Transcript
Page 1: Attachment Sondra Parmer Jessica Stroud Mary Ann Taylor Sims FOUN 7410 Fall 2004

AttachmentAttachmentSondra ParmerSondra ParmerJessica StroudJessica Stroud

Mary Ann Taylor SimsMary Ann Taylor Sims

FOUN 7410FOUN 7410Fall 2004Fall 2004

Page 2: Attachment Sondra Parmer Jessica Stroud Mary Ann Taylor Sims FOUN 7410 Fall 2004

What is Ethology?What is Ethology?

• Crain states that it is the study of animal Crain states that it is the study of animal and human behavior within an and human behavior within an evolutionary context.evolutionary context.

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Charles Darwin (1809-1882)Charles Darwin (1809-1882)• Born into a very distinguished Born into a very distinguished

English familyEnglish family

• No great aspects for his future as No great aspects for his future as a childa child

• Studied medicineStudied medicine

• Changed to study for the Anglican Changed to study for the Anglican clergy at Cambridgeclergy at Cambridge

• Recommended for the Recommended for the H.M.S. H.M.S. BeagleBeagle voyage voyage

• Studied fossils to lead to his Studied fossils to lead to his theory of evolutiontheory of evolution

• Published theory 20 years after it Published theory 20 years after it was formulatedwas formulated

• 1858 he and Wallace presented 1858 he and Wallace presented their theory togethertheir theory together

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Darwin’s Theory of Darwin’s Theory of Natural SelectionNatural Selection

Among the members of a species, there is Among the members of a species, there is endless variation; and among the various endless variation; and among the various members, only a fraction of those who are members, only a fraction of those who are born survive to reproduce. Over time born survive to reproduce. Over time nature ‘selects’ those who can best adapt nature ‘selects’ those who can best adapt to their surroundings - hence the term to their surroundings - hence the term ‘natural selection’.‘natural selection’.

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Class DiscussionClass Discussion

• How does one’s social behavior aid in Darwin’s theory of natural selection or evolution?

• What part does Reasoning play in evolution?

• How does the embryological findings fit in with the theory of evolution?

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Konrad Lorenz (1903-1989)Konrad Lorenz (1903-1989)Niko Tinbergen (1907-1988)Niko Tinbergen (1907-1988)

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Methodological ApproachMethodological Approach

• Understanding behavior only through a natural setting.– Step one: get to know the species -

“naturalistic observation”– Only after step one is completed can

experiments begin to test their ideas to formulate laws

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Instinctive BehaviorInstinctive Behavior

• Instinct is something that is released by a Instinct is something that is released by a specific external stimulusspecific external stimulus

• Examples…Examples…

• Species-specificSpecies-specific

• Fixed action patternsFixed action patterns

• Different from other unlearned behaviorsDifferent from other unlearned behaviors

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ImprintingImprinting

What is imprinting?What is imprinting?

When and how does it occur?When and how does it occur?

Fly Away HomeFly Away Home clip clip

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ImprintingImprinting

• Determines the following Determines the following response in the youngresponse in the young

• And social behavior in And social behavior in youngyoung

• Can affect later sexual Can affect later sexual preferencespreferences

• Begins with inner Begins with inner maturational promptingmaturational prompting

• Ends with the onset of Ends with the onset of fear responsefear response

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Adaptive Value of ImprintingAdaptive Value of Imprinting

• Has evolved as a strong attachment Has evolved as a strong attachment mechanism for groups of animals to mechanism for groups of animals to escape the pressure of predatorsescape the pressure of predators

• Examples?Examples?

• Why is it necessary?Why is it necessary?

