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Yr2 Developmental > Attachment Relationships > Flashcards

Attachment Relationships Flashcards

1
Q

Hold old is a child and what happens to them in the Pre-attachment phase of Bowlby’s Attachment theory (1969)?

A
  • Birth to 1 or 2 months

- Indiscriminate social responsiveness - crying, smiling

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2
Q

Hold old is a child and what happens to them in the Attachment in making phase of Bowlby’s Attachment theory (1969)?

A
  • 2 to 6 months

- Discriminating sociability - turn-taking, agency, sense of trust

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3
Q

Hold old is a child and what happens to them in the Attachment phase of Bowlby’s Attachment theory (1969)?

A
  • 7 to 18 months
  • Separation anxiety & stranger anxiety
  • Mother seen as secure base
  • Frequent or prolonged separation leads to either hostility or indifference
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4
Q

Hold old is a child and what happens to them in the Goal-corrected partnerships phase of Bowlby’s Attachment theory (1969)?

A
  • 2 years onwards
  • Begin to consider parent’s needs
  • Internal working model of attachment
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5
Q

What were the results of Ainsworth’s 1978 Strange Situation task?

A

Typical classification of infant attachment relationships based on non-clinical US samples

  • Secure: 50-60%
  • Insecure-Avoidant: 15%
  • Insecure-Resistant / Ambivalent: 9%
  • Disorganised / Disoriented: 15%
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6
Q

What were the findings of Bowlby’s 1944 ‘44 thieves’ study?

A
  • Juvenile delinquents were more likely than a control to have suffered maternal deprivation
  • Maternal deprivation was linked to ‘affection-less psychopathology’
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7
Q

Bowlby reported on the fate of what children in his WHO report (1951)?
What methods did he use to collect data on the different children?

A

Children deprived of maternal care:

  • direct observations of children in hospitals, institutions or foster care
  • retrospective studies of childhood histories of those with psychological illness
  • follow up studies of deprived children
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8
Q

What was Bowlby’s conclusion from his WHO report (1951)?

A
  • Proper care of children of a normal home can now be seen to be an essential for the mental and social welfare of a community
  • Deprived children are a source of social infection
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9
Q

What did Bowlby do in his two follow up studies of TB sanatoriums and hospitals?

A

Bowlby & Robertson (1948-1950s)

  • examined effects of separation due to hospital stays on personality development
  • found a sequence of protest, despair, denial & detachment

Bowlby et al., (1956)

  • followed up children aged 12 after they’d stayed in TB sanatoriums before age 4
  • children were more withdrawn, less able to concentrate & more bad-tempered
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10
Q

What are some benefits of longitudinal studies?

A
  • Observe change & continuity

- Examine relations between early experiences & later outcomes

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11
Q

What are some limitations of longitudinal studies?

A
  • Time-consuming
  • Expensive
  • Ps with certain characteristics more likely to drop out
  • Familiarity with repeated tests
  • Cohort effects - findings may be specific to particular historical period
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12
Q

What methods are used to measure attachment at different stages in a persons’ life-span?

A

Infant/Toddlers

  • Strange Situation
  • Attachment Q-sort (home observation)

Childhood

  • Separation Anxiety Test (Kaplan, 1987) - interview using picture prompts of separations
  • Attachment Story Completion Task (Bretherton & Ridgeway 1990)
  • Structured parent or child interviews

Adults
- Adult Attachment Interview (AAI; George, Kaplan & Main, 1984)

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13
Q

The Minnesota Study (Sroufe et al., 1975 onwards)

  1. How many Ps were there to begin with & how many now?
  2. What were some of the key measurements?
A
  1. 267 pregnant women living in poverty. Currently 150 Ps
    • 12-18m, strange situation
    • 2y.o., parent-child play & problem solving
    • 3-5 y.o., teaching tasks
    • 6-12 y.o., school assessments, peer relations
    • 13y.o., parent-child interaction
    • 19 & 26 y.o., adult attachment interview, achievement measures
    • 34-39 y.o., health questionnaires and assessments
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14
Q

What was the Pennsylvania Project (Belsky et al., 1984)?

