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LIFESPAN DEVELOPMENTAL PSYCH > Week 7: Attachment Theory > Flashcards

Week 7: Attachment Theory Flashcards

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1
Q

What is the definition of attachment

A

Affectional tie between an individual and a specific other that endures overtime and physical separation

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2
Q

Do only humans get attached

A

No this is not limited to humans but it is most common

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3
Q

What is attachment accompanied by?

A

Strong emotions

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4
Q

Explain attachment behaviours

A

There are some common behaviours but there are also large individual differences

They bring the infant closer to their caregiver

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5
Q

Freuds psychodynamic theory relating to attachment?

A

Prototypical mother and infant relationship because the mother fufils infants oral needs

Suggests food may not be all important

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6
Q

Explain the findings of Harlows research on baby monkeys

A

They had baby monkeys removed from their mothers and placed with a terry cloth mother that was soft and comforting as well as a wire mother that provided food.

The monkeys would go to the wire mother when needed but it would spend the rest of its time cuddled up with the cloth mother

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7
Q

Explain learning theory in relation to attachment

A

Suggests the importance of a mother and infant relationship comes from feeding and how they are mutually reinforced

However it does not account for the strong emotions that accompany attachment behaviour

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8
Q

Explain ethological components/theories of attachment?

A

Imprinting which is an innate tendency to follow the mother this is inbuilt genetic and preprogrammed

However attachment normally occurs to the first object seen this was demonstrated with goslings as well as a critical period for imprinting. Mothers a pre-programmed to stay in close proximity to their infants

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9
Q

Explain Bowlbys attachment theory?

A

Originated from children that are deprived of maternal care being detrimentally affected in their development he suggested that prolonged separation during the first five years of life is one of the major causes of abnormal development

He also suggested for normal development to occur the parent child attachment must be warm intimate and continuous
-monotropic theory

Looking at war orphans after World War II

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10
Q

What does monotropic theory mean?

A

Attachment to a single other typically the mother

However today there is more emphasis on the other kinds of multiple bonds instead of just being a biologically preprogramed between the Mum and the baby

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11
Q

Explain the changes towards father attachment

A

Focus has just been on mothers however there is a more direct involvement of fathers in child rearing nowadays
there are similarities in the degree and quality of mother and father attachments and it is important for developmental outcomes

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12
Q

Even if father attachment is present what happens when a child is under extreme stress

A

They seek out their mum for comfort

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13
Q

What did Mary Ainsworth promote the idea of?

A

She developed empirical basis for attachment. She promoted the idea of the caregiver as a secure base which the children can then explore the world from

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14
Q

Explain Mary Ainsworth‘s ‘strange situation’

A

This involves observing the behaviour of infants in a series of highly standardise scenarios

1: when infant is with the parent
2: in the absence of the parent
3: when a stranger is present
4: when the parent returns

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15
Q

What is seen in infants with a secure attachment type (SS)?

A

Initially will play happily explore the room and return to the parent occasionally

They may be wary when the stranger enters but will continue to play - easily comforted when left alone

But when they leave they search for them and may cry but when they return they immediately seek contact
Recover quickly if they show distress

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16
Q

What percentage of infants have a secure attachment

A

65-70%

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17
Q

What does a secure attachment promote?

A

They learn to seek out effective relationships and look for people that can help them feel good about themselves in adult hood

It’s very protective you know you have a secure base and you’re very resilient

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18
Q

What is seen in infants with a insecure-avoidant attachment type?

A

Initially show little involvement with the parent

Not distressed rarely cry when the parent leaves

They react similarly to parent and stranger

One parent returns they show low level engagement and tendency to avoid

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19
Q

What percentage of children have an insecure avoidant attachment type

A

20%

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20
Q

What can be the outcomes of an insecure avoidant attachment type

A

They mask their emotional expression and may believe that others are trustworthy

To be emotionally avoidant so they don’t get hurt

As they grow up they may rely on themselves instead of others and risk aggressive behaviour if they are strong in their avoidance

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21
Q

What do we see in infants with an insecure-ambivalent attachment type?

