Attachment Theory: A Case Study

In order to develop consistency, it is important to understand the importance of the setting where, practitioner perceptions that characterises the setting (a microsystem) and interactions (proximal processes) within the setting can have an impact on a child’s behaviour. More’s (2013) research revealed that having a supportive peer group around provides practitioners with opportunities for joint thinking and problem solving and acts as a source of emotional support and that managing challenging behaviour can be made more effective by working as a team. In addition, practitioner perceptions of having a consistent group also help in managing behaviour. Frequent changes to the group can have implications for how consistently the behaviour policy

The importance of a healthy attachment in early childhood development can lead to a better adult development and skills for daily life. A secure and healthy attachment to the caregiver in infancy to adolescence showcases the importance of building strong relationships and coping skills during periods of stress and anxiety. The research that has been found, goes into detail about the different types of attachments that infants and children can develop as well as what negative and positive aspects come along with the attachments.

The Development of Attachment Theory and Its Strengths and Limitations English psychiatrist John Bowlby is a leading and influential figure within the history of social reform. His work has influenced social work policies and legislation relating to child psychiatry and psychology. Bowlby was trained as a psychoanalyst, and was influenced by Freudians theories, but became influenced again in his attachment theory by the work of ethologists. The ethologists theory concentrates on looking at the role parents play rather than only the child. Bowlby believes that parenting has strong ties with biology and it explains why there are such strong emotions attached.

Although secure attachment during infancy is the foundation for continued healthy positive development during the lifespan, it is important to understand that other factors can have a significant effect on development later in life (i.e. illness, loss, and trauma). However, research has shown the importance of consistent care giving that is responsive and nurturing and the caregivers’ ability to effectively accommodate more difficult temperament characteristics ,as well as other factors, influence the development of healthy attachment{{64 Bakermans-Kranenburg, Marian 2003}}. Research has also shown that infancy and early childhood is the period of development where scaffolding begins and continues (Vygotsky, 1978; Zhao & Orey,1999).

The formation of attachment begins at birth with the child forming some type or form of attachment with their parents or primary caregiver. Hopefully, the child is able to form a proper or secure attachment with their parent or primary caregivers because the attachment formed between the parents or primary caregiver acts the foundation for how well the child will be able to form attachments with others outside the immediate family (Gullone, Ollendick, King,2006).This is because the type or level of attachment the child was able to form with his or her parent generally predicts the type or level of attachment the child will form with others outside their intermediate family. However, as the individual interacts with the outside world more and

John Bowlby’s attachment theory (1991) argued that infants are motivated to engage in an organized behavioral system that ensures preferred others, usually the primary caregivers, remain close, provide support and function as a “secure base”. Bowlby, along with other theorists (e.g. Ainsworth, 1969, 1985, 1989, 1991; Main et al., 1985; Sroufe and Waters, 1977), argues that the ways in which adult individuals form intimate bonds with other individuals are influenced by the patterns of relationships with primary caregivers established in childhood. In attachment theory, it is a fundamental tenet that the security or lack of it, experiences in the child-parent relationship forms a template for the patterns of interpersonal relationships the child

Bereavement is inevitable and fundamental human’s experience. Grieving on loss can trigger diverse reaction and some can be morbid. The reason contributes to the problematic grief can draw from different aspect such as culture, attachment, and different type of bereavement etc. Therefore, this paper is examined the mourning for loss on the loving relationship between my father and I, which I never experienced, to approach the theme of loss with different theories. The paper is going to separate into 4 different sessions to explain the loss I felt with personal and profession tone. The first is the attachment theory, to explain the way I establish my reaction to bereavement. The second part is disenfranchised grief to talk about the feeling of disenfranchised grift and how it became complicated grief. The third part is explanation of my complicated grief and comforting object. The final part is impact of grief on counselling.

The attachment theory was created by John Bowlby and later expanded by Mary Ainsworth (Dunham, 2017). This theory explains how a bond of affection that is formed between an infant and their caregiver, usually their mother, will go on to shape the relationships that they will have later on in life (Dunham, 2017). Bowlby believed that in order for an infant to form a secure attachment, the mother needs to be completely attuned to the infant’s needs (Schore & Schore, 2012). He also believed that how the caregiver responded to the infant would determine the nature of the attachment. Ainsworth would go on to define the three types of attachment. The first attachment is the secure attachment, the second is the anxious-avoidant attachment, and lastly is the anxious-resistant attachment (Dunham, 2017). Researchers would later add a fourth attachment, the disorganized attachment (Dunham, 2017). A disorganized attachment is usually formed when a caregiver is abusive (Dunham, 2017). An anxious-resistant attachment is an insecure attachment that is formed when the caregiver is inconsistent and unpredictable (Dunham, 2017). An anxious-avoidant attachment is another insecure attachment, in this case the child has learned not to depend on anyone (Dunham, 2017). Finally, a secure attachment is when the child knows they can rely on their caregiver to meet their needs (Dunham, 2017).

