Sylvia And Deborah Case Study

Rudolph Schaffer and Peggy Emerson (1964) also formulated a theory of attachment based on their longitudinal study of 60 babies in Glasgow looking at the gradual development of attachments; they visited them monthly for the first year of their lives and returned again at 18 months. (Bailey et al. 2008). Similar to Bowlby’s research, Schaffer and Emerson also formulated four key stages of attachment and produced

When a person becomes a parent, their role in life undoubtedly changes. The person must become a teacher, a guide, and a helping hand in the life of the child. Research has shown that there is a distinct connection between how a child is raised and their overall developmental outcome. John Bowlby’s attachment theory emphasizes the importance of the regular and sustained contact between the parent-infant or parent-child relationship (Travis & Waul 2003). Yet, what happens when the only physical contact a child can share with their parent is a hand pressed on the shield of glass that separates the two? What happens when the last memory of their mother or father was from the corner of their own living room as they watched their parent

Bowlby emphasised the significance of the mother-child bond, particularly in the first 3 years of a child’s life. If this relationship was unsatisfactory or if separation occurred during this crucial period, Bowlby asserted that serious psychological problems could ensure. This theory is called – attachment theory- and one does not have to fully support the psychoanalytical tradition to hold the view that, their things being equal, children appear to benefit in there is continuity in upbringing, especially during the early years. (Berridge, D., Cleaver, 1987, p

1.) Bowlby's attachment theory stresses the importance of a secure attachment between an infant and his or her mother. If the caregiver, most likely the mother, makes the infant feel like he or she is well-taken care of, then the child learns that they can trust that the mother will always be around and will be there when or if the child ever needs someone to depend on. This is achieved in four distinct ways (Myers, 2009). The infant needs to have a secure base with the child. The child needs to know that if he or she becomes afraid, they will always have someone to go back to. This secure base also needs to be a safe haven where the child can be comforted upon feeling afraid. The child will also always try to stay near the caregiver in order to feel this safe haven, and any separation will cause distress because of being away from their secure base and safe haven. All of these factors come into play in the article "Ghosts in the nursery: A psychoanalytic approach to the problems of impaired infant-mother relationships" (Fraiberg et al 1975). By lacking these specific features, the infant going into the program were deprived of the necessary mechanisms that Bowlby asserted were essential to forming a well-rounded secure person.

According to modern attachment theory, a “good enough” mother needs to be psychobiologically attuned with her infant in order to co-regulate the shifts in the Central Nervous System (CNS) and Automatic Nervous System (ANS) that the infant will experience (J. Schore & A. Schore, 2012). The mother’s ability to co-regulate the infant through the mother-infant affect synchrony, meaning the process of attunement, misattunement, and re-attunement will ultimately determine the child’s attachment style and if the child will be resilient as well as if the child will be able to self-regulate (J. Schore & A. Schore, 2012). A mother does not need to be perfectly attuned with her infant’s needs because moments of misattument that consist of mild to moderate stress followed be re-attunement are necessary in order to help foster the child’s resiliency (Mulligan, 2014a). However, during a moment of misattunement, the mother needs to re-attune with the infant in an appropriate amount of time in order to ensure that the child becomes

David is currently “of time” with his psychological development. When looking at psychological development it is important to understand the attachment history of the child. Davies (2011) states that a preschooler who appears to have had a secure attachment history will turn to adults for support when they are in distress believing that they will receive the help that they need. However a preschooler who appears to have had an avoidant attachment history will not turn to an adult for help when distress, believing that others cannot be relied upon for support (Davies, 2011). It is evident that David has an attachment history of avoidant or insecure attachment. David struggles to rely on his foster parents for support when distressed, as evident

