topic 3: attachment Flashcards

1
Q

define attachment

A

a two-way, enduring emotional tie to a specific person

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2
Q

how can you tell if someone has an attachment

A
  1. a desire to be close to them
  2. become distressed when separated from the attachment figure
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3
Q

what did Woolf say about The Cry

A

there are 3 different cries that babies have
1. basic cry; hunger
2. angry cry
3. pain cry

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4
Q

what was discovered about facial preference?

A

facial preference in babies from 1 hour old, orientation to face-like stimuli from birth.

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5
Q

what is a social releaser

A

any behaviour that encourages a caregiver reaction from another person

eg. smiling, crying, laughing

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6
Q

what are caregiver behaviours

A

sensitive responsiveness
motherese/caregiverese - a slow, high pitched, song like way of talking to babies

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7
Q

what is reciprocity in interactions

A

each party responding to the other’s signals to sustain interaction, caregiver-infant interaction is a two-way process that can happen from 1 month old
e.g mother hugging baby in response to it crying

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8
Q

evidence for reciprocity in adult and baby interactions

A

there was an observation where an interaction was analysed frame by frame, to find that babies co-ordinate their actions in sequence to speech in the form of turn-taking conversations

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9
Q

what is interactional synchrony

A

when the caregiver and infant act so that their actions and emotions seem to mirror each other

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10
Q

outline the still face experiment, tronick

A

primary caregivers interacted with young babies normally then became emotionless

the babies reacted with grasping, crying, pointing, smiling etc. to get their attention

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11
Q

outline Schaffer and Emerson’s stages of Attachment

A
  1. asocial, 6 weeks
    they show a similar response to people and objects
  2. indiscriminate attachment, 6 weeks - 6 months
    baby becomes more sociable and prefers general human company
    comforted by anyone, don’t prefer particular people but are increasingly able to spot unfamiliar faces
    - no stranger/separation anxiety
  3. discriminate attachment, 7 months
    separation anxiety, prefer to stay close to the primary caregiver and protest when they leave
    - shows stranger and separation anxiety
  4. multiple attachments, 10 months
    form multiple strong emotional ties with major caregivers; parents/siblings/grandparents/childcare staff
    known as secondary attachment
    - has separation anxiety with >1 attachment figure

the study’s results indicate that attachments ar more likely to form with those that responded to the baby’s signals correctly, not who they spend the most time with
- named this; sensitive responsiveness

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12
Q

evaluate the stages of attachment; Schaffer and Emerson

A

+ naturalistic investigation, has high ecological validity

– the sample is only 60 and they’re all Glaswegian working class babies; the limited sample isn’t representative of the target pollution and can’t be generalised
+ BUT it has been repeated with many different samples and population with the same results; it is reliable

+ there is triangulation of data
the findings of the observer match up with the information from primary caregiver interviews, supporting fear of strangers

+ can be applied in healthcare
useful during transitions at around 7months+, can help parents understand why the child seems sp afraid suddenly

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13
Q

how do fathers act as primary caregivers

A

there is evidence that suggests that when fathers take on this role and become the PAF also, they are able to adapt to the more emotional role that is more commonly associated with mothers

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14
Q

outline the study comparing male primary care givers, female primary caregivers, male secondary caregivers and female secondary caregivers

A

Tiffany Field 1978
they filmed 4 month old babies in face-to-face interactions with male primary care givers, female primary caregivers, male secondary caregivers and female secondary caregivers

primary caregivers, both male and female, were found to spend more time smiling, imitating and holding babies more than secondary caregivers
- these behaviours are all part of reciprocity and interactional synchrony

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15
Q

outline the study of how attachments with different parents as a baby affect those as a teen

A

Grossman et al. 2002
longitudinal study
researchers investigated how behaviours of both parents related to the quality of the babies later attachments to others

they found that only the quality of a mothers attachment to the baby was related to their later attachments in adolescence, which suggests that attachment in fathers is less important than attachment in mothers

BUT, they found that the quality of a father’s play with babies was related to the quality of adolescent attachments; so fathers may just have a different role that is based more on play and simulation

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16
Q

what statistics did Schaffer and Emerson discover surrounding who was a babies PAF

A

7 month ish:
father - 3%
father+mother as joint - 27%

by the time they reached 18 months:
75% of fathers become an important attachment figure

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17
Q

evaluate studies on the role of the father

A

— societal bias can cloud judgement of researchers and the idea that dads are more playful could stem from observer bias

