Attachment n A strong affectional tie that binds

Attachment n A strong affectional tie that binds a person to an intimate companion. n Characterized by: n Affection n A desire to maintain proximity in order to regulate distress

Attachment n Attachments are usually formed with the mother, but may be with any responsive and caring person.

Attachment n The Ethological Theory of Attachment n n n babies are biologically predisposed to seek and to form attachments the infants relationship with the parent begins as a set of innate signals that call the adult to the babies side parents innately respond

Phases of Attachment n n Phase 1 (birth – 2 months) n Child initiates contact with innate signals Phase 2 (2 – 8 months) n Infant begins to respond differently to strangers

Phases of Attachment n Phase 3 (7 – 24 months) n n n Attachment to a familiar caregiver is clearly evident Separation anxiety Stranger anxiety Child uses caregiver as a secure base Social referencing is also apparent

Phases of Attachment n Phase 4 (2 years and up) n Protest declines when parent leaves as child gains understanding that parents will return n object permanence

Types of Attachment n Secure Attachment n n n n Outgoing with stranger when mother is present Actively explores Upset when mother leaves Greets mother warmly when she returns Child is easily comforted Returns to exploration 60% - 65%

Types of Attachment n Avoidant Attachment n n n Unresponsive to parent when present Uninterested in exploring Treats strangers much like mother Shows little distress with mother’s absence On mother’s return, child avoids contact by ignoring or turning away 15%

Types of Attachment n Resistant Attachment n n n Clingy, anxious, and does not explore Leary of strangers Upset when mother leaves Remains upset when mother returns but ambivalent Difficult to console, pushing parent away, hits, or kicks 10%

Types of Attachment n Disorganized Attachment n n n Child seems confused, dazed, fearful and unsure how to react in all situations Seems frightened of the parent at times When mother returns, unsure whether to approach or avoid Most often seen in high risk families Associated with later emotional problems Up to 15%

Consequences of Healthy Attachment n n Bowlby found that children with healthy attachments are more likely to survive n Failure to thrive Greater ability to cope with stress and regulate emotions later in life

Consequences of Healthy Attachment n Healthy emotional development n n n Emotions demonstrated early Self-conscious emotions n Emerge around 18 months when awareness of self is starting to be in place (embarrassment). Beginning around age 2, able to judge their behavior against socially accepted norms and standards of performance (guilt, shame, pride) n These last emotions are sometimes called self-evaluative emotions

Consequences of Healthy Attachment n Healthy emotional development n Emotional Regulation n The process of recognizing, initiating, maintaining, altering emotional responses n External at first n Social referencing n Blankets, teddy bears, etc. n Becomes internal n Cognitive strategies to self nurture

Consequences of Healthy Attachment n n Acceptance by peer group and have close friendships n More confident and successful with peers n Have fewer conflicts with peers Can change positively or negatively depending on environment and experience

Consequences of Healthy Attachment

Influences on Attachment n n Child Temperament n Evocative Gene Environment Parents Emotional State

Influences on Attachment n Home Environment n Support n Stress n Parenting styles

Social Relationships n Tend to stay in same sex groups of same age and same interests until early adolescence

Social Relationships n Play n n n Unoccupied Play n Idle and aimless Solitary Play n Play alone Onlooker Play n Watch others play

Social Relationships n Play n n n Parallel Play next to each other with little interaction Associative Play n Interact but not united in play Cooperative Play n Play together toward a common goal

Five Categories of Social Status in Elementary School n n Popular n Well liked and rarely disliked n Described as friendly, cooperative, helpful, and willing to share Rejected n Rarely liked and often disliked n Described as aggressive and disruptive n At risk for long term adjustment problems n 10% - 15% remain in this group

Five Categories of Social Status in Elementary School n n n Controversial n Both liked and disliked n Have qualities of both popular and rejected children Neglected n Not really liked or disliked n Socially isolated and ignored n Invisible Average n Somewhere between the liked and disliked scales

Peer Acceptance and Popularity n n Status in a peer group is a determinant of later adjustment in life Peer acceptance often involves likeability, or the extent to which a child is viewed by a group of age mates as a worthy social partner.

Social Relationships n Cliques n n n Small friendship groups that interact frequently Usually same sex in late childhood Heterosexual in early adolescence

Social Relationships n Crowds n n n Collection of heterosexual cliques that share characteristics or participate in similar activities Appear to include or exclude based on certain, often unstated, rules Often named

Brown’s Phases of Romantic Relationships in Adolescence n n Initiation Phase (early adolescence) n Focus on seeing self relating to members of the opposite sex in a romantic way Status Phase (mid adolescence) n Having romantic relationship with the right person for status purposes within ones group

Brown’s Phases of Romantic Relationships in Adolescence n n Affection Phase (late adolescence) n Focus is on relationship rather than self or group Bonding Phase (young adulthood) n Emotional intimacy of last phase is coupled with commitment