Lecture Notes Week 8 - Attachment Theory PDF

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Lecture notes from Professor Clarke-Addison's class on attachment theory....

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Lecture Notes Week 8 - 10/23 ● Attachment theory ○ John Bowlby ■ February 27, 1907 - September 2, 1990 ■ Believed, like Freud, that earliest experiences in life have a lasting impact on development ■ Defined attachment as a lasting psychological connectedness between human beings ■ Page (2011) - overview of attachment theory - assigned reading by Bowlby (1982) provides unique chance to learn about the theory in the original words of the theorist himself (use for Assignment #2) ● Difference between attachment theory and psychodynamic theory ○ Bowlby pursued graduate education in psychiatry, but with emphasis in psychoanalysis (a la the legacy of Freud( ○ He grew frustrated with psychoanalysis’ emphasis on intrapsychic conflict at unconscious level ○ Indicates key departure between attachment theory and psychodynamic theory ■ Attachment theory places greater emphasis on children’s quality of interactions with primary caregivers ● As opposed to unconscious intrapsychic conflict ● Key ideas ○ Attention to relationships ■ At its core, attachment theory focuses on how people’s closest social relationships influence multiple domains of their lifelong development ○ Historic origins in social work ■ Bowlby credited as founder of attachment theory along with Mary Ainsworth ■ Developed theory based upon work with vulnerable children ■ One relevant experience he had early in life was as a volunteer at school for children with behavioral difficulties ■ Through his work with two psychoanalytically trained social workers ● Bowlby argued that actual family experiences were much more important, if not the basic, cause of emotional disturbance ○ Implications for evidence-informed practice ■ Attachment theory in contrast (Freud theorizing - difficult to test conflict with id/superego takes place in subconscious - by definition people are unaware of conflict; difficult to measure) ● Offers tools that allow its core propositions to be tested more readily and many of these propositions have yielded solid empirical support over past decades ○ Inherently integrative ■ Some key concepts will sound very familiar to social cognitive theory ■ Integrates some of most compelling insights of major psychological theories

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Demonstrates that much of current research in attachment theory is also incorporating insights from biological perspectives Attachment theory and evolutionary psychology ○ Attachment theory begins with idea that from birth our brains are wired to encourage us to behave in ways that will solicit the attentive care of others (our caregivers) ○ Helpful to consider links between attachment theory and evolutionary psychology Key feature ○ Evolutionary theory of attachment ■ Bowlby - infants attachment ● To a caregiver is adaptive (aids survival) ● A biological process (infants born with an attachment gene) ■ Key feature is that attachment style formed as an infant provides themselves with an internal working model of relationships ● In turn, guides relationship behavior as an older child/adolescent and adult ○ We are wired to survive Attachment theory - internal working model ○ Attachment representations is a key factor of attachment theory ■ Attachment relationships create an internal working model ■ Guides our behavior in all future relationships ■ Largely unconscious (memories, expectations) but demonstrated by child through behaviors ■ Our attachment style is reenacted in relationships with others - we normalize our own parental relationship Attachment relationships vs social relationships ○ Key insight of attachment theory is that not all social relationships are attachment relationships ○ Attachment relationships - with attachment figures, who are defined as those whom the attachee perceives as being available to protect/comfort especially when facing a challenge or threat ■ A transactional process whereby attachment figures and attachees cocreate their bonds with each other and influence each other over time ● Baby cues, parent responds, baby cues more, parent responds more ■ Typically forged among people who have long-lasting and frequent interactions and with people whom we perceive as being better equipped to deal with challenges than we are ● For many children, this could be their parents, and also a long time babysitter, grandparent, or aunt/uncle ● For many adults, this could be a romantic partner, a mentor, or a religiously defined figure ○ Idea is that attachment figures constitute a “clearly identified individual who is perceived as better able to cope with the world”