A

Focused on the Precursors of attachment security of 74 families
Range of measures used:
- Prenatal: persoanlity, marital & social context
- Newborn: Behavioural exam
- 1, 3, &9 months: Naturalistic home observations, infant temperament
- 12/13 months: Strange Situation (mother/father): childcare

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15
Q

London Parent-Child Project (Steele & Steele, 1987 onwards)

  1. What did they do?
  2. What measures were included?
A
  1. Examined intergenerational transmission of attachment
    i.e. do parental representations of attachment predict children’s attachment behaviours & representations?
    - 90 families
  2. Prenatal: Adult Attachment interview
    - 12-13m: Strange Situation
    - 5-6yrs: Attachment story stems; Parent AAI
    11-12yrs: Family Interview
    16yrs: AAI for adolescents; sibling relationships
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16
Q

What are the two relationship outcomes, that are caused by developmental implications?

A
  1. Parent-child relationship
    - Early security -> positive interaction style
    - Stressful events within fam can disrupt this outcome
    - BUT early security tends to act as buffer
    - Worst outcome if insecure & stress
  2. Other close relationships
    - Early security -> social competence with peers
    - Maternal mental state discourse might explain the link
    - Good social networks bring wider benefits as well
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17
Q

What are the two personality & emotional outcomes, that are caused by developmental implications?

A
  1. Personality
    - Early security -> positive personality traits e.g. self esteem
    - But the continuing quality of relationships may explain much of the association
  2. Emotion regulation
    - Early security -> more competent emotion regulation skills
    - Scaffolded by parents who accept their children’s emotions, talk about them & respond appropriately to child’s strategies
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18
Q

What are the two representational/cognitive outcomes, that are caused by developmental implications?

A
  1. Emotion understanding & social cognition
    - Early security -> better at identifying emotions&solving social problems
    - Early insecurity -> attribute negative motivations to per behaviour
    - May be driven by maternal mental state talk
  2. Conscience
    - Early security -> greater compliance & cooperation -> superior moral thinking
    - Seems to be motivated by positive incentives (continuing positive relationships) rather than fear of punishment
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19
Q

What are the two representational/cognitive outcomes, of developmental implications?

A
  1. Self concept
    - Security in childhood relates to a positive self concept & tendency to seek/selectively attend to positive feedback
    - Teachers rate these children as more confident
  2. School
    - Security relates to positive attitudes to school, self-efficacy & mastery motivation
    - Relationship with achievement is unclear
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20
Q

What are the two psychopathological outcomes due to developmental implications?

A
  1. Externalising problems
    - Early security -> lower levels of behavioural conduct problems
  2. Internalising problems
    - Early security -> lower levels of anxiety & depressive symptoms
    - Disorganisation linked to anxiety and depression
    - Relationship with psychopathology is modest & other risk factors tend to have greater influence
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21
Q

What do biological processes say about attachment patterns?

A
  1. Attachment patterns can be seen as an adaption to the environment
  2. Secure attachment may buffer the biological effects of stress
  3. Genetics can interact with the environment: genes related to dopamine/serotonin/oxytocin are linked to attachment security
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22
Q

What does the Continuing sensitive parenting theory say about the long term implications of attachment?

A
  • Early attachment provides strong foundations but continued sensitive parenting throughout childhood is very important
  • Life stressors can negatively impact on sensitivity, resulting in weaker relationship between early security & good outcomes
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23
Q

What is meant by ‘Early attachment shapes personality growth’?

A
  • Personality growth occurs as a result of series of developmental challenges
  • Secure attachment provides strong foundation for dealing with these challenges due to internal resources & caregiver support
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24
Q

What does a positive Internal Working Model look like in caregivers, infants and beyond?