— we don’t have a clear explanation as to why dads can’t form primary attachments it may be gender stereotypes or it may be that oestrogen is linked to being more nurturing

– there is a lack of consistency in the research
different research states different things about the roles of a father as they all researching different things; some look at the role as a secondary attachment figure and some as a primary
secondary - distinct rule, playing and simulations
primary - they can take on a more maternal role

+ practical IRL application
Paternity/maternity leave
Custody of children: Men gaining more equality in this
Role modeling parental skills in young men

– children turn out the same whether they are from homo or heterosexual parents
Grossman suggests that fathers have an important and distinctive role in their Childs development BUT if this was true then there would be a difference so whether they have a distinctive role or not is unanswered
+ HOWEVER, fathers may in fact take on a distinctive role in 2 parent hetero families but single mothers/lesbian families just adapt to take on more of a father’s role

+ the research can offer support and advice to parents
parents don’t have to worry about following social norms because there’s proof that either can be the primary caregiver and it will work out
so parental anxiety can be reduced and lesbian/gay parents don’t have to worry because there is evidence of adaptation both ways

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18
Q

define imprinting

A

a form of irreversible attachment where offspring (often seen in birds) follow the first large, moving object they see

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19
Q

outline the experiment done on Imprinting

A

done by Lorenz
he split a clutch of geese eggs into 2 groups
group 1 stayed with mum, hatched in her presence and followed her around as they had imprinted on her
group 2 hatched in an incubator, they followed around Lorenz as they imprinted on him
he then put them in a box together and they reliably segregated to either their mum or Lorenz according to who they were exposed to first

it showed that there must be a critical period in the development of the brain and behaviour; Lorenz found it to be around 0-32 hrs in ducks by varying the time between birth and seeing the first moving object

the experiment showed how young imprints can affect later life; their mating habits were affected, they need to reproduce to continue their genes but they tried mating with Lorenz’ wellies

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20
Q

discuss the idea of a sensitive period and any supporting evidence

A

Sluckin isolated a duckling for 5 days, which is past the critical period, and found that it was still possible for the duckling to be imprinted

they then thought that it could be a sensitive period rather than critical period

sensitive period - best time for attachments to occur, but not the only time as they can still occur after
vs critical period - only time for attachments to occur

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21
Q

why do animals imprint

A
  1. foraging for food
  2. escape from predators, for protection
  3. reproduction of the species; they’re given a model of their species and who to mate with
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22
Q

what research learnt about the nature of the bond

A

Harlow
reared rhesus monkeys with 2 surrogate mothers from birth
1. wire mother producing milk
2. cloth covered mother

if the biological approach was 100% right the monkeys would stay with the wire mother but harlow found them clinging to the cloth mother most of the time even though it couldn’t feed them
this suggested that monkeys need contact comfort

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23
Q

what was learnt about the importance of forming attachments

A

Harlow found he could introduce monkeys to the colony after 3 months, it was part of the sensitive period and they were usually accepted and able to adapt well

But with a delay over 6 months the monkeys were severely withdrawn or violent, the found it difficult to mate and females didn’t know how to care for any offspring they produced and no one cared for the offspring either

he concluded that maternal deprivation in all primates leads to later distorted development

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24
Q

outline the study about love in infant rhesus monkeys

A

the strange situation
harlow left the monkey in a room with toys and one mother
cloth mother: ran to mother, was comforted, had the courage to explore
wire mother: huddled in a frozen state of terror, away from the mother

he placed a scary toy in front of the baby monkey, it was loud with big teeth and loving parts and the baby repeatedly went to the cloth over the wire mother after seeing it
after going ti the mother it began to try and confront the scary toy

so the monkey did love its mother bc it went to it when scared and felt comofrted

