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TOS DevPsych > Module 10: Attachment Theory > Flashcards

Module 10: Attachment Theory Flashcards

1
Q

Attachment

A

reciprocal, enduring emotional tie between an infant and a caregiver, each of whom contributes to the quality of the relationship

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2
Q

Strange Situation

A

by Mary Ainsworth; designed to assess attachment patterns between infant and adult

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3
Q

What are the different attachment styles according to Ainsworth?

A
  1. Secure Attachment
  2. Avoidant (Insecure) Attachment
  3. Ambivalent (Resistant) Attachment
  4. Disorganized-Disoriented Attachment
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4
Q

Secure Attachment

A

+ flexible, resilient
+ secure attachment in early development becomes a foundation for psychological development later
+ grow up as secured adults, can speak about attachment relationships with feeling but will also be thoughtful and reflective
+ balances dependency and exploration,
balances emotion and thought
+ low avoidance, low anxiety

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5
Q

What kinds of parenting styles can result to secure attachment?

A

Sensitive and Responsive

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6
Q

Avoidant (Insecure) Attachment

A

+ outwardly unaffected by a caregiver leaving or returning
+ not distressed if caregiver leaves, do not reestablish contact when they return
+ grow up as dismissing adults, attachment is devalued and dismissed by these adults with concomitant emphasis on though separated from emotions
+ low anxiety, high avoidance

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7
Q

What parenting styles result to avoidant (insecure) attachment?

A

Inconsistent, often unresponsive

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8
Q

Ambivalent (Resistant) Attachment

A

+ generally anxious even before the caregiver leaves
+ cling to the caregiver then push them away when comforted
+ grow up as enmeshed adults (pre-occupied), cannot turn their attention away from attachment, provide contradictory, rapidly alternating views of their attachment relationships accompanied by a gush of vivid memories
+ low avoidance, high anxiety

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9
Q

What parenting styles result in Ambivalent (Resistant) Attachment?

A

rejecting-unresponsive or intrusive-overly stimulating (inconsistent)

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10
Q

Disorganized-Disoriented Attachment

A

+ lack a cohesive strategy to deal with the stress of the strange situation; they show contradictory, repetitive, or misdirected behaviors; confused and afraid
+ strong patterns of avoidance and resistance or display certain specified behaviors such as extreme fearfulness
+ have psychopathological tendencies
+ high avoidance, high anxiety

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11
Q

What parenting styles result in Disorganized-Disoriented Attachment?

A

frightened and frightening

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12
Q

What kind of relationships do children who have secure attachments have?

A

Children who were classified as securely attached were more likely to have better relationships with peers and teachers in later childhood than those classified as insecure

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13
Q

What causes the attachment styles according to Bowlby?

A

According to Bowlby, attachment styles resulted from repeated interactions with a caregiver

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14
Q

Stranger Anxiety

A

wariness of a person she does not know

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15
Q

Separation Protest

A

crying when caregiver leaves

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16
Q

At what age do babies negatively react to strangers?

A

Babies react negatively to strangers by 8 or 9 months

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17
Q

Mutual Regulation

A

the ability of both infant and caregiver to respond appropriately and sensitively to
each other’s mental and emotional states

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18
Q

Social Referencing

A

seeking emotional information to guide behavior

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19
Q

Five Stages of Attachment Development

A
  1. Stage 1 (birth to 3 months)
  2. Stage 2 (3 to 6 months)
  3. Stage 3 (6 to 9 months)
  4. Stage 4 (9 to 12 months)
  5. Stage 5 (12 months and older)
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20
Q

Stage 1 (birth to 3 months)

A

Infants uses sucking, rooting, grasping, smiling, etc. to maintain closeness with caregivers

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21
Q

Stage 2 (3 to 6 months)

A

more responsive to familiar figures than to strangers (responsive to mama only)

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22
Q

Stage 3 (6 to 9 months)

A

infants seeks physical proximity and contact with objects of attachment (finding mama)

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23
Q

Stage 4 (9 to 12 months)

A

Infants form internal mental representation of object of attachment, including expectations about caregiver’s typical responses to signals of distress (forming mental rep of objects of attachment)

24
Q

Stage 5 (12 months and older)

A

child uses variety of behaviors to influence the behavior of the objects of attachment in ways that will satisfy needs for safety and closeness

25
Q

Attachment Behavior System (Bowlby)

A

a complex set of reflexes and signaling behaviors that bring about caregiving responses from adults

26
Q

When does the attachment behavior system activate usually?

A

When the child is frightened or separated from the mother, the attachment system is activated and the child will seek proximity or physical closeness to the mother

27
Q

According to the attachment behavior system, what is the child most motivated to attain?

