Attachment theory derives from psychoanalyic psychology, however it is utilized in social work to try and understand behaviour in infancy and youth to show the way in which children develop emotionally (WALKER 2009)
This theory centres on the idea that children need to create secure relationships with other folks, such as parents or guardians, as it is a substantial contributer with their emotional development. Public bonds and human relationships that are made in early child years are thought to influence an individuals life and can impact after their well-being to find out their mental and social stableness later in life. As a result, attachment sometimes appears as an intrinsic component within babies and young childrens lives, as these activities can shape a folks personality and id in future years. (WALKER, J and K, CRAWFORD 2010). If these experiences of attachment are negative, and the child does not develop adequate romantic relationships using their caregivers, then this can have detremental implications on their internal and mental development. (WALKER, J 2009).
The Connection theory hails from the ideas of John Bowlby who feels that humans are biological predispositioned to seek attachment from others. He proposes that success is directly related to the ability to possess psychological bonds with other individuals (Renewable 2003). It is because by creating an connection with an expert figure who is viewed as the more robust of the species, this reduces the vulnerability of the average person as it provides increased security and safeguard from injury posed by potential predators (BOWLBY 1958, cited in LISHMAN 2007). The idea looks at the way that attachment connections are shaped, and the reason why behind their manifestation. Children have emerged to form these interactions for reasons such as safe practices, comfort and to provide guidence. These connection behaviours, relating to learning theorists, are displayed in infancy through chatting, laughing and crying. This permits these to persue their basic needs for survival, such as food for nurishment, by their connection to their mother who is able to support them in gratifying their needs (WALKER, J and K, CRAWFORD 2010). This primary connection to caregivers also courses the individuals thoughts, thoughts and anticipations as they become aware of peoples reactions towards them which help them recognise how to act (WALKER 2009).
There are four assumptions of Bowlby's attachment theory which attempt to explain his beliefs. The first, is the fact that infants and small children develop mental ties with individuals early in life, which serves as a biological function and takes on an intrinsic part with their survival. The second assumption is the fact the way a kid is treated early on in life has a significant contributing factor with their future human relationships and just how their personality is created. The 3rd assumption is the fact attachment behaviour can form an 'internal working model' which guide the child's thoughts, feelings and expectations as a result of the reactions of others towards their behaviour. The ultimate assumption of Bowlby's attachment theory is the fact though it is difficult to improve attachment behaviour, it is not impossible, thereofre you have the likelihood of alteration at any point in life, both in a positive and negative way (GREEN 2003).
Although babies and small children have the ability to have more than one connection figure, they are still affected when they are exposed to seperation using their company primary attachment shape. This may happen for many reasons, like a child being removed from a family group home and located into care, or perhaps death. This is often a very distressing and confusing time for a kid because they are unsure of who to carefully turn to for security and safety. This is visible in communal work practice in circumstances where an abused child wants to remain with its parents, though it is not really a stable or supportive connection (LISHMAN 2006). Bowlby suggested that children who've experienced seperation using their main attachment figure will suffer in an activity regarding protest, dispair and detachment, in an attempt to overcome their damage (BOWLBY 1958, cited in LISHMAN 2006).
However, although Bowlby provided an important contribution to the idea of attachment, his research can be criticised in lots of ways. This is because Bowlby tends to focus his ideas on one primary physique of attachment, usually the mother, when it's possible for children to form attachments with other folks within their lives such as their daddy. Also, developing connections with other folks alongside the attachment body is also important, it is because having to rely on the caregiving relationship of 1 person can be damaging due to the fact it often brings about dependency and does not allow other associations to be developed with others, which can the hinder the cultural and emotional development of the child (WALKER, J and K, CRAWFORD 2010).
According to Lishman (2007), the connection theory believes that whenever a kid is pressured or frightened, they exhibit particular behaviour and feelings which is often perceived as connection. This is because they seek protection from injury through the help and security of an adult who they see as stronger than themselves. That is closly associated with two types of behavioural systems: the exploratory behavioural system and the fear behavioural system. The exploratory behavioural system is based of the fact that when a child or youngster seems comfortable and safe, the connection behaviour remains dormant and then the child will be ready to explore the people around them and their area. However, if a kid feels threatened or vulnerable, the fear behavioural system can be active, where the child won't seek exploration and instead they'll seek protection from their connection figure and exhibit behaviour related to that attachment.
However, the behaviour that they display is not intended to provoke love from the attachment body, instead it is to restore a state of equilibrium (p59). Which means that infants and young children are not based mostly after the caregiving character of the connection number, instead their target is to diminish their worries.
