Documente Academic
Documente Profesional
Documente Cultură
Strange Situation
Parent and infant play
Parent sits while infant plays
Stranger enters and talks to parent
Parent leaves, infant plays stranger offers comfort if
necessary
Parent returns greets infant, stranger leaves
Parent leaves, infant alone
Stranger enters and offers comfort
Parent return, greet and comforts infant
Behaviour assessed
Use of parent as secure base
Stranger anxiety
Separation anxiety
Reunion behaviour
Separation anxiety
Stranger anxiety
Reunion behaviour
Attachment types:
o Secure;
harmonious cooperative attachment with caregiver
willingness to explore
high strange anxiety
separation anxiety easy to soothe distressed on separation
enthusiastic when reunited
66%
o Insecure avoidant;
Anxious style of attachment avoid intimacy and social interaction
In SS show little response to separation
Not proximity seeking on reunion
When picked up not resistant to be put down
Indifferent behaviour
Happy to explore with or without caregiver
15%
Insecure resistant
Seek and reject intimacy and social interaction
Show immediate and intense distress on separation
Upon reunion conflicting desires for + against contact
May angrily resist being picked up
Have other means for seeking proximity
9%
o Insecure disorganised
Lack of consistent patterns of social behaviour
Changeable behaviour showing outward signs of strong attachment to resisting caregiver
Lack coherent strategy for dealing with stress of separation
15%
Evaluating types of attachment
+ Reliable: results are consistent, Ainsworth used inter-rater reliability
+ Prior and Glaser: secure attachment = positive outcomes (less emotional dependence, high
achievement orientation). Avoidant attachment = aggressiveness + other negative behaviour.
Resistant attachment = anxiety and withdrawn behaviour. Disorganised attachment = hostility and
aggression.
+ Hazan and Shaver: love quiz, classified attachment type and current love experiences
Ethical issues: unnecessary distress to infant?
Ainsworth, maternity sensitivity scale; rated mothers behaviours and strength of attachment
showed maternal reflective thinking as opposed to behaviour that affects attachment type
Slade et al. = more important for mothers to understand what the infants were thinking and feeling;
maternal reflective functioning
Sensitivity = attachment type depends on how sensitive the mother is to the infants needs
Cultural variations in attachment
Name of researchers
Country(ies)
Procedure
Findings and
conclusions
Fox (1977)
Israel
Meta analysis,
compared results
from many different
studies (2000) from
SS
SS with nurse and
mother taking turns
to be primary
caregiver, children
from boarding school
Grossman and
Grossman (1991)
Germany
SS
Takahashi (1990)
Japan
SS on 60 mid class
infants + mothers
Secure attachment
are norm, insecure
avoidant = 2nd most
common bar Israel
and Japan
Infants = equally
attached to mother
and nurse, except on
reunion = more
attached to mother
Shows mother =
primary attachment
figure
Infants mostly
insecure attachment
Children being
promoted
independence
Rejects Bowlby as
secure attachment
type is not the ideal
Similar rates of
secure attachment to
Validity, reliability,
experimental design
used
Reliable same
results from zoo
studies
Reliable = high
Ethical issues
Order effects?
High reliability
Poor ethics
Unreliable as 90%
left when infant was
Ainsworths study
Infants showed no
evidence of Insecure
avoidant, high rates
of insecure resistant
Distressed when
alone
Explanation
Rothbaums
commentary
distressed
Disruption of attachment
Laura 2 years old, in hospital for 8 days, infrequent visits from parents, alternates between periods
of calm and distress. Begged to go home.
Robertsons 17 months old, separated for 9 days, in a residential nursery, normal for 2 days, day 3;
lack of attention from nurses and could not compete with more assertive children, begins to
withdraw, day 4; seeks comfort in oversized teddy, stops talking to father as much, stops eating and
drinking, response to mother; screams, struggles, tried to get away from her for several months
after.