A

The child is motivated to attain a sense of security, a subjective experience of safety and well-being

28
Q

What happens when the child feels secure?

A

When the child feels secure, the attachment system is deactivated and the exploratory system is turned on

29
Q

What is the primary drive of the attachment behavior system?

A

Attachment is a primary drive

30
Q

Principle of Monotropy

Bowlby – Attachment Theory

A

need to form attachment to one significant person

31
Q

Internal Working Model of Attachment

Bowlby – Attachment Theory

A

through repeated attachment experiences, the child develops expectations about the availability and responsiveness of the mother

32
Q

Separation Anxiety

Bowlby – Attachment Theory

A

distress when a familiar caregiver leaves her

33
Q

Protest

Bowlby – Attachment Theory

A

upon the disappearance of the caregiver, the infant will cry, and will resist soothing from others

34
Q

Despair

Bowlby – Attachment Theory

A

when the separation is prolonged, the infant becomes quiet, sad, passive, and apathetic

35
Q

Detachment

Bowlby – Attachment Theory

A

infants become emotionally detached from other people

36
Q

Psychological Birth

Mahler – Separation-Individuation Theory

A

focused on independence, how the child grows entirely dependent being to one who is relatively independent, both physically and psychologically

37
Q

How old are the individuals who undergo the Mahler – Separation-Individuation Theory?

Mahler – Separation-Individuation Theory

A

1-3 years old

38
Q

According to the Mahler – Separation-Individuation Theory, what does the successful completion of developmental stages lead to?

A

Successful completion of the developmental stages in first few years of life results in separation and individuation

39
Q

Separation

Mahler – Separation-Individuation Theory

A

internal process of mental separation from the mother

40
Q

Individuation

Mahler – Separation-Individuation Theory

A

developing self-concept

41
Q

According to the Mahler – Separation-Individuation Theory, how does the child develop independence from the mother?

A

the child’s developing capacity to represent the mother, allows his/her independence from the mother

42
Q

Until what age do children exist in a symbiotic phase?

Mahler – Separation-Individuation Theory

A

Children exist in a symbiotic phase until they reach about 6 months of age

43
Q

How does the infant see the environment according to the Mahler – Separation-Individuation Theory?

A

They are unaware of their surroundings and others and only are cognizant of themselves as one with their mothers

44
Q

What happens as the child matures?

Mahler – Separation-Individuation Theory

A

As the child matures, perception of his or her mother begins to evolve and the child internalizes the images of her

45
Q

What could disruptions in normal developmental trajectory lead to?

Mahler – Separation-Individuation Theory

A

Disruptions in normal developmental trajectory could lead to maladaptive behavior

46
Q

Stages of Attachment according to the Mahler – Separation-Individuation Theory

A
  1. Normal Autistic Phase (0-1 month)
  2. Normal Symbiotic Phase (1-5 month)
  3. Separation-Individuation (5-24 months)
47
Q

Normal Autistic Phase (0-1 month)

A

+ first weeks of life and shows little social engagement
+ infant is focused on himself/herself
+ uninterested in external stimuli
+ as if they are inside their own egg shell

48
Q

What is the primary goal of the Normal Autistic Phase (0-1 month)?

A

achieve a state of equilibrium, while lacking the understanding that the satisfaction needs may come from an external source

49
Q

Normal Symbiotic Phase (1-5 month)

A

+ first 6 months of life, occurs when the child gains awareness of caregivers but has no sense of individuality
+ acknowledges the mother’s existence as the main source of need-satisfaction
+ egg extends to include the mother

50
Q

Separation-Individuation (5-24 months)

A

+ 4 or 5 months
+ child develop a sense of self, separated from the mother
+ In separation, the infant develops an understanding of boundaries of the self
+ Individuation marks the development of a sense of self

51
Q

Concepts in the Separation-Individuation (5-24 months) Stage

A
  1. Differentiation
  2. Practicing
  3. Rapprochement
  4. Object Constancy
52
Q

Differentiation

A

+ occurs when the child first gains awareness that he or she is separate from the mother (5-10 months)
+ hatching

53
Q

Practicing

A

+ occurs when child becomes toddler, gaining motor skills that enable the child to explore the world independently from his or her caregivers (10-16/18 months)
+ hastens the physical development and separation anxiety decreases

54
Q

Rapprochement

A

“backing off” from separation, the child becomes anxious about separation from his mother and regains closeness (18-24 months)

55
Q

Object Constancy

A

development of an internalized mental model of the mother, which unconsciously accompanies and supports the child even when they are physically separated (24+ months)

TOS DevPsych (35 decks)

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