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25
evaluate animal studies in attachment
+ they have taught us about critical/sensitive periods the monkey that formed no attachments over 6 months struggled when it was released, it couldn’t mate and couldn’t care for any offspring if they were produced as it was never taught through seeing it + IRL application, eg in post-natal depression medical professionals are aware of it and can intervene earlier to help the formations of an attachment depression can leave the mother feeling numb and unable to form a bond but now that we know the consequences if no bond we can intervene to help the formations of an attachment +- can the data be extrapolated? we can experiment in monkeys because they aren’t too similar to us but how can they also be similar enough to produce data that can be generalised to humans, they must also be able to experience similar pains and anxiety + animal studies prevent us harming young children who we are certain experience the same levels of pain and anxiety
26
how can attachments be explained
classical and operant conditioning babies learn to associate the **feeder** with the comfort of being fed; the attachment is learned when the infant is happy and comforted when the primary caregiver is present the baby learns because it's behaviours are positively reinforced; crying gives them milk, smiling gives them attention the caregiver learns through negative reinforcement; unpleasant crying leads them to feed/comfort the baby as it removes the crying
27
what is the secondary drive hypothesis
the primary drive is something the infant biologically needs to survive, eg. food the secondary drive is a stimulus that reinforces everything after being associated with the primary drive, eg. emotional closeness from PCG the attachment begins when the infant starts looking for the secondary drive instead of the primary drive
28
evaluate the behaviourist explanation of attachment
+ scientifically reliable explanation it seems highly likely that simple association between the provision of needs essential for survival and the person providing those needs can lead to strong attachments -- contradictory evidence Harlow found monkeys to attach to the cloth mother even though it didn't provide food and satisfy the monko's needs; so classical conditioning doesn't explain attachment formation in infant monkeys as they aren't linking the food with pleasure + BUT maybe to monkeys, clinging is more important than food because in the wild they would have to cling to their mother to survive so classical conditioning could still explain it -- the air blast experiment halo made the cloth mother blast cold air out when the baby hugged it that flung the monkey but the baby still went back to cling to it's mother -- Schaffer and Emerson found quality > quantity learning theories use a quantity explanation based on repeated associations but there's evidence of over 50% of infants getting attached to a person that isn't doing the most feeding, nappy changing etc.
29
what are the types of observations
1. controlled 2. naturalistic 3. covert 4. overt 5. participant 6. non-participant 7. direct 8. indirect
30
describe and evaluate a controlled observation
Watching and recording behaviour in a structured environment e.g. lab setting + high control of extraneous variables, making results less valid -- low ecological validity
31
describe and evaluate a naturalistic observation
watching and recording behaviors in a natural situation i.e. don't create conditions + high ecological validity -- low control of extraneous variables, making results less valid
32
describe and evaluate a covert observation
participants are unaware of their behaviour being watched and recorded + high ecological validity because of natural behaviour -- ethical issues from a lack of informed consent
33
describe and evaluate an overt observation
participants may know that their behaviour is being watched and recorded, the research isn't hidden + acceptable ethically because informed consent is given -- likely to have demand characteristics which decrease ecological validity
34
describe and evaluate a participant observation
the researcher observes whilst being a part of the group that is being observed + getting to know people could lead to subjective recording and observer bias -- can be more insightful and increase validity of findings
35
what are the types of observational designs
structured and unstructured
36
describe and evaluate a non-participant observation
the researcher is not a part of the group being observed while observing + the researcher can be more objective as they are less likely to identify with participants -- researcher may lose valuable insight
37
what is an indirect observation
when the behaviour is video recorded and observed and analysed at a later date
38
what is a direct observation
when the event is observed as it takes place
39
what is a structured observational design
the researcher quantifies what they are observing by using a predetermined list of behaviours and sampling methods have to consider what behaviours you are interested in and then operationalise each one categories have to be mutually exclusive cant choose too many/few behaviours too few - low reliability, validity and accuracy bc you miss out on other behaviours that do occur too many - takes too long to locate each behaviour on a long list
40
what is an unstructured observational design
continuous recording where the researcher writes down everything that they see during the observation often done at the start of research when unsure of what behaviours may occur this lack of structure can cause you to miss small, influential behaviours whilst being side-tracked by bigger and more obvious ones
41
what are the sampling methods used for observations and evaluate them