Jane, Lucy, Kate, Thomas under 3 years, spent 3 weeks with Robertsons, similar routines to home,
care given; emotional, sensitive to their needs, formed good attachment with Robertsons, slept well,
did not reject mother when reunited, reluctance to part with foster mother
Evaluation of disruption of attachment
+ Skeels and Dye (1939): orphaned children who scored a low level on an IQ test were put into a home
for mentally ill. It was found that those who were transferred actually increased their score on an IQ
test why? It is believed that a higher level of emotional care was given to those at the home, to
those at the orphanage
+ Skodak and Skeels (1949): They replicated the above study and found the same things
Bohman and Sigvardsson (1979): Studied 600+ children (11 years), 26% = problem children, 10 years
later none of them were any worse off than the rest of the population therefore early negative
effects were reversed but not all the time can the negative effects be reversed
Bifulco et al. (1992): found women who lost their mother under 17 years were more likely to suffer
anxiety and depressive disorders = early disruptions can lead to problems in adult life
Barrett (1997): studied cases that showed securely attached children coped reasonably well with
separation. Insecurely attached children became distressed
Bowlby (1960): Studied 60+ children under 4 who had TB and were separated from parents during
stay at hospital. During adolescence these children were 63% more maladjusted but there was no
difference intellectually.
Privation (failure to form attachment)
Institutionalised children
Hodges and Tizard
Followed 65 british children from earl life to adolescence
Had been put on institution since under 4 months
Had not formed attachment when put in home
Caretakers encouraged not to form bonds
Therefore they probably suffered early emotional privation
Showed less social adjustment
They were assessed at regular intervals until 16 years
Some were adopted, some stayed in orphanage, some went back (restored) to
original families
Restored children were less likely to have formed attachments
adopted children formed better attachments with adoptive parents, than restored
children
Both groups had problems showed signs of disruptive attachment
Romanian orphanages
Rutter et al. studied 100 Romanian orphans and assessed them at 4, 6 and 11
Children adopted by british families before 6 months showed more normal
emotional development than UK orphans adopted at the same age
Shows long-term consequences are less severe when given the opportunity to form
attachments but when attachments are not formed consequences can be severe
Evaluation:
Poor parenting
Harlows monkeys support Quinton et al.
Quinton et al. Compared 50 women who had been raised normally
When the women were in their 20s those who had been in institutions had more
difficulties being parents. They had children who spent more time in care
Deprivation dwarfism
Children in institutional care, normally physically smaller, sure to lack of emotional
care called dwarfism
Girl had to be fed through tube, so mother avoided too much physical contact in
case she accidently removed tube at 8 months she was withdrawn and had to be
admitted to hospital and after having attention lavished upon her she improved
Gardner suggested emotional disturbance could affect growth hormones
Privation is only one factor
Evidence suggests infants who dont form a primary attachment within critical
period and are unable to recover show signs of disinhibited attachment
Not necessarily true of all infants experiencing privation as 1/3 Romanian orphans
recovered well
Privation or rejection
We cannot be sure that the later negative effects were not due to other extraneous
factors e.g. feelings of rejection
Such as in the Hodges and Tizard study
They may have actually formed attachments
Long term effects
Unknown extent of effects of institutionalisation
Romanian study showed at 11 years a lower number of children with disinhibited
attachment
Hodges and Tizard = too difficult to recontact large enough group of the children as
adults
Possible ex-institutional children simply need more time to mature sufficiently to
form attachments
If given right care, they probably can recover
Effects of privation:
Disinhibited attachment
Intellectual under functioning
Poor parenting
Mental disorder
Physical underdevelopment
Little long term effects
Isolated children
Genie
Locked in room by father until 13.5 years because he thought she was retarded
When found, could not stand straight, could not speak
Never fully recovered socially
Disinterested in people
Lack of recovery potentially due to early privation
May be due to late age of discovery
Czech twins
First 7 years of life locked up by stepmother
When discovered, couldnt talk
Cared for by two sisters after discovery
By 14 normal intellect + social functioning
By 20 above average intellect and good relationships with foster family
Possible discovered at young enough age to recover
Evaluation
Each individual has unique characteristics
Unknown if Genie was retarded since birth, may not have formed attachment with
mother
Czech twins may have formed important attachments with each other
Day Care
Form of temporary care not all day and all night that is not provided by parents and usually takes
place outside of the house
EPPE (effective provision of pre-school education)
Longitudinal study in Europe
Ages 3-7