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John BowlbyJohn Bowlby (1907-1990) (1907-1990)

Evolutionary perspective:Evolutionary perspective: children must have attachment children must have attachment

behaviors in order to stay close behaviors in order to stay close to adults for protection and to adults for protection and survivalsurvival

Attachment Behaviors:Attachment Behaviors:

- Baby’s Cry- Baby’s Cry - Grasping- Grasping- Baby’s Smile- Baby’s Smile - Sucking- Sucking- Babbling- Babbling - Following- Following

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Bowlby’s Bowlby’s Phases of AttachmentPhases of Attachment

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Phase 1 (birth to 3 months): Phase 1 (birth to 3 months): Indiscriminate ResponsivenessIndiscriminate Responsiveness

to Humans to Humans– Respond equally to all Respond equally to all

people people – Preference for faces Preference for faces – Social smiles (approx. 6 Social smiles (approx. 6

weeks old)weeks old)• Smile acts as a releaser Smile acts as a releaser

for caregiver to promote for caregiver to promote love and carelove and care

– CryingCrying• Promotes proximately Promotes proximately

between baby and between baby and caregivercaregiver

– Baby’s holding onBaby’s holding on• Grasp reflexGrasp reflex• Moro reflexMoro reflex

– Rooting and sucking Rooting and sucking reflexesreflexes

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Phase 2 (3 to 6 months):Focusing on Familiar People

• Social responses become focused on familiar people– Restrict smiles– Selective babbling

• Comfort provided by preferred individual(s)

• Baby is beginning to form attachments to one to three key figures

• One person tends to emerge as primary attachment figure

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Phase 3 (6 months to 3 years): Phase 3 (6 months to 3 years): Intense Attachment and Active Intense Attachment and Active

Proximity-SeekingProximity-Seeking

• Attachment becomes Attachment becomes exclusive to one personexclusive to one person

• Fear of strangersFear of strangers• Actively follow – desire to Actively follow – desire to

maintain contact with maintain contact with parentparent

• Use parent as a secure Use parent as a secure base from which to explorebase from which to explore

• Mother-child interaction Mother-child interaction defines relationshipdefines relationship

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Phase 4 (3 years to the end of Phase 4 (3 years to the end of childhood): Partnership Behaviorchildhood): Partnership Behavior

• Child more likely to consider Child more likely to consider parent’s plans and goals – parent’s plans and goals – more of a partner in more of a partner in relationshiprelationship

• Little is understood about Little is understood about this phasethis phase

• Adolescents break free from Adolescents break free from attachments; adults are attachments; adults are independent; seniors independent; seniors become increasingly become increasingly dependentdependent

• Fear of being alone – Fear of being alone – biological reasonsbiological reasons

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Is attachment the same as Is attachment the same as imprinting?imprinting?

• Imprinting in AnimalsImprinting in Animals– Young animals follow moving Young animals follow moving

objectsobjects– Begin following many moving Begin following many moving

objectsobjects– Narrow to following one Narrow to following one

moving objectmoving object– Fear response limits ability to Fear response limits ability to

form new attachmentsform new attachments

• Attachment in HumansAttachment in Humans– Infancy: social responses Infancy: social responses

directed at manydirected at many– Attempt to stay physically Attempt to stay physically

close to othersclose to others– 6 months: begin to narrow 6 months: begin to narrow

social responsessocial responses– Become afraid of strangersBecome afraid of strangers– Will follow principal Will follow principal

attachment figureattachment figure

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Effects of Institutional CareEffects of Institutional Care

• Institutional DeprivationInstitutional Deprivation– Children lacking sufficient care in the first year Children lacking sufficient care in the first year

of lifeof life– Does “failure to imprint” occur?Does “failure to imprint” occur?– Stories from RomaniaStories from Romania

• Separation – StagesSeparation – Stages– ProtestProtest– DespairDespair– DetachmentDetachment

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Mary D. S. Ainsworth (1903-1999)Mary D. S. Ainsworth (1903-1999)

• 40-year collaboration with 40-year collaboration with BowlbyBowlby

• Infancy in UgandaInfancy in Uganda– Naturalistic observationNaturalistic observation– Observed different patterns Observed different patterns

of attachmentof attachment

• Baltimore study – 23 Baltimore study – 23 mother-child dyadsmother-child dyads– 11stst year – home year – home

observationsobservations– 22ndnd year – lab observations year – lab observations

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The Strange SituationThe Strange Situation

• Research methodologyResearch methodology– Includes 2 brief separations (3 minutes each) Includes 2 brief separations (3 minutes each)

between mother and child between mother and child – First separation – friendly strangerFirst separation – friendly stranger– Second separation – left aloneSecond separation – left alone

• Three patterns observedThree patterns observed

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Securely Attached InfantsSecurely Attached Infants

