Attachment is a lasting psychological connectedness between human beings, a deep emotional and affectional bond. Children naturally seek proximity to the primary caregiver and feel secure in the presence of them. According to Bowlby (1950s) this is based on behavioural and motivational factors, (not learnt behaviour) children are motivated to seek comfort and care when they are frightened, upset or threatened.
Bowlby believed it is an innate drive, which improves the chances of survival of the baby and it is universal across cultures. The caregiver’s sensitive emotional responsiveness (and physical touch too) to the child’s needs has crucial importance in forming an attachment. (not feeding, Harlow’s wire monkey/cloth monkey experiment)
This helps the child develop a sense of security and comfort, it’s a secure base, from where the child can explore. Attachment develops from a very early age and influences subsequent relations. The first 5 years of the child is a crucial period to develop attachment. If the attachment is not formed during this period or disrupted it can have irreversible consequences in later life in forming intimate relationships and in parenting. Attachment styles also involve expectations that people develop about relationships with others, based on the relationship they had with the primary caregiver during infancy. Bowlby called this phenomenon