A

This is a mixed positive and negative reaction to the parents

There is evidence of anxiety even before the separation occurs they want very close contact with their parents or are clingy

minimal or no exploration of the room and exhibit intense distress at separation - refuse comfort from the stranger and seek close contact with the parent comes back but resist comforting

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22
Q

What percentage of infants have an insecure-ambivalent attachment type?

A

10%

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23
Q

What can be outcomes of an insecure-ambivalent attachment type?

A

They may find it hard to manage anxiety in every day life and may grow up to exaggerate their emotions
Have negative beliefs about their self and risk phobias anxiety and depression

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24
Q

What do we see in infants with disorganised-disoriented attachment types?

A

Inconsistent and contradictory behaviour

When parent returns to the room they approach them but avoid eye contact

Then maybe unresponsive or turn away when held will have frozen posture

Cry out unexpectedly after being comforted

Least securely attached type

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25
Q

Is disorganised-disoriented attachment normal?

A

No it is very abnormal and you may need to look at what’s happening at home

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26
Q

What percentage of infants have a disorganised-disoriented attachment type?

A

5-10%

27
Q

What may be the outcomes of a disorganised-disoriented attachment type?

A

They are often unable to form relationships with other people

We do see them being securely comforted by a stranger so you can’t tell who can look after you and who can’t which is dangerous

There is a risk of personality disorders

28
Q

What is the parental role in attachment

A

Attachment depends on how the parent responds to the child’s overtures

29
Q

What maternal behaviours are associated with Secure attachment types

A

Appropriate responses to infants needs

They don’t under or over respond =balance

They are responsive to how the infant feels and their emotional state

There is interactional Synchrony between the mother and the infant

30
Q

Which maternal behaviours are associated with an insecure attachment type

A

There are inconsistent responses to the infants need so they’re never sure if they will get a response they need or not

They ignore or reject infants overtures

The infants emotional state maybe in response to unclear or ambivalent messages

May have learned these things from their own parents but training can be used to correct

31
Q

What are internal working models

A

A model in your head on how the world (environmental) is as well as yourself and others (organisational)

These are built in the first five years of life based on every day Parent child interactions

32
Q

What internal working models would a secure child

A

The environmental model maybe that it’s reliable responsive and loving

Their organisational model of themselves may be that they are worthy of love and attention

33
Q

What internal working models may an insecure child have

A

Environmental the world maybe dangerous and not to be trusted

Organisational they’re not worthy

34
Q

What did Ainsworth and Bowlby suggest about attachment style stability

A

That styles a static

35
Q

What is the more recent view of attachment style stability

A

Styles are relatively stable but can be malleable depending on circumstances:

  • Quality of later relationships
  • transition between developmental stages
  • changes in vulnerability factors from secure to insecure or vice versa
  • nature of relationship type
36
Q

What about the attachment in adulthood?

A

Emotional bonds between adult romantic partners is partly the same attachment behavioural system that gives rise to the emotional bond between infants and their caregivers

37
Q

What are some features that may be the same between adult romantic partners and child parent pairs

A

Feel safe when the other is nearby and responsive and insecure when they are in accessible

Play with another’s facial features and exhibit a mutual fascination as well as engaging baby talk

May also engage in close intimate bodily contact

Share discoveries with each other

38
Q

Attachment in adult hood:

if you have a positive model of others and a positive model of self what do you have

A

I secure attachment history

A healthy balance of attachment and autonomy, freedom to explore

39
Q

Attachment in adulthood:

If you have a positive model of others but I negative model of yourself what do you have

A

A preoccupied or resistant attachment history

Desperate for love to feel worthy as a person you worry about abandonment and express anxiety in danger openly

40
Q

Attachment in adulthood:

If you have a negative model of others but a positive model of yourself or do you have

A

A dismissing or avoidant insecure attachment history

Shut out emotions defending against hurt by avoiding intimacy

Dismissing the importance of relationships and being compulsively self-reliant

41
Q

Attachment in adulthood:

If you have a negative model of yourself and others what do you have

A

A fearful or disorganised disorientated attachment history

You need relationships but doubt your own words and fear intimacy you lack coherent strategies for meeting attachment needs

42
Q

When is the strange situation assessment useful

A

It is useful in assessing infant or preschool attachment however it is less affective in Middle childhood when attachment behaviours are less obvious

43
Q

How do you assess attachment in older children

A

Lab observations- observe and classify

Naturalistic observations - observe and classify at home

Narrative assessment - child responds to hypothetical scenarios to tap into IVM (6-14yrs)

Narrative play therapy- child completes a story with dolls and props

Self-report - responds to questions. Semi projective technique

44
Q

Family throughout infancy?