**event** - recording every time and event (behaviour) occurs, you have a behavioural list and have to tally every time is occurs, it gives frequency data + frequency data lets you know how often the behaviour occurs -- a lot could be happening at once, making it difficult to record all the behaviours and reducing reliability and validity -- don't know when the behaviours started, so cant identify trends/if the behaviours were triggered by something **time** - focuses on recording behaviours at certain points in time, eg. record what is happening every 5 minutes + more practical as less observations have to be recorded + can establish the sequence of behaviours -- if time slots are too large then behaviours will be missed, reducing validity if time slots are too short then behaviours have to be recorded too regularly, making it impractical
42
define monotropy
the single, unique attachment bond formed by an infant with their mother, Bowlby said this was qualitatively different from any other attachment formed and necessary for healthy psychological development
43
what does the evolutionary theory of attachment say about babies forming attachments
babies are biologically pre-programmed to form attachments with others beacuse it helps their survival the baby produces innate social releases, behaviours that will stimulate innate caregiving responses from adults it suggests that the determinant of attachment is not food but care and responsiveness
44
what is Bowlby's Maternal Deprivation Hypothesis
Bowlby said that depriving a child of their mother between 6 months to 5 years old would lead to difficulties later in life he thought they would be unable to form attachments with others and have delayed social, intellectual and emotional development (crime)
45
what did Bowlby say about critical/sensitive periods
he agreed and was influenced by animal studies in saying that there was a critical period for attachment development (maternal deprivation hypothesis) critical period = 3 years because a child is maximally sensitive until them and not forming an attachment in this time makes forming a later one more difficult sensitive period = 5 years
46
what did Bowlby say was the consequence of the relationship formed with your primary caregiver
your Internal Working Model is a mental representation of the 'relationship with their primary attachment figure' so the monotropic attachment you form as a child will serve as a template for what you believe relationships are like if maternally deprives, your Internal Working Model may not be fully, or well formed continuity hypothesis says that the relationship you form will influence future parenting and relationships
47
what is the continuity hypothesis
the internal working model may influence future parenting styles
48
evaluate Bowlby's theory of attachment
+ there is support for the continuity hypothesis, mothers that had a poor attachment with their own parents also had a poor attachment with their own children -- monotropy may not be evident in all children, Schaffer and Emerson found a small minority that could form multiple attachments from the outset and another study found monotropy to be scarce is cultures where whole families are involved in raising a child; so monotropy could be a strictly limited explanation in some cases -- monotropy is a socially sensitive piece of research, suggesting that mothers are to blame for bad attachments, they may delay returning to work to form a secure attachment
49
outline the 3 types of attachment found by Ainsworth and the %s of each - proximity - secure base - stranger anxiety - comfort on reunion
1. secure attachment 70% seek proximity, explore and use attachment figure as a secure base, moderate stranger anxiety, moderate separation anxiety, quickly comforted on reunion 2. insecure-avoidant attachment; 15% emotionally closed off and uninvolved not very proximity seeking, explores but doesn't use attachment figure as a secure base, little stranger anxiety, little separation anxiety, lack of a need to be comforted on reunion 3. insecure-resistant attachment; 15% controlling and argumentative, potentially due to inconsistent care (may really want hug then push away, aka be resistant) seek a lot of proximity but aren't comforted, lack of exploration, extreme stranger anxiety, extreme separation anxiety, take a long time to settle when reunited
50
outline the study done on different attachment types in babies
Ainsworth, The Strange Situation it is an observation in a controlled environment behaviours looked for; separation anxiety, fear if strangers, proximity seeking, exploration and use of attachment figure as a secure base, response to reunion. each episode lasts 3 minutes episode 1: parent/caregiver and baby are left to play episode 2: parent sits while baby Explores and plays (secure base) episode 3: stranger enters and talks to parent (Stranger Anxiety) episode 4: parent leaves and stranger stays, letting baby play and comforting is necessary (Separation Anxiety) episode 5: parent returns and stranger leaves, greets baby and offers comfort if needed (Reactions To Reunion) episode 6: parent again leaves room, baby is now alone (Separation Anxiety) episode 7: stranger enters and offers comfort (Stranger Anxiety + ability to be soothed by a stranger) episode 8: parent returns and stranger leaves, greets and offers comfort (Reactions To Reunion)
51
evaluate Ainsworth's, The Strange Situation
+ standardised procedures, around 3 mins per episode and same interactions, makes the method more reliable as it can be repeated in different populations + continuity hypothesis says parents with an insecure attachment as a child may have the same with their own child we can use the strange situation to determine the attachment type they have and then help the parent know how to improve the attachment and the continuity can be prevented -- infer meanings of behaviours eg. a child continues to play when mum leaves 1. insecure avoidant because not showing separation anxiety 2. secure because child has learnt that mum always come back because in the past she has said that and followed her promise — incomplete because it doesn’t include disinhibited attachments! -- cultural relativity, Ainsworth has used american standards but in other places like germany, there are more insecure-avoidant kids but only because they are raised to be more independent
