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Attachment Relationships Flashcards

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1
Q

Give a brief overview of Bowlbys attachment theory?

  1. What do infants emit?
  2. Emotional bond promotes what?
  3. What do infants create?
  4. What will disruption of attachment do?
A
  1. Infants have an innate capacity to emit signals to which adults are biologic ally predisposed to respond to.
  2. Infants emotional bond to the primary caregiver promotes protection and survival.
  3. Infants create internal working model of attachment - expectations about how the primary caregiver will respond.
  4. Disruption of the primary attachment relationship will have negative long term effects.
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2
Q

What are Bowlbys (1969) 4 phases of attachment?

A
  1. Pre-attachment phase (birth - 2months)
  2. Attachment in making phase (2 - 6 months)
  3. Attachment phase (6months - 2yrs)
  4. Goal-corrected partnerships (2yrs+).
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3
Q

What does Bowlbys Preattachment phase entail?

A

Indiscriminate social responsiveness - crying, smiling.

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4
Q

What does Bowlbys attachment in making phase entail?

A

Discriminating sociability - turn taking, agency, sense of trust.

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5
Q

What does Bowlbys Attachment phase entail?

A

Separation anxiety and stranger anxiety, mother is a secure base and frequent or prolonged separation leads to hostility or indifference.

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6
Q

What does Bowlbys goal-corrected partnerships entail?

A

Begin to consider Childs needs and internal working model of attachment.

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7
Q

What were the % results of the Strange situation (Ainsworth, 1978)?

A

Secure: 50-60%
Insecure-avoidant: 15%
Insecure-resistant/ambivalent: 9%
Disorganised/disorientated: 15%

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8
Q

Give 3 criticisms of the strange situations (Ainsworth, 1978).

A
  1. Lab-based
  2. Culturally specific
  3. Too narrow.
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9
Q

What were the results of the 44 thieves study by Bowlby (1944)?

A

Juvenile delinquents were more likely than a control group to have suffered maternal deprivation.

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10
Q

In Bowlbys 1944, 44 thieves study, what was maternal deprivation linked to?

A

Affectionless psychopathology

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11
Q

What did Bowlbys 1951 WHO report entail?

A

He reported on the fate of children deprived of maternal care.

Direct ops of children in hospitals, institutions, foster care.

Restrospective studies of the childhood histories of those with psychological illness.

Follow up studies of deprived children.

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12
Q

What were the conclusions (in short) of Bowlbys 1951 WHO report?

A

The proper care of children deprived of normal home life is essential for the mental and social warfare of the community.

When their care is neglected, they are a source of social infection.

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13
Q

What did Bowlbys WHO report influence?

A

Changes in institutional care and led to greater appreciation of the importance of affectionate parental care.

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14
Q

TB sanatoriums and hospitals: What did Bowlby and Robertson (1948-1950s) study?

A

Examined the effects on personality development of separation due to hospital stays or residential nurseries.

Sequence of protest - despair - denial / detachment.

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15
Q

Bowlby et al., (1956) dolled up 12 children after they had stayed at TB sanatoriums before aged 4. What did he find?

A

They were more withdrawn, less able to concentrate and more bad-tempered than the controls.

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16
Q

What does Ainsworth Strange situation classifications of attachment allow, test-wise?§

A

It allows the theory to be tested empirically with longitudinal studies.

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17
Q

Why did Bowlby reject Freuds unconscious drives?

A

To create a theory of attachment based on biology, cognition and emotion. This meant it could be scientifically studied.

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18
Q

What are the benefits of longitudinal studies?

A

Observe change and continuity.

Examine relationships between early experiences and later outcomes.

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19
Q

What are the drawbacks of longitudinal studies?

A

Time consuming and very expensive.

Subjects with certain characteristics may be more likely to drop out.

Familiarity with repeated test.

Cohort effects - findings may be specific to the particular historical period.

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20
Q

Give 2 examples of attachment measures of children in infants/toddlers?

A

Strange situation and attachment Q-sort (home observations).

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21
Q

Give 3 examples of attachment measures in ‘childhood’?

A

Seperation anxiety test (Kaplan, 1987).

Attachment story completion task (Bretherton & Ridgeway, 1990).

Structured parent or child interviews.