On October 13, 2012, observation #3 was conducted at the grocery store and at a fast food restaurant between the hours of 3:00pm and 4:30pm. It was an over cast day, and present at the store and restaurant were 6 of the grandmother’s children (between the ages of 7-21), and Jackson’s mother. I concentrated on Jackson’s social, emotional, and physical development with the use of Attachment theory. Jackson’s mother arrived at the store, and met us inside. I was surprised to see Jackson’s mother, and so was Jackson. The mother and Jackson did not communicate with each other. The mother got upset at the store with the grandmother, and stated she was going

The concept of infant-mother attachment is as important to the child as the birth itself. The effect this relationship has on a child shall affect that child for its entire life. A secure attachment to the mother or a primary caregiver is imperative for a child’s development. Ainsworth’s study shows that a mother is responsive to her infant’s behavioral cues which will develop into a strong infant-mother attachment. This will result in a child who can easily, without stress, be separated from his mother and without any anxiety. Of course the study shows a child with a weak infant-mother relationship will lead to mistrust, anxiety, and will never really be that close with the mother. Without the

Not only is a mother in charge of maintaining her own emotions, but she must also regulate her children’s. In a low-income family, however, becoming emotionally cauterized may be beneficial, especially in tough social and financial situations. Eva’s emotional distancing from her children results from the difficulties in keeping her children alive. Gillespie and Kubitschek claim that Eva’s distance is a result from her “frequently heightened” emotional connections she has with her children (35). Eva’s connection with her children is due to the harsh living conditions from her past and the perpetual fear of her children’s death.

In this Developmental Analysis I will be referring to the Attachment Theory, which is the product of the joint work from John Bowlby and Mary Ainsworth in 1991. The Attachment Theory draws on concepts from ethology, cybernetics, information processing, developmental psychology, and psychoanalysts. (Bretherton, 2007) Bowlby revolutionized our thinking about a child’s tie to the mother and its disruption through separation, deprivation, and bereavement. During this analysis I will explore how the novel Room and the young boy, Jack, fit into the attachment theory. I will come to terms with how everything that Jack saw and physically went through during his five years in the room will play an important role in his attachment outside of the room. One of the main questions I will be answering is; how does the Attachment Theory explain jacks ability to adapt outside of the room.

There are a number of influences that contribute to the formation of attachments and the differences among individuals. One influence on attachment is the amount of time a caregiver spends with an infant. The amount of time can be affected by the age, health, and social status of the mother. For example, a younger, teenage mother, may return to school in order to complete their education. Returning to school can preoccupy a mother and create a disconnect when an infant’s distress and behaviors are not attended to or ignored. Another example of how the amount of time spent with an infant can be affected is a single-mother or a mother who returns to work within the sensitive time of an infant’s development. Similar to the younger mother example,

By responding with care and comfort, this enables for an “attachment bond” to form between the infant and caregiver, most commonly the mother (White et al., 2013). Following on from Bowlby’s theory, Mary Ainsworth investigated the theory of attachment through observing the reactions of infants when their mothers left them alone with strangers. The investigation was named as the “Ainsworth’s strange situation assessment” (White et al., 2013). It was discovered through this investigation that infants who had secure attachments with their mothers were upset when separated and were easily soothed when the mother returns. This investigation implies that infants with secure attachment to their mothers show signs of normal social development.

This type of attachment is relatively uncommon, found in only 10% of children (Golde, 2014). High levels of distress upon separation often signify that the bond between an adult and infant is lacking in certain areas. The mother is seen by the social worker to be failing to respond to the toddler’s needs; resulting in the toddler becoming highly distressed. Through this view, it is evident that the social worker had good reason to question the toddler’s attachment with his mother. However, there are several other factors outside of the mother’s control that could be influencing the toddler’s development that needs to be considered.

Facilitating Developmental Attachment by Daniel A Hughes is an in depth look at the work of Dr Hughes, a clinical psychologist who specialises in child abuse and neglect, attachment and works with children in foster care or adoption. Hughes discusses every facet of his practice including the theory and research surrounding attachment, the qualities and expectations required by each of the people involved in the therapeutic process as well as including four case studies. Hughes states the book is written for those working with children who have “…severe forms of attachment problems that correspond to