The method we use is by collecting information via books, encyclopedias and on-line editions of psychological Journals.
2. The attachment theory
2.1. Attachment: The emotional bond
Nevid (2007) argues with the fact that attachment theory is “the enduring emotional bond that infants and older children form with their caregivers”.
Many developmental psychologists view attachment as an important factor to develop our relationships and adult personality. For the past several decades attachment theory, remained the main scientific area of study because it plays such an important role to emotional development (Gale Encyclopedia of Psychology, 2001).
Bowlby (1969, 1973, 1980, 1982 cited Morton & Browne, 1998) believes that the formation of attachment is a genetic predisposition at a critical point of their lives that is about six (6) to twelve (12) months. Infants, according to Bowlby (1969 cited Morton & Browne, 1998) as well, are becoming attached to their caregivers just to increase their chances of survival.
- The Strange Situation technique
The strange situation technique is developed to a laboratory from Mary Ainsworth and it’s a measurement of attachment behavior (Nevid, 2007). Its is a structured procedure that lasts for 21 minutes and it is designed to produce levels of stress in infants around 12 months of age, in order to activate infant’s attachment behavioral system. This stress can be caused by a series of episodes such as separation of the caregiver or a presence of a stranger. To assess attachment classification, the most important thing is the separation and the reunion with the mother (Ainsworth et al., 1978).
- The patterns of infant attachment
When Ainsworth and colleagues (1978) examined some infants around 12 months of age and their mothers, found that there are three types of attachment. The first one is the securely attached infants (Type B), the other two are belonging to the insecurely attached groups and that are the anxious/ avoidant (Type A) and the anxious/ ambivalent (Type C) (Morton & Browne, 1998).
In a number of 106 non-clinical samples, 66% of infants are placed in the secure category, 22% in the anxious/ avoidant category, and 12% to the anxious/ ambivalent category (Ainsworth et al., 1978).
In the secure category, infants can’t explore the environment without their mother checking at them. They are doing everything only when having their mothers as a secure base for their exploration. They are looking around to find their mother when they are exploring their surroundings but limiting their exploration when the mother is absent. Sometimes they are crying when the mother left but they are warmly greeted her when they are comforted from their caregiver and begin to explore the environment once again (Seifert & Hoffnung, 2000; Thompson, 1997 cited Nevid, 2007). Mothers of the securely attached children are sensitive and responsive caretakers where the infants’ needs are met promptly and appropriately (Carlson et al., 1989; Crittenden, 1988 cited Morton & Browne, 1998).
In the insecure anxious/ avoidant category, infants paid little attention to their mothers. They are separated easily form their mother and give her no attention when she is coming back (Thompson 1997 cited Nevid, 2007). Mothers of this category’s children are tending to be insensitive, inaccessible, unresponsive, or respond inappropriately to their infants. These mothers also tend to be more rejecting, angry, and intrusively over involved. The infants to cope with such a care giving are developing some behavioral strategies (Carlson et al., 1989; Crittenden, 1988 cited Morton & Browne, 1998).
In the insecure anxious/ ambivalent category, the infants are clung to the mother and were reluctant to explore the environment even if there were some desirable toys. They are highly distressed when the mother is absent and continue to be distressed even if the mother tries to comfort them. Moreover, the infants are showing resistance towards their mothers (Thompson 1997 cited Nevid, 2007). Mothers of this type of children are characterized by withdrawal, un-involvement, and inconsistency (Carlson et al., 1989; Crittenden, 1988 cited Morton & Browne, 1998).
According to Morton & Browne (1998) “traditional attachment theory views maternal sensitivity and responsiveness as the key determinant of the attachment relationship”.
Some late researches found that there is a fourth type of attachment labeled Type D and consists of disorganized/ disoriented attached infants. These infants appeared to lack an organized strategy for responding to separations and reunions. They are also being unable to approach the mother directly even if the are seeking for support and being very distressed (Cassidy, 2003; Main & Solomon, 1990 cited Nevid, 2007).
- Secure type of children (Type B)
- The attachment figure in infants
An infant, who is securely attached to its parent, will explore his environment freely when the parent is present, but will be visibly upset when the parent departs and is generally happy to see the parent return (Ainsworth et al., 1978)
In the traditional Ainsworth et al. (1978) coding of the strange situation, secure infants are noted as “Group B” and they are further sub-classified as B1, B2, B3 and B4. These sub-groupings refer to different stylistic responses to the comings and goings of the caregiver. The B1’s have been referred to as secure reserved, B2’s as secure inhibited, B3’s as secure balanced, and B4’s as secure reactive. (Ainsworth et al., 1978).
Securely attached children are best able to explore when they have the knowledge of a secure base to return in times of need. When assistance is given, this bolsters the sense of security and also, assuming the parent’s assistance is helpful, educated the child in how to cope with the same problem in the future (Cassidy & Shaver, 1999).
- The attachment figure in adults
Securely attached people are becoming easily attached to others. They feel comfortable depending on others and having others depending on them. They don’t worry if they get alone or having others not to accept them. This style of attachment usually results from a history of warm and responsive interactions with relationship parents. Securely attached people, tend to have positive views of themselves and their parents. They also tend to have positive views of their relationships. Often they report greater satisfaction and adjustment in their relationships than people with other attachment styles. Securely attached people feel comfortable both with intimacy and with independence. Many of them seek to balance intimacy and independence in their relationships (Bartholomew & Horowitz, 1991; Pietromonaco & Barrett, 1997).
- Conclusion
To conclude with, attachment theory is a theory of development and human motivation based on Darwinian framework. The basic function of attachment is to seek protection and care in moments of distress. Attachment can become a guide for future relationships through childhood, adolescence and adulthood (Nevid, 2007).
5. Bibliography
Ainsworth, M. D. S., Blehar, M. C., Waters, E. and Wall, S., 1978. Patterns of attachment: A psychological study of the strange situation. NJ: Erlbaum
Bartholomew, K. and Horowitz, L. M., 1991. Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226-244
Cassidy, J. and Shaver, P., 1999. Handbook of attachment. NY: Guilford
Gale Encyclopedia of Psychology, 2001. Gale Encyclopedia of Psychology. 2nd ed. USA: Gale Group
Morton, N. and Browne, D. K., 1998. Theory and observation of attachment and its relation to child maltreatment: A review. Child Abuse & Neglect, 11 (22).
Nevid, J.S., 2007. Psychology – Concepts and applications. 2nd ed. Boston: Houghton Mifflin Company.
Pietromonaco, P. R. and Barrett. L. F., 1997. Working models of attachment and daily social interactions. Journal of Personality and Social Psychology, 73, 1409-1423