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22
Q

Give an example of attachment measures of adults.

A

Adult attachment interview (AAI; George, Kaplan & Main, 1984).

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23
Q

Give a brief overview of the Minnesota Study (Sroufe et al., 1975 onwards).

When did it begin?
How many participants of what demographic?
What assessments were done?

A

Began in 1975 with 267 pregnant women living in poverty. About 150 participants currently.

Wide ranging assessments with a strong focus on relationships.

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24
Q

What were the key measures of The Minnesota Study (Sroufe et al., 1975)?

7 different assessments.

A

12/18m: strange situation.

2y: parent-child play, problem solving.
2. 5y: Teaching tasks.

6-12y: School assessments inc. peer relations.

13y: parent-child interaction.

19&26y: Adult attachment interview, achievement measures (education, family, work).

34-39y: health questionnaires and assessments.

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25
Q

Give a brief overview of the Pennsylvania Project (Belsky et al., 1984).

A

Focused on the precursors of attachment security.

74 families (fathers included where possible).

A range of measures used.

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26
Q

What range of measures were used in the Pennsylvania Project (Belsky et al., 1984)?

A

Prenatal: personality, martial context and social context.

Newborn: behavioural exam.

1, 3 & 9 months: Naturalistic home ops; infant temperament.

12/13 months: Strange situation (mothers/fathers), childcare.

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27
Q

Give a brief overview of the London Parent-Child Project (Steele & Steele, 1987 onwards).

A

Examined the intergenerational transmission of attachment, i.e. do parental representations of attachment predict children’s attachment behaviours and representations?

90 families.

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28
Q

What measures were included in the London Parent-Child Project (Steele & Steele, 1987)?

A

Prenatal: Adult Attachment Interview.

12-13months: strange situation.

5-6y: attachment story stems; parent AAI.

11-12y: family interview.

16y: AAI for adolescents; sibling relationships.

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29
Q

What do mediating variables explain?

A

How or why there is a relation between 2 variables.

30
Q

What is a moderating variable?

A

Affect the strength of the relation between the 2 variables.

31
Q

What is Bowlbys internal working models?

A

Infants develop mental representations about caregiver responsiveness based on experience. The child has further experiences and discourse which later leads to beliefs and expectations about close relationships. It influences the ability to form successful relationships.

32
Q

What does a positive internal working model do for the child?

A

If the caregiver is positive, supporting & encouraging in infancy and childhood the child will have self-worth, confidence to explore the world, believe in the helpfulness of others. Beyond this stage they will model for good relationships and be resilient to adverse events and willing to seek help.

33
Q

What does a negative internal working model do for a child?

A

If the caregiver is unresponsive, unavailable, distant and erratic in infancy and childhood they will believe that others are unreliable and unpredictable and distrustful. Beyond this stage they will have relationship difficulties, be withdrawn or angry and struggle to seek help.

34
Q

How long should sensitive parenting go on for?

A

It should be continued throughout childhood as it provides a strong foundation.

35
Q

Insecure attachment may be adaptive in harsh environments. Why is this?

A

Insecure attachment -> avoid unresponsive caregiver or demand support from unreliable caregiver -> belief that environment is hostile -> low investment, opportunistic reproductive strategies.

36
Q

What genes are linked to attachment security?

A

Genes related to dopamine, serotonin and oxytocin. E.g., Raby et al., (2014) - relation between continuity of attachment security and a variant of the oxytocin receptor gene.

37
Q

What do twin studies suggest regrind attachment?

A

Limited genetic influence on attachment in infancy, but potentially a greater influence in later childhood and adolescence (Fearon et al., 2014).

38
Q

Parent-child relationships:

  1. Early security provide?
  2. What can stressful event in the family do?
  3. What does early security act as?
A
  1. positive interaction style.
  2. Disrupt positive interactions style outcome.
  3. As a buffer.
39
Q

Relationship outcomes - other close relationships:

  1. What does early security provide?
  2. What could explain the link?
  3. Is good social networks beneficial?
A
  1. Social competence with peers.
  2. Maternal mental state discourse.
  3. Yes. Good social networks bring wider benefits as well.
40
Q

Personality outcomes:

  1. What does early security provide?
A

Positive personality traits e.g., self esteem, positive affect. But the continuing quality of relationships may explain much of the association.

