• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Psychology Attachment Revision Guide

Extracts from this document...

Introduction

Transfer-Encoding: chunked ´╗┐Attachment ? Two people who have an emotional link, which ties them together Bond ? a set of feelings that ties one person to another Maccoby (1980) People have a bond by: * Seeking proximity * Distress on separation * Joy on reunion * General orientation or behaviour towards the other person Animal attachment ? first thing they see is their mother (imprint) Shaffer and Emerson (1964) * Studied 60 babies in Glasgow * Monthly visits for the first year then visit again at 18 months * Focussed on separation anxiety, stranger distress * Showed separation anxiety within 6-8 months (attachment formed ) * Fear of strangers followed a year after * After the first attachment they would form multiple attachments * 65% attachment was with the mother 3% with father * 27% was joint attachment with mother and father * Variety of methods of data collection * Ecological validity ? done in their own home * historical validity ? not relevant to today * inducing stress to children Classical conditioning - Learning through association Pavlov * Sounded a bell when feeding dogs * Began to salivate at the sound of the bell UCS ? unconditional stimulus UCR ? unconditional response CS ? conditioned stimulus CR ?conditioned response Food (UCS) ...read more.

Middle

? secure ? grew up to be more trusting * Interrater reliability ? interpret things differently * Lacks ecological validity ? lab but it represents playgroup * Ethical issues ? stress upon children * Low internal validity ? one relationship ?cannot base on whole attachments * Cannot generalise ? class, small sample * Not all fit within the 3 types ? main and Solomon ? type D (disorganised) * Population validity Cultural differences Individualistic ? encouraged to be independent Collectivist ? reliant on other Van Ijzendoorn & kroonenberg ? cultural differences * Meta-analysis ? lots of information ? 32 studies, 8 countries * Strange situation * 2000 babies (large sample) Type B ? most common in all cultures * Lowest in china * Greatest in Britain and Sweden (50%) * 70% mothers worked Type A ? most common in Germany and other western countries * Working mothers are rare ? encouraged independence * Rare in Israel and japan Type C ? most common in Israel * Children brought up in kibbuteim (closed communities ? don?t see strangers) * High in china and japan * Lowest in Scandinavian countries Evaluation * Large sample ? generalise to the whole population * No direct ethical issues ? didn?t do the research themselves * Half of the studies in the USA ? 27 in individualistic cultures only 5 in collectivist * ...read more.

Conclusion

* Romanian orphans in the institutions at 1 or 2 weeks * Care was poor * Adopted in the UK before 6 months compared to UK children * 58 babies adopted early (6m) * 59 adopted between (6-24m) * 48 adopted late (2-4y) * All showed malnourishment * Marked disinhibition – likely in children who spent longer in the institutions * Late adopted – most common marked disinhibition 26% * Rare in the UK children who were late adopted 3.8% * If at 6 they showed MD it wold persist in half the children till age 6 * Supports Bowlby –missed critical period * Lots of ways to measure MD * Difficult to obtain good quality data * Drop outs Marked disinhibition * Attention seeking towards adults * Inappropriate physical contact * Lack of checking back to parent Recovery Quality of care in institution – (Dontas) important for institutions to form the attachment Age of child when removed from privation – when removed young they develop better – age important for language development, less likely to develop language at 11\12yr (Romanian) Quality of care after – do best when placed in a supporting and caring environment – can form the attachment Follow on experiences in later life – Quinton/ Rutter – two groups of women ½ in car, care group more likely to have relationship breakdowns, criminal records and difficulties parenting their children. It’s not early experiences, its early adulthood which influence later development ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Developmental Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Developmental Psychology essays

  1. Using studies from the list below, answer the questions which follow: Rosenhan (sane in ...

    These stages are: the oral stage, the anal stage, the phallic stage, the latency period and finally the genital stage. It is the first three stages which take place in the first five years of life of a child. It was learnt that the phallic stage, from three to five

  2. Attachment and Separation.

    Effects of Attachment and Separation Attachment and separation: these elemental forces drive the behaviors and decisions that shape every stage of practice. Assessment, removal, placement, reunification, adoption-no aspect of child welfare social work is untouched by their influence. This article will describe these forces and provide suggestions for helping children and families understand and cope with them.

  1. Infant's Attachments

    In high-risk samples, anxious attachments are more common especially in the anxious/disorganized category" (Colin) Hostile behavior is yet another consequence of a disorganized attachment. "One well-executed study found that infants with anxious/disorganized attachments were at risk for showing hostile/aggressive behavior problems at age five" (Colin).

  2. Foundations to Caring

    This might mean ... fixing rubber to the base of table legs, so as to reduce incidental noise." In the setting Fire exits and signs should be visible. Storage has to be accessible at the children's height so that they are encouraged to tidy up at the end of a session.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work