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Attachment Theory

Nunavik counselling and social work

training program

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Definition

<b>Attachment theory</b>

is a theory (or group

of theories) about the psychological concept of

attachment: the tendency to seek closeness to another

person and feel secure when that person is present.

The most important tenet of attachment theory is that

a young child needs to develop a relationship with at

least one primary caregiver for social and emotional

development to occur normally.

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Definition

Attachment is a life-long, distinct behavioral system

whose goal is proximity to the primary caretaker. In

infancy this is accomplished through contact comfort.

Healthy attachment brings love, security, and joy;

unhealthy attachment brings anxiety, grief, and

depression.

unhealthy attachment brings anxiety, grief, and

depression.

All humans form attachments to their primary caregivers

in order to survive. (Bowlby, 1982 & 1988).

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Key concept

The attachment theory was built by observing situation

(Ainsworth and Bell in 1970).

Name

<i><b>the strange situation</b></i>

The strange situation classification is an assessment

technique in order to investigate how attachments

might vary between children.

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Strange situation

Each situation comprised the following stages:

Mother and child enter the room.

Mother and child are left alone; child can play with the toys.

A stranger enters the room; talks to the mother.

Stranger approaches the child with a toy.

Mother leaves stranger alone in the room; stranger engages

the child with toys.

Mother leaves stranger alone in the room; stranger engages

the child with toys.

Mother returns; child’s response is noted.

Child is left in the room on its own.

Stranger returns, tries to engage the child.

Mother returns; child’s response is noted.

The stranger leaves.

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Strange situation

The observers looked at four particular

behaviours:

Separation anxiety

The infant’s willingness to explore

Stranger anxiety

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What they found

Based on their observations, Ainsworth and Bell found that
66% of infants were <b>securely attached</b>: these infants

explored the unfamiliar room, were subdued when the

mother left and pleased to see her when she returned. They
were a little wary of the stranger but were friendly toward the
stranger when the mother was present.

The healthiest form of attachment is <b>securely attached</b>. Children
The healthiest form of attachment is <b>securely attached</b>. Children
who are securely attached are comfortable with social interaction
and actively seek it out. The child is able to function independently
because the caregiver acts as a secure base.

To put it another way, the child feels confident in going to nursery
or school because they know their caregiver will return for them.

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<b>Insecurely attached</b>

..

These children reacted in quite distinct ways:

1.<b>Avoidant insecure</b> children, who made up 22% of the sample, were
not bothered whether their mother was there or not and were not
enthusiastic on her return.

2.<b>Resistant insecure</b> children accounted for 12% of the sample and
2.<b>Resistant insecure</b> children accounted for 12% of the sample and
showed intense distress when their mother was absent. The infant
also rejected the mother on her return.

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<b>The importance of </b>

<b>attachment and </b>

<b>meeting the emotional </b>
<b>needs of young children </b>
<b>and their parents.</b>

According to attachment
theory our first

relationship with our
carers acts as a lifelong
template, moulding and
shaping our capacity to
enter into, and maintain,
enter into, and maintain,
successful subsequent
relationships with family,
friends and partners.

It is believed that these
early and powerful

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<b>Attachment signals</b>

As children grow, indeed for all their lives, they adapt to

attachment signals and behaviours in an age

attachment signals and behaviours in an age--appropriate way to

appropriate way to

make emotional connection to others in order to:

Behave in a socially appealing
manner.

Approach, seek out and keep
near to significant others for
near to significant others for
reassurance when fearful or
anxious.

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<b>Attachment styles</b>

Research has shown that whether our emotional needs are met or
responded to in the first years of life can have a long-term effect into
adulthood.

This is described as having a

<i><b>secure</b></i>

<i><b>insecure attachment</b></i>

.
In addition it has been found that attachment ‘styles’ can often be
In addition it has been found that attachment ‘styles’ can often be
passed on from one generation to the next.

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<b>Secure attachment</b>

A secure attachment develops when there is a healthy

reciprocal relationship between child and carer.

Social interaction is characterised by fun and playfulness

and the child’s need for comfort when anxious or

distressed is met quickly and effectively.

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<b>Secure attachment</b>

When they become adults, securely attached children are able to
enter into reciprocal relationships and have an expectation that
their needs will be met and that they will be able to meet the
needs of others.

They have the capacity to show emotional connection through
empathy or ‘mind mindedness’, are able to talk about their feelings,
and are familiar with a wide emotional repertoire in both

themselves and others.

and are familiar with a wide emotional repertoire in both
themselves and others.