41
Q

Emotion outcomes (emotion regulation):

  1. What does early security provide?
  2. What is this scaffolded by?
A
  1. More competent emotion regulation skills.

2. Parents who accept their children’s emotions, talk about them and respond appropriately to Childs strategies.

42
Q

Representational / cognitive outcomes (emotion understanding and social cognition):

  1. What does early security provide?
  2. What does early insecurity provide?
  3. What may this be driven by?
A
  1. Better at identifying complex emotions and solving social problems.
  2. Attribute negative motivations to peer behaviour.
  3. Maternal mental state talk which increases children’s metallisation.
43
Q

Representational / cognitive outcomes (conscience):

  1. What does earl security provide?
  2. What is the child motivated by?
A
  1. Greater compliance and cooperation -> superior moral thinking.
  2. By positive incentives (continuing positive relationships) rather than fear of punishments.
44
Q

Representational / cognitive outcomes (self-concept):

  1. What does security in childhood relate to?
  2. What personality trait do teachers see in these children?
A
  1. A positive self-concept and tendency to seek and selectively attend to positive feedback.
  2. More confident.
45
Q

Representational / cognitive outcomes (school):

  1. What does security relate to?
  2. Is there a relationship with achievement?
A
  1. Positive attitudes in school, self-efficacy and mastery motivation.
  2. It is unclear
46
Q

Psychopathological outcomes (externalising problems):

  1. What does early security provide?
A
  1. Lower levels of behavioural conduct problems.
47
Q

Psychopathological outcomes (internalising problems):

  1. What does early security provide?
  2. What does disorganisation from the parent linked to?
A
  1. Lower levels of anxiety and depressive symptoms.

2. Disorganisation linked to anxiety and depression.

48
Q

What is the link between sensitivity of primary care givers (mother) and attachment quality?

A

Sensitive and responsive mothers -> secure

Inconsistent mothers -> insecure-resistant

Indifferent/rejecting mothers -> insecure-avoidant.

49
Q

What positive parenting behaviours are also related to attachment security?

A

Synchrony, mutuality and emotional support.

50
Q

What kind of correlation is there between maternal attachment beliefs and infant attachment?

A

Strong correlation

51
Q

What term is used for the following parental behaviours?

. Detecting signals or situations 
. Prompt responses 
. Synchrony
. Shared attention
. Can be quantified
A

Contingent responsiveness

52
Q

What parental behaviours come under the term ‘other parental behaviours’ regarding parental sensitivity?

A 
. Quality of physical contact
. Cooperation
. Support
. Positive attitude
. Stimulation and encouragement 
. Typically qualitative.
53
Q

Give a brief overview of Maternal behaviour Q-sort (Pederson et al., 1990)

A

Method: 2 hours observation, free play, mother completes a task for 20 mins.

Two trained observers sort 90 behavioural descriptions according to level of similarity to observed behaviours.

54
Q

In terms of the strange situation; what behaviours did the child show?

What was the parents behaviour towards child at home?

For, secure, insecure-avoidant, insecure-resistant and disorganised-disorientated child attachments

A

. Secure: Uses parent as a secure base; upset by separation; at reunion, seeks parent and is easily soothed. . . Parent at home is responsive and sensitive; affectionate and expressive; initiates close contact.

. Insecure-avoidant: Child explores readily; avoids or ignores parent; easily comforted by stranger.
. Parent at home is insensitive; avoids close contact; rejecting; may be angry, irritable or impatient.

. Insecure-resistant: Child is clingy; wary of stranger; upset by separation; not easily soothed at reunion.
. Parent at home is inconsistent or awkward in reacting to distress; seems overwhelmed.

. Disorganised-disorientated: Child is confused or contradictory behaviours; may appear dazed; may seem fearful of parent.
. Parent at home is intrusive; emotionally unavailable; confusing or frightening; may be trance-like or abusive.

55
Q

Give a brief overview on the attachment of a child to their father.

  1. What is the attachment like?
  2. What kind of association between father sensitivity and attachment security.
A
  1. Infants form strong attachments to their fathers despite spending less time with them and different types of interaction.
  2. Weak association between fathers sensitivity and attachment security.
56
Q

What do intervention studies demonstrate regarding sensitivity?

