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Transcript of Attachment Theory
Focus on core concepts of attachment theory
Track child development
Apply core concepts to contemporary practice.
Support case study planning
AT provides a vital developmental framework for making sense of behaviour that children, young people & adults present.
Informs contemporary social work assessments, care plans, practice guidance & policy agendas (see DOH, 2000; WTSC, 2015; Public Law Outline 2013; DfE & Ward et al 2014)
'Types of attachment'
AT has been designed into classifications : secure, insecure/avoidant, insecure/ambivalent;disorganised; non-attached
Howe (2001: 199) summarised as:
: attunement to the physical & psychological needs of the baby
Parents accept their baby’s whatever its mood & behaviour
Parents co-operate with child’s needs & development
Parent’s remain alert & emotionally available
Discuss with a colleague some characteristics of a positive relationship you have experienced.
3 minutes !!!
Feedback will be required !
Attachment Relationships :
Babies / young children are biologically programmed to become attached to their parents or significant caregivers.
Parents too are biologically predisposed to bond with their child
Instinctual drive will be influenced by parent’s own attachment experience
Links to child development
Developmental milestones are vital in shaping your understanding :
Pre-school (under 5 years)
Junior School (5 -11)
Secondary (11 – adolescence)
What are some of the AT indicators of a child’s development ?
See (Sheridan ,1997; Morrison & Anders, 1999, Howe et al. 1999)
Some children will be neglected & rejected
From an early age they will have developed very negative internal working models of self & others.
Frequently believe that they are unlovable & expect that new caregivers will be neglectful or reject them.
They often show these beliefs / expectations in their lack of trust & in their wary facial expressions & behaviour
– although some children may smile as if all is well & attempt to conceal their true feelings of anxiety.
I am not loved or lovable.
My mother/father/caregiver is not consistently loving or protective.
Relationship cannot be relied on to keep me safe.
When babies, children & teenagers have these ideas about themselves & other people, they often look wary & suspicious.
Will find it very hard to trust that a new caregiver will be willing or able to love & care for them.
I am loved & lovable.
My mother/father/caregiver is loving & available.
Our relationship is reliable so my feelings will not overwhelm me.
A secure child expects that when she cries her / his parent / carer will come, will understand what she is thinking & feeling & will meet her/his needs.
These very positive expectations & beliefs that make up a secure child’s internal working model will carry over into other relationships as she / he gets older.
Attachment Theory :
for social work practice
IWM contains expectations and beliefs about :
One’s own & other people’s behaviours
The lovability, worthiness & acceptability of the ‘self’
The emotional availability & interest of others, & their ability to provide protection.
Put simply, IWM gives a ‘notion of who attachment figures are, where they may be found and they may be expected to proceed’
Beliefs about self :
The child will attempt to remain within protective range of her / his parents. The protective range is to reduce threatening situations.
The presence of an attachment figure creates
for the child.
Encourages confident exploration & play
Core Concept : attachment behaviour
Attachment behaviour becomes activated when an individual experiences stress.
Bowlby defined child stress as : pressing physical needs – hunger, pain, illness
Subjected to environmental threats of frightening events or attack experiences a relationship problem with attachment figure
Howe (1999 & 2011)
The word ‘attachment’ is used in almost every assessment of children.
Attachment theory can offer a framework for social workers (& others !!) to begin to understand parent / child relationships.
(see David Howe,2011 : Attachment across the Lifecourse) palgrave
According to Cassidy (1999: 5):
“within this [framework], attachment is considered as normal and healthy characteristic of humans throughout the life span”
Aldgate & Jones (2006: 176) comment :
“Attachments, therefore, can last over time & can be formed at any stage of the life cycle”
Ainsworth et al. (1978):
2) acceptance / rejection
3) co-operation / interference
4) accessibility / ignoring
Four Elements : caregiving behaviour
Threats to the continued accessibility of the attachment figure can mean the child will protest in an attempt to avoid separation
Assumes the main care-giver is the mother
Many variables of ‘family life’
Thinking about attachment has shifted
A category system of attachment does not reflect complex circumstances
Bowlby’s & Ainsworth’s theories don’t tell you how to interact but they potentially help you to understand relationship experiences
(Howe, 2005 & 2011)
Internal Working Model
Child’s behaviour will become more about ‘goal-setting’ – demands on carer to do things
In terms of achieving social competence, it is useful to be able to generate a mental representation of the following:
Relationship between self & others
(Howe, 1999, Beek & Schofield / BAAF )
Child is free to play & explore
Child thinks – I am safe, caregiver is available
Caregiver thinks- what may the child feel & need ?
State of relaxation
Satisfaction of physical / psychological need
State of high arousal
Child experiences a physical & or psychological need
Secure attachment =
Consistently responsive, available, secure base caregiver
Inconsistently responsive, unpredictably available caregiver
Consistently unresponsive, distant, controlling or denying child’s attachment behaviour, rejecting caregiver
Helping Attachment Relationships
attunement : emotional reciprocity
Parent / carer thinking & feeling
HELPING CHILDREN TO HAVE STRONG ATTACHMENTS
I am responding sensitively !
Verbal & non-verbal messages
My child is part
of my family
You will potentially be working with people who have experienced adversity.
Their attachment relationships may have broken.
You still need skills to empathise with someone in distress; to challenge their core beliefs about themselves or others.