There is a classification of connection patterns which identifies four different types of connection, which tries to enanble specialists to examine young childrens behaviour and feelings (secure, ambivalent, avoident and disorganised). Secure attachment is based of the fact that children depend upon their caregiver as basics for exploration. The caregiver is available to the kid and responds to the childs needs, which means child behaves in a confident manner. Ambivalent attachment looks at how children are unwilling to explore their environment as the caregiver is not steady in their support. This may leave the kid distressed, clingy and reliant. The 3rd category is avoident habits of attachment, and features an unresponsive caregiver, which means child feels turned down and they view themelves as based mostly whilst actively steering clear of or disregarding the caregivers occurrence. And lastly, disorganised connection is where children are fearful of their caregivers, and they themselves may feel perplexed or depressed. This type of attachment is most often seen in children who have suffered mistreatment (HOWE 2001, cited in LISHMAN 2007).
How a critical understanding of Attachment Theory can donate to Community Work Practice.
Social workers have emerged to own three roles to experiment with when working within an attachment point of view: analysis, planning and direct work with children, parents and carers. Examination looks at areas within attachment such as the needs of a child, the parenting that they obtain, their psychological and behavioural development and the romantic relationships that they have formed. There's also tests specifically made for measuring connection, such as Ainsworth's stranger test which offer an indicator of the pattern and quality of their attachments.
The second role, planning, looks at how planning for new parts when putting children with new individuals needs to be contacted carefully. This is because they need locating the the most suitable parenting figures where new accessories can be made.
The third role is immediate work with children, parents and carers. This is because direct contact and communication is essential to attain the best possible results whenever using children and family members. For example, whenever a child has been taken off their home and is being placed with new carers, immediate work can offer support to the kid to prepare them for change. It can be useful with the adoptive or foster family to provide guidence and support towards what things to expect and improve any problems they face (LISHMAN 2007)
Attachment theory has been used within public work practice as the basis for many child care insurance policies. This is because the thought of a newborn or child being 'fastened' to their family, which can influence their development in many ways, has been used as the foundation for most legislation (LISHMAN 2007). For example, Sure Start Children's Centres have been presented in response to the importancy of family support to permit those to build and keep maintaining positive family interactions (LAMING Survey 2009, cited in BRAMMER 2010). Attachment theory possessed also added to insurance policies such as distributed parental responsibility, as they have emhasised the necessity for psychological and social relationships with caregivers, whilst also recommending possible results to a childs development and the negative impact later in life if these needs weren't attained effectively. (LISHMAN 2007).
Attachment theory also provides guidence to permit social workers to guage the quality of a relationship between a kid and it's parents. This can enable them to get an understanding of at what point, if at any, intervention is necessary as it offers them the ability to evaluate the connection that exists within the relationship. The attachment theory also gives a more comprehensive understanding of the loss experienced by a child or child when they lose their main connection figure. This implies that folks working within social work practice know about the normal and typical behaviours of a kid who is going through this technique and can therefore support those to overcome it. An additional way the connection theory is used to benefit interpersonal work practice is the fact that as it is well known that attachment figures are essential for children to develop effectively, individuals such as adoptive parents can be taught to exhibit behaviour that may encourage new attachmentment from the child which is needed for personal growth (WALKER, J and K, CRAWFORD 2010). However, treatment needs to be studied when placing a child with a new family as to prevent a repeating loss of attachment characters which can lead them to blame themeselves and produce feelings of worthlessness. This may mean ensuring that the child is appropriatly ready and ready to form new bonds of connection and that the new carers of the kid obtain sufficient support within their role. (LISHMAN 2007).
Attachment theory can even be linked to the manner in which a mom bonds with her new blessed baby. However, these early bonds are not solely restricted to mothers, it is also easy for fathers. Although, this relationship is typically formed within the first few hours after labor and birth as the mom and baby hook up both in physical form and emotionally. The original bond that is made is considered to have a significant influence on their future romantic relationship as it's the beginning of these 'connection'. This knowledge permits social workers to aid mothers who are especially vulnerable to poor parenting, although this is merely effective if the support carries on throughout the first few months after the baby exists. . However, it's important to notice that just because a mother fails to achieve a short bond with her baby, this will not mean that abuse is inescapable.
How are issues of 'diversity' relevant to human growth, behavior and development?
GREEN, V. 2003. Mental development in Psychoanalysis, Attachment Theory and Neuroscience: Creating Connections. East Sussex: Brunner-Routledge
LISHMAN, J. 2007. Handbook for Practice and Learning in Social Work and Public Treatment: Knowledge and Theory. London: Jessica Kingsley
WALKER, J and K, CRAWFORD. 2010. Community Work and Individuals Development. Exeter: Learning Matters
WALKER, J. 2008. Learning for Your Sociable Work Level. Exeter: Learning Matters
BRAMMER, 2010. Public Work Laws. London: Longman