A

Caregiving behaviours:
- positive, supporting, encouraging & cooperative
Infancy&Childhood:
- Self-worth, confidence to explore world, belief in helpfulness of others
Beyond:
- Model for good relationships
- Resilient to adverse events & willing to seek help

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25
Q

What does a negative Internal Working Model look like in caregiving behaviour, infancy and beyond?

A 
Caregiver behaviours: 
- Unresponsive, unavailable, distant & erratic 
Infancy&Childhood:
-Belief that others are unreliable and unpredictable, distrustful
Beyond:
- Relationship difficulties 
- Withdrawn or angry 
- Struggle to seek help
26
Q

What does an Internal Working Model look like in an infant?

A

Mental representations about caregiver responsiveness based on experience

27
Q

What does an Internal Working Model look like in later life?

A

Beliefs & expectations about close relationships.

Influences ability to form successful relationships

28
Q

Who designed the concept of Internal Working Models (IWM)?

A

Bowlby

29
Q

What were Bowlby’s main standpoints on attachment theories?

A
  • Emphasised need for prospective approaches to study of attachment
  • Rejected Freud’s unconsciousness drives to create a theory of attachment based on biology, cognition & emotion. Meaning it could be scientifically studied
30
Q

A moderate correlational link in many studies between sensitivity & attachment quality has been found;
what are the three types of mothers studied, and what do they lead to?

A
  1. Sensitive & Responsive mothers –> secure child
  2. Inconsistent mothers –> insecure-resistant
  3. Indifferent / rejecting mothers –> insecure-avoidant
31
Q

What do sensitive behaviours towards a baby look like?

A 
Frequent holding 
Positive interactions 
Eye contact when playing 
Smiling 
Talking to baby
32
Q

What do Insensitive behaviours towards a baby look like?

A

Leaving baby to cry for prolonged periods

Inconsistent attention to crying

33
Q

What is ‘sensitivity’ (in regards to sensitive parenting) used as an umbrella term for?

A

Contingent responsiveness
- e.g. prompt & appropriate responses, synchrony, shared attention
Other parental behaviours
- e.g. quality of physical contact, support, stimulation

34
Q

How is sensitivity measured?

A

Using the Maternal behaviour Q-sort (Pederson et al., 1990)

  • 2 hour observation, free play, mother completes a task for 20 mins
  • Two trained observers sort 9 behaviour descriptions according to level of similarity to observed behaviours
35
Q

What are the four types of Child Attachment?

A

Secure
Insecure-avoidant
Insecure-resistant
Disorganised-disoriented

36
Q

How do children with Secure attachment behave during the Strange Situation task?

A

Uses parent as secure base; upset by separation; at reunion - seeks parent & is easily soothed

37
Q

What parent behaviours lead to Secure attachment?

A

Parent is responsive and sensitive; affectionate and expressive; initiates close contact

38
Q

How do children with Insecure-avoidant attachment behave during the Strange Situation Task?

A

Explores readily
Avoids or ignores parent
Easily comforted by stranger

39
Q

What parent behaviours lead to Insecure-avoidant attachment?

A

Insensitive
Avoids close contact
Rejecting may be angry
Irritable or impatient

40
Q

How do children with Insecure-resistant attachment behave during the Strange Situation Task?

A

Clingy
Wary of stranger
Upset by separation
Not easily soothed at reunion

41
Q

What parent behaviours lead to Insecure-resistant attachment?

A

Inconsistent or awkward in reacting to distress

Seems overwhelmed

42
Q

How do children with Disorganised-disorientated Attachment behave during the Strange Situation task?

A

Confused or contradictory behaviours
May appear dazed
May seem fearful of parent

43
Q

What parent behaviours lead to Disorganised-disorientated attachment?

A

Intrusive
Emotionally unavailable
Confusing or frightening
May be trance-like or abusive

44
Q

What parent behaviours lead to Disorganised-disorientated attachment?

A

Intrusive
Emotionally unavailable
Confusing or frightening
May be trance-like or abusive

45
Q

What do we know about how the sensitivity of a father can affect an infant?