• Use mother as base from which to exploreUse mother as base from which to explore• Mother leaves and child becomes upsetMother leaves and child becomes upset• Mother returns and child actively greets and Mother returns and child actively greets and

remains close for a few minutesremains close for a few minutes• Once reassured, child begins to explore againOnce reassured, child begins to explore again• Findings correlate to sensitive behavior from Findings correlate to sensitive behavior from

mother at home visits during baby’s first yearmother at home visits during baby’s first year• 65% - 70% of 1-year-olds in US who have 65% - 70% of 1-year-olds in US who have

participated in the strange situationparticipated in the strange situation

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Insecure-Avoidant InfantsInsecure-Avoidant Infants

• Appear independent during the Strange SituationAppear independent during the Strange Situation• Explore, but do not use mother as secure base – ignore Explore, but do not use mother as secure base – ignore

herher• Do not become upset when mother leaves the roomDo not become upset when mother leaves the room• Do not seek physical closeness to mother when she Do not seek physical closeness to mother when she

returnsreturns• Attempt to avoid mother if picked up upon mother’s Attempt to avoid mother if picked up upon mother’s

returnreturn• Findings correlate to insensitive behavior from mother at Findings correlate to insensitive behavior from mother at

home visits during baby’s first yearhome visits during baby’s first year• 20% of 1-year-olds in US who have participated in the 20% of 1-year-olds in US who have participated in the

strange situationstrange situation

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Insecure-Ambivalent InfantsInsecure-Ambivalent Infants

• Clingy infants who explore very little• Extremely upset when mother leaves the room• Noticeably ambivalent toward mother upon her

return• Findings correlate to inconsistent behavior from Findings correlate to inconsistent behavior from

mother at home visits during baby’s first yearmother at home visits during baby’s first year• 10% - 15% of 1-year-olds in US who have 10% - 15% of 1-year-olds in US who have

participated in the strange situationparticipated in the strange situation

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Attachment Video

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AttachmentAttachment

• Follow-up studies have supported the Follow-up studies have supported the existence of these 3 behavior patternsexistence of these 3 behavior patterns

• Children classified as securely attached Children classified as securely attached exhibit the healthiest pattern of exhibit the healthiest pattern of development (e.g., persistence, self-development (e.g., persistence, self-reliance, friendliness, leadership)reliance, friendliness, leadership)

• Correlation of maternal sensitivity to child Correlation of maternal sensitivity to child outcome supports ethologist perspectiveoutcome supports ethologist perspective

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Attachment Evaluation of AdultsAttachment Evaluation of Adults

• Main developed Adult Attachment Interview to Main developed Adult Attachment Interview to measure attachment and parenting behaviorsmeasure attachment and parenting behaviors– Secure/autonomous speakers – speak openly and Secure/autonomous speakers – speak openly and

freely about childhood relationships, tend to have freely about childhood relationships, tend to have securely attached childrensecurely attached children

– Dismissing of attachment speakers – own attachment Dismissing of attachment speakers – own attachment experiences are unimportant, tend to have insecure-experiences are unimportant, tend to have insecure-avoidant childrenavoidant children

– Preoccupied speakers – continue to struggle to win Preoccupied speakers – continue to struggle to win parents’ love, tend to have insecure-ambivalent parents’ love, tend to have insecure-ambivalent childrenchildren

• Correlations found between inventories with Correlations found between inventories with adults prenatally and when baby is 1 year oldadults prenatally and when baby is 1 year old

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Can you spoil the child by giving Can you spoil the child by giving him too much attention?him too much attention?

• Bowlby and Ainsworth say NO! Bowlby and Ainsworth say NO! – Babies have built-in biological signals used to Babies have built-in biological signals used to

evoke responses that meet their needs for evoke responses that meet their needs for survival.survival.

– Ainsworth’s research shows that children are Ainsworth’s research shows that children are most well adapted when parents respond most well adapted when parents respond promptly and sensitively to the child’s needspromptly and sensitively to the child’s needs

– Cues must be taken from the child – not Cues must be taken from the child – not parent-directedparent-directed

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Would Bowlby and Ainsworth like Would Bowlby and Ainsworth like Baby Einstein?Baby Einstein?

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What practical applications and What practical applications and changes have we seen as a result of changes have we seen as a result of

research in attachment?research in attachment?

