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The most important tenet of attachment theory is that a young child needs to develop a relationship with at least one primary caregiver for social and emotional development to occur n[r]

Attachment Theory

Nunavik counselling and social work

training program

Definition

of theories) about the psychological concept of

attachment: the tendency to seek closeness to another person and feel secure when that person is present

The most important tenet of attachment theory is that

a young child needs to develop a relationship with at least one primary caregiver for social and emotional development to occur normally

The theory was formulated by psychiatrist

and psychoanalyst John Bowlby.

Definition

Attachment is a life-long, distinct behavioral system

whose goal is proximity to the primary caretaker In

infancy this is accomplished through contact comfort

Healthy attachment brings love, security, and joy;

unhealthy attachment brings anxiety, grief, and

depression

unhealthy attachment brings anxiety, grief, and

depression

All humans form attachments to their primary caregivers

in order to survive (Bowlby, 1982 & 1988).

Video 1 JOHN BOWLBY ATTACHMENT THEORY

ACROSS GENERATIONS

Key concept

The attachment theory was built by observing situation (Ainsworth and Bell in 1970).

Name the strange situation

The strange situation classification is an assessment

technique in order to investigate how attachments

might vary between children.

VIDEO_2_MARY AINSWORTH ATTACHMENT AND THE GROWTH OF LOVE

Strange situation

Each situation comprised the following stages:

Mother and child enter the room.

Mother and child are left alone; child can play with the toys.

A stranger enters the room; talks to the mother.

Stranger approaches the child with a toy.

Mother leaves stranger alone in the room; stranger engages the child with toys.

Mother leaves stranger alone in the room; stranger engages the child with toys.

Mother returns; child’s response is noted.

Child is left in the room on its own.

Stranger returns, tries to engage the child.

Mother returns; child’s response is noted.

The stranger leaves.

VIDEO_3_The Strange Situation - Mary Ainsworth

What they found

Based on their observations, Ainsworth and Bell found that

66% of infants were securely attached: these infants

explored the unfamiliar room, were subdued when the

mother left and pleased to see her when she returned They were a little wary of the stranger but were friendly toward the stranger when the mother was present

The healthiest form of attachment is securely attached Children

who are securely attached are comfortable with social interaction and actively seek it out The child is able to function independently because the caregiver acts as a secure base

To put it another way, the child feels confident in going to nursery

or school because they know their caregiver will return for them

The rest of the children were classified as insecurely

attached

Insecurely attached

These children reacted in quite distinct ways:

1 Avoidant insecure children, who made up 22% of the sample, were

not bothered whether their mother was there or not and were not enthusiastic on her return

2 Resistant insecure children accounted for 12% of the sample and

showed intense distress when their mother was absent The infant also rejected the mother on her return

3 Insecure disorganised, comprising children who showed no set

pattern on separation or reunion This behaviour was found to be associated with children who were abused or who had severely

depressed mothers

The importance of

attachment and

meeting the emotional needs of young children and their parents.

According to attachment theory our first

relationship with our

carers acts as a lifelong template, moulding and shaping our capacity to enter into, and maintain, successful subsequent

relationships with family, friends and partners

It is believed that these early and powerful

experiences with the

people who first looked after us will shape our

long-term emotional

wellbeing

Attachment signals

As children grow, indeed for all their lives, they adapt to

attachment signals and behaviours in an age

attachment signals and behaviours in an age appropriate way to appropriate way to make emotional connection to others in order to:

Behave in a socially appealing

manner

Approach, seek out and keep

near to significant others for

reassurance when fearful or

anxious

Send out distress signals designed

to invite attention or concern

Set out from, and then come

home to, loved ones

Attachment styles

Research has shown that whether our emotional needs are met or responded to in the first years of life can have a long-term effect into adulthood

This is described as having a secure or insecure attachment

In addition it has been found that attachment ‘styles’ can often be passed on from one generation to the next

In instances of insecure attachment it is only through appropriate intervention that the cycle can be broken to introduce more positive relational attitudes within families

distressed is met quickly and effectively

The child feels able to explore the world at his/her own pace knowing that the parent or carer is a secure base

to return to.

