Developmental psychology: key concepts and applications

¶ … Theory

What are the major concepts of Ainsworth's theory?

Ainsworth's attachment theory is rooted in Bowlby's research on the bonds that develop between parent and child. Building on Bowlby's research, Ainsworth conducted a groundbreaking experiment known as the Strange Situation. Results of the Strange Situation experiment revealed three different categories of attachment styles. Ainsworth found secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment (Cherry, n.d.). Moreover, four categories of attachment style behaviors were observed. These four categories include separation anxiety, which refers to the emotional reaction to the caregiver leaving. The infant's willingness to explore in the caregiver's absence is another feature of attachment. Stranger anxiety refers to how the infant responds to strangers when the primary caregiver is absent. Finally, Ainsworth studied reunion behavior, which was how the child reacted to the return of the caregiver. Using these four parameters of attachment-related behaviors, Ainsworth developed the three primary attachment styles: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment. For example, a child with high separation anxiety, who avoids interacting with strangers in the absence of the parent, and who avoids exploring in the absence of the parent, will be classified as having a secure attachment style. If an infant shows no sign of distress when the parent leaves, plays with strangers in the parent's absence, and shows little interest in the parent's return has an avoidant attachment style. Ambivalent attachment is characterized by intense stress at the mother's leaving, overt fear of the stranger, crying without exploring much, and resisting contact with the mother upon return.

7. How is Attachment related to or an influence on successful aging? Need critical thinking re "righteousness" of the theories and their ability to really uncover person's deepest influences, motives and characteristics.

Bowlby recognized that attachment was important throughout the life course (Fraley, n.d.). The same motivational patterns will impact the individual in romantic relationships and friendships later in life. Secure attachment styles have been associated in research with the development of high self-esteem, high self-reliance, and independence. Children with secure attachment styles have been shown to evolve into successful individuals with strong social networks, good school performance, and less tendency to develop mood disorders like anxiety or depression (Cherry, n.d.). Research shows that attachment theory has unique applications among senior populations. For example, Van Assche et al. (2013) found that older adults develop less attachment relations vs. younger adults, but that symbolic attachments become stronger. A symbolic attachment could be attachment to an ideology or dead person. Decreases in attachment anxiety is evident in older adults vs. younger adults, but attachment avoidance remains stable across the aging process. Van Assche et al. (2013) also found that insecure attachment styles have a negative impact on caregiver burden. In other words, an insecure attachment style between the senior and his or her primary caregiver is linked with caregiver anxiety and perceived burden.

The attachment behavioral system is a motivational system, or a function of motivation (Fraley, n.d.). Features existing in the infant-parent attachment are paralleled in the romantic arena. Feeling safe, intimate, and wanting to share discoveries are some examples of how the adult romantic relationship parallels the attachment patterns of childhood. The characteristics of romantic relationships also include insecurity when the other person is not available, and even the exhibition of baby talk (Fraley, n.d). The same motivations that guide caregiving for parents are the motivations for all types of caregiving scenarios. Moreover, the same styles of attachment are evident in romantic relationships vs. parental ones. Fraley (n.d.) notes that partner selection is influenced strongly by attachment styles.

3. How does Attachment come about?

Attachment develops along stages, according to Schaffer & Emerson (cited by Cherry, n.d.). The pre-attachment stage is from birth to three months of age. During the pre-attachment stage, the infant is not necessarily attached to any specific person. The baby cries or communicates in other ways with the caregiver, and the caregiver responds accordingly. The next phase after pre-attachment is indiscriminate attachment, which lasts from about six weeks of age to seven months. At this stage, the infant will exhibit preferences for particular people. Trust begins to emerge at this phase of the attachment process. The infant will accept care from other people, but will be already able to distinguish between the primary caregiver and all others. Discriminate attachment is the next phase, lasting until about eleven months of age. At this stage, strong attachments are developed with the primary caregiver or a specific individual. Separation anxiety will emerge when the infant is separated from this loved individual, and the infant will also demonstrate stranger anxiety. After this stage, the individual develops multiple attachments. The infant moves beyond the discrimination stage and is able to form strong, trusting, and emotional bonds with other caregivers including other members of the family (Cherry, n.d.). Attachment comes about as a function of opportunity, as some children do not have the opportunity to form trusting bonds with caregivers. The quality of caregiving has a strong bearing on attachment development. Responsiveness is the cornerstone of attachment. When the parent responds to the child's needs, the child develops healthy attachment (Cherry, n.d.).

4. How is attachment experienced by the infant and primary caregiver?

Attachment is experienced by the infant as the development of trust in knowing the primary caregiver will return after leaving and upon return, will provide quality of care. The infant needs to trust that basic needs will be met, even if there is a delay in gratification. Moreover, the infant develops attachment as a form of communication. The infant experiences attachment as responsiveness to basic needs, which signals that the infant and the caregiver were both successful in communicating. The primary caregiver experiences attachment as an emotional bond, and the satisfaction from developing and deepening the bond..

5. What happens between the infant and primary caregiver? Developmental terms need to be discussed.

As Bowlby suggested, early attachment teaches the infant about object permanence and impermanence (Cherry, n.d.). The infant and the caregiver develop the trust that is necessary to navigate their respective social lives. As Benoit (2004) puts it, "Attachment is where the child uses the primary caregiver as a secure base from which to explore and, when necessary, as a haven of safety and a source of comfort," (p. 541). It is important to distinguish between attachment and bonding, which is not related significantly to developmental outcomes as attachment is (Benoit, 2004). Viewed through the lens of developmental psychology and Piaget's theories, attachment reflects assimilation and accommodation to form cognitive schemas. If the child forms a secure attachment, the child will have a cognitive schema that includes implicit trust that the parent will return when the parent leaves. Early attachment takes place during the sensorimotor stage, during which the child is learning about object permanence. During the pre-operational stage, the child is starting to think more in terms of the magical beliefs.