Attachment
A deep, enduring emotional bond between people; primary figure and hierarchy
Function of Attachment
Safe haven from danger by keeping children close to adult protector; a secure base for moving outward to explore the world
Ainsworth’s Contribution
Children why display intense attachment behaviors are not necessarily more attached; secure child may seem to take mother for granted; anxious child who will not leave mother’s lap may be insecurely attached
Ethology
Subdiscipline of biology concerned with they study of animal (including human) behavior; uses an evolutionary perspective to explain behavior; asks “what is the function of this behavior?”
what is the function of this behavior?
the ultimate function is to pass on genes
Konrad Lorenz
showed “critical periods” exist from his work with geese
Critical Period
if you don’t develop something during that period, you never will; not for humans, but 1-2 years may be a sensitive period
Attachment Age Trends
behaviors change but function does not
early childhood: separation distress and stranger wariness
middle childhood & adolescence: tolerate greater physical separation and healthy independence results from secure attachment
Secure Attachment
Freely explore while attachment figure is present
May or may not cry when separated
Show delight when reunited
Quickly soothed by attachment figure
Prefer parent over stranger
Insecure Avoidant Attachment
Explore while ignoring parent
Do not seem to care when parent leaves
Do not clearly prefer parent over stranger
When parent returns, ignores or turns away
Insecure Resistant Attachment
Hover near parent with little exploration
Distressed by separation
Difficult to soothe when parent returns
Seem ambivalent when parent returns: go to parent but act angry or arch away; may hit parent
Disorganized Attachment
Seem to want to be with parent and to avoid at the same time
Behave bizarrely (ie may approach then run away)
May rock back and forth
Insecure Attachment Risk Factors
Low academic achievement
Lower social competence
Anxiety
Poor physical growth
Less compliance
Difficulty discussing emotions
ADHD symptoms
Psychopathology & delinquency (risky behavior)
Secure Attachment from Parent Behavior
Sensitive responsiveness; non-intrusiveness; consistent acceptance, warmth, openness, involvement
Ways to promote secure teacher-child relationships
be sensitive and have positive interactions
know/learn about child development
have high student expectations
use noncoercive discipline (love & logic)
intervene to improve poor teacher-student relationships
School Bonding
Attachment to school; feel cared for at school; network of relationships with peers and teachers; especially important for students at risk
Temperament
to consistent individual differences in behavior that are biologically based
Temperament Traits
Activity Level (movement); effortful control (executive function!); negative emotionality
Personality Traits
Openness to Experience
Conscientiousness
Extraversion
Agreeableness
Neuroticism
Openness to Experience
Features characteristics such as imagination and insight; tend to have a broad range of interests; curious about the world and other people and eager to learn new things and enjoy new experiences
Conscientiousness
high levels of thoughtfulness, good impulse control, and goal-directed behaviors; organized and mindful of details; plan ahead, think about how their behavior affects others, and are mindful of deadlines
Extroversion
Excitability, sociability, talkativeness, assertiveness, and high amounts of emotional expressiveness; outgoing and tend to gain energy in social situations; being around other people helps them feel energized and excited
Agreeableness
trust, altruism, kindness, affection, and other prosocial behaviors; tend to be more cooperative; low - more competitive and sometimes even manipulative
Neuroticism
sadness, moodiness, and emotional instability; high - mood swings, anxiety, irritability, and sadness; low - more stable and emotionally resilient
Resilient
high levels - openness, conscientiousness; above average-extraversion, agreeableness; low levels - neuroticism
Overcontrolled
high levels - agreeableness, neuroticism; very low - extraversion
Undercontrolled
very low - agreeableness, conscientiousness; low average - neuroticism, openness
Personality Predictions
Higher GPA:
conscientious, agreeable, open students
resilient and overcontrolled students
Fewer behavior problems:
conscientious, agreeable students
More delinquency:
less conscientious and agreeable but more extraverted students (boys)
Epigenetics
environment influences whether genes are expressed