Secure attachment

When they become adults, securely attached children are able to enter into reciprocal relationships and have an expectation that their needs will be met and that they will be able to meet the

needs of others

They have the capacity to show emotional connection through empathy or ‘mind mindedness’, are able to talk about their feelings, and are familiar with a wide emotional repertoire in both

themselves and others

and are familiar with a wide emotional repertoire in both

themselves and others

Securely attached children have internalised in early childhood the key elements of positive relationship building

This gives them lifelong protection from stress and emotional

anxiety and a greater chance of coping with, and surviving,

traumatic life events

There is a lack of predictability in the behaviour of the carer that

makes the child feel `all over the place’

The child often feels distressed but has no confidence that his or her distress will be heard

This form of attachment is particularly prevalent in families where there are mental health problems or issues with alcohol or

substance misuse

Ambivalent attachment

Ambivalent attachment in children is often perpetuated

by producing adults who are prone to mental health problems such as depression, anxiety and eating

disorders

They also find it difficult to recover from traumatic life events and respond badly to stress and challenge.

Disorganised attachment

Disorganised attachment occurs when children send out attachment signals but these are not received or responded to appropriately by the parent or carer

Sometimes the parent appears unaware of the child’s needs

This attachment style can occur when the parent has many

unresolved emotional issues from his or her own past or has no

emotional resources to draw on due to mental health problems or a traumatic life event occurring during the first years of the child’s life

Alternatively, and much more seriously, disorganised attachment can occur when the parent is a threat to the child through abusive

behaviours

Disorganised attachment

Children with disorganised attachment often fail to thrive and may have developmental delay

Young children will inevitably show signs of emotional and

behavioural difficulties from an early age by demonstrating aggressive, disruptive or withdrawn behaviours both at home and in the early year’s environment

Disorganised attachment in infancy has been linked by both

longitudinal and retrospective studies to a number of mental health problems and personality disorders

In addition, disorganised attachment is a risk factor that hugely

increases a child’s vulnerability to other harmful influences or

events

Disorganised attachment

In adulthood there is an increased susceptibility to

relationship breakdown, substance abuse, self-destructive and self-harming behaviours, eating disorders, suicide, offending behaviour and aggressive, violent and controlling behaviours.

Early year’s practitioner

As early year’s practitioners we need to be aware that all children have complex emotional needs that have to be met in a number of different ways

When children’s relationship needs are met they feel secure, happy and confident

Equally, when their emotional needs fail to be met children can feel insecure, unhappy and lacking in confidence

An extreme lack of emotional sustenance can have repercussions in all areas of development – social and emotional, cognitive and even in physical growth and wellbeing

- What are the emotions you experienced with regard to adult in

Key emotional needs

There are 10 key emotional needs that all human beings have a need for:

Attention

Attention needs are met by taking a focused interest in

thoughts, feelings and activities

Listening and spending time together on a one-to-one basis with either a child or a parent can build a sense of value and importance.

Acceptance

Acceptance needs are met through accepting people for just who

they are at any given moment in time without judgement

Children need to know that they are accepted even when they exhibit challenging or difficult behaviour and that there is always forgiveness and a new beginning.

Acceptance means not comparing one child with another in whatever area It means allowing the child their own individuality and uniqueness

so they grow in their sense of self.

Families need to be accepted whatever their socio-economic status,

education, gender, race, class, sexual orientation, ethnicity or faith.

Setting staff can create an atmosphere of welcome and acceptance that allows parents to be honest and vulnerable and seek support without fear of judgement.