52
what is an individualist culture
a culture that values personal needs and independence there are loose ties between people, you have to look after yourself eg. UK, USA, Sweden
53
what is a collectivist culture
it values group needs and consensus large families will live together and pool together their finances, there’s an emphasis on society working together to achieve a common goal eg. China, Japan, Israel
54
outline the study done on cultural attachment differences
Van Ijzendoorn and Kroonenberg 1988 meta analysis - combined results of 32 different studies using the Strange situation and weighted with sample size used: 1990 children, 3 collectivist, 5 individualist societies findings: all countries found secure attachment to be the most common most = britain least = china individualist: resistant was similar to Ainsworth’s sample, all below 14% collectivist: resistant rates were over 25% and avoidant rates were lower conclusions: secure attachments are the norm in a variety of cultures which supports Bowlby’s theory that attachment is innate and universal and that secure is the norm - 1.5x more variation within a culture than between BUT is also clearly shows that attachment type is influenced by cultural processes
55
what is inter-generational continuity
when an adult's attachment type continue as their children adopt a similar parenting style to their parents
56
outline the study on the influence of early attachment in childhood on adult relationships
Hazan and Shaver 1987 they conducted a 'love quiz' in a local newspaper with 2 parts; 1. attachment type with parent as an infant, 2. current beliefs about current adult relationships and views of romantic love there were 99 questions sample: total of 620, 205 male and 415 female age range of 14 to over 80 results were: 56% secure 24% insecure-avoidant 20% insecure-resistant securely attached adults had longer lasting relationships, they found others to be trustworthy and were confident in themselves being lovable insecure avoidant adults were more doubtful of the existance/durability of romantic love, feared intimacy and suggested they don't need a partner to be happy insecure resistant were worried that they weren't loved in their relationship, easily fell in love but it rarely worked out both insecure types were more vulnerable to loneliness conclusions: the correlations did support Bowlby's Internal Working Model; aka early attachments do influence adult relationships the %s found support those found by Ainsworth in children the IWN of adults differed with attachment type
57
evaluate Hazen and Shaver's study on the influence of early childhood attachments on adult attachment type
— it focuses on adult Relationships Wood et al. found the quality of a relationship results from an interaction of two people's attachment styles so there could be a secure attachment between an insecure and secure person — used a local paper it was a volunteer sample and could be biased they may put down answers that seem to be secure because they don't want to accept that they haven't got a secure attachment type the people that take it may just be ones that are sure of a secure type bc theyre in a happy relationship or may be in/juts out of a bad one for the opposite reason -- it is a deterministic approach it doesn't consider free will, children may visit other households and see the parents of others and know that it doesn't have to be like it is at home you can grow up and actively decide not to be like your parents -- closed questions were used to give qualitative results the fixed choices may make results less valid and accurate and not as generalisable as p's have to pick one even if they don't actually agree with it
58
what is maternal deprivation
the consequences, in terms of Emotional, Social and Intellectual development caused by the disruption of the bond between a child and their mother
59
what research was conducted by Bowlby surrounding his Maternal Deprivation Hypothesis (MDH)
44 Juvenile thieves sample: 44 adolescents that had stolen (displayed anti-social behaviour) 44 adolescents that had emotional problems (not thieves) procedure: parents were interviewed; was there separation? was it in the critical period? how long did it last? social worker was asked for details of early life psychometric testing of IQ and emotional strength results: 1/2 of thieves were separated for over 6 months in the 1st 5 years (critical period) 1/3 of thieves were classed as affectionless psychopaths (they lacked guilt or remorse), 12/14 of these were separated 2/44 with emotional problems were separated
60
what was Bowlby's Maternal Deprivation Hypothesis
he thought that depriving a child of their mother in the first 6 months to 5 years (critical period) can cause difficulties in later life he said the would be unable to form later attachments with others and were likely to turn to crime he suggested that early childhood separation is what can lead to affectionless psychopathy (the inability to have deep feelings for others and therefore a lack of meaningful personal relationships) and damaged social, emotional and intellectual development
61
Evaluate Bowlby's Maternal Deprivation Hypothesis
