ATTACHMENT
THE LEARNING THEORY
CLASSICAL CONDITIONING
assosiation
- (US+UR) + NS = CS + CR
OPERANT CONDITIONING
reward and punishment
- behaviour that is rewarded is repeated
- behaviour that is punished is not
EVALUATION
- reductionist approach
- Harlows monkeys (infant monkeys away from their mother, two monkeys- comfort and food- found monkey spent time with comfort monkey for all except when feeding, attachment is formed with both needs so not just because of what is given to them)
- Created by: EllieHall
- Created on: 30-04-14 15:51
BOWLBY'S THEORY
Attachment is not learnt, but born with.
We develop an internal working model (template for all future relationships)
Monotropy only one attachment, usually to the mother
Formed during the critical time period (first six months)
EVALUATION
- LAMB (1983) babies usually prefer fathers as playmates, Bowlby doesnt mention fathers
- SCHAFFER AND EMERSON (1964) 29% babies had formed multiple attachments by 7 months (MONOTROPY)
- HAZAN AND SHAVER meta analysis in newspaper of peoples relationships when children and older, strong correlation (INTERNAL WORKING MODEL)
AINSWORTH 1978
STRANGE SITUATION
Wanted to measure attachment types
Controlled observation of mother and child, mother left and stranger entered
found three types of attachment
Secure
Insecure Avoidant
Insecure resistant
Big differences in infants reactions
SECURE ATTACHMENT
Child plays independantly but seeks proximity,
regularly returns to carer,
show moderate distress and separation anxiety, require comfort when caregiver returns.
INSECURE AVOIDANT
child doesn't seek proximity with caregiver, or use as a secure base
shows no sign of distress when caregiver leaves and doesn't need attention when she returns
INSECURE RESISTANT
child doesn't explore the play area, stays very close to mother
shows lots of distress when caregiver leaves
refuses to be comforted when she returns
STRANGE SITUATION EVALUATION
High reliability
study was repeated a few times and similar results were obtained
Validity
children measure similar behaviour when left with a babysitter so it has ecological validity, HOWEVER done in a lab so some ecological validity is lost
Ethical Issues
children were put through stress being left alone with a stranger, mothers may get slightly stressed knowing their children are stressed
Ethnocentric
only designed for western cultures and wasn't done anywhere else
CROSS CULTURAL VARIATION
VAN IJZANDOORN AND KROONENBERG (1988)
interested in whether attachment types are universal or culturally sprecific
DID
meta analysis of 32 studies in 8 countries
FOUND
all countries have a similar pattern- secure is highest
BUT insecure resistant and insecure avoidant vary
variations were also found between cultures
VAN I AND K EVALUATION
- too simplistic to class one country as having one culture, different sub cultures may differ in attachment types (INTRA CULTURE VARIATION) means that results may be difficult to generalise
- 27 studies out of 32 were done in western cultures so may not be a representation of cross cultural variations
- strange situation is an IMPOSED ETIC- ethnocentric (may not be appropriate) as the procedure was not designed to be used in these countries
- meta analysis produces quantitive data which makes it easy to compare trends betweeen different countires
CULTURAL VARIATIONS
INDIVIDUALIST CULTURE
emphasise personal achievements and independancy, e.g. USA, UK and Germany
COLLECTIVIST CULTURE
emphasise goals in groups rather than individual achievement, e.g. israeli kibbutzim and African tribes
CULTURAL VARIATIONS AND HOW AFFECTED VAN I AND K
UK and USA are individualist, children go to nurseries so parents can work meaning they are partially used to strangers
Japan is individualist but mothers stay with children all the time and are rarely left-behaviour will be different as not used to strangers
West Germany, parents do not want clingy children so are left alone slightly, children learn to be independant
DISRUPTION OF ATTACHMENT- SEPARATION, DEPRIVATION,
SEPARATION
short term, attachment is not broken
e.g. parent going to work
DEPRIVATION
long term, attachment is broken
e.g. parent passing away
PRIVATION
child never has attachment
e.g. child is in foster care with many different care givers
BOWLBY'S MATERNAL DEPRIVATION HYPOTHESIS
If a child is unable to make an attachment with their mother, future relationships will be damaged
Evidence taken from care homes, children had no attachment and ended up with behavioural problems
ROBERTSON AND ROBERTSON (1971)
They thought that separation may not lead to deprivation if some emotional attention is given
DID
Little boy spent 8 days in a nursery with no attention and only his teddy, when his mother returned he tried to get away and for months showed anger towards her because of this.
Filmed children under 3 different separations, no attention, keep communication, talk about the person that is missing
BOWLBY'S 44 THIEVES
Supported the maternal deprivation hypothesis
88 children that were sent to a guidance clinic, 4 were classed as theives as they were affectionless psychopaths
Bowlby said they were like this as they had prolonged detachment from their mother when younger
Concluded that early separation leads to later emotional and social problems
Critised for no being very accurate
PRIVATION CASE STUDY- CZECH TWINS
Mother died shortly after givin birth,
went to a childrens home for 11 months,
then 6 months with aunt, then with father and stepmother
father of low intelligence and never home, stepmother cruel
boys never allowed out, in unheated closet and beaten
at age 7 were found and had rickets, very fearful and little speach
went on to live with 2 sisters who provided a loving home, attended specialist school and developed good intelligence and emotional bonds
POSITIVE
PRIVATION CASE STUDY- GENIE
Her father said she was retarded and likely to die young and her mother was scared of her father, she was kept in isolation and strapped to a potty chair
suffered severe neglet and was punished if she made a sound
at age 13, her mother took her into police station, she was said to look like a 6 year old
couldnt stand upright, no social skills, couldn't understand language and couldn't speak
was given extra care, her vocabulary grew but she wasn't able to make complex sentences, language skills never reached adult level
NOT RECOVERED
FACTORS THAT EFFECT RECOVERING FROM PRIVATION
LENGTH OF PRIVATION
Rutter (2007) the longer spent in institution with no attatchment can affect
QUALITY OF CARE
Rutter (2007) children in Romainian institution did not recover as well as those in UK as they were severley malnurished
QUALITY OF CARE AFTERWARDS
Genie- because she was moved around after being found, she did not recover
Czech Twins- went to a loving home which gave them positive care and the opportunity for attachment
RECOVERING FROM PRIVATION- TIZARD AND HODGES
TIZARD AND HODGES (1989)
Researched whether being adopted or being returned back to their original homes affects recovery.
