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Introduction In the following paper, the definition of the four different attachment styles, secure attachment, ambivalent attachment, avoidant attachment, and disorganized attachment, would be described, as well, how as a social worker can apply my knowledge on attachment styles on clients and families and be able to support them. Attachment is an emotional bond between humans, which is based on our relationship with a parent or early caregiver during the years of childhood. (Constanple & Lee, 2015). Description of Four Attachment Styles Secure Attachment Secure attachment, is the first attachment style which is shown by normal distress. In this attachment style, is considered by low fear of intimacy and low fear of abandonment. In other …show more content…
The babies are called ambivalent because they both want to support and consolation from their caregiver, but at the same time they reject it for some reason. Parents are often inconsistent with their parenting, whether they are going to be there for the baby or not and from time to time are very hurtful to the baby. Sometimes at the extreme that can be very abusive then the complicated part is when these babies get upset they go to the caregiver for support but sometimes they are hurtful and so it makes them run away from the caregiver. By the same time and when they are hurt from them it activates the attachment even more, which make them go back to their caregiver and so these babies are stuck in a circle, where their own abilities come out, and other children are exploring the world using new abilities, these children feel anxious because they are not sure if their mother’s going to have their back, if they need help. (Catlett, …show more content…
My parents were always there, and working hard to provide for my sister and I. my mother was a stay home mother, where I remember always be there for us. One of many memories that I remember, was my first day of preschool, I was around four years old. I was very upset that I had to stay at school that I hold my father leg and I cried. I didn’t want to go school. The principal tried to convince me to stay, and I did. When my mother picked me up, I was so happy to see her; I showed her all the work that we did. And we walked to the home and I was telling her my day at school. I was not mad at her. My parents were there as much I remember, until today they have been by my side supporting me. Going back to my childhood, I liked to explore and many times I remember my mother was behind me when at my two years of life was claiming a fence, she was there telling me to finish what I started, I was afraid to fall, but she was there to catch me if a fall. With that no just taught me about her support, thus, the determination, accomplish to finish what I start. In the upcoming year, my parents taught me, if one day I will fall, get up, shake it, and start again, never to give up. At school, was easy for me since I always want to learn and I really don’t mind asking questions if I don’t understand. For teacher and classmates were always counting on me, they trust me, even with the final exams. My teacher knew that I would not
Hazan, C., Gur-Yaish, N., & Campa, M. (2003). What does it mean to be attached? In W. S. Rholes & J. A. Simpson (Eds.) Adult Attachment: Theory, Research, and Clinical Implications, (pp. 55 – 85). New York: Guilford.
...s one with the knowledge necessary to incorporate methods for evoking change and empathize. It becomes easier to understand how certain maladaptive behaviors are developed as certain characteristics are learned patterns and not solely based on one’s personality. There are very many areas of attachment that need to be studied. As the population of minorities, working mothers, single parent homes, and children in the foster care system rise the ability to assess their ability to attach as well as develop new attachments is crucial. The works by Bowlby, Ainsworth, and Main have provided me with new interest in the attachment styles of children to their caregivers. It has allowed me to adjust the way in which I interact with my own daughter and other children in my presence to help establish new and beneficial adult attachments so that they can grow and feel empowered.
The client did not develop an insecure attachment as infant. When the client was born she was hospitalized for three to four months due to respitory problems. As a result her ability to attach became disrupted during a time when emotional communication and a secure attachment with the caregiver is necessary. Insecure attachment imprints on the developing right brain, which is responsible for
Criticisms of attachment theory have come mainly from the feminist schools of thought since the theory has been used to argue that no woman with a young child should work outside the home or spend time away from her baby (Goodsell and Meldrum, 2010). Children’s experience and development also depend on what happens after early years, whether bad or good later in life may change a child’s emotional development, e.g. lack of basic needs, diet, education, stimulation such as play might affect a child’s development (Rutter, 1981) Difference in cultures have to be taken into consideration as well. A study by Schaffer and Emmerson (1964) provided contradictory evidence from Bowlby’s attachment theory. They noted attachment was more prominent at eight months, and afterwards children became attached to more than one person. By one year six months only 13%of infants had one attachment. This study by Schafer and Emmerson (1964) concluded care giver can be male or female and mothering can be a shared responsibility. Social workers should therefore understand that parents are not totally responsible for the way the children develop. They did give them their genes and therefore do have some influence. Attachment theory also fails to consider the fact that the father and siblings, and other close relatives can also
According to the Adult Attachment Style questionnaire, my attachment style fell under the secure region. Which indicates that people that fall under this style tend to keep satisfying relationships with their partners. It seems appropriate, and I agree wit...