+ we now know the significance of maternal deprivation and what it can lead to; affection less psychopathy, damaged social+intellectual+emotional development this has led to an improvement in child welfare; children in hospital were then allowed to have their PCG stay with them whereas they were only allowed during visiting hours before -- researcher bias; Bowlby carried out the research and he was trying to find supporting evidence for MDH, so he may have asked accidental leading questions etc. this decreases validity -- later replications found different results Lewis 1954 replicated it with 500 young people but found No association between early separation and later psychopathy directly contradicts Bowlby -- Bowlby found correlational evidence - 50% of thieves were separated during critical period, majority of the affectionless psychopaths were separated but correlation does not equal causation and there may have been other causal factors leading adolescents to turn to crime ad having later difficulties eg. poverty/genetic link — romanian orphan twins were able to recover so it’s not permanent like bowlby suggested
61
outline the study done on twins that contradicts Bowlby's MDH
twin boys had a somewhat normal upbringing for the first 18 months (in institution then with aunt) father remarried, they returned home stepmother locked them in a room and beat them for 5 years they experienced privation found at 7: bone disease + small for their age, couldn't talk/recognise pictures, weren't Able to do an IQ test, frightened of others, their development was like that of a 3 year old they went to a school for children with severe learning difficulties (+others) adopted by a women who gave them special care and attention they began to catch up and went to a normal school @ 11 - speech was normal for their age @ 15 - intelligence was normal for their age they both ended up happily married with children, they were hoary and stable with warm family relationships SO, effects of privation are reversible opposes Bowlby - maybe it's a sensitive period not a critical period because they still managed to attach and grow up happily -- they could have formed attachments with each other -- they seem happy but might hide their real emotions so that researchers leave them alone but they're in relationships with kids so they're probably doing good
62
what are the different types of attachment disruption
1. short-term separation baby-sitter, short term hospitalisation 2. long term deprivation lengthy separations from attachment figure eg. divorce 3. privation where a bond was never formed; this is usually considered via case studies because it is more rare
63
how did Rutter criticise/evaluate Bowlby's MDH
he compared the effects on children of separation through death vs divorce SO, nature of separation does impact the consequences he found divorce to have a longer lasting effect he said that the key concept wasn't 'separation' but rather the disruption/interference of the relationships functioning he didn't agree with monotropy and preferred the notion of multiple attachments bc the norm is for children to have multiple and very uncommon for the child's care to solely be the responsibility of the mother
64
outline the study done on the effects of institutionalisation
Hodges and Tizard looked at emotional, social and intellectual consequences of early institutionalisation british care system: good physical care but lack of consistency (insecure resistant), atttachments with staff were discouraged, a child could have 24 carers in 2 years and up to 70 in 4 longitudinal study sample: now all 16, they were in institutionalised care until at least 2 (maternal deprivation criteria met) the sample was compared with a matched group that weren't institutionalised; they matched based on: gender, sibling no. and position, one/two-parents family, breadwinner's occupation etc. data collection: self reports and interviews from p's, parents and teachers; triangulation of data psychometric testing eg. IQ/personality - objective and quantitative data @16 most adoptive mothers felt their child was deeply attached - they were more likely to give consistent, specific care only 1/2 of the restored group were described as deeply attached, maybe because the child didn't want to attach Nevertheless all those children who had spent their early years in institutions were more attention-seeking from adults and showed some difficulties in their social relationships, particularly with their peers.
65
describe and evaluate a study done on short term separation
Robertson and Robertson measured distress experienced by young children when they/their mother was hospitalised, the kids stayed in R+R's home to give them normal attachment figures and normal home routines to prevent severe psychological damage kids split from their mothers experience many emotions including sadness and aggression. providing a positive, caring environment can limit most adverse reactions to separation + children no longer get separated from parents if admitted to hospital, parents used to only visit in visiting hours hospitals are now more colourful and child friendly with play rooms etc. + Residential Nurseries were closed in favour of Foster Care where the children had to experience less change -- short term separation can have different effects it depends on the child's maturity, age, personality and why the separation initially occurred
66
describe studies done on long term separation via divorce
Furstenberg + Kiernan saw that children experiencing divorce score lower than 1st marriage families on measures of social development, emotional well-being and academic performance only found in 25% though, so 75% could adapt and overcome the disparity could be caused by financial difficulties --> have to also work etc. Demo and Acock children's reactions to divorce can vary, some develop better attachment afterwards may be because the parents were always fighting/ the parents now each have more time for their child now because the divorce is sorted
67
what conclusions did Hodges and Tizard make about the effects of insitutionalisation
