Religious Meeting Analysis Paper

Infants with attachment disorder can be described as being either securely attached or insecurely attached. Securely attached children rarely reach the anxiety overload threshold. There are three types of insecure attachment: resistant, avoidant and

' (Haith, 2014b, p. 466) Although a secure attachment does not occur from birth, ‘babies show signs of attachment through smiling, eye contact and crying. ' (Brandon et al., 2015) This shows the child 's main caregiver needs to begin to bond with their child for them to form a secure attachment. Bowlby believed ‘caregivers who neglect their children, bring up avoidant children. ' (Larose, & Bernier, 2001, p. 96-120). ‘Ambivalent/resistant children show negative behaviours to gain attention from others. ' (Kobak et al., 1993, p. 231-245) These statements show children who have an insecure attachment with their caregiver have a risk in behaviour problems. They will also have a less chance of developing their social and emotional skills effectively.

An infant obtains both comfort and confidence from the presence of his or her caregiver.

Infants with secure attachment feel comfortable and confident separating from their caregiver. In the toddler 's eyes, their caregiver is a base for exploration that provides assurance and enables experiences of discovery. Infants with secure

In secure attachments the infant is stable and secure. Their caregiver is there when they need it. He or she is confident that the mother will offer protection and care (Strong & Cohen, 2014). About 60-65 percent of infants in our society have secure attachments.

Mary Ainsworth is known for her ‘Strange Situation’ (Custance 2010) studies with children. Her theory was that the quality of an infant’s attachment depends largely on the kind of attention the infant has received. She observed the attachment styles of children, mostly aged between 12 and 24 months, by placing them in an environment and recording their reactions to their mothers (or primary caregivers) leaving the room and then returning. Based on these observations Ainsworth concluded that there are different types of attachment. Three types of attachment are: ‘anxious-avoidant’, where the child shows little upset with the stranger, but will avoid contact with the parent on their return. The ‘securely attached’ child is one that will show moderate levels of proximity seeking towards the parents and is upset by their departure but deals with the parents return positively, often returning to play. The third type is the ‘anxious-resistant’ child; greatly upset by the parent’s departure and on reunion seems angry and will not be comforted or picked up (Custance 2010).

Infant attachment is the first relationship a child experiences and is crucial to the child’s survival (BOOK). A mother’s response to her child will yield either a secure bond or insecurity with the infant. Parents who respond “more sensitively and responsively to the child’s distress” establish a secure bond faster than “parents of insecure children”. (Attachment and Emotion, page 475) The quality of the attachment has “profound implications for the child’s feelings of security and capacity to form trusting relationships” (Book). Simply stated, a positive early attachment will likely yield positive physical, socio-emotional, and cognitive development for the child. (BOOK)

From the start of childbirth, children depend on their parent(s) or caregiver(s) to take care of their needs in life (Rodrigue & Reeves, 2015). Four types of attachment to focus on are: secure attachment, insecure-resistant attachment, insecure-avoidant attachment, and insecure-disorganized attachment. Secure attachment refers to when the parent(s) or caregiver(s) are present in the child’s life. Children feel comfortable about being independent to an extent and will interact with new and familiar things on their own in the presence of their caregiver. Separation may cause distress, due to the dependence and attachment to the caregiver. Insecure-avoidant the child does not rely on the care giver for safety and will be precociously independent. They also do relatively well with the caregiver being non present and opened to interacting with strangers. Insecure-resistant attachment the caregiver has the child more focused on their presence and will avoid new experiences even if the caregiver is present. If separation occurs, they become distress and do not cope well even after their return. Finally, insecure-disorganized attachment children show more disoriented or strange behaviors. They will wander with no purpose and show engagement in any activity while being distressed and confused about what they should do or how to interact with or around the

Secure attachment: Secure attachment occurs when a child will freely explore when the caregiver is present, and may exhibit distress when the caregiver parts with them, and displays happiness when the caregiver returns (Schacter, 2009). Parents who frequently respond to their children’s needs create securely attached children. In turn, children will be confident that their parents will respond to them (Schacter, 2009). Children who are securely attached to their caregivers are able to

Attachment is defined as a deep, affectionate, and enduring emotional bond that forms between two people, namely an infant and a caregiver. It is developed during the first years of an infant’s life and has four types depending on the quality of the attachment: secure, ambivalent, avoidant, and disorganised. It has been reported that approximately only 60 to 65 percent of children form secure attachment to their caregivers. Research indicates that the early attachment relationship is an essential foundation for later development. Insecurely attached infants are more likely to grow into aggressive, defiant and hyperactive individuals with lower academic skills compared to securely attached children, they are also more prone to psychiatric disorders and other problems. In contrast, individuals who form a secure attachment in their infancy are more resilient to depression, parental stress, family instability, and poverty compared to those who form an insecure attachment. Given the prevalence and consequences, it is important to educate parents on the impacts that attachment quality can have on a child’s development and later life.

Children in this category will usually show a pattern of anxiousness or disorganization, but they are very independent and very aware of their relationship with their caregiver. In insecure attachment, it can be inferred that the child was either abused or neglected, but it’s not always the case. Secure attachment is classified by children who show some distress when their mom or primary caregiver leaves but can control themselves if they know their caregiver is returning. These children usually feel protected by their mom or caregiver. This is usually because the toddler knows that the primary caregiver will return. In anxious ambivalent attachment at extreme the child and the caregiver cannot separate at all. In anxious avoidant, the child does not want a connection with the primary caregiver at

Secure attachment is commonly considered the healthiest style of attachment. This bond results when a caregiver responds to the child’s needs in an appropriate manner. The child will learn that the caregiver will be responsive and available (Romero). When parents provide a safe and secure environment, a child can build a nurturing relationship. Most of all, a child will simply feel valued and loved (Greenberg; Romero).

Contrast to secure attachment, these masters of early childhood assented that insecure attachment is when the primary caring adults do not respond appropriately to their infants’ actions, are not consistent with their patterns of affections, and safe and secure based bonding. In regards to insecure attachment, they based their research on Mary Ainsworth’s Strange Situation. They corresponded that cultural insecure attachment influences on infants’ development may have rick factors that affect infants’ behaviors, and their ability to learn in the future (Berns, 2013; Gonzales-Mena & Eyer, 2015; Gordon & Browne, 2013; Tanyel, 2012). According to (Berns, 2013), she stated that infants with

An infant with a secure attachment style has a natural bond with their parent, where they are able to trust them, at the same time leaving their side to discover and explore their surroundings. In an insecure/resistant attachment the relationship the child has with their mother or caregiver is very clingy, thus making them very upset once the caregiver is away. When the mother or caregiver is back they are not easily comforted and resist their effort in comforting them. In an insecure/avoidant attachment the infant is, “indifferent and seems to avoid the mother, they are as easily comforted by a stranger, as by their parent” (Siegler 2011, p.429). Lastly, the disorganized/disoriented attachment is another insecure attachment style in which the infant has no way of coping with stress making their behavior confusing or contradictory. Through these brief descriptions of the attachment theory, many researchers have defined the turning point in which each attachment definition can have an influence on one’s self esteem, well-being and their marital relationship.

These characteristics are well demonstrated in Mary Ainsworth’s experiment of the “strange situation.” Researcher Chris Fraley describes the study as, “a group of 12 month-old infants and their parents are brought in to the laboratory and, systematically separated from and reunited with one another.” Approximately 58 percent of the children demonstrated characteristics of secure attachment. When the parent left the room the child displayed signs of distress with a need to be close to the attachment figure. When the parent returned to the room, the child eagerly approached