According to (Pittman, Keiley, & Kerpelman, 2011), Bowlby theorized that it is the interactions between people that form connections and develop attachments. There are four different types of attachments; secure, avoidant, and anxious ambivalent. When we look at this theory applied to children we see that a secure attachment is when children are most comfortable when their parents are around and are easy to soothe by the parents. Insecure or avoidant attachment is when the child doesn’t prefer to be near the parents and could care less if the parents are absent. This happened when the parents failed to meet their child’s needs, despite a child expressing their needs. Anxious ambivalent attachment is when the child won’t leave their parents side, even if it is to explore their surroundings, is distraught if the parents leave, and mistrusting if the parents try to comfort after leaving (Arnett, & Maynard,
The bond between child and a caregiver is based on the child's need for safety, security and protection, which is paramount in infancy and childhood (Bretherton, 1992). One’s ability to form emotional bonds in early stages of infant development is the fundamental component of emotional development and predictor of later interpersonal functioning (Hutchinson, 2013). John Bowlby, who initially began his study on attachment by observing animals, proposed that children attach to caregivers instinctively. Evolutionary speaking, those who are able to remain close and attached to their caregivers were more likely to survive through to the reproductive stages and develop healthy attachments in their adult hood (Fraley, 2004; Hutchinson, 2013). He concluded that the infant initiates the bonding sequence but it is the mother’s behaviors which strengthens their bonding (Hutchinson, 32013). Mary Ainsworth was Bowlby’s most famous collaborator in regards to explaining human attachment and conducted experiments that demonstrated that affectional bonds between infants and caregivers are persistent and not transitory (Ainsworth, Blehar, Waters & Wall 1978).
For a baby to have healthy development they must have healthy relationships. These relationships change as the baby grows and will affect them through their entire lifespan. (Shonkoff & Phillips, 2000) The first of these relationships is the bond between the baby and their primary caregiver, usually the mother. We call this bond attachment. The quality of this attachment may affect the baby’s entire life. If a baby develops a secure attachment they are likely to grow into healthy adults. Attachment becomes secure when the parent responds to the baby in a warm and consistent manner. (The Baby Human: To Belong, 2003)
Attachment is one of the most important aspects of the relationship between one person and another in ensuring secure and trusting bond. It is very important in all stages of life for it greatly impacts on relationship formation, self-identity and confidence. Therefore, the purpose of this report is to outline those impacts in infants, childhood and adulthood.
The child feels more desire to explore when the caregiver is around, and he or she is discontented when the caretaker goes away. This pattern of attachment is characterized by high discriminative aspects where the child highly sensitive to the presence of strangers (Newton, 2008). A child becomes happy where the caregiver is present and dull when the caregiver goes away. Secure attachment level and intensity is determined by the caregiver sensitivity to the needs of a child. Consistent response to a child needs by the caregiver or parents will create a relatively strong secure attachment pattern. Care and attention are the major determinants of secure attachment and a child who revives a lot of attention and care from his or her parent are much prone to develop secure attachment, and it is an indication that the parent is responsive to the child
Attachments are formed with parents; this contributes to give a sense of who we are and who we will become in later life. However where these attachments are broken the child needs to have a secure attachment established with an alternative adult care giver,...
Attachment is described as the close emotional bond between two people and Attachment Theory (AT) generally concentrates on the early bonds in a person’s development as well as the effects that these bonds have on later socio-emotional development. While emphasis on attachment as an antecedent for future behavior and personality has decreased somewhat in recent years, it is interesting to note that the DSM IV-TR includes a “reactive attachment disorder” which it states is caused when extreme circumstances prevent proper attachment development.
The first topic that came up in the interview relates to idea of attachment theory. Attachment theory explains the human’s way of relating to a caregiver and receives an attachment figures relating to the parent, and children. In addition, the concept explains the confidence and ability for a child to free explore their environment with a place to seek support, protection, and comfort in times of distress (Levy, Ellison, Scott, and Bernecker, 2010, p. 193). Within attachment theory explains different types of attachment styles that children experience during early childhood. These attachment styles affect the relationships they continue to build in adulthood. The best attachment style happens when the parent is attuned to the child during his or her early childhood called secure attachment (Reyes, 2010, p. 174). In order for complete secure attachment, the child needs to feel safe, seen, and soothed. Any relationship that deviates from this model represents the anxious or insecure attachment. This means that parents or caregivers are inconsistently responsive to the children. Children who have these parents are usually confused and insecure. Some children experience a dismissive attachment where they
IRISS. 2011. Attachment-informed practice with looked after children and young people. [Online]. [Accessed 17 December 2013]. Available from: http://www.iriss.org.uk/resources/attachment-informed-practice-looked-after-children-and-young-people.
John Bowlby’s attachment theory established that an infant’s earliest relationship with their primary caregiver or mother shaped their later development and characterized their human life, “from the cradle to the grave” (Bowlby, 1979, p. 129). The attachment style that an infant develops with their parent later reflects on their self-esteem, well-being and the romantic relationships that they form. Bowlby’s attachment theory had extensive research done by Mary Ainsworth, who studied the mother-infant interactions specifically regarding the theme of an infant’s exploration of their surrounding and the separation from their mother in an experiment called the strange situation. Ainsworth defined the four attachment styles: secure, insecure/resistant, insecure/avoidant and disorganized/disoriented, later leading to research studies done to observe this behavior and how it affects a child in their adolescence and adulthood.