childhood development attachment disorders

Attachment behaviors and attachment experiences are central to child development, and can have lasting impacts on adult psychology. Attachment refers to a “sustained, developmental...connection,” (Mossler, 2014, 13.1). The attachment process is emotional, but it also serves distinct biological and evolutionary functions in enabling the survival of the species. As Mossler (2014) points out, attachment bonds can be formed between an infant and any adult due to the fact that early humans contended with far greater physical and environmental risks that might leave infants vulnerable should one or both parents perish.

Infants experiencing healthy attachments will also evolve a sense of security that is essential for psychological resilience and the reduction of risk for separation anxiety and other attachment-related issues. This paper outlines the different attachment theories provided by Bowlby and Ainsworth, both of which show how attachment experiences are central to the evolution of fundamental social needs, such as trust in human relationships and the creation of sustainable connections with other people.

Attachment Theory: Bowlby Bowlby’s attachment theory shows how attachment behaviors and experiences in early childhood can have lasting effects. The Bowlby theory has shown that it is not necessarily the attachment to a biological parent that matters, but an attachment to any caregiver who meets the infant or child’s critical needs. Bowlby’s theories have had a major impact on laws and public policy regarding how children should be treated (Mossler, 2014).

Bowlby proposed four stages or phases of attachment: the preattachment stage in early infancy, attachment-in-the-making between six weeks and six months of age, followed by organized, goal-directed attachment between seven and twenty-four months of age, and then the formation of reciprocal partnerships which starts from twenty-four months of age. The Bowlby theory also shows how securely attached infants exhibit confidence in themselves when caregivers leave the room, as opposed to demonstrating what is known as separation anxiety (Mossler, 2014).

Attachment Theory: Ainsworth Ainsworth built upon Bowlby’s foundational theory by classifying different types of attachment, substantiated by observational studies. Using a technique called the Strange Situation, Ainsworth had mothers and their babies play in a room, later to be joined by a stranger. When the mother leaves the baby and the stranger in the room together, Ainsworth would observe the infants’ responses.

The majority of infants, about two-thirds, would be securely attached, meaning that even when they cried when the parent left the room, they would return to a calm state immediately upon the mother’s return. Infants can also be classified as being insecure-avoidant, which is characterized by behaviors like ignoring the the mother when she returns to the room. Infants who are insecure-resistant instead demonstrate anger at the returning mother, but also exhibit ambivalent behaviors.

Finally, some infants veer towards an disorganized-disoriented attachment style, which is more common among children who have been abused or neglected (Mossler, 2014). Anything other than secure attachment styles can lead to maladaptive behaviors or the evolution of attachment disorder (Shah, 2015). Therefore, like Bowlby, Ainsworth showed how important early childhood experiences with attachment are to later mental health. Conclusion: How Attachment Experiences Affect Psychosocial Development Early experiences.