ex-institution: more problems with siblings, poorer peer relationships, rated by teachers to be more quarrelsome, bullies other kids, mother's said they were less likely to have a special friend all in comparison to the comparison group (not separated) they found that depriving children of close, lasting attachment in early childhood can lead to social, emotional and intellectual difficulties But a stable family and chance to form an attachment when still a child with quality and sensitivity of care can reduce these effects they found that restored parents were more ambivalent towards their child being back than adopted parents
68
what is a disinhibited attachment
a pervasive pattern of attention seeking behaviours with a relative lack of selectivity in social relationships
69
outline the study done on Romanian orphanages
Rutter et al. sample: 1. 58 adopted before 6 months old 2. 59 adopted between 6 months to 2 years old 3. 48 adopted between 2 to 4 years old 4. 52 British adoptees (control) method: longitudinal study; the children were checked in at 4, 6 and 11 used parental reports, home observations and teacher reports results: adopted before 6 months showed normal development (weren't institutionalised for long and were adopted within critical period) compared to g4 adopted at 2 or after showed disinhibited attachment adopted at 2-4 had the most disinhibited attachment behaviours; 26% were marked behaviours 54% of children overall showed disinhibited attachment behaviours only half, but half still did show behaviours
70
evaluate the findings of the study done by Rutter on Romanian orphanages
— unclear long term effects, kids with problems now might recover when older or kids well now might have problems when older so valid conc. can’t be drawn + minimal extraneous variables because the kids are all in the orphanage because their parents couldn’t afford them, not because of trauma, loss etc. + we now know the consequences of maternal deprivation and have made policy changes the study showed institutionalisation, a type of privations and how it can lead to a disinhibited attachment; this is dangerous for the child because they could approach a stranger etc. eg,. children's homes avoid having large numbers of carers for each child and instead have 1/2 key workers that actively work to form an attachment -- the study may lack external validity due to the extreme conditions in the orphanages that can't really be generalised; it specifically reflects Poor institutional care not general institutional care -- the children were not allocated to conditions randomly, so the more sociable children may have been adopted first which could reduce the data's validity
71
what is a self-report
a data-collection form where the p answers questions about themselves concerning their behaviour, thoughts or feelings eg. questionnaire/interview an advocate may answer instead if the p lacks capacity
72
outline characteristics of a questionnaire
they can be open, free rein in answering, or closed, limited no. of answers formal eg. psychometric tests - IQ tests/personality tests
73
outline characteristics of interviews
can be unstructured/structured/semi-structured unstructured: no predetermined structure but the interview does have a goal and sense of direction in mind. it usually involves open ended questions - may lose focus structured: has predetermined questions which they stick to; each p will be asked the same questions and in the same order semi-structured: uses predetermined questions but with a flexible approach, the flow of following questions can be determined by the answers given
74
evaluate the use of self reports
+ questionnaires have more anonymity than an interview/observation, so p's may be more honest due to a lack of social desirability bias, making results more valid + practical as questionnaires can allow for large volumes of data collection without too much effort -- interviews; time consuming and may only use a small sample which reduces validity and generalisability -- can't determine the accuracy of responses from p's
75
what study supports reciprocity
Tronick - still face experiment mothers were told to stop happily chatting with their child and maintain a still emotionless face babies used smiling as a social releaser to try and tempt the mother into smiling but became increasingly distressed as they found that it was not working the conclusion from this was that reciprocal interaction is actually important for children and infants do actively attempt to communicate and interact with caregivers
76
describe and evaluate the study that supports interactional synchrony
Meltzoff and Moore - an adult model did a certain hand gesture to a 2 week old infant and the infants response was recorded and analysed frame by frame an association was found between the adult and infant and the same happened with 3 day old children this suggests that babies have an innate ability to imitate behaviours intentionally -- conclusions made by inference + supporting these behaviours can help to form a stronger attachment
77
what are effects of institutionalisation
difficulty in forming close relationships delayed physical development disorganised/disinhibited attachment
78
evaluate Van Ijzendoorn and Kroonenberg's study
+ it was a meta analysis and over the 32 studies there was a sample size of almost 2000; this is more likely to overcome individual difference and be a representative sample that gives generalisable info -- although the overall study had a high sample size, some samples were v small. eg. there was a chinese study with just 36 children -- the volume of data for each type of society was nowhere near similar, individualist = 27, collectivist = 5 -- it labels a whole country under one culture, but these things differ in a country eg. in rural vs urban areas; the labels are an oversimplification
79
what did bowlby say was the critical period
2.5 years 5 = sensitive
80
what are those 2 important pcg behaviours
reciprocity and interactional synchrony