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Parental Attachment Model

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Parents play a range of different roles in the lives of their children, including teacher, playmate, disciplinarian, caregiver and attachment figures. Of all these roles, their role as an attachment figure is one of the most important in predicting the child’s later social and emotional outcome (Benoit, 2004). Bowlby (1988) first proposed that people develop an internal working model of the self and of significant others, which are formed based on one’s early experiences of caregiver ability. Once formed, these models are believed to guide distinctive patterns of cognition, regulation of emotions, and social behaviour in parental as well as in subsequent close relationships and thus influence adult interpersonal functioning (Collins, 1996; …show more content…

In situations where the parental figures are represented as caring, affectionate, approachable, trustworthy, and non-invasive, the individual is to have taken on a secure parental attachment model. The strategy is said to be ‘organised’ because the child ‘knows’ exactly what to do with a sensitively responsive caregiver, ie, approach the caregiver when distressed. These individuals thereby are inclined to adopt a similarly trusting, open and collaborative point of reference toward later interpersonal relationships; a secure adult attachment type. In contrast to this theory, when parental figures are represented as untrustworthy, neglectful, rejecting, individuals are assumed to have formed an insecure parental attachment and are thereby inclined to favour the construction of an insecure adult attachment that can be connected to problematic interpersonal functioning throughout …show more content…

Based on this concept of attachment theory, the evidence shows that insensitive, unresponsive, and rejecting parental behaviours promote an insecure parent–child attachment, which may lead to the perception of other individuals as unreliable and hostile (Michiels, Grietens, Onghena, & Kuppens, 2008). These perceptions may provoke aggressive and norm-breaking behaviour within social relationships (Michiels et al., 2008) and can be categorised as externalising behaviours. Externalising problem behaviours and personality traits are defined as under-controlled behaviours that manifest as aggression, disruptiveness, defiance, hyperactivity, and impulsivity (Achenbach & Edelbrock, 1978). Different forms of externalising behaviour problems are interconnected dependent on situation or context. For example, a meta-analysis by Card, Stucky, Sawalani, and Little (2008) found a significant correlation between direct (physical) and indirect (relational) aggression, and a medium to large correlation of both forms of aggression with delinquency. Externalising behavioural traits are the most common and persistent form of childhood dysfunction with long-term negative psychosocial outcomes, such as an increased risk for psychiatric disorders and antisocial behaviour (Campbell, Shaw, &

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Children from dysfunctional families have very difficult behaviour to predict. About the only thing that you can predict is that their behaviour is extreme. There is nothing much moderate about them. Pia Mellody presents the best model for these kids. She divides the behaviour into five categories.

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Introduction. Children are biologically designed to form a secure attachment. Smyke and Potter (2011) describe a secure attachment as when a child feels accepted and valued by their caregiver, which is a process of the caregiver providing life-long comfort, support and protection for the child. When a child experiences maltreatment and social isolation from a caregiver the child develops a sense of danger which causes an "overwhelming sense of helpless, horror and terror" (Smyke and Potter, 2011). Examples of maltreatment may include a child living in institutional care or frequent placements while in the care of child and family services or when a child is left with random caregivers or the child is brought to a drug house by the parent

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Differences occur in the degree to which infant-mother relationships are characterized by experiences of security (Levy & Blatt 1999). Some mothers are slow in response to their infant cries. The infants of these mothers cry more often and explore less than securely attachment infants (Levy & Blatt 1999). Many infants eventually try to avoid mothers who previously had frequently rejected them or turn deaf hears to their cry. This establishes the avoidant attachment in kids (Levy & Blatt 1999).

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Although we are studying theories, some of them appear to explain human behavior and personality with certain accuracy. John Bowlby and Mary Ainsworth theories of attachment can also explain what happens to people when attachment to their parents or caregivers is healthy or potential problems that could occur due to detachments. They suggest that individuals raised with secure attachments to their primary caregivers help them to feel secure; moreover, these children appear to be more socially skilled and less likely to experience major emotional disturbances. However, failure to form healthy attachments, especially mother-child, could serve as a descriptive mechanism for many negative psychological outcomes later in the life of an individual,

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200 Words | 1 Pages

The various theories that attempt to explain domestic violence have no agreement in common about the underlying causes and factors that contribute towards the development of domestic violence (Chornesky, 2000). A brief description of traditional theoretical explanations for domestic violence will be given. Using attachment theory to examine domestic violence this assignment will attempt to explain why abusive relationships persist in terms of the couple fit. Attachment theory provides an alternative perspective on domestic violence that gives a deeper explanation and enriching previous traditional explanations. This analysis of domestic violence was chosen as it remains an area of interest and development identified from my reflective review.

