week9 Flashcards
is the circle of security only for infants
no, the needs stay the same across the lifespan it may just be a different person we attach to eg spouse
what does attachment style live in for children
diad
if a child has secure attachment, will the child explore when the caregiver is present
actively explore as the parent has provided a secure base
if a child has resistant attachment, will the child explore when the caregiver is present
no they will cling to caregiver
if a child has avoidant attachment, will the child explore when the caregiver is present
yes, but play is not as constructive as that of secure infants
if a child has disorganised/disoriented attachment, will the child explore when the caregiver is present
no
if a child has a secure attachment, will the child respond positively to the stranger
yes, comfortable only if the caregiver is present
if a child has resistant attachment, will the child respond positively to the stranger
no, they are fearful even when caregiver is present
if a child has avoidant attachment, will the child respond positively to the stranger
no, often indifferent, as with caregiver
if a child has disorganised/disoriented attachment, will the child respond positively to the stranger
no, confused responses
if a child has secure attachment, will they protest when separated from caregiver
yes, at least mildly distressed
if a child has resistant attachment, will they protest when separated from caregiver
yes, extremely upset
if a child has avoidant attachment, will they protest when separated from caregiver
no, they will seem unfazed
if a child has disorganised/disoriented attachment, will they protest when separated from caregiver
sometimes, they are unpredictable
if a child has secure attachment, will the child respond positively to caregiver at reunion
yes, happy to be reunited
if a child has resistant attachment, will the child respond positively to caregiver at reunion
yes and no, seeks contact but resents being left, ambivalent, sometimes angry
if a child has avoidant attachment, will the child respond positively to caregiver at reunion
no, ignores or avoids caregiver
if a child has disorganised/disoriented attachment, will the child respond positively to caregiver at reunion
confused, may approach or avoid caregiver or do both
what type of parenting style is secure
sensitive, responsive
what type of parenting style is resistant
inconsistent, often unresponsive eg. depressed
what type of parenting style is avoidant
rejecting, unresponsive or intrusive, overly stimulating
what type of parenting style is disorganised/disoriented
frightened eg. overwhelming
frightening eg. abusive
how does attachment manifest in adulthood
emotional regulation
how do kids most effectively learn to self regulate
process through co-regulation
what is co-regulation
learning to regulate emotions with someone else’s guidance
attachment figure regulates infants currently unregulated feelings
are we born with emotional regulation
no its a learnt skill
what is a key feature of secure attachment
co regulation
how are toddlers unregulated emotions regulated
by caregiver
how are childrens unregulated emotions regulated
with the help of caregivers
what is procedural learning
we are learning something when we arent consciously trying to learn something eg. emotional regulation
what is an internal working model of attachment
a mental representation formed through a childs early experiences with their primary caregiver
eg. its an internalised map
what other things are internal working models for
self
other
self-other (how the self is experienced in relation to other people)
what is childhood attachment predictive of
adulthood attachment
what is the percentage of childhood attachment style being predictive of adulthood attachment styles
68-75%
if in childhood, we are classified insecure with a caregiver what can we reach
‘earned secure’ in adulthood
how is earned secure attachment in adulthood achieved
mostly achieved with increased reflective functioning
finding a new secure attachment figure in an older age, eg. spouse or therapist
why does therapy work in fixing adult attachment
because it works to increase your reflective functioning
internal working models act as
a filter
a guide
how do internal working models work as a filter
through which relational/emotional information is processed and interpreted
how do internal working models act as a guide
to behaviour/response around emotional/rational needs
are internal working models the same as schema
no, schema is purely cognitive whereas IWM contain all affective info eg, emotiona/relational info
what do IWM do
organise behaviour in relationships to balance intimacy and autonomy
by adulthood, internal working models become integrated into:
state of mind
what does state of mind refer to
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
what are the features of the state of mind
blend of conscious and non-conscious features
and an emotional quality
what does the state of mind influence
state regulation and motivation
what is our state of mind cued by
activation of need and history in response to that need
within our state of mind, reactivation of memory leads to
either repetition or repair
eg. repeating the same way to a need or challenge the process which may repair the neg state of mind
a secure state of mind is associated with skills in
mentalisation
mentalisation and state of mind facilitates the development of
reflective functioning
who put forth the idea of mentalisation
peter fonagy
what did Peter Fonagy argue
that secure attachment may be meant to provide a mechanism to understand minds; our own, other peoples and the interplay of the 2
what do human beings try to understand
their own and others minds
how do humans try to understand their own and others minds
they use an understanding of mental states (intentions, feelings, thoughts, desires, beliefs etc) to make sense of and to anticipate each others actions
stronger mentalisation skills reflect
higher reflective functioning
what is reflective functioning
the capacity to mentalise emerges as a function of the caregiver’s attuned reading and modulating of the child’s internal state
what does reflective functioning build for children
builds childs ability to understand himself as separate from the caregiver with desires, feelings, thoughts and wishes that are distinct from those of others
nurturing interaction with caregiver also helps the child to
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
what does self-other differentiation promote
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
what happens if we dont have strong reflective functioning
we are more likely to act impulsively in a relational exchange
what is a preoccupied adult attachment
an over-reliance on other people and an under-reliance on one self
what is dismissing adult attachment
over-reliance on oneself and an underreliance on others
what is dismissing attachment equivalent of
avoidant attachment
what is preoccupied attachment equivalent of
ambivalent attachment
what do dismissing adult attachment styles minimise
negative emotion and attachment significance
what are preoccupied adult attachment style absorbed by
negative emotion and over-involved in attachment experiences
what are the adult attachment styles
autonomous
dismissing
preoccupied
unresolved/fearful
what is autonomous adult attachment equivalent to
a secure attachment
what does an autonomous attachment style allow the capacity for
reflective functioning and psychological flexibility
what is the unresolved/fearful attachment style equivalent to
disorganised
what is unresolved/fearful attachment associated with
trauma and grief
what is low avoidance
positive model of others
what is high avoidance
negative model of others
what adult attachment style is low avoidance and low anxiety
secure
what adult attachment is high avoidance low anxiety
dismissing
what adult attachment is high anxiety high avoidance
fearful
what adult attachment is low avoidance high anxiety
preoccupied
is security related to satisfaction in romantic attachments
no
characteristics of secure romantic attachments
secure partners are able to talk non-reactively about emotion
secure partners more balanced in roles
secure partners function better under stress
characteristics of avoidant romantic attachment
avoidant partners less able to be intimate
avoidant partners have stronger boundaries on roles
avoidant partners are more likely to be unfaithful
characteristics of preoccupied romantic attachment
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
what does secure attachment allow in adolescence
allows better coordination with relationships
attachment in adolescence we see a shift in
parent attachment
what does attachment do for teens
build of broader social base
establishment of strong and enduring peer bonds
what is adolescence the formative arena for
adult relationships
what is seen in adolescence
experimentation with intimate/romantic relationships
emergence of dating
reinforcement and/or alterations of friendship networks
steps in dating as an attachment process
pre-attachment
attachment in the making
clear cut attachment
goal corrected partnership
what is pre attachment dating
getting to know
what is attachment in the making dating
feeling comfortable with them
what is clear cut attachment dating process
having an attachment bond
what is goal corrected partnership dating process
coordinating a relationship
