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Developmental I:Pregnancy and Infancy > Unit 4:The First Two Years of Life(Part 2) > Flashcards

Unit 4:The First Two Years of Life(Part 2) Flashcards

1
Q

What is attachment?

A

-aka affectionate bond/emotional tie that is strong and enduring, that we have with significant people
- often seeked out in times of potential alarm/discomfort
- can have multiple attachment relationships

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2
Q

what influences the development of an attachment theory?

A

Quality of provided care shapes its quality but not the actual development

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3
Q

What triggers the activation of the attachment system?

A

When individual is distressed, scared, tired,sick etc.

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4
Q

What is the role of an attachment figure in the attachment system?

A
  • maintain availability as a safe base
  • receptive and satisfy needs
    interactions with figure affects system activation and deactivation
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5
Q

What are internal operating models in attachment theory?

A
  • aka expectations
  • formed based on early attachment experiences and help individuals predict their attachment figures behaviors
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6
Q

how do internal operating models influence behaviour in attachment relationships?

A
  • serve as maps , allowing individuals to predict and respond to their attachment figures behaviour , shaping their pere
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7
Q

What does John Bowlbys Attachment Theory(1958) suggest?

A

tendency to form a attachment is a biological trait, which promotes adaptation and survival
satisfies physiological(nourishment/security) and psychological(comfort,feeling secure) needs

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8
Q

where were ideas from Bowlbys attachment theory drawn from?

A

mainly psychoanalysis but also evolution and ethology

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9
Q

what did Bowlby realise during his clinical practice?

A

that isolation, emotional distancing and interpersonal difficulties <— early mother-child bond ruptures

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10
Q

critical period

A

formation of successful attachment to operate depends on it
achieved: 6 months to 3 years
difficult to form after this period

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11
Q

where did the idea of critical period come from?

A

came from ethology studies on imprinting

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12
Q

imprinting

A

when newborns recognize and seek proximity with the first object they encounter
- gosling imprinted on lorenz as “mother” and followed him around when he saw him first

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13
Q

from what age do we posses the instinct that bowlby proposed?

A

it is ever-present
from birth to old age

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14
Q

How does the theory relate to the hypothetical attachment system?

A

behavioral system- behavior like following, clinging, crying
motivation system- works to maintain proximity to an attachment figure as protection against danger

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15
Q

Attachment system & internal operating models

A

Internal Operating Models in attachment
Secure attachment: the self deserves love and the other is loving and attentive
Insecure attachment: the self is worthy of rejection and the other is unavailable

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16
Q

importance of successful attachment to satisfy psychological needs

A

tendency to explore and learn develops in opposition to tendency to form attachment
during exploration:
- caregiver= safe base

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17
Q

Monotropism

A

idea that any child only forms a strong attachment to one person

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18
Q

Bowlbys theory is a goal-driven system for what

A

promote optimum proximity with caregiver

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19
Q

how is the goal-driven system activated

A

separation activates this system, serves to restore proximity

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20
Q

what does the development of the goal-driven system depend on?

A

cognitive and physical development of infant
- recognize caregiver and distinguish them
- be able to vocalize and move reasonably independently

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21
Q

seperation protest(6 months)

A

show this once able to explore the environment
infants cry or reach out to prevent the caregivers departure , continue during caregivers absence

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22
Q

separation protests is linked with what?

A

stranger anxiety
wariness or fear of unfamiliar people
infants will try to maintain proximity to caregiver in the presence of strangers as a source of protection

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23
Q

what are the attachment phases

A
  1. pre-attachment(0-2m)
  2. early attachment(2-7m)
  3. attachment/separation protest(7,9-2y)
  4. Partnership/goal-corrected(2-3y+)
24
Q

Pre-attachment

A

little or no recognition of the caregiver

25
Q

Early attachment

A

begins to recognize caregiver(gradually more comforted by their presence)
lack object recognition, unable to recognize caregiver as a human social object(dont show separation protest)

26
Q

Attachment/Separation Protest

A

show clearer sign of proximity seeking, separation protest and stranger anxiety
clearer as age progresses

27
Q

Partnership/ Goal-corrected

A

infant explores environment with greater independence
attachment becomes abstract, internal representation
- concept of trust and understanding of the caregivers needs in relation to availability

28
Q

how does attachment behavior vary for infants

A

attachment behavior doesn’t occur at same time/intensity
however goal-seeking proximity is presumed to be same for all infants

29
Q

maternal deprivation hypothesis

A

maternal deprivation: prelonged disruption in attachment to mother figure
may result from illness, abandonment or institutionalization
hypothesis- maternal deprivation can lead to negative outcomes later in life

30
Q

WIlliam Goldfarb(1947)
maternal deprivation hypothesis

A

outcome variables in 30 children, given up before 9 months of age
- 1/2 foster care, 1/2 institutionalized then foster care at 3.5y
- intelligence, reading and arithmetic measures at 10-14 years of age= institutionalized children had worse abilities, also more fearful and restless, less popular among peers, and “needier” with adults

31
Q

why despite the foster care quality considered equal was there maladaptive development

A

due to institutionalization and lack of attachment with caregiver

32
Q

how were the infants corrected despite experiencing maternal deprivation?