• Change in care in institutions where Change in care in institutions where children are raisedchildren are raised

• Rooming-in in hospitals following birth of Rooming-in in hospitals following birth of childchild

• Day careDay care

• ““Quality” time in familiesQuality” time in families

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Infant-Mother AttachmentInfant-Mother AttachmentDiessner and TiegsDiessner and Tiegs

• Comparison of infant strange situation behavior Comparison of infant strange situation behavior with maternal home behaviorwith maternal home behavior

• The findings to this study raise the concerning The findings to this study raise the concerning issues of the direction of effects of attachmentissues of the direction of effects of attachment

• To what extent is is attributable to the mother’s To what extent is is attributable to the mother’s behavior throughout the first year of life and to behavior throughout the first year of life and to what extent is it attributable to built-in differences what extent is it attributable to built-in differences in potential and temperament?in potential and temperament?

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How are these issues associated or How are these issues associated or affected by infant-mother attachment?affected by infant-mother attachment?

• Contexts of Mother-Infant InteractionContexts of Mother-Infant Interaction

• Practical Implications for InterventionPractical Implications for Intervention

• Using the Mother as a Secure Base from Using the Mother as a Secure Base from which to Explorewhich to Explore

• Response to Separation from Attachment Response to Separation from Attachment FigureFigure

• Other Attachment FigureOther Attachment Figure

• Consequences of AttachmentConsequences of Attachment

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Margaret S. Mahler (1897-1985)Margaret S. Mahler (1897-1985)

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Autism vs. Symbiotic PsychosisAutism vs. Symbiotic Psychosis

• Characteristics of Autism (Pervasive Developmental Disorder, DSM-Characteristics of Autism (Pervasive Developmental Disorder, DSM-IV)IV)– Onset prior to age 3Onset prior to age 3– Marked impairment in social interactionMarked impairment in social interaction– Marked impairment in communicationMarked impairment in communication– Repetitive patterns of behavior, interests, and activitiesRepetitive patterns of behavior, interests, and activities

• Characteristics of Symbiotic PsychosisCharacteristics of Symbiotic Psychosis– Occurs around age 3 or 4Occurs around age 3 or 4– Progress through symbiotic phaseProgress through symbiotic phase– Ruptured sense oneness with motherRuptured sense oneness with mother– Lack of comfort and supportLack of comfort and support– May regress to autistic stateMay regress to autistic state

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Phases of Normal Development: Phases of Normal Development: Birth – 3 YearsBirth – 3 Years

• Normal Autistic Phase: Birth – 1 monthNormal Autistic Phase: Birth – 1 month

• Normal Symbiotic Phase: 1 – 5 monthsNormal Symbiotic Phase: 1 – 5 months

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Separation and Individuation Separation and Individuation SubphasesSubphases

• Differentiation: 5 – 9 monthsDifferentiation: 5 – 9 months

• Practicing: 9 – 15 monthsPracticing: 9 – 15 months– Early Practicing: 9 – 12 monthsEarly Practicing: 9 – 12 months– Practicing: 12 – 15 monthsPracticing: 12 – 15 months

• Rapprochement: 15 – 24 monthsRapprochement: 15 – 24 months

• Consolidation and Object Constancy: 24 – Consolidation and Object Constancy: 24 – 36 months36 months

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Practical ApplicationsPractical Applications

• TherapyTherapy– Did not experience normal symbiotic phaseDid not experience normal symbiotic phase– Do not need encouragement to separate but Do not need encouragement to separate but

to building secure foundation of mutuality and to building secure foundation of mutuality and trusttrust

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Criticisms of Mahler’s WorkCriticisms of Mahler’s Work

• Perceptual and cognitive capacities do exist in Perceptual and cognitive capacities do exist in newbornsnewborns

• SternStern– View of early development as pathologicalView of early development as pathological

• Bowlby (video clip)Bowlby (video clip)– Development does not occur in a lock-step fashionDevelopment does not occur in a lock-step fashion– Early fixation does not lead to adult Early fixation does not lead to adult

psychopathologypsychopathology– Empirical researchEmpirical research

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Happy Babies are the Happy Babies are the Desired Result!Desired Result!


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