Attachment Theory

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1 Running Head: ATTACHMENT THEORY Attachment Theories

2 Running Head: ATTACHMENT THEORY The attachment theory is a concept in developmental psychology which refers to a strong physical and emotional bond to an attachment figure, most commonly the mother, which is crucial for a child’s normal social and emotional development. When an infant’s needs are being met, the caregiver (usually the mother) helps establish a sense of security for the infant. Once this sense of security is met early on, they develop a secure foundation to continue exploring the world. The concept was first developed by the psychologist John Bowlby between the 1950s and later expanded by researcher Mary Ainsworth. The theory emphasizes on four characteristics of attachment observed in developing children between the ages of six months and two years old. Bowlby believed that the bonds that were formed early on in a child’s life stage were used as a type of blue print that would determine how they would progress throughout their life. Mary Ainsworth later on expanded on Bowlby’s research, adding on four more styles of attachment. This research paper will thoroughly explain the attachment theory, its application in modern psychology, and a critical review on its main foundation. A collective definition of attachment is “a deep and enduring emotional bond that connects one person to another across time and space” (Ainsworth, 1973; Bowlby, 1969). Bowlby believed that the attachment system served two primary functions: “to protect vulnerable individuals from potential threats and to regulate negative emotions following threatening or harmful events” (Encyclopedia Britannica 2017.) Bowlby’s first thought up of the attachment theory when he came up with the observation that across all human cultures, young and vulnerable infants display a series of reactions when separated from their caregiver. Immediately

3 Running Head: ATTACHMENT THEORY following separation, infants will cry and throw violent tantrums in an attempt to receive attention from their caregiver. Bowlby believed that the tantrums during the early phases was a way in which babies showed a need to promote survival. If the infant’s crying needs are not met, the infant goes in a mode of despair, which they become silent and stop moving. Bowlby believed that this was a strategy needed in survival since excessive noise and motion could result in drawing in predators or injury. After hits period, infants who are not reunited with their caregiver enter a stage known as detachment. In this stage, the infant stops throwing a tantrum and moves on, becoming independent on non-reliant on the caregiver. In terms or survival, this stage can help infants form new bonds with a caregiver who will respond to their needs. Attachment theory defines four characteristics: proximity maintenance, safe haven, secure base, and separation distress (Bowlby, 1969). Proximity maintenance is demonstrated by a child’s desire to want to stay near the caregiver, thus keeping the child safe. This is usually shown by clinging, smiling, crying. The constant proximity of the caregiver causes the child to regard the caregiver as a safe haven. The child continues to return to the caregiver for comfort and safety when faced with fear or threat. The caregiver, by providing the safe haven to the child, the caregiver present itself as a secure base, which then allows child to begin exploring its world. When they child feels threatened, this then triggers certain behaviors. This is termed as separation distress by Bowlby. A child experiences anxiety in the absence of their caregiver. Mary Ainsworth expanded on Bowlby’s research with her series if “strange situation” experiments. As Richards and Schat (2011) found, the situation involves the separation and reunion between the child and the caregiver. A child is sat and observed in a playing room for 20 minutes as its caregiver and strangers exited and entered the room. The idea was to recreate the

4 Running Head: ATTACHMENT THEORY familiar and unfamiliar circumstances that are present in any child’s life. The situation is alternately stressful and calming, and the child’s reactions categorize him or her into four groups. Although this experiment has been widely used in many research topics, this experiment is slightly flawed. To begin with, it assumes that every child has the same meaning of brief separation and reunions. This might not be applicable when applying the experiment to certain cultures, such as that in Japan (Miyake 1985), where infants are rarely separated from their mothers in ordinary circumstances. Also, because older children have a capacity to maintain relationships when the older person is not present, separation may not provide the same stress for them. Also, despite its strengths, the procedure is based on just 20 minutes of behavior. It cannot be expected to meet all the relevant qualities of a child's attachment relationships. Based on the research she obtained, Ainsworth described four major styles of attachment: secure attachment, ambivalent-insecure attachment, avoidant-insecure attachment and Bretherton (1992) stated that a secure attachment is when a child can explore freely while the caregiver is present. This includes engaging strangers. However, when the caregiver leaves the child, it becomes visibly upset and stops interacting with the stranger. When the caregiver comes back, the child calms down and starts interacting again. The second one, ambivalent-insecure attachment is when the infant feels separation anxiety when separated from the caregiver and does not feel reassured when the caregiver returns to the infant. This particular attachment is said to have been very uncommon. According to research done by Cassidy and Berlin (1994) although virtually all samples contain some ambivalent-insecure infants, these infants are uncommon, comprising 7%–15% of most American samples. Recently developed assessments of attachment in children and adults have

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