Securely attached children have internalised in early childhood the
key elements of positive relationship building.

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<b>Ambivalent attachment</b>

Children experience ambivalent attachment when they are never
quite sure whether their carers will meet their need for reassurance
or comfort.

The parent may sometimes respond to distress and anxiety or may
sometimes ignore it.

There is a lack of predictability in the behaviour of the carer that
makes the child feel `all over the place’.

The child often feels distressed but has no confidence that his or her
distress will be heard.

This form of attachment is particularly prevalent in families where
there are mental health problems or issues with alcohol or

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<b>Ambivalent attachment</b>

Ambivalent attachment in children is often perpetuated

by producing adults who are prone to mental health

problems such as depression, anxiety and eating

disorders.

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<b>Disorganised attachment</b>

Disorganised attachment occurs when children send out attachment
signals but these are not received or responded to appropriately by

the parent or carer.

Sometimes the parent appears unaware of the child’s needs.
This attachment style can occur when the parent has many

unresolved emotional issues from his or her own past or has no
unresolved emotional issues from his or her own past or has no

emotional resources to draw on due to mental health problems or a
traumatic life event occurring during the first years of the child’s life.
Alternatively, and much more seriously, disorganised attachment can
occur when the parent is a threat to the child through abusive

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<b>Disorganised attachment</b>

Children with disorganised attachment often fail to thrive and may
have developmental delay.

Young children will inevitably show signs of emotional and

behavioural difficulties from an early age by demonstrating aggressive,
disruptive or withdrawn behaviours both at home and in the early
year’s environment.

year’s environment.

Disorganised attachment in infancy has been linked by both

longitudinal and retrospective studies to a number of mental health

problems and personality disorders.

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<b>Disorganised attachment</b>

In adulthood there is an increased susceptibility to

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Early year’s practitioner

As early year’s practitioners we need to be aware that all children
have complex emotional needs that have to be met in a number of
different ways.

When children’s relationship needs are met they feel secure, happy
and confident.

and confident.

Equally, when their emotional needs fail to be met children can feel
insecure, unhappy and lacking in confidence.

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Reflective Activity
-What do you
think of the

children and their
type of

attachment?

-What trauma
they have

suffered?

-What is the
emotion you

experience about
the Kids in the
movie?

- What are the
emotions you
experienced with
regard to adult in
- Looking at the

situation and
status of children
how can you
analyze the

situation through
other

developmental
theory?

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<b>Key emotional needs</b>

There are 10 key emotional needs that all human

beings have a need for:

Attention

Acceptance

Appreciation

Encouragement

Affection Reflective activity

Respect

Support

Comfort

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Attention

<i><b>Attention</b></i>

needs are met by taking a focused interest in

thoughts, feelings and activities.

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Acceptance

<i><b>Acceptance</b></i> needs are met through accepting people for just who
they are at any given moment in time without judgement.

Children need to know that they are accepted even when they exhibit

challenging or difficult behaviour and that there is always forgiveness
and a new beginning.

Acceptance means not comparing one child with another in whatever
Acceptance means not comparing one child with another in whatever
area. It means allowing the child their own individuality and uniqueness
so they grow in their sense of self.

<b>Families need </b>to be accepted whatever their socio-economic status,

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Appreciation

<i><b>Appreciation</b></i> is shown by giving positive celebratory feedback on

big and small things. Telling children what it is they have done well
and why you are proud of them means their sense of purpose is
enhanced.

Achievements should be celebrated in whatever area. A lovely smile
or a kind act are as worthy of appreciation as tidying up the toys.
Some children like public acclamations of success; others prefer the
quiet word of appreciation – just like adults!

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Encouragement

<i><b>Encouragement</b></i> involves ‘cheerleading’ through motivating and

empowering from the sidelines thereby giving children a sense of

your strong belief in their abilities to meet the challenges of learning,
playing and growing.

Stretch them a little bit further than they thought they could go.
Encourage them when the going gets tough and resolve falters.

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Affection

<i><b>Affection</b></i>

involves using the power of physical touch to

communicate our care and support.

Although we obviously need to keep within appropriate

boundaries it is vitally important to reach out to children

with a simple pat on the hand or touch on the arm.

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Respect

<i><b>Respect</b></i>

for young children means seeing them within

the context of their whole life experiences both at

home and in the setting and giving them the dignity that

comes from growing in independence and self.

