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PYB203 > week9 > Flashcards

week9 Flashcards

1
Q

is the circle of security only for infants

A

no, the needs stay the same across the lifespan it may just be a different person we attach to eg spouse

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2
Q

what does attachment style live in for children

A

diad

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3
Q

if a child has secure attachment, will the child explore when the caregiver is present

A

actively explore as the parent has provided a secure base

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4
Q

if a child has resistant attachment, will the child explore when the caregiver is present

A

no they will cling to caregiver

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5
Q

if a child has avoidant attachment, will the child explore when the caregiver is present

A

yes, but play is not as constructive as that of secure infants

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6
Q

if a child has disorganised/disoriented attachment, will the child explore when the caregiver is present

A

no

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7
Q

if a child has a secure attachment, will the child respond positively to the stranger

A

yes, comfortable only if the caregiver is present

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8
Q

if a child has resistant attachment, will the child respond positively to the stranger

A

no, they are fearful even when caregiver is present

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9
Q

if a child has avoidant attachment, will the child respond positively to the stranger

A

no, often indifferent, as with caregiver

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10
Q

if a child has disorganised/disoriented attachment, will the child respond positively to the stranger

A

no, confused responses

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11
Q

if a child has secure attachment, will they protest when separated from caregiver

A

yes, at least mildly distressed

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12
Q

if a child has resistant attachment, will they protest when separated from caregiver

A

yes, extremely upset

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13
Q

if a child has avoidant attachment, will they protest when separated from caregiver

A

no, they will seem unfazed

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14
Q

if a child has disorganised/disoriented attachment, will they protest when separated from caregiver

A

sometimes, they are unpredictable

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15
Q

if a child has secure attachment, will the child respond positively to caregiver at reunion

A

yes, happy to be reunited

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16
Q

if a child has resistant attachment, will the child respond positively to caregiver at reunion

A

yes and no, seeks contact but resents being left, ambivalent, sometimes angry

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17
Q

if a child has avoidant attachment, will the child respond positively to caregiver at reunion

A

no, ignores or avoids caregiver

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18
Q

if a child has disorganised/disoriented attachment, will the child respond positively to caregiver at reunion

A

confused, may approach or avoid caregiver or do both

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19
Q

what type of parenting style is secure

A

sensitive, responsive

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20
Q

what type of parenting style is resistant

A

inconsistent, often unresponsive eg. depressed

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21
Q

what type of parenting style is avoidant

A

rejecting, unresponsive or intrusive, overly stimulating

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22
Q

what type of parenting style is disorganised/disoriented

A

frightened eg. overwhelming
frightening eg. abusive

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23
Q

how does attachment manifest in adulthood

A

emotional regulation

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24
Q

how do kids most effectively learn to self regulate

A

process through co-regulation

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25
Q

what is co-regulation

A

learning to regulate emotions with someone else’s guidance
attachment figure regulates infants currently unregulated feelings

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26
Q

are we born with emotional regulation

A

no its a learnt skill

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27
Q

what is a key feature of secure attachment

A

co regulation

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28
Q

how are toddlers unregulated emotions regulated

A

by caregiver

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29
Q

how are childrens unregulated emotions regulated

A

with the help of caregivers

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30
Q

what is procedural learning

A

we are learning something when we arent consciously trying to learn something eg. emotional regulation

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31
Q

what is an internal working model of attachment

A

a mental representation formed through a childs early experiences with their primary caregiver
eg. its an internalised map

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32
Q

what other things are internal working models for

A

self
other
self-other (how the self is experienced in relation to other people)

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33
Q

what is childhood attachment predictive of

A

adulthood attachment

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34
Q

what is the percentage of childhood attachment style being predictive of adulthood attachment styles

A

68-75%

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35
Q

if in childhood, we are classified insecure with a caregiver what can we reach

A

‘earned secure’ in adulthood

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36
Q

how is earned secure attachment in adulthood achieved

A

mostly achieved with increased reflective functioning
finding a new secure attachment figure in an older age, eg. spouse or therapist

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37
Q

why does therapy work in fixing adult attachment

A

because it works to increase your reflective functioning

38
Q

internal working models act as

A

a filter
a guide

39
Q

how do internal working models work as a filter

A

through which relational/emotional information is processed and interpreted

40
Q

how do internal working models act as a guide

A

to behaviour/response around emotional/rational needs

41
Q

are internal working models the same as schema

A

no, schema is purely cognitive whereas IWM contain all affective info eg, emotiona/relational info

42
Q

what do IWM do

A

organise behaviour in relationships to balance intimacy and autonomy

43
Q

by adulthood, internal working models become integrated into:

A

state of mind

44
Q

what does state of mind refer to

A

how an individual integrates thoughts and feelings about relationships, as well as to the processes that support or exclude relationship-based information from the individuals think

