| Attachment may be described as a bond or an | | | | knowing it will be there on his or her return. Children |
| affectionate tie between a child and it's primary | | | | who have a secure base (i.e. they have trust and a |
| caregiver, characterized by a loving and enduring | | | | sense of security in the availability of their parents) |
| relationship. All theories of infant social and emotional | | | | tend to have a secure attachment, and are less likely |
| development emphasis the child's relationship to | | | | to display clingy, anxious behavior when in a social |
| parents and other caregivers. One reason for this | | | | setting. |
| emphasis is the assumption that an attachment | | | | It is also known that securely attached individuals |
| between child and caregiver is important for providing | | | | display greater co-operation with their parents. Such |
| a foundation of emotional security for the child, and | | | | behaviour may have beneficial effects upon social |
| forms a basis for the parent's later influences on the | | | | development since these infants are better likely to |
| child. | | | | listen and interact with their parents, leading to |
| A prominent figure in the study of attachment | | | | enhanced learning and gaining of experience from |
| behaviors is Mary Ainsworth. Using a technique | | | | them. On the other hand, an insecurely attached child |
| known as the strange situation, Ainsworth was able | | | | who is uncooperative may miss out on parental |
| to identify 3 different patterns of attachment that | | | | efforts to teach or help them, and ultimately may |
| emerge in children at around 8 months of age. She | | | | even discourage the parents from trying to assist |
| felt all children could be classified into one of these | | | | the child. |
| three attachment patters;a)secure | | | | Perhaps the best way to understand the importance |
| attachmentb)insecure-resistant attachmentc) | | | | of attachment formation would be to observe the |
| insecure-avoidant attachment. | | | | effects where it has been hampered or obstructed. |
| It is becoming increasingly known that securely | | | | There are a number of studies showing the |
| attached infants tend to be more socially competent | | | | detrimental effects of attachment figure deprivation |
| than insecurely attached infants. Studies show that | | | | on social development - rhesus monkeys have been |
| children classified as securely attached are rated by | | | | isolated at birth and deprived of all social and |
| teachers as having enhanced popularity and social | | | | environmental stimulation. When placed in free play |
| skills. They also seem to be less prone to bullying | | | | sessions with others, these monkeys display severe |
| from other children. Why might this be so ? | | | | developmental deficits and withdrawal. |
| Enhanced social competence may be explained by | | | | Similar research with human infants has focused on |
| findings that secure attachment is associated with | | | | the developmental outcomes of institutionalization |
| higher self-esteem, autonomy and empathy towards | | | | (for example, in Romanian orphanages). Such children |
| others. Studies show that securely attached infants | | | | have been observed to be more withdrawn, rarely |
| have a healthy sense of self, in that they tend to | | | | approach adults or seek reassurance if in distress. |
| acknowledge mostly positive traits about themselves, | | | | These children also tend to be more attention |
| whilst also being aware of their imperfections. On the | | | | seeking and consequently more disruptive in school |
| other hand, insecurely attached infants tend towards | | | | than children reared in home environments. Even |
| an excessively negative or positive view of | | | | 'good' institutional rearing at an early age is associated |
| themselves (depending on the type of insecure | | | | with behavioral problems in childhood and personality |
| attachment). It is probable that the qualities linked | | | | problems in adulthood. The lack of a dependable |
| with secure attachment make children more likeable, | | | | attachment figure seems to unsettle these children, in |
| popular and attractive, leading to better friendship | | | | the formative phase of their personality |
| networks.. | | | | development. |
| Significantly, socially competent and self-confident | | | | There is a growing amount of research to suggest |
| individuals are likely to make better relationships with | | | | that insecurely attached individuals can benefit from |
| others, whilst also mingling with peers of similar social | | | | early therapy and social care. The introduction of |
| standing. This means that secure attachment in early | | | | affectionate and responsive caregivers has been |
| infancy seems to lead to a greater quality and | | | | shown to have positive developmental effects upon |
| quantity of social experience, leading to a | | | | children previously devoid of a secure attachment. |
| continuously progressive social development through | | | | Parenting courses which have an emotional and |
| childhood and adolescent years. This is an ongoing | | | | relationship focus, can also help. Changes in the |
| cycle of events, appearing to have it's origins in early | | | | emotional and physical environment, and consistent |
| attachment formation. | | | | messages of acceptance, can help a child move |
| The question should be raised - how does this social | | | | towards a more secure sense of self and others. |
| competence and heightened self esteem develop ? | | | | Improvements in family circumstances and in parent |
| Under Piagetian thought, a child gains knowledge by | | | | child relationships (e.g. reduction in family stress, |
| acting upon the environment - the more experience | | | | increase in social support) can to some degree alter |
| that a child can gain, the more learning that occurs. | | | | the quality of attachments that have been formed. |
| Research findings indicate that secure attachment is | | | | Children who have suffered neglect, or other forms |
| associated with greater exploratory behavior in | | | | of childhood abuse, are at risk of being insecurely |
| infancy. For example, when kindergarten aged | | | | attached. Sometimes, parental mental health problems |
| children are placed in cognitively challenging situations, | | | | (including drug and substance misuse during and after |
| those who are classified as being securely attached | | | | pregnancy) are important precipitating factors. At |
| display more sophisticated make believe play and | | | | other times, it may simply be a result of family |
| greater persistence and enthusiasm on problem | | | | stress, domestic violence and a lack of adequate |
| solving tasks at 2 years of age. In contrast, | | | | social support for the parents. Clearly, it is in all our |
| insecurely attached infants do not show such | | | | interests to support children and families to flourish in |
| behaviors. Secure attachments are more likely to lead | | | | secure, safe and healthy environments. There are a |
| to curiosity about the environment, and a heightened | | | | number of support services in both the voluntary and |
| willingness to explore. John Bowlby would describe | | | | statutory sectors, working hard to make this |
| this phenomenon as the product of a 'secure base', | | | | aspiration a reality. Please contact me, or visit my |
| which a child can leave and move away from, | | | | website, for further details. |