s needs fulfilled when they have a Disorganised Attachment Style?
A
- they are severely confused
- they have no strategy to have their needs met
21
Q
- How do Secure Infants react to a reunion with their caregiver?
A
- they are pleased to see their caregivers
- they show little or no anger towards them
- they seek proximity and comfort from their
caregiver - they greet their caregiver warmly if they are not
upset - they return to play quickly
22
Q
- What is the advantage that Secure Infants have?
A
- they are better liked by teachers and peers
- they make less bids for attention
- they are more likely to be attended to
- they are better at conflict resolution with their
peers - they are unlikely to be bullied or to be a bully
- they have a slight advantage in language
development
23
Q
- How do Avoidant Insecure infants react to a reunion with their caregiver?
A
- they ignore the caregiver’s leaving
- they show little interest when the caregiver returns
- they may avoid eye contact
- they usually do not seek proximity
- their attention is more focused on the stranger and
the toys than the parent
24
Q
- How do Ambivalent Attachment infants react to a reunion with their caregiver?
A
- they are wary of exploration
- they are usually very upset during separation
- they urgently seek proximity when the caregiver
returns - they can be clingy and angry
- they may be distressed
- they may be passive about seeking contact
- they are slow to settle
- they are not readily comforted by contact with their
caregiver
25
Q
- How do infants with a disorganised attachment
style react to a reunion with their caregiver?
A
- there is a lack of a coherent attachment strategy
- the child expresses contradictory behaviours
simultaneously - the child is apprehensive
- they are helpless
- they have depressed movements and expressions
- they can freeze on return of the caregiver
26
Q
- What is the disadvantage that an infant with a Disorganised Attachment style faces?
A
- they have a higher chance of adopting their
parents’ mental illnesses - they have unresolved mourning
- they find themselves in harmful social situations
- their parents have very controlling and coercive
behaviour - they have increased aggression towards their peers
- they have increased dissociative behaviour during
their adolescence - they have higher chances of having
psychopathological disorders
27
Q
- What is the Reactive Attachment Disorder (RAD)?
A
- an individual will have a disturbed and
inappropriate way of carrying themselves in social
settings - they can either portray a Disinhibited Pattern
- or an Inhibited Pattern
28
Q
- What is a Disinhibited Pattern?
A
- the individual seeks comfort and attention from
anyone - they are extremely dependent
- they can find peer relationships difficult
- it can make them anxious
29
Q
- What is an Inhibited Pattern?
A
- the individual is withdrawn
- they are emotionally detached
- they are resistant to comfort
- they are hyper vigilant
- they ignore or push others away
30
Q
- What are the effects of a Reactive Attachment Disorder?
A
- they have dampened positive effects
- it resembles internalising disorders
- there is a lack of preferred attachments to
caregiving adults - there can be an absence of attachment to
caregiving adults
31
Q
- What are the effects of a Disinhibited Social Engagement Disorder?
A
- it resembles ADHD
- there is not necessarily a lack of attachments
32
Q
- What is a Shared Etiological Pathway?
A
- it is the result of social neglect
- it is the result of other situations that may limit one
child’s opportunity to form selective attachments
33
Q
- What kind of Parenting Treatment can be implemented to help with Attachment Disorders?
A
- social support for parents
- psychological support for parents
- learning parenting skills
- specific therapy to improve the parents self esteem
- help to regulate parent’s behaviour
- treat underlying parental illnesses
- provide social services
- provide school support
34
Q
- What kind of Child Treatment can be implemented to help with Attachment Disorders?
A
- family therapy
- individual therapy
- play therapy
- art therapy
- psychodynamic therapy
- developmental therapy