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Attachment theory ○ Four defining features of attachment relationships ■ Reflect behaviors - things we can see ourselves doing in relationships ● Proximity maintenance - want to be physically close to person, especially in distress; when not near them, feel craving to be closer to them and interact with them ● Separation distress - become emotionally upset when person leaves, especially in distress; when they leave, feel anxious/fear ● Safe haven - look to person as source of comfort when feeling threatened; seek them as source of refuge, safety, reassurance ● Secure base - feel most ready to learn/explore when person is close; presence gives you confidence in ability to overcome challenges and try new things ■ More obvious to see these attachment related behaviors in action when thinking about infants, particularly in lab setting devised specifically for observing attachment Are all attachment relationships inherently good? ○ We as humans are wired to form attachment relationships ○ However, our attachment relationships might or might not be healthy, depending in part on the quality of our interactions with attachment figures Attachment style/type ○ Secure - caregiver reacts quickly and positively to child’s needs; responsive ■ Child distressed when caregiver leaves, happy when they return, seeks comfort from caregiver when scared/sad ○ Insecure-avoidant - caregiver unresponsive, uncaring, dismissive ■ Child shows no distress when caregiver leaves; doesn’t acknowledge return of caregiver; doesn’t seek to make contact with caregiver ○ Insecure-ambivalent - caregiver responds to child inconsistently ■ Child in distress when caregiver leaves; not comforted by return ○ Insecure-disorganized - caregiver abusive/neglectful; responds in frightening or frightened ways ■ Child shows no attaching behaviors; often appears dazed, confused, apprehensive in presence of caregiver ■ Disorganized - associated with young children’s experiences of abuse in attachment relationships What explains why some children have healthy attachment styles and others do not? ○ Attachment theorists suggest three categories of factors that influence young children’s attachment styles? ■ Parent/caregiver characteristics (parent with depression) ■ Child characteristics (temperament - hard to soothe) ■ Environmental factors (caregiver working multiple jobs due to poverty or insufficient income) Influence of internal working models ○ According to attachment theory, our beliefs about ourselves in relationship with

others influences how we assess new relationships If our internal working model tells us that we can trust others when they offer help, we are more likely to perceive people as trustworthy ○ When we view people as trustworthy, it reinforces an internal working model that tells us that we can trust others ○ Securely attached child ■ Internal working model ● Responsive, loving, reliable caregiver ● Self is worthy of love and attention Adult attachment styles ○ Internal working model of self ○ Internal working model of others ■ Secure (positive/positive) - i find it easy to get close to others and have people count on me and for me to depend on them ■ Preoccupied (negative/positive) - crave being in intimate relationship, but others don’t want to be as emotionally intimate as I do ■ Dismissive (positive/negative) - I would rather depend on myself than depend on others; don’t need a close emotional relationship ■ Fearful (negative/negative) - I would like to find a partner, but I wouldn’t be able to stand the pain if they left me; I’m not sure I’m worthy and I have a hard time trusting others Attachment theory - lifelong account of human development ○ Bowlby - perspective on human development from cradle to grave ○ Idea - we as a species are wired to form attachment relationships ○ Wiring doesn’t go away in infancy or even adolescence ■ Our species-wide biological proclivity to enter attachment relationships remains throughout lifespan, including adulthood ● Typical public displays of affection among romantic partners, embracing each other, etc. ○ Behavioral similarities between childhood and adulthood are no accident ■ Both result of biological disposition to engage in attachment relationships ○ Even looking at very end of life, studies found that people with advanced dementia (severe cognitive deficits) call out for decreased parents, indicating their continued need for proximity and social-relational comfort Contemporary attachment theory and research: controversial areas ○ Cultural differences ○ Stability/change in attachment Attachment and adolescence ○ Attachment security - capacity to seek comfort from a meaningful figure when in distress ■ Once soothed, to become available to explore the environment and acquire new learning experiences throughout development ■ Attachment relationships provide emotional support and feeling of continuity and comfort ○

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Especially during stressful periods and moments of important change ○ Such as transition into adolescence or adulthood Developmental evidence ○ Biologically - brains/bodies changing; relevance to health behaviors (sexual maturation, cognitive functioning improving) ○ Psychologically - abstract thinking, identity development ○ Socially - peers, family, school, community, work ○ Greatest task - identity formation (who am I? What am I going to do with my life?) ○ Physical and mental health risks - substance abuse, bullying (live/cyber), violence (dating/peers/siblings), eating issues, low educational interest/ attainment, depression and suicide (gestures, verbal threats, attempts) Attachment to parents ○ Secure attachment to both parents positively related to peer/friendship relations ○ dismissing/avoidant attachment - de-emphasize importance due to caregiver rejection ○ preoccupied/ambivalent attachment - insecure adolescent due to inconsistent parenting ○ unresolved/disorganized attachment - insecure adolescent, high fear due to traumatic experiences Attachment styles (Mary Ainsworth) ○ Secure - sad when not near me, but now that you’ve returned I know you’re here for me and I feel better ○ Insecure ■ Avoidant - okay you don’t pay attention to me or care for my needs; I’m just going to not pay attention to you and just take care of myself ■ Anxious/ambivalent - I’m not sure if you will protect me or not, so I will hold onto you and scream so you don’t leave again ■ Disorganized - you’re supposed to comfort me, but you hurt me sometimes; it’s scary so I’m not sure what to do in your presence; I’ll just rock to try and make myself feel better...