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Attachment Theory
Studies with orphaned children with hospitalized infants
Studies about attachment behavior of infants (Imprinting)
Rather than simply being “babyish,” the child engages in natural behaviors that have ensured safety and security to young humans for millions of years
Protest
First stage of separation anxiety
Apathy and Despair
Second stage of separation anxiety
Emotional Detachment
Third stage of separation anxiety
Social Gestures with Limited Selection
(birth - 3 months)
Prefers mother’s voice and face
“Social smile” as a response to a high-pitched human voice
Grasping reflex
Rooting and sucking reflexes
Focusing on Familiar People
(3 - 6 months)
Selective social responses
Reaching for another person’s body parts at 5 months
Narrow their responsiveness to familiar people
Intense Attachment and Proximity-Seeking
(6 months - 3 years)
Crying out when their mother leaves the room, demonstrating separation anxiety
Fear of strangers Crawling and following a departed parent at 8 months
Begin to use the caretaker as a “secure base from which to explore”
By the end of the first year, the child already has a “working model” of the attachment figure
Partnership Behavior
(3 years - end of childhood)
3 years old can visualize and understand the parent’s behavior and motives while he or she is away
Child is more willing to let the parent go, but there are limits on the amount of physical separation 3-year old’s can tolerate
Secure
Uses mother as secure base for exploration.
Separation: Signs of missing parent, especially during the second separation.
Reunion: Actively greets parent with smile, vocalization, or gesture. If upset, signals or seeks contact with parent. Once comforted, returns to exploration.
Avoidant
Explores readily, little display of affect or secure-base behavior.
Separation: Responds minimally, little visible distress when left alone.
Reunion: Looks away from, actively avoids parent; often focuses on toys. If picked up, may stiffen, lean away. Seeks distance from parent, often interested in toys.
Ambivalent or Resistant
Visibly distressed upon entering room, often fretful or passive; fails to engage in exploration.
Separation: Unsettled, distressed.
Reunion: May alternate bids for contact with signs of angry rejection, tantrums; or may appear passive or too upset to signal, make contact. Fails to find comfort in parent.
Disorganized/Disoriented
Behavior appears to lack observable goal, intention, or explanation- for example, contradictory sequences or simultaneous behavioral displays; incomplete, interrupted movement; stereotypes; freezing/stilling; direct indications of fear/apprehension of parent; confusion, disorientation. Most character is lack of coherent attachment strategy, despite the fact that the baby may reveal the underlying patterns of organized attachment.
Secure Attachment Style
Aligned with the child; in tune with the child's emotions
Able to create meaningful relationships; empathetic; able to set appropriate boundaries
Avoidant Attachment Style
Unavailable or rejecting
Avoids closeness or emotional connection; distant; critical; rigid; intolerant
Ambivalent Attachment Style
Inconsistent and sometimes intrusive parent communication
Anxious and insecure; controlling; blaming; erratic; unpredictable; sometimes charming
Disorganized Attachment Style
Ignored or didn't see child's needs; parental behavior was frightening/traumatizing
Chaotic; insensitive; explosive; abusive; untrusting even while craving security