A

Demonstrates that sensitivity has a causal effect on children’s attachment security.

57
Q

What were the results of Letourneau et al., (2015) met-analysis regarding sensitivity and attachment?

A

At risk infants who took part in attachment interventions with their parents were 3 times more likely to be securely attached than control groups.

Most effective when infants are between 3 and 9 months.

58
Q

Give a brief overview of the Circle of Security Intervention (Cooper, Hoffman & Powell 1990s).

  1. What methods were used?
A

20 week clinical group protocol:
. Videos of parent-child
. Interviews
. Guided reflection
. Focus on mental representations of parenting.
. Reduces risk of insecure and disorganised attachment.

8 week parent reflection protocol:
. Uses standard video clips.

59
Q

The Attachment and Behavioural Catch-Up Intervention.

  1. Who was it designed for?
  2. How many visits?
  3. Aim of intervention?
  4. How was feedback gathered?
A
  1. Designed by Dr Mary Dozier for infants and toddlers who have experienced maltreatment or disrupted care.
  2. 10 x weekly visits to family home.
  3. Aim to increase nurturing and responsiveness and decrease frightening behaviours.
  4. ‘In the moment’ feedback, video feedback and homework activities.
60
Q

What were the results of the Attachment and Behavioural Catch-up Intervention?

A

Compared to maltreated controls, more children in the intervention group had secure attachment and fewer had disorganised attachment.

More secure attachments when children followed up 7-8yrs later.

Parents had higher sensitivity and more delight when followed up 3 years later.

61
Q

How much does sensitivity explain attachment styles?

A

A fairly small amount of variance.

Other factors need to be considered.

62
Q

Attachment parenting movement: What does ‘The baby book’ by Mr&Mrs Sears promote/suggest?

A

Promoted as the natural, centuries old way of raising babies.

Tools include baby wearing, breastfeeding, co-sleeping, responding with sensitivity, and consistent and loving care from a primary caregiver.

Strongly opposed to ‘cry it out; and ‘controlled crying’ sleep training.

63
Q

What are some limitations to the suggestions of parental sensitivity?

A

. Exclusive focus on mothers in many studies. What is the role of other caregivers? What happens when family members differ in sensitivity?

. How does parental sensitivity vary across situations? Responding sensitively to 100% of infants signals is unrealistic. Secure attachment can still develop when mother is inconsistency sensitive.

. Is sensitivity a particular feature of middle-class mothering in certain Western cultures.

64
Q

Cultural variations in attachment style: What country/ies have high secure-avoidant attachment?

A

High in Germany (individualistic cultures; belief in accommodating parental routines).

Absent in some traditional cultures (collectivist cultures).

65
Q

Cultural variations in attachment style: What country/ies have high insecure-resistant attachments?

A

High in Japan as mothers encourage high dependency.

High in Israeli Kibbutz infants - communal care in isolated communities.

66
Q

Cultural variation in childcare: what is alloparenting?

A

When another person is a caregiver for the infant e.g., sibling or grandparent.

Fear of strangers can be non-existent.

67
Q

Cultural variation in childcare: What countries are the fathers the central caregiver?

A

Foragers of central Africa: Father maintains body contact with young children.

Manus of New Guinea: Fathers become primary attachment figure from toddlerhood.

68
Q

Cultural conceptions of sensitivity: What are the Cameroons priorities? and what are their thoughts on German caregiving?

A

. Priorities - physical care, body contact, stimulation.

. “When the child is crying, the Germans try to sooth it in a. funny way - without breast feeding.”
“Lifting the child up and down is not done there, and can lead to a retardation in the Childs motor skills.”

69
Q

Cultural conceptions of sensitivity: What are the Germans priorities? and what are their thoughts of Cameroon caregiving?

A

. Priorities - face to face exchanges, positive emotional interactions.

. “She plays nicely, but does not have eye-contact with the baby”
“The mother holds the baby nicely on her body, but directs her attention too often to other targets.”

70
Q

What is the traditional attachment theory?

A

Attachment is a universal human need that has the same features and emerges in broadly the same way across cultures.

71
Q

What is the contemporary perspective on attachment?

A

Attachment as an evolved universal development task that looks different and develops differently across contexts / cultures.

Developmental Psychology (9 decks)

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