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Lecture notes, lecture 12 - Detailed class notes
Child Development (PSY2105)
University of Ottawa
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Developmental Course of Attachment
Attachment develops in four phases: - But the development is continuous
The phases occur in a fixed sequence over approximately 24-36 months - Just like stages of cognitive development, everyone goes through them in the same order, but the timing will vary - The fourth phrase will have begun by 36 months
The infant exhibits a distinctive set of attachment related behaviors and interaction patterns in each phrase - The focus is on the infants behavior
The infants relationship with the parent begins as a set of innate signals that call the adult to the baby’s side - Over time a true, affectionate bond develops supported by ne cognitive and emotional capacities as well as by a history of warm, sensitive care
Phase 1: Indiscriminate Social Responsiveness
Birth to 8-12 weeks Built in signals – grasping, smiling, crying, Help bring newborn babies into close contact with other humans - Called “proximity promoting” behaviors
Responding to caregiving by being soothed is seen as another signal to promote future responses to things like crying Will direct these signals to anyone they come in contact with However, they do have a preference for their own primary caregiver, typically the mother
Phase 2: Discriminate Social Responsiveness
2- 7 months Infants respond differently to a familiar caregiver compared to a stranger - Particularly the primary caregiver
Laugh, smile, babble more freely and quiet more quickly with a familiar caregiver Infant and caregiver develop their unique pattern of interaction - Pattern of exchange of mutual regulatory behaviors
They develop internal working models of each other - Assuming a reasonably responsive caregiver, the infant develops a sense of trust
Phase 3: Focused Attachment
8 months to 2 years The attachment of the infant to the caregiver is now clear-cut Further exaggeration of the preference for familiar caregivers Develop a Wariness of Strangers - A general fear of unfamiliar people that appears in many infants at around 8 months of age and indicates the formation of the attachment bond - If they are mobile and not already in direct contact with the mother, they will retreat to the mother In general, fear rises during the second half of the first year -Fear of heights
Infants display separation anxiety - Becoming upset when the trusted caregiver leaves
Separation protest
- Crying and searching by infants separated from their mothers
- Older toddlers will approach, follow, and cling
Not always seen - Depends on the temperament of the child, the history of separation, and the current situation
Together with wariness of strangers, seen as a clear indication that the attachment bond has been formed Both increases between 6 and 15 months -Starts to fade between 18 months and two years
Use of the caregiver as a secure base -A place to retreat to in case of danger Ex: an unfamiliar person or object
This is how the infant can best regulate the balance of its two main priorities -Safety and exploration
Use of the caregiver for social referencing This level of attachment can be achieved with about 3 or 4 individuals -Mother, father, older siblings Phase 4: Goal-Corrected Partnerships
3 years and older Separation protests decline and proximity maintenance is loosened
- Explore freely during the pre-separation phase
- Display distress when the caregiver leaves
- Happy to see the primary caregiver return, seek contact, and are easily soothed if they were upset
2-Insecure-Avoidant - About 20% of North American infants/toddlers - They will explore, but don’t use the caregiver as a secure base - Generally don’t interact much with, or seek contact with the caregiver during the exploration phase - Don’t become visibly upset when the parent leaves - Don’t approach or seek contact when the caregiver returns, don’t express happiness at their return
3- Insecure-Resistant - Also referred to as insecure-anxious/ambivalent - About 15% of North American infants/toddlers - Tend to not explore the environment Stay close or cling to their caregivers
- Become visibly and intensely upset when the caregiver leaves
- When the mother returns they express a combination of relief and anger
- They approach, but might display resistance to physical contact, pushing or hitting
- Not easily soothes
4- Insecure-Disorganized - Mix of avoidant and resistant behaviors - They tend not to explore much Infant is generally apprehensive and seems confused, doesn’t know how to interact with the caregiver
- The distress response to the mother leaving is unpredictable
- The reunion response is contradictory
- Approaching the parent, but with flat, depressed emotion
- Thought to be causes by disrupted maternal behavior that is unusual Mothers who have been or can be responsive but then become withdrawn or frightened Mothers who abuse their children
Assessing Attachment Styles: The Attachment Q-Set
The Attachment Q- Set (AQS)
- A method of assessing attachment in which cards bearing descriptions of the child’s interactions with the caregiver are sorted into categories to create a profile of the child
Advantages and Drawbacks of The Strange Situation
Advantages - Structured, thus the procedure is uniform across time and places, allowing for direct comparisons of results
- Video recording allows for multiple observers to assess the data Drawbacks - A very brief sampling of interactions
- Occurs in an unfamiliar setting
- Unnatural in the sense that mother’s behavior is scripted
The Attachment Q Set procedure is designed to avoid these problems - The evaluation is done in the home and over the course of a longer period of time
It includes 90 prepared statements relating to infant-caregiver interactions Apply the Q-sort method - Sort the 90 cards into 9 piles that range from “least like the child” to “most like the child” - This creates a profile of attachment that can be compared to a profile of the “securely attached child” - Child is categorized as either securely attached or insecurely attached
Other Advantages - Involves a wider array of behaviors - Applicable to a broader age range of children aged from 1-5 years
Lecture notes, lecture 12 - Detailed class notes
Vak: Child Development (PSY2105)
Universiteit: University of Ottawa
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