A
  • Infants form strong attachments to fathers despite (typically) spending less time with them & different types of interactions
  • Weak associations between father’s sensitivity & attachment security
  • Different measures are now being explored to examine relationship (such as sensitivity & other responses during play/risky situations)
46
Q

What do intervention studies demonstrate in terms of parents’ sensitivity affect on attachment?

A

Sensitivity has a causal effect on children’s attachment security

47
Q

What did Letourneau et al., (2015) find in their Meta-analysis study of attachment?

A

At-risk infants who took part in attachment interventions with their parents were three times more likely to be securely attached than control groups

48
Q

What is Circle of Security Intervention theory?

A

Is about teaching parents about their role of being the secure base for their child. They need to support their child’s exploration, but also be the safe haven for their child to come back to when they get scared and/or need help with their emotions

49
Q

Who developed Circle of Security Intervention?

A

Cooper, Hoffman and Powell in 1990s

50
Q

What happens if a family chooses to take part in Circle of Security Intervention?

A 
Is very intense intervention 
Family takes part for 20 weeks 
Researchers go to family home to record data: 
- Take videos of parent-child 
- Conduct interviews 
- Do guided reflection 
- Focus on mental representations of parenting 
Data is then shared with parents
51
Q

What has the use of Circle of Security Intervention been shown to do for children’s attachment?

A

Reduces the risk of insecure and disorganised attachment (Hoffman et a., 2006)

52
Q

Who designed Attachment and Behavioural Catch-up Intervention (ABC) and why?

A

Dr Mary Dozier

For infants and toddlers who have experiences maltreatment or disrupted care

53
Q

What happens in Attachment and Behavioural Catch-Up Intervention (ABC)?

A 
10 weekly visits to the family home 
Aims to increase nurturing and responsiveness and decrease frightening behaviours 
Feedback is given:
- 'in the moment' 
- through videos 
- through homework activities
54
Q

What has the use of Attachment and Behavioural Catch-Up Intervention (ABC) been shown to do for children’s development?

A
  • Compared to maltreated controls, more children in intervention group had secure attachment & less disorganised attachment (Bernard et al., 2012)
  • More secure attachments when children followed up 7-8yrs later
  • Parents had higher sensitivity & more delight
55
Q

What is the Attachment parenting movement

A
  • Promoted as the ‘natural’ way of raising babies
  • Tools include baby-wearing, breastfeeding, co-sleeping, responding with sensitivity, consistent&loving care
  • Strongly opposed to ‘cry it out’ and ‘controlled crying’ sleep training
56
Q

How can mothers feel is they take the Attachment Parenting movement to the extreme?

A

Under pressure to respond to child’s needs above all else

Worry about negative emotional effects if they can’t achieve this ideal

57
Q

What cultural differences have been found regarding Insecure-avoidant attachment in children?

A
  • High in Germany (belief in accommodating parental routines)
  • Absent in some traditional cultures (collectivist cultures)
58
Q

What cultural differences have been found regarding Insecure-resistant attachment in children?

A
  • High in Japan, mothes encourage high dependency

- High in Isreali Kibbutz infants, communal care in isolated communities

59
Q

What cultural variations in childcare have been found?

A

-Alloparenting (i.e. by siblings or grandparents)
- Fear of strangers can be non-existent
- Fathers sometimes have a central caregiving role:
- Aka foragers of Central
Africa: Fathers maintain
body contact with young
children
- Manus of New Guinea:
Fathers become primary
attachment figure from
toddlerhood

60
Q

What differences did Keller et al., 2005 find between Cameroon and German mothers?

A

Cameroon priorities:
- physical care, body contact, stimulation
German Priorities:
- face to face exchange, positive emotional interactions

61
Q

What are the two possible pathway to attachment, as suggested by Newland & Coyl, 2010?

A
  1. through being secure base, & providing comfort (typically mother)
  2. through encouraging exploration & doing fun/exciting things with child

Yr2 Developmental (10 decks)

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