As we have seen in Rose's counseling session, past relational patterns are elicited from exploration of the patients' past and early relationships. Key themes are: the degree of love and care (emotional warmth) they experienced in early life; the degree of neglect and abuse; and the types and qualities of core conflicts. In Rose's case, the key issue, as Dr. Berenson discovers over the course of the interview is the subtle manipulation of a mother by her child. She tests her and puts her through a lot of stress, to see how she responds; in this case losing sleep and stressing over the situation.

Lastly, a fourth style was found later called disorganized-disoriented attachment, which can occur with some infants, who do not show the first three attachment styles (e.g. they are not secure, resistant, or avoidant). These infants did not develop consistent ways of coping with their need for proximity to their caregiver when they are stressed and seem to be confused (Sigelman & Rider, 2015). About 15 percent of infants in our society have disorganized or disoriented attachments. This forms what is now known as the fourth attachment classification, one that seems to be associated with later emotion problems (Sigelman & Rider, 2015). Many believe these styles develop in infancy and can continue throughout adulthood.

These models include expectations, beliefs, and desires about the responsiveness and availability of another, as well as worthiness of the self (Bowlby, 1973). Though the working models that are established in childhood are open to revision, they remain active in their original or revised forms in adult romantic relationships. These working models serve the function of helping individuals regulate distress by directing thoughts and behaviors (Mikulincer & Shaver, 2007). Individuals with secure attachment anticipate that others will be responsive; they are therefore more likely to seek support when experiencing distress. Anxious attachment, like anxiety in general, is associated with greater emotional intensity and emotional expression (Bartholomew & Horowitz, 1991). Individuals with insecure, anxious attachment anticipate that others will not be responsive; they therefore show patterns of hyper-activation of emotional response, calling greater attention to their distress. Insecurely attached individuals with an avoidant attachment style show a similar negative pattern of interaction, but in the opposite direction. Similar to individuals who show anxious attachment, individuals with avoidant attachment also do not anticipate that others will be responsive to their distress. However, rather than call greater attention to their distress, they become more self-reliant and

Attachment theory is an area of psychology that describes the nature of emotional attachment between humans. It begins with the our attachment as a child with our parents. The nature of this attachment, and how well it’s prod casted and cared for, determines the way we become attached to our romantic partners later in life. Attachment theory had begun in the 1950's. The way our attachments are with our relationships have a good reasoning as to why many have failed or have succeeded and have ended or started throughout our lives.

Attachment theory, originally developed by British psychoanalyst John Bowlby (1907-1990), is based on caregiver-child relationships. Bowlby indicated that the attachment style developed in infancy, has a true correlation to our adult relationships, and is a result of recurring interpersonal interactions with caregivers during childhood. Children develop different attachment styles based on their experience and interactions with primary caregivers. Several various ways of evaluating attachment in children have been introduced. One such evaluation mentioned in our textbook, Lifespan Development, 2014 the Strange Situation Protocol was developed by Mary Ainsworth (Boyd & Bee, 2014, p.136 ). These attachments styles have been linked to how we form attachments as adolescents and even into adulthood and consists of four main attachment styles; Secure, Insecure -avoidant, Insecure-ambivalent and insecure- disorganized.

With the removal of the umbilical cord, emotional and psychological attachment begins directly. While the earliest of attachment is crucial to bloom inside of the womb, many psychologists believe that the second connection provides both the physiological base and the social and physical buffer we need to develop in the world. In the scenario of Mrs. Kaufman, she gives a great deal of time caressing her infant son while acknowledging the baby’s behavior and necessities. Her husband on the other hand, worries that his wife’s interaction with their baby may one day lead their child to; cry easily when frustrated, fearfully attach to his mother, become hostile toward other people, and become unsociable and oblivious to his surroundings.

Attachment theory is a concept that explores the importance of attachment in respect to direct development. “It is a deep and enduring emotional bond that connects one person to another across time and space” (Bowlby, 1969; McLeod, 2009). It is the relationship that develops within the first year of the infant’s life between them and their caregiver. The theory also relates to the quality of the attachment that is shown in the behavior of the infant (Rieser-Danner, 2016). Attachment theory shows that infants need a close nurturing relationship with their caregiver in order to have a healthy relationship. Lack of response from the caregiver