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Theory of Attachment-Diane Benoit

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Kasey Ruish

on 9 November 2014

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Transcript of Theory of Attachment-Diane Benoit

Theory of Attachment-Diane Benoit
Diane Benoit
Professor of Psychiatry at the University of Toronto,
Project Director in the Research Institute at the Hospital for Sick Children and Staff Psychiatrist at the Hospital for Sick Children in Toronto, Ontario.

Her research, educational and clinical activities focus on
Child-caregiver attachment relationships
Impact of violence / abuse / neglect on children
Trauma-focused and attachment-focused assessments and interventions
Caregivers’ perceptions and subjective experience of their children and relationship with them

She has published in peer-reviewed, scientific publications and other publications, and has made numerous presentations related to these various topics across North America and abroad.

What is Attachment?
Attachment is one specific ad circumscribed aspect of the relationship between a child and care giver that is involved with making the child safe, secure and protected.

Growing prospective and evidence linking the qulit of early infant-care giver attachment relationships with later social and emotional outcomes in time.

Intellectual: Attachment effects the child's intellectual development when the child is attending Daycare, they either make a scene when arriving/ when parents are leaving. Daycare workers or teachers may find it difficult to get the child's attention or to get them to focus.

Emotional: Attachment effects the child's emotional state when not having their parents around. This makes them upset and angry and puts them in distress. Later on in life if child has Disorganized attachment problems this can cause high stress levels, problems with rules and regulation, and high emotional problems like depression and anxiety.

Social: Attachment effects the child's social development by always wanting to be with caregiver. Not able to bond with other family members or close friends, or making it harder to "play nice" with other children.

4 Types of Infant Attachment:
Secure infant-caregiver attachment
Insecure-avoidant infant-caregiver attachment
Insecure-resistant infant-caregiver attachment
Insecure-disorganized infant-caregiver attachment

Secure attachment
Usually believed to develop when the caregiver responds to the infants distress in a sensitive way.
Children who are securely attached generally become visibly upset when their caregivers leave, and are happy when their parents return.
When frightened, these children will seek comfort from the parent or caregiver.
Parents of securely attached children tend to play more with their children.
Parents react more quickly to their children's needs and are generally more responsive to their children.

Children with avoidant attachment styles tend to avoid parents and caregivers.
This avoidance often becomes especially pronounced after a period of absence.
These children might not reject attention from a parent, but neither do they seek our comfort or contact.
Children with an avoidant attachment show no preference between a parent and a complete stranger.
Thought to occur when the caregiver responds to the child's distress in ways that are inconsistent and unpredictable.
Child will typically explore little in a Strange Situation and is often wary of strangers, even when the parent is present.
When the mother departs, the child is often highly distressed. The child is generally ambivalent when she returns.

Evidently develops when the caregiver displays unusual and ultimately frightening behaviors in the presence of the child.
Children with a insecure-disorganized attachment style show a lack of clear attachment behavior.
Their actions and responses to caregivers are often a mix of behaviors, including avoidance or resistance.
These children are described as displaying dazed behavior, sometimes seeming either confused or apprehensive in the presence of a caregiver.
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, and have problems with regulation and negative emotions later on in life.

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