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Support

<i><b>Support</b></i> is necessary when children are finding life challenging in

whatever way, whether it is socially, emotionally or in tackling their
learning – they need to feel help is just there ready to be asked for.
Children need to know that we will put ourselves out and be

prepared to go that extra mile sometimes too.

This gives a sense of working and growing alongside others in the
knowledge that they are not alone.

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Comfort

<i><b>Comfort</b></i>

is needed when children are sad, upset or

distressed.

They need to know that their feelings will be acknowledged

and heard.

Hurt needs to be soothed through empathetic listening or

appropriate physical touch.

A time to recover gives dignity and space.

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Approval

<i><b>Approval</b></i> is received by giving regular verbal feedback, treats and

rewards for positive behaviour, actions and activities.

Speaking highly of children in their presence and to others allows
them to feel proud of themselves and builds self-concept,

internalising a sense of worth.

Approval should be about ‘who children are’ as well as what they
do.

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Security

<i><b>Security</b></i> is crucial to allow children to feel held and contained safely.

Clear expectations and boundaries that are systematically carried
through in a fair way provide the foundation of security.

Children also gain security through experiencing a consistency of

routines and from seeing adults work in a harmonious and integrated
Children also gain security through experiencing a consistency of

routines and from seeing adults work in a harmonious and integrated
way.

They also need to know when there will be changes in routines, or
when experiences will be coming to an end so that a pathway through

these can be negotiated in a seamless way.

<i>Equally we need to have clear professional boundaries with parents and be </i>

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In order to support the emotional wellbeing of

children it is necessary to think through different

and complimentary ways in which we can meet the

10 top emotional needs effectively.

We also need to make sure that we are looking

after ourselves and we are meeting our own

emotional needs through the input of family, friends

and colleagues. It is only when we have this ‘input’

that we can provide the necessary ‘output’.

This is why working with parents can have such an

important positive effect on empowering and

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Attachment vs Communication

The capacity to communicate with others is at the heart of human
experience.

We use language, thought, feelings, creativity and movement to let
others know about ourselves.

Through that communication, we also develop our capacity to

Through that communication, we also develop our capacity to
understand others.

The way we come to communicate and understand is shaped by our
early experience of relationships – the context in which we begin to
learn about, and make sense of the world.

Good early attachment experiences facilitate the capacity to

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Attachment vs communication

<b>Secure base</b>

A secure base provides the infant with a safe place from

which to explore the world, but return to when he or she

feels threatened.

The aim of attachment behaviour is sufficient proximity or

contact to ensure that we always feel secure. The infant

and mother negotiate a way of relating.

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Attachment vs communication

<b>Securely attached</b>

Secure enough attachment fosters the capacity to resolve distress.
The experience of empathy – having one’s feelings and experiences
understood by another – allows the development of self awareness.

From there we evolve a language to communicate emotional states.
From there we evolve a language to communicate emotional states.
Someone who has experienced a secure attachment is, as being
available, responsive, and helpful.’

This gives rise to a complementary model of himself or herself as ‘a
potentially loveable and valuable person’. As a result, he or she is likely
to ‘approach the world with confidence.’ This makes it possible to

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<b>Securely attached</b>

An outcome of fears being understood, soothed and put into

words and thoughts by another is that the infant becomes able to:
experience being understood

develop an understanding of self and become self-aware
develop an understanding of self and become self-aware
become able to recognise feelings in others

develop his or her own coping mechanism in the face of

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Attachment vs communication

<b>Insecure attachment</b>

When adverse experiences of early attachment are not relieved by
more positive relationships with others, the consequences for

communication, behaviour and learning are negative.

Insecurely attached children struggle to find the words to identify
experiences buried in infancy, before any capacity to explore or
express experience with words and actions had evolved.

express experience with words and actions had evolved.

These experiences are unconsciously known but never understood.
Memories of them do not remain in the past, but become actions in
the here and now.

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Attachment vs communication

<b>Withdrawn children</b>

Some children communicate their struggle by the way they seek to avoid
drawing attention to themselves.

Social withdrawal can be a way of letting others know that other

preoccupations have ‘taken over’. Such a communication is easy to overlook in
a demanding classroom. Most teachers’ capacity to respond is taken up by
those, usually boys, who are acting out and behaving in disruptive ways.
those, usually boys, who are acting out and behaving in disruptive ways.
Children who have not been given the opportunity to process adverse

experiences, within the context of a relationship with a sensitive carer who can
understand their fear and transform this into words and thought, are left with

insufficient resources to resolve the challenges and traumas that almost

inevitably occur.

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