A

maternal deprivation experienced first 6 months but adequate care can correct disruptive effects only if given before ages of 2.5 years
- proof of critical period

33
Q

Harlow and Zimmerman(1959)
maternal deprivation hypothesis

A

rhesus monkeys in isolated cages
other objects as the surrogate mother:
- mesh wire surrogate mother that held a milk bottle
- a terry cloth one that did not provide food

34
Q

Harlow and Zimmerman(1959) results

A

wire model as their source of food,
softer cloth model as source of comfort (mothering figure)
hold on tightly when frightened, used as secure base
showed preference for it aside from when feeding

35
Q

Harlow and Zimmerman(1959) results as adolescence

A
  • caused psychological damage
    withdrawn when with other healthy peers, they became fearful and might attack the others
    few mated successfully, female who did unlikely to provide adequate care for offspring
36
Q

critique of bowlbys attachment theory
- influenced perception on child rearing and parenting, social policy about childcare and parenting education

A

however
effects on maternal deprivation less sever than originally thought, as environmental enrichment can compensate (for rodents and monkeys)
led to “critical period”-> sensitive period(most conductive to forming strong attachment)
unclear of link of institutionalized children during sensitive period is evidence of maternal deprivation or effects of institutions
- Tizard & Hodges found children later adopted that showed normal cognitive and linguistic development between 4.5-16
- kids adopted at 4-7y after prolonged institutionalization able to develop secure attachment, specially when adoptive parents were prepared to help resolve past traumas
can be mitigated

37
Q

how did mary ainsworth continue research into attachment, with what aim?

A

measuring the emotional state of child in relation to the type of attachment formed with caregiver

38
Q

distinction between bowlby and ainsworth?

A

Bowlby- general traits of attachment eg separation and relational ruptures
Ainsworth- observed the communication between mother and baby(quality)
- behaviors the child displayed when the mother(parent) was absent, and what behavior the child displayed when the parent returned

39
Q

how was observation of parent-child interaction studied

A

Strange Situation study or Strange Situation Procedure(SSP)

40
Q

Strange Situation Study

A
  • 7 phases (3min each) to reflect natural interactions between child and parent, seen through one way mirror or video camera
    children between 1-2 years of age, when attachment is developed
41
Q

what are the 5 scales used during assesment

A

Proximity and contact seeking
Contact maintaining
Avoidance of proximity and contact
Resistance to contact and comfort
Search behavior

42
Q

describe the phases of the strange situation study

A

Phase 1- parent and child in room with toys, instructed to play together for 3min
Phase 2- Stranger enters the room, sits down for 1 min, 1min talks to parents, 1 min plays with child
Phase 3- parent leaves, stranger plays w/child for 3 min then sits back on the chair
Phase 4- parent returns, stranger leaves, parent settles child and sits with child for 3min
Phase 5- parent leaves the room for 3 min
Phase 6- stranger enters room and tries to settle for 3 min
Phase 7- stranger leaves, parent re-enters and tries to settle child

43
Q

how did ainsworth categories the parent-child attachment types

A

normally 20min unless child very distressed
identified patterns of behavior in which infants displayed willingness to use the parent as a safe base to derive a sense of security, especially during the parent-child reunions(4-7 stages)

44
Q

how would child react if secure attachment

A

stage 124- child uses parent as safe base to explore room and toys
stage 356(absent parent)- become distressed and seek the parent(seperation protest)
reunion restores sense of a safe base

45
Q

What is type B; Secure attachment

A

child shows signs of missing parent when absent and makes efforts to reunite with parent upon the parents return
- attachment figure trusted
- desire for proximity and contact maintainence
- reuinted; child has positive response
- mothers absence; child distressed and seek actively (some comfort in stranger but mother preferred)
- 44-60%

46
Q

Type A: Insecure- avoidant attachment

A

few or no signs of missing the parent
- avoidance and lack of desire of proximity and interaction during reunion(emotional distance)
- if picked up maybe squirming(no anger)
- treats mother and stranger similar
- 14-15%

47
Q

Type C: Insecure-resistant/ambivalent attachment

A
  • fully clingy to mother and doesn’t explore
    extremely distressed, with stranger
  • lack of confidence in how to respond, parent unable to settle child down
  • child ambivalent during reunion, pleased and seek contact whilst also rejecting in anger
  • no avoidance of mother but resisting behaviors
  • 8-11%
48
Q

Type D: disorganized attachment

A
  • lack of consistent behavioural pattern
  • child is uncertain abuot “how to make use” of caregiver as source of security
    -5-15% general population, 28-30% clinical population
49
Q

strengths of ainsworth study

A
  • high ecological validity, can be generalized to other real-life situations
  • inspired large body of research, reliable measure
50
Q

critiques of ainsworth

A
  • confined to artificiality of laboratory
  • demonstrates nature of attachment; relationship, not with others
  • due to increased exposure to environments i which the child is left in the care of other, study may not reflect degree of attachment
51
Q

attachment security is founded on what?

A
  • sensitivity of the parent during first year of life
    Warm, attentive-> secure attachment
    negative/rejecting manner-> insecure/avoidant
    unreliable/inconsistent care-> sometimes unresponsive, overbearing-> insecure-ambivalent
52
Q

how has inadequate care been associated with disorganized attachment ?

A
  • psychopathology in parent-> contradictory, unpleasant,threatening so child shows negative emotions with parent
  • childs with disorganized show maladaptive behavior later in life
  • personality disorders
53
Q

additional results from SSP

A
  • results had associations with parents autobiographical narrative
  • adults have working models of attachment
54
Q

what are working models of attachment

A

based on early family experiences
influence how adults cope with stress and how they provide comfort to offsping

55
Q

what is adult attachment interview(AII) by mary main

A
  • to describe the quality of the relationships with parents in diff situations, but focus on stressful moments

Developmental I:Pregnancy and Infancy (3 decks)

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