PSYCH 130 - Attachment and Self

attachment

bond between infant and caregiver, occurs regardless of quality of care, can also occur in adulthood

attachment: behaviorists vs. harlow

behaviorists: attachment develops because of classical conditioning and nourishment, harlow: attachment develops because caregivers provide a sense of security

bowlby’s attachment theory

humans are biologically predisposed to form attachments to caregivers because they increase chances of survival

bowlby’s secure base

presence of caregiver enables kids to survie, explore environment, and coregulate

bowlby’s internal working model of attachment

child’s mental representations of self, attachment figures, and relationships, develops as a result of caregiver interactions

ainsworth’s strange situation

empirically study bowlby’s theory, measured how much an infant viewed their caregiver as a secure base

ainsworth attachment categories - secure

caregiver is secure base, child is distressed when caregiver leaves and is comforted by caregiver’s return

ainsworth attachment categories - insecure/avoidant

ignore caregivers, turn away from them, don’t seek comfort

ainsworth attachment categories - insecure/resistant

clingy, won’t explore, extreme distress when caregiver leaves, seeks comfort, but is angry and resistant when comfort is provided

ainsworth attachment categories - disorganized/disoriented

confusing and contradictory behavior, want to approach caregiver but is afraid of them and withdraws, on a spectrum

secure attachment and socioemotional development

better adjustment, more social skills, more prosocial, less health problemsi

individual differences in attachment - parental sensitivity

warm and responsive parents → secure infants

individual differences in attachment - childcare

low quality childcare interferes with attachment

individual differences in attachment - genetic influences

genetic makeup x attachment links last into adulthood

self-concept

thoughts and attitudes about one’s physical being, social characteristics, internal characteristics

-dynamic

-develops through interactions

infant self concept

rudimentary, ability to differentiate self from environment, linked to attachment and feedback from parents, ability to recognize self

childhood self concept

complexity increases, social comparison, self-conscious emotions

adolescent self concept

self perceived as abstract, egocentrism, belief in uniqueness of thoughts and feelings, belief that everyone else is focused on them

self-esteem

high = feel good about self, hopeful, low = worthless, hopeless, mental health problems

sources of self-esteem

age (low in adolescence), physical attributes, gender (boys higher), parenting style, peers, schools

self-identity

description of the self imposed by environment, develops during adolescence

Erikson self-identity

all adolescents experience identity crisis to separate from parents

Marcia self-identity

identity development falls on dimensions of identity exploration and commitment

Marcia self-identity status: identity achievement

explored potential identities and committed to one

Marcia self-identity status: identity foreclosure

did not explore but committed to an identity based on others’ values or choices

Marcia self-identity status: moratorium

exploring but no committment

Marica self-identity status: identity diffusion

no exploring and no commitment