DID-
compared children that, after spending 4 years in Russian institution, were adopted or taken back home.
FOUND-
both those who were adopted and taken home craved attention but, those that went home did not work to have good relationships with family
CONCLUDED-
both sets did not make full attachments with peers so maybe did not make a full recovery
RECOVERING FROM PRIVATION- RUTTER
RUTTER (2007)
DID-
Compared Romanian orphans that were adopted by UK families, to UK born adoptees.
FOUND-
Romanian children showed signs of disinhibition behaviour, UK didn't as much
CONCLUDED-
Children more likely to have disinhibition behaviour if they were institutions for long periods of time
EVALUATION OF RUTTER AND TIZARD&HODGES
EVALUATION
Attrition (only certain individuals left) may lead to skewed data as the same type of children may have been left behind for longer.
As participants in the study were people who wanted to adopt, they may have been the families that were more socially able, meaning the children would get on better
(for Rutter) It is difficult to gather information about the quality and type of care given in insititutions
WHAT IS DAY CARE
A place where the child is temporarily cared for by someone that is not a family member and usually takes place outside the home (nursery, playgroup, school)
COGNITIVE AND SOCIAL DEVELOPMENT
COGNITIVE:
The cognitive (mental) development that a child makes as they grow older
SOCIAL:
Development of sociability where the child leanrs to interact with others and aquires knowledge and skills that are appropriate to their society
EFFECTS OF DAY CARE ON COGNITIVE DEVELOPMENT
ANDERSSON
DID: recorded childcare arrangements for 100 children aged 3&4, socioemotional competence was then assesed at 8 & 13
FOUND: school performance was highest in children that started day care before age of 1, school performance lowest in those that didn't go
EVALUATION: was done in Sweden where a lot of money is put into child care, results may be due to high attachment levels and high quality care being available
OPERATION HEADSTART
DID: gave children from deprived backgrounds learning opportunities they may not get at home
FOUND: after a year, children gained 10 IQ points, more likely to do better at school
EVALUATION: if not followed through in education, initial gains dissappeared
EFFECTS OF DAY CARE ON SOCIAL DEVELOPMENT
NICHD REPORT
DID: mothers were interviewed and children observed in day care and at home, at 6 months and 15 months
FOUND: during strange situation infants with lots of daycare did not exhibit any more stress than those who didn't
VANDELL AND CORASANITI
DID: got parents and teachers to rate childrens peer relationships and emotional health from extensive child care
FOUND: children with extensive child care had poor peer realtionships and emotional health
CONSISTENCY OF CARE
EFFECT OF CONSISTENCY OF CARE ON ATTACHMENT
BOWLBY:
children neeed someone that can act as a mother
TIZARD AND HODGES:
children became privated if there was a high staff turnover
KAGEN ET AL.
a key criteria is consistent emotional care
NICHD (national institute of child health and development)
studied that a 1:3 ratio ensured that the children had sensitive and positive interactions
QUALITY OF CARE
QUALITY OF CARE ON ATTACHMENTS
TIZARD AND HODGES:
mother and child verbal interations were more complex
CAMPBELL ET AL.
suggested that well qualified staff were very important
research has shown the positive effects that day care has on cognitive development if care is of high quality
EFFECTS OF SEPARATION ON PARENTS
Research shows that mothers that stay at home are more likely to suffer from a mental illness
Working parents felt bad about leaving their children at day care
these factors can affect childrens interactions
GOOD DAY CARE HAS.....
GOOD DAY CARE HAS.....
- MINIMAL STAFF TURNOVER
- EACH CHILD HAS A MAIN CARER AND SUBSTITUTE CARER
- CONSISTENT ROUTINE AND ENVIRONMENT SO LESS UNCERTAINTY AND CHANGE
- GOOD QUALITY VERBAL INTERACTIONS WITH THE CHILD
- AVAILABILITY OF BOOKS/TOOKS TO PROVIDE SUITABLE STIMULATION FOR A ` CHILDS COGNITIVE DEVELOPMENT
- SENSITIVE EMOTIONAL CARE
- TRY TO AVOID PARENTS FEELING GUILTY ABOUT LEAVING THEIR CHILDREN BY ENFORCING POSITIVE EXPERIENCES
- CREATE GOOD HOME-CARE LINKS USING PHOTOS, DAILY REPORTS, REVIEWS AND NEWSLETTERS
Related discussions on The Student Room
- Changes to Pun Games ( hopefully temporary ) »
- Mark my aqa a-level psychology attachement 16 maker »
- A-Level chemistry »
- Spectroscopy help »
- Tertiary alcohols and amines »
- FM-m2-circular motion »
- love vs attachment? »
- Girls, what's the meaning of crush to you? What does it feel like? »
- Chemistry help urgent Alevel »
- AQA A-level psychology paper 1 »
Comments
No comments have yet been made