Keywords: attachment theory, theory of attachment, bowlby attachment
Attachment can be an emotional bond to some other person. Psychologist John Bowlby was the first connection theorist, describing four characteristics of attachment observed in growing children between your ages of half a year and 2 yrs old. Bowlby believed that the bonds created because of this of these discovered characteristics continued throughout life, learning to be a blueprint found in the development of subsequent associations. Mary Ainsworth, initially conducted research into attachment theory with Bowlby, and down the road her own. She broadened the theory to add three varieties of connection (with a fourth being added later). By being responsive to an infant's needs, a caregiver (usually the mother) establishes a feeling of security for the newborn. Once the toddler establishes this sense of security, it grows a secure foundation to explore the world.
The classification of attachment, regarding to Merriam-Webster is "their state of being personally attached: fidelity, affectionate regard" (Attachment-Definition from the Merriam-Webster Dictionary). The basic idea of connection theory is that if the caregiver (usually the caregiver) is attentive and trustworthy, then that caregivers child will be secure in their environment and can use the security of the romance with the caregiver as basics that to explore their world. Once a child has established this primary relationship, it uses it as a template for other romantic relationships.
Attachment theory is the result of joint and specific research by John Bowlby and Mary Ainsworth (Ainsworth, 2009). Drawing on ideas from psychoanalysts, developmental psychologists, psychology, while others, Bowlby formulated the essential theory. He created a revolutionary thought process about how precisely a mother and child connection, and the repercussions of the disruption of that connection. Mary Ainsworth's methodology with her "strange situation" experiments made it possible to test Bowlbys ideas and in the end expanded the idea itself (Bretherton, I. 1992). Bowlby assumed that the earliest bonds formed by children using their caregivers have a tremendous impact that remains throughout life (Cherry, K. n. d. ).
Bowlby and Ainsworth
John Bowlbys work identifies connection theory as "lasting psychological connectedness between human beings" (Bowlby, J. 1969). Bowlby formulated the theory an infant's connection to its caregiver came about as an evolutionary mechanism. He theorized that by being nearer to its caregiver, an infant is much more likely to endure. He also theorized that not only is the infant innately programmed to create attachments, but the caregiver is also programmed to answer (Flanagan, C. 1999). Bowlby assumed that the psychological bond formed between a child and caregiver is both powerful and lifelong in their mother nature, forming when the child is between half a year and two years of age (Hayes, n. d. ).
Mary Ainsworth broadened on Bowlbys research with her group of "strange situation" tests (Ainsworth, 2009). In its simplest form, the peculiar situation occurs while a kid is observed playing in an area for 20 minutes as caregivers and strangers enter in and exit the area. The theory was to recreate the familiar and unfamiliar circumstances that can be found in any child's life. The situation is alternately nerve-racking and calming, and the child's reactions categorize her or him into four teams (Ainsworth, 2009).
Based upon the reactions she witnessed, Ainsworth defined three major varieties of connection: secure attachment, ambivalent-insecure connection, and avoidant-insecure attachment (Brittany, 2010). A fourth category was added later based after additional research, which is explained later in this paper.
Bowlbys Characteristics of Attachment
Attachment theory defines four characteristics: closeness maintenance, safe haven, secure bottom part, and separation distress (Bowlby, 1969). Closeness Maintenance is proven by what sort of child will stay near the caregiver, thus keeping the kid safe. That is evidenced by what Bowlby termed as attachment habits. Clinging, smiling, crying, and pursuing are evolved manners meant to increase the relationship between caregiver and child, by keeping them near one another (Hayes, n. d. ). Notice that these behaviours work to draw the caregiver to the kid rather than the other way around! Parting or threatened parting of the kid from the caregiver is exactly what triggers these behaviors. This is termed as separation problems by Bowlby. After the child feels that the caregiver is near by, he is encouraged to explore his territory. The constant proximity of the caregiver triggers the kid to regard the caregiver as a safe haven (because the caregiver has been a constant and reactive occurrence to them). The caregiver, by providing the safe haven to the kid becomes a secure basic from which the kid can get started to explore its world. When the kid feels that there surely is danger nearby he can return to his caregiver. Bowlby identified this behavioral system of moving between 'checking out action' and 'safe haven patterns' as a homoeostatic control system (Bowlby, 1969). Figure 1 is a visual representation of the characteristics of connection.
