Attachment Theory and Social Constructivism in Child Social Work

Introduction: Theory and Social Work Practice

The profession of social work has a complex relationship with psychological and sociological perspectives. If a social work professional is to provide the assistance that clients need, it is necessary to use appropriate perspectives to understand and analyze the situations in question. This is particularly important when working with children, in which case life course development can provide a great deal of perspective regarding the individual's genetics, history, psychology, and interactions with others (Crawford and Walker 2010: 2). It is also important to understand, however, that no single theory can be used to the exclusion of others in order to fully understand a situation a child might face.

The optimal approach, therefore, is to begin with the theory or theories that seem to best describe the situation at hand, and then, over time, use these to lead to additional theories that might offer a more in-depth perspective. The case to be examined concerns a six-year-old girl, Lilly Jones. The primary psychological theory used to describe her situation will be attachment theory, as described by Howe (2011), while the sociological perspective used to supplement this will be the social constructionist perspective, as addressed by Hutchison and Charlesworth.

Attachment Theory and Lilly's Family Situation

Attachment theory, as described by Howe (2011: 6), has roots in ancient human survival tactics, where primary caregivers in early societies were often also those upon whom children relied for their safety and survival. Even today, a child who feels distressed or in danger will run to the person he or she feels closest to — most often, the mother. Howe illustrates this with a poignant example of a little boy playing boisterously with his uncle, but running to his mother as soon as he falls and is hurt, despite the obvious enjoyment derived from playing with his uncle.

Howe uses this example to demonstrate that, as human beings, it is our nature to seek social support when we are threatened or under stress. In particular, human beings seek out the protection and support of those in the same situation, or those whose emotional support they know they can rely on. Howe further points out that, for young children and babies, social exclusion can be not only particularly painful, but also frightening. This appears to be the case for Lilly Jones.

At six years old, Lilly's recent social and family problems appear to have created significant attachment challenges. Lilly's statement that her mother was admitted to hospital "with bruises" indicates that her mother was physically abused. This has removed the little girl's primary source of attachment and support from the family, contributing to her tendency towards crying episodes. Furthermore, this could also be the reason why she appears to be socially excluded at school. The lack of attachment and support has clearly led to her social and academic difficulties.

When examining the mother's situation, it appears that her own emotional problems and tendency to engage in abusive relationships have created a lack of emotional attachment to and care for her children. The fact that she worries about her children is, however, a positive sign, and this concern may have given Lilly a sense of attachment prior to her mother's hospitalization. For Lilly, it appears that the physical presence of her mother — regardless of emotional distance — provided the support she needed not only to care for her younger sister, but also to maintain relative consistency in her schoolwork and emotional stability. The visible and significant deterioration in her physical appearance, social attachments, and clothing since her mother's hospitalization indicates a loss of the attachment that her mother's presence at home had provided.

As for the rest of the family, it is clear that Lilly's older siblings have not cultivated a sense of care or emotional attachment that could serve as a substitute for their mother's presence at home. Instead, they are coping with their own situations — including teenage pregnancy and juvenile delinquency — which prevent them from providing the nurture and sense of attachment that Lilly needs. Lilly, on the other hand, has taken it upon herself to act as a substitute primary carer for her younger sister in the absence of adequate parental care.

From the information provided, it appears that Lilly has suffered severely from both the physical absence of her mother and the absence of an adult to help her manage tasks such as dressing herself and attending school. The social worker assigned to the case will need to understand how frightening this experience is for such a young child, who is also burdened with the care of her younger sister — a sister who is beginning to show signs of requiring special support. At six, one can hardly expect Lilly to be mature enough to handle such responsibility, even with her home attachments intact.

The Role of Caregiving and Protective Strategies

Howe also notes that caregivers generally employ two basic protective strategies for their children. First, they can remove hazards and anticipate danger, maintaining the child's emotional equilibrium. Second, when a child does experience fear or distress — even from danger that is perceived rather than actual — the caregiver provides comfort and reassurance. This is precisely the kind of protection that Lilly has lacked since her mother's hospitalization. It appears that the mere physical presence of her mother served as a buffer against Lilly's fears, despite the emotional detachment. It also appears that Lilly's mother provided some protection against the direct physical abuse of her children by her partners. However, being exposed as a witness to abuse between caregivers would certainly have had detrimental effects on Lilly, and may also have influenced her drive to assume a primary carer role towards her younger sister.

Despite this situation, Lilly appears devoted and loyal to both her siblings and her parents. This signifies a deep-seated need in Lilly to form emotional attachments with those who share her home, regardless of the detachment they may display towards her.

Green (2010: 221) offers an interesting perspective on young children, their need for nurture, and the development of their coping strategies. Green argues, for example, that an overly developed parental impulse to protect children from danger and emotional distress can impair those children's ability to cope in a wider social context. This view should, however, be carefully considered alongside life span development theory. A child like Lilly is far too young to manage independently with tasks such as dressing herself, attending school regularly, and caring for a younger sibling. In her case, there is a clear need for an adult to take on the duties and responsibilities that Lilly is not yet mature enough to handle alone.

It is nonetheless notable how Lilly has devised strategies for coping with her mother's emotional absence. She has used her mother's physical presence in the home as a foundation for assuming responsibilities far beyond those expected of her peers. She has cultivated a deep sense of loyalty to her entire family and has taken responsibility not only for her younger sister's welfare, but also for her own emotional stability — a stability that has only broken down following her mother's physical absence.

Conclusion

Lilly's situation is currently dysfunctional, not only for herself, but also for her younger sister, who is not receiving the support she needs. By including the whole family — and especially the mother — in strategies to improve Lilly's coping capacities, the social worker can help create a healthier family and wider social environment for her. This will involve working with the mother to develop a stronger sense of self-esteem, which would both discourage further abusive relationships and enable her to form closer emotional connections with her children.