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PSY302 - Lifespan Developmental Psychology > Week Seven - Attachment & Parenting > Flashcards

Week Seven - Attachment & Parenting Flashcards

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1
Q

What is attachment?

A

An affectional tie between an individual and a specific other that endures over time and physical separation

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2
Q

Explain attachment behaviours

A

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

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3
Q

Explain the Learning theory

A

Suggests there is an importance of the mother-infant relationship and feeding

Mother and infant are mutually reinforced by feeding

  • does not account for strong emotions
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4
Q

Explain the Ethology theory

A

Imprinting - innate tendency to follow mother (genetically preprogrammed)
- critical period for imprinting

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5
Q

Explain Bowlby’s attachment theory

A

Described how infants become attached to adults

The first 5 years of life are critical for attachment otherwise it may cause abnormal development

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6
Q

What is monotropic theory?

A

Attachment to a single other - usually the mother

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7
Q

For normal development - the parent-child attachment must be?

A

Warm, intimate and continuous

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8
Q

What did Mary Ainsworth promote?

A

The idea of a caregiver as a secure base and investigated individual differences in type and degree of attachment in infants

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9
Q

Explain Ainsworth’s strange situation

A

It involves observing the behaviour of infants in a series of highly standardised scenarios:

  1. When the 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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10
Q

What occurs in a SECURE attachment style? (65-70%)

A

Initially will play happily and explore in an unfamiliar room - as long as parent is present

Become wary when stranger enters but will still continue to play - but easily comforted when alone with them

When parent leaves, they may search/cry and immediately seek contact on return

Recover quickly from distress

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11
Q

What does a secure attachment promote?

A

It promotes the seeking of effective relationships and look for others who can help them feel good about themselves in adulthood

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12
Q

Define an INSECURE-AVOIDANT attachment style (20%)

A

Initially show little involvement with parent and seek little proximity when parent is present

Not distress - does not cry when parent leaves

React similarly to parent and stranger

Show low-level engagement and tendency to avoid when reunited with parent

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13
Q

What can be the outcomes of an insecure-avoidant attachment?

A

They may mask their emotions - believe others are untrustworthy

Tend to be emotionally avoidant

May rely on themselves and risk aggressive behaviour

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14
Q

Characteristics of an INSECURE-AMBIVALENT attachment style? (10%)

A

Both positive and negative reactions to parent

There is anxiety even before separation - want close contact with parent

No/minimal exploration of room and exhibit intense distress at separation

Refuse comfort from stranger and seek close contact on reunion (but resist comforting)

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15
Q

Outcomes of Insecure-ambivalent attachment?

A

May find it hard to manage anxiety in everyday life

Exaggerate emotions and have negative beliefs about themselves and risk phobias, anxiety, depression etc

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16
Q

Characteristics of DISORGANISED-DISORIENTED attachment (5-10%)

A

Inconsistent and contradictory behaviour

When parent returns, approach but avoid eye contact - unresponsive when held (frozen, turn head)

Cry out after being comforted

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17
Q

Outcomes of DD attachment?

A

Often unable to form close relationships

Risk of personality disorders

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18
Q

Explain the parental role in attachment

A

Attachment depends on how parents responds to child’s overtures

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19
Q

What maternal behaviours are associated with a SECURE attachment

A

Appropriate response to needs

No over or under responding

Responsive to how infant feels

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20
Q

What maternal behaviours are associated with a INSECURE attachment

A

Inconsistent response to needs

Ignore or reject infants overtures

Unclear/ambivalent messages to infant

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21
Q

As part of attachment everyone has?

A

Environmental model

Organismal model

22
Q

What is an Environmental model?

A

An internal working model of the world

23
Q

What is the Organismal model?

A

An internal working model of self and others

24
Q

When are IWM built? What are they based on, allow and encode?

A

Built in first 5 years of life
Based on everyday child-parent interactions
They encode one’s own attachment style
Allow the child to predict , control and manipulate their environment

25
Q

A secure child IWM characteristics?

A

E: reliable, responsive, loving

O: they are worthy of love/attention

26
Q

An insecure child IWM characteristics?

A

E: world is dangerous, untrustworthy

O: they are not worthy

27
Q

What did Ainsworth/Bowlby initially think about styles?

A

They are static (more stable now - but can be malleable)

28
Q

Attachment styles can be malleable depending on what circumstances?

A

quality of attachments
transition between developmental stages
changes in attachment
nature of relationship type

29
Q

Attachment in adulthood?

A

Emotional bond between adult romantic partners functions somewhat the same as attachment in infancy

30
Q

Secure attachment characteristics in adulthood?

A

Both positive model of self and other

- healthy balance and autonomy with freedom to explore

31
Q

Ambivalent attachment history characteristics of attachment in adulthood?

A

Negative view of self but positive model of other

- desperate for love and worthiness, worry about abandonment, express anxiety

32
Q

Avoidant attachment history characteristics of attachment in adulthood?

A

Positive view of self but negative model of other

- sut out emotions, defensive, avoid intimacy, self-reliant

33
Q

DD attachment history characteristics of attachment in adulthood?

A

Negative model of self and other

- need relo but doubt self worth, lack coherent strategy

34
Q

When is strange situation less effective?

A

When children get older (eg childhood)

35
Q

What can we use to assess attachment in older children?

A 
Lab observation
Naturalistic observation (at home) 
Narrative assessment (child response to hypothetical scenarios)
Play therapy 
Self-report
36
Q

What do families dp?

A

Form a building block for forming identity and learning to function in social groups

37
Q

Bronfenbrenner’s model of the infants social world?

A

Micro: home (parents, siblings)

Meso: neighbourhood, childcare

Exo: child’s experiences in immediate settings

Macro: laws and values

38
Q

What happens with parent-infant interactions in first year of life and then later on?

A

First year: parent matches infants actions

Later: child attempts to match parent

39
Q

What are parent-child relationships influenced by?

A

Infants reactions

Parents temperament and ability to respond to infant

40
Q

What is synchrony?

A

When parents can sensitively tune their responses to the infants signals

41
Q

Parent-child relationships change in early childhood, explain

A

Children have an increased ability to initiate verbal and physical activity and this promotes a new set of challenges

Parents need to be mindful of limitations and abilities

42
Q

How do siblings help?

A

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

43
Q

Parent-child relationship changes in middle childhood

A

Children spend less time with their parents

Develop close relationships with others

Siblings continue to provide support

Start to understand parents beliefs/values

44
Q

Parent-child relationship changes in adolescence

A

Major shift

  • social networks become more complex
  • children become autonomous
45
Q

What are the 4 parenting styles?

A

Authoritarian
Authoritative
Permissive
Uninvolved

46
Q

Characteristics of Authoritarian

A

Low on warmth/responsiveness

High on control

47
Q

Characteristics of Authoritative

A

Warm, responsiveness, supportive

High on control but emphasis is on fostering independece/responsibility

48
Q

Characteristics of Permissive

A

Vary on warmth/cold
Low on control

Unpredictable - impulsive and disobedient children (no emotional control)

49
Q

Characteristics of Uninvolved

A

Low warmth and control

Emotionally detached parents. Children have low self-esteem

50
Q

Parenting dimensions that have a negative impact on socio-emotional development?

A

High levels of overprotection

Over-control

Inconsistent parenting

High levels of hostility

Lack of warmth

51
Q

Is there any benefits of growing up in a ‘certain’ family?

A

No, social emotional adjustment is not really associated with family type

52
Q

Where do we see the most problems with social emotional development?

A

Low-income

Family dysfunction

Family stress

Parental nurturance

Strength/quality of family relationship

PSY302 - Lifespan Developmental Psychology (12 decks)

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