Mary Ainsworth and the "Bizarre Situation"
During the 1970's, psychologist Mary Ainsworth conducted further research into John Bowlbys connection theory in a study that had become known as "the unusual situation". The study involved observing children between the ages of 12 to 18 months responding to a predicament in which these were briefly left alone and then reunited using their caregiver (Hutchinson, 2009).
Based on these observations, Ainsworth figured there have been three major styles of attachment: secure connection, ambivalent-insecure connection, and avoidant-insecure attachment (Ainsworth, 2009). A fourth style was added later by Ainsworth's colleague Mary Main with Ainsworth's acceptance.
The first style is "secure attachment". A child in this category will explore widely while the caregiver exists. This includes participating strangers. However, when the caregiver leaves the kid, it becomes visibly upset and stops getting together with the stranger. When the caregiver comes back, the kid calms down and starts off interacting again.
The second style is "anxious-resistant insecure connection. " This category is more dramatic. Even though the caregiver is present, the child is anxious when a stranger is just about, and becomes annoyed when the caregiver leaves. Once the caregiver returns, the kid is resentful and repellent to attention.
The third style is "anxious-avoidant insecure attachment". A kid who exhibits the habit associated with this style works indifferent to anyone present. The strangers and the caregiver alike are dismissed and get little attention. This represents a disengaged relationship between your child and caregiver (Ainsworth, 2009).
The last style is "disorganized/disoriented attachment. " Children exhibiting this style often have caregivers that experienced something traumatic after the beginning that remaining them suffering from despair. The disorganized/disoriented child will usually cry when the caregiver leaves, and then freeze or land to the floor when the caregiver profits. When strangers are present, the kid is slightly annoyed and confused.
Attachment Disorder
What happens when closeness maintenance, safe haven, and secure platform aren't present for a kid? A child can form Reactive Attachment Disorder because of neglect, abuse, or simply inconsistent response by the caregiver (Leavens, T. , & Orlans, M. n. d. ). Because of this a kid may struggle to attach to female caregiver and feel the normal development necessary to function in relationships. Instead of understanding how to trust as an infant experiencing normal connection characteristics, a child subjected to these replies learns that the planet is an unsafe place, and that he can trust no one. He learns that he cannot be based upon adults. Children with reactive connection disorder feel the need to be in charge.
Treatment
Treatment for reactive connection disorder can require therapy, counseling, and parenting education. The treatment is tailored to guarantee the child has a safe environment, develops positive romantic relationships with their caregivers, and peers. Sometimes medication may be used to treat conditions associated with attachment disorder, like depressive disorder, anxiousness, or hyperactivity. Also, Family therapy, specific psychological counseling, play remedy, or special education can be utilized in varying mixtures (Smith, M. , Saisan, J. , & Segal, J. n. d. ).
Conclusion
John Bowlby is considered the father of attachment theory. His research into the relationship developed between a caregiver and an infant as an evolutionary homeostatic function produced four characteristics of connection. Ainsworth built upon the building blocks of attachment theory built by Bowlby. Like Bowlby, Ainsworth also thought in the homeostatic systems but got the study further with the unusual situation, which splits connection up into three types: secure, avoidant, and resistant. A failure of this initial marriage/attachment to create can have long-term effects over a child's development, leading to issues such as reactive attachment disorder, in which a child develops an over-all mistrust of others and has a have to be in control at all times. Treatment can involve the utilization of medication, counseling, and family oriented therapy to reinforce a feeling of safety and security in the damaged person.