A

Our first and typically most enduring membership group is family

A building block for forming our identity and learning how to function in other social groups

Comprises entire social world for most infants

45
Q

How would Binfenbrenners model relate to infants social world?

A

Mesosystem: neighbourhood childcare

Microsystem: home environment parents and siblings

Exosystem: system that affects Childs experiences in immediate settings

Macrosystem: social customs laws and values

46
Q

Throughout infants first year of life what is typical for parent infant interactions

A

The parents match the infants actions

47
Q

After the first year of life what is typical of parent infant interactions

A

The child starts to attempt to imitate or copy their parents

For example if a new baby arrives the older children carefully monitor the parents interactions with the new baby

48
Q

What are parent child relationships influenced by

A

Infants reactions

parents temperament and ability to respond to infant

Often involve a pattern of close coordination

49
Q

What is Synchrony in parent-child interactions

A

When parents can sensitively tune their responses to the infants signals

Being fully aware of what the baby wants and when

50
Q

Relationships with parents start to change in early childhood. Explain

A

Children’s increased ability to initiate verbal and physical activity promotes a new set of challenges

Parents need to be mindful of the limitations and their developing abilities. This is a balancing act

51
Q

The benefits of siblings throughout early childhood?

A

They provide children with frequent and reliable companionship and an early chance to socialise with other children

52
Q

Explain the parent child interaction in Middle childhood

A

Children start to spend less time with their parents and develop other close relationships

Siblings again continue to provide support and companionship as well as parents remaining a major influence

However they start to understand the parents attitudes beliefs and reasons more because you notice that other families are different you become more aware of different ideas and are able to make judgements

53
Q

Explain the parent child interaction in adolescence

A

There is a major shift

Families adapt to the changing characteristics of one of their members

Social networks become wider and more complex and they begin the process of becoming more autonomous

54
Q

There are four different parenting styles according to Baumrind. what are they?

A

Authoritarian, authoritative, permissive, uninvolved

55
Q

What is an authoritarian parenting style

A

Low on warmth and responsiveness but a high on control

Bossy, old-fashioned parents
Anxious, hostile and no-empathy children

56
Q

What is an authoritative parenting style?

A

Warm, responsive and supportive. High on control but with an emphasis on independent responsibility

This is ideal

57
Q

What is a permissive parenting style?

A

Vary on warmth-cold continuum
Low on control

Unpredictable parents
Impulsive and disobedient children - don’t learn to control emotions

58
Q

What is an uninvolved parenting style?

A

Low levels of control and warmth.
Emotionally detached.

Poor self esteem, can’t control or regulate emotions

59
Q

What parenting dimensions can have a negative impact on social emotional development

A

High levels of overprotection

Over control

Inconsistent parenting

High levels of hostility

Lack of warmth

60
Q

What are the different types of families?

A 
Nuclear families- 2parents and children 
Dual income families - becoming more normal 
Single-parent 
Extended families 
Blended families
61
Q

Is there any social emotional advantage to growing up in a traditional nuclear family

A

No there is not

Social emotional adjustment is not necessarily associated with family type

62
Q

What are most differences in social emotional development due to

A

Low income status - added stress

Family dysfunction - fighting

Family stress and coping

Parental nurturance

Strength and quality of the family relationships

63
Q

What kind of factors are within the parents control

A

Those that result in warmer, kinder, more socio-emotionally nurturing families

Outside influences can help

LIFESPAN DEVELOPMENTAL PSYCH (12 decks)

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