John Bowlby: Attachment Theory | Mary Ainsworth: Strange Situation 5

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16 Terms

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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

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Protest

First stage of separation anxiety

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Apathy and Despair

Second stage of separation anxiety

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Emotional Detachment

Third stage of separation anxiety

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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

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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

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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

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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

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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.

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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.

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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.

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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.

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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

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Avoidant Attachment Style

  • Unavailable or rejecting

  • Avoids closeness or emotional connection; distant; critical; rigid; intolerant

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Ambivalent Attachment Style

  • Inconsistent and sometimes intrusive parent communication

  • Anxious and insecure; controlling; blaming; erratic; unpredictable; sometimes charming

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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