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Bandura et al(1961) research into social learning theory and the acquisition of aggression suggest that aggression and violence can be learnt from behaviours witnessed in the environment and our role models. Research from Lyman et al(2000) also suggest our socioeconomic backgrounds and environment play a huge role, with the effects of impulse on juvenile delinquency and anti-social behaviour being stronger in disadvantaged neighbourhoods compared to affluent neighbourhoods. This research shows us that nurture also has a strong influence on anti-social

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Introduction The purpose of this discussion paper is to discuss a specific issue of the client, Laura, and the intervention model of Attachment Theory. Key features of the intervention model will be addressed, as well as the manner in which the model will be applied to a specific issue experienced by the client. Each of these aspects will be discussed in regards to their helpfulness in the intervention. Issue Statement

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The paper mainly focuses on the conceptual framework of Attachment theory as well as attachment style of a client with Self-esteem issues that helps in the case formulation and treatment plan in Cognitive Behavioural Theory (CBT). Attachment style can be explained as an emotional connection of one person with another. The aim of this research study is to evaluate an association between attachment theory and cognitive behavioural approaches, explicitly pointing out similarities as well as differences between both. For the research analysis, qualitative research methodology has been selected for which distinctive previous researches, books and journal article resources has been examined as the gathered evidences are based on attachment theory

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Generically Ainsworth classification of attachment styles described infant-caregiver relationships as either secure or insecure; insecure attachment can be further subdivided into either an avoidant/resistant patterns depending on the particular pattern of behaviour displayed by the infant. For individual attachment patterns there is a corresponding caregiving style. The secure type is when an infant seeks protection or comfort from their mother and receives care consistently. The mother is usually found to be loving and affectionate, educating a child to cope with problems in the future. In contrast, punitive rejection and being unavailable is associated with insecure anxious-avoidant attachment.

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924 Words | 4 Pages

Attachment styles affect everything from partner selection to the progress of intimate relationship, or even how the relationship ends. There is growing evidence that attachment styles are closely connected with stress in intimate relationships. Though individuals with a secure attachment style can deal with stressful life events properly, individuals with an anxious-ambivalent or an avoidant attachment style are more likely to be exposed to chronic or acute stress (Simpson & Rholes, 2012). Individuals with secure, avoidant, and anxious attachment styles have different perceptions and reactions when facing different stressors in their intimate relationships. According to the attachment diathesis-stress model Simpson et al.

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Since the ‘50s, Bowlby worked alone and with distinguished colleagues such as psychoanalyst James Robertson, ethologist/zoologist Robert Hinde and psychologist Mary Ainsworth on several different studies. Bowlby suggested that due to the attachment between children and their carers, children suffer loss when they are separated. Bowlby’s study with the ethologist Robert Hinde, inspired the idea that certain attachment behaviours have evolved as a survival mechanism (Bergen, 2008). The core of the theory today is that the quality of close relationships affects personality, emotional and social development not only in childhood but throughout the life of the individual (Howe, 2001). This suggests that attachment theory is effectively a biological, psychological and social theory of human development.

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It has emphasized on the process which the child learns antisocial behavior through parents-child exchanges and how families train children to be antisocial through coercive cycle. Coercive cycle happens when parents put demands on children in a negative and aggressive way and child learns to avoid the demands through a process of negative reinforcement (Krol, Morton, & Bruyn, 2004). Through repeating this cycle, coercive behavior become an internalized, learnt and automatic pattern for children to gain control over the unpleasant or chaotic situation. Over a long period, children will progress from displaying coercive behavior in family and revealing similar patterns with other people in other situations or engaging in social behavior such as stealing, lying or aggression. As coercive behavior gets reinforced, children will bring them into middle childhood, in this time children will have trouble with meeting the demands of school and will lead to poor academic results, which will again reinforce the cycle (Patterson, 1982).

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Attachment in early life is a fundamental aspect of child development and the establishment of intimate and reciprocal relationships with caregivers. Shaffer & Kipp (2007) define attachment as ‘a close emotional relationship between two persons, characterized by mutual affection and a desire to maintain proximity’. Contrary to the original view of infant attachment as a ‘secondary drive’ of the dependency on caregivers for physiological needs, such as hunger; Bowlby (1969, 1973) proposed that all infants are born with an innate bias to form an attachment to a primary attachment figure to whom they can seek comfort, or a ‘secure base’ during stressful circumstances. It is proposed by Ainsworth (1967) that parental sensitivity is crucial to shaping the security and development of the initial infant-parent attachment relationship, however the phenomenon of attachment requires both infants and caregivers to contribute in the formation of the attachment bond. Ultimately, the quality of attachment in early life shapes both the social and emotional

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The development and importance of attachment in early life Most people believe there is nothing more precious and fulfilling in life than having a family of their own. But what happens if the new parents are unable to form a healthy, loving attachment with their newborns? This essay will explore the development and importance of attachment, its theory, and the significance of a parent nurturing a loving attachment with their baby. Formation of attachment Although the British psychiatrist John Bowlby was not the first to study the psychological effects of having a kind and present caregiver in babies early developmental stages, he was revolutionary in his attachment theory (Goldberg, 2000).

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1374 Words | 6 Pages

Insecure attachment is “characterized by fear, anxiety, anger, or indifference.” (Berger 2014, pg.193). An infant becomes insecurely attached to his caregiver when the child has learned that there are no positive effects to emotional expressions. For example, when a caregiver allows the child to “cry it out” and is unresponsive to the child’s needs, the child will learn that his needs will not be fulfilled by others. This results in the child not being able to develop any emotional awareness and might feel emotionally detached from his caregiver.

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