Appreciation

Appreciation is shown by giving positive celebratory feedback on

big and small things Telling children what it is they have done well and why you are proud of them means their sense of purpose is enhanced

Achievements should be celebrated in whatever area A lovely smile

or a kind act are as worthy of appreciation as tidying up the toys

Some children like public acclamations of success; others prefer the quiet word of appreciation – just like adults!

Parents can be appreciated for contributing in whatever way to their

children’s learning and wellbeing whether this in the setting or at home.

Encouragement

Encouragement involves ‘cheerleading’ through motivating and

empowering from the sidelines thereby giving children a sense of your strong belief in their abilities to meet the challenges of learning, playing and growing

Stretch them a little bit further than they thought they could go

Encourage them when the going gets tough and resolve falters

Equally, we can give parents encouragement in carrying out the complex and difficult task of raising and looking after their children We can point out to them the positives and the joy and laughter their children can bring them when sometimes life appears to be particularly challenging.

Affection

Affection involves using the power of physical touch to

communicate our care and support

Although we obviously need to keep within appropriate boundaries it is vitally important to reach out to children with a simple pat on the hand or touch on the arm.

Affection is a stronger language than the spoken word and communicates in a way that a sentences or phrase can never do.

Respect

Respect for young children means seeing them within

the context of their whole life experiences both at

home and in the setting and giving them the dignity that comes from growing in independence and self.

Respect for parents means holding people in esteem and

understanding that they have their own beliefs, opinions and value systems which are worthy of being heard, even if they are not the same as ours We need to take time to listen and

to hear and be ready to negotiate and compromise when there may be a clash or misunderstanding.

Support

Support is necessary when children are finding life challenging in

whatever way, whether it is socially, emotionally or in tackling their learning – they need to feel help is just there ready to be asked for

Children need to know that we will put ourselves out and be

prepared to go that extra mile sometimes too

This gives a sense of working and growing alongside others in the knowledge that they are not alone

In order to support children we need to support their parents in a holistic and pro-active way This might mean signposting them to appropriate agencies to find the help they need or just giving time to listen to their troubles and concerns and offering sound strategies if advice is asked for.

A time to recover gives dignity and space.

Everyone needs comfort sometimes – both adults and

children.

Approval

Approval is received by giving regular verbal feedback, treats and

rewards for positive behaviour, actions and activities

Speaking highly of children in their presence and to others allows them to feel proud of themselves and builds self-concept,

internalising a sense of worth

Approval should be about ‘who children are’ as well as what they do

Parents gain from being given feedback and approval for the way they are parenting Parenting doesn’t come with an instruction manual and sometimes a bit of approval builds self-confidence that we are going about it the right way.

Security is crucial to allow children to feel held and contained safely.

Clear expectations and boundaries that are systematically carried through in a fair way provide the foundation of security

Children also gain security through experiencing a consistency of

routines and from seeing adults work in a harmonious and integrated

Children also gain security through experiencing a consistency of

routines and from seeing adults work in a harmonious and integrated way

They also need to know when there will be changes in routines, or when experiences will be coming to an end so that a pathway through these can be negotiated in a seamless way

Equally we need to have clear professional boundaries with parents and be reliable and trustworthy in doing what we say we will do.

In order to support the emotional wellbeing of

children it is necessary to think through different and complimentary ways in which we can meet the

10 top emotional needs effectively

We also need to make sure that we are looking

after ourselves and we are meeting our own

emotional needs through the input of family, friends and colleagues It is only when we have this ‘input’ that we can provide the necessary ‘output’

This is why working with parents can have such an important positive effect on empowering and

enable them to invest in their children’s emotional needs.

Good early attachment experiences facilitate the capacity to

communicate effectively, while adverse early experiences can inhibit communication

Attachment vs communication

Secure base

A secure base provides the infant with a safe place from which to explore the world, but return to when he or she feels threatened

The aim of attachment behaviour is sufficient proximity or contact to ensure that we always feel secure The infant and mother negotiate a way of relating

This soon becomes a pattern that affects future

relationships and the expectations of others.