Task 8 attachment Flashcards

1
Q

Secure attachment

A

actively seeking proximity, communications of feelings (67%)

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2
Q

insecure avoidant attachment

A

no distress in strange situation test and ignore or avoid the caregiver in the following reunion (21%)

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3
Q

Insecure-ambivalent attachment

A

Infants who combine strong proximity-seeking and contact-maintaining with contact resistance or remain inconsolable without being able to return to play and explore environment (12%)

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4
Q

• Disorganized/distorted attachment

A

a type of insecure attachment in which infants or young children have no consistent way of coping with stress of the strange situation. Their behaviour is often confused or even contradictory, and they often appear dazed or disoriented

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5
Q

Four phases of attachment

A

o Pre-attachment: (birth to 6 weeks) produces innate signals, crying, that summon caregivers and the infant is comforted by the ensuing interaction
o Attachment in the making: (6 weeks to 8 months) starts respond preferentially to familiar persons, more positive interaction.
o Clear cut attachment: (between 6 to 8 months and 1 ½ years) seeking actively contact with their regular caregiver, happy when arrives and separation anxiety when she leaves. Mother serves as secure base
o Reciprocal relationships (from 1 ½ or 2 years on) increasing general development are used to understand parents needs and use it to organize their efforts to be near the parents, Emerge of a working partnership with parents

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6
Q

Sensitivity

A

the ability to perceive and interpret children’s attachment signals correctly and respond to these promptly and adequately
o Has influence on individual differences in the first year of life
o Lack leads to insecurity
o Correlation with attachment style is 0.24

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7
Q

Influence of parents attachment style

A

o Can have an influence on the relationship to their own children but only if the memory remained the same and was not changed through therapy or something else
• Parents determine in 75 % of all cases their infant’s detachment security on the basis of their own attachment representation

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8
Q

autoritative parenting

A

• tendency of parents to be demanding, but also warm and responsive
• clear standards for the children, children’s behaviour is monitored
 allowing children autonomy within those limits
• children tend to competent, self-assured and popular with peers

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9
Q

authoritarian

A
  • parents are cold, unresponsive and high demandingness. They enforce their demands through power, threats and punishments.
  • parents often manipulate children’s psychological and emotional experience
  • children tend to be low on social academic competence, unhappy and unfriendly while they are high in the things that their parents are demanding from them (i.e. playing an instrument)
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10
Q

permissive/laissez faire

A
  • parents are responsive to their children’s needs and wishes and are lenient with them
  • children tend to be impulsive, lacking self-control, and low in school achievement
  • as adolescents, they engage in more school misconduct and drug or alcohol use
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11
Q

rejecting - neglecting

A
  • parents are disengaged and do not set limits for their children or monitor their behaviour and are not supportive of them
  • children have disturbed attachment relationships, problems with peers, antisocial behaviour, low academic competence to internalizing problems (e.g., depression, social withdrawal)
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12
Q

Three phases in the reaction of young children on the breaking of the bond with the caregiver

A

o Protest: child panics and will try to undo the separation with all means available
o Despair: occurs after a few days, still fixated on the absent parents but has also fallen into passivity
o Detachment: occurs after weeks or months, the child shows again interest in the environment and is ready to interact with new caregivers

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13
Q

Internal working model of attachment

A

the child’s mental representation of the self, of attachment figure(s), and of relationships in general that is constructed as a result of experiences with caregivers. The working model guides children’s interactions with caregivers and other people in infancy and at older ages.

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14
Q

Discontinuity

A

linked to negative events such as losses of a parent or a divorce

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15
Q

Constancy of stages

A

any stage during infancy, childhood and adolescence changes in childrearing arrangements and life events such as rejections, separations and loss and later on even supportive spouse or being in therapy any provoke a change in the course of attachment development

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16
Q

Attachment theory

A

posits that children are biological predisposed to develop attachments to caregivers as a means of increasing the chance of their own survival
 Secure base: refers to the idea that the presence of a trusted caregiver provides an infant or toddler with a sense of security that makes it possible for the child to explore the environment

17
Q

Insecure-dismissing (attachment representation)

A

 positive memory without concrete events
 minimize or de-activate their attachment concerns
 develop avoidant attachment with their children

18
Q

Autonomous or secure (attachment representation)

A

 are able to describe attachment-related experiences coherently, whether these experiences were negative or positive. They present a coherent and balanced picture without idealizations and other contradictions.
 Secure attachment as infant

19
Q

Insecure preoccupied (attachment representation)

A

 still overwhelmed by their past attachment experiences, feel mistreated, can’t tell a coherent story, are said to maximise or hyper-activate their attachment concerns
 are prone to have ambivalent children

20
Q

Unresolved (attachment representation)

A

 Discuss experiences of traumas in a disoriented way it seems that they are still suffering from them