45
Q

what are the features of the state of mind

A

blend of conscious and non-conscious features
and an emotional quality

46
Q

what does the state of mind influence

A

state regulation and motivation

47
Q

what is our state of mind cued by

A

activation of need and history in response to that need

48
Q

within our state of mind, reactivation of memory leads to

A

either repetition or repair
eg. repeating the same way to a need or challenge the process which may repair the neg state of mind

49
Q

a secure state of mind is associated with skills in

A

mentalisation

50
Q

mentalisation and state of mind facilitates the development of

A

reflective functioning

51
Q

who put forth the idea of mentalisation

A

peter fonagy

52
Q

what did Peter Fonagy argue

A

that secure attachment may be meant to provide a mechanism to understand minds; our own, other peoples and the interplay of the 2

53
Q

what do human beings try to understand

A

their own and others minds

54
Q

how do humans try to understand their own and others minds

A

they use an understanding of mental states (intentions, feelings, thoughts, desires, beliefs etc) to make sense of and to anticipate each others actions

55
Q

stronger mentalisation skills reflect

A

higher reflective functioning

56
Q

what is reflective functioning

A

the capacity to mentalise emerges as a function of the caregiver’s attuned reading and modulating of the child’s internal state

57
Q

what does reflective functioning build for children

A

builds childs ability to understand himself as separate from the caregiver with desires, feelings, thoughts and wishes that are distinct from those of others

58
Q

nurturing interaction with caregiver also helps the child to

A

regulate his own affect responses such as that they become manageable, allowing the child and ultimately the adult to anticipate future affect experiences without fear of becoming overwhelmed and disintegrated

59
Q

what does self-other differentiation promote

A

the capacity to mentalise which then permits the individual to reflect on his own affect as well as that of others in such a way that he is afforded the ability to experience and communicate affect rather than impulsivity act without understanding the mental state behind the action

60
Q

what happens if we dont have strong reflective functioning

A

we are more likely to act impulsively in a relational exchange

61
Q

what is a preoccupied adult attachment

A

an over-reliance on other people and an under-reliance on one self

62
Q

what is dismissing adult attachment

A

over-reliance on oneself and an underreliance on others

63
Q

what is dismissing attachment equivalent of

A

avoidant attachment

64
Q

what is preoccupied attachment equivalent of

A

ambivalent attachment

65
Q

what do dismissing adult attachment styles minimise

A

negative emotion and attachment significance

66
Q

what are preoccupied adult attachment style absorbed by

A

negative emotion and over-involved in attachment experiences

67
Q

what are the adult attachment styles

A

autonomous
dismissing
preoccupied
unresolved/fearful

68
Q

what is autonomous adult attachment equivalent to

A

a secure attachment

69
Q

what does an autonomous attachment style allow the capacity for

A

reflective functioning and psychological flexibility

70
Q

what is the unresolved/fearful attachment style equivalent to

A

disorganised

71
Q

what is unresolved/fearful attachment associated with

A

trauma and grief

72
Q

what is low avoidance

A

positive model of others

73
Q

what is high avoidance

A

negative model of others

74
Q

what adult attachment style is low avoidance and low anxiety

A

secure

75
Q

what adult attachment is high avoidance low anxiety

A

dismissing

76
Q

what adult attachment is high anxiety high avoidance

A

fearful

77
Q

what adult attachment is low avoidance high anxiety

A

preoccupied

78
Q

is security related to satisfaction in romantic attachments

A

no

79
Q

characteristics of secure romantic attachments

A

secure partners are able to talk non-reactively about emotion
secure partners more balanced in roles
secure partners function better under stress

80
Q

characteristics of avoidant romantic attachment

A

avoidant partners less able to be intimate
avoidant partners have stronger boundaries on roles
avoidant partners are more likely to be unfaithful

81
Q

characteristics of preoccupied romantic attachment

A

preoccupied partners more likely to inflate negative emotions
preoccupied partners demand more closeness but may not manage autonomy as well
preoccupied may be sexually inhibited

82
Q

what does secure attachment allow in adolescence

A

allows better coordination with relationships

83
Q

attachment in adolescence we see a shift in

A

parent attachment

84
Q

what does attachment do for teens

A

build of broader social base
establishment of strong and enduring peer bonds

85
Q

what is adolescence the formative arena for

A

adult relationships

86
Q

what is seen in adolescence

A

experimentation with intimate/romantic relationships
emergence of dating
reinforcement and/or alterations of friendship networks

87
Q

steps in dating as an attachment process

A

pre-attachment
attachment in the making
clear cut attachment
goal corrected partnership

88
Q

what is pre attachment dating

A

getting to know

89
Q

what is attachment in the making dating

A

feeling comfortable with them

90
Q

what is clear cut attachment dating process

A

having an attachment bond

91
Q

what is goal corrected partnership dating process

A

coordinating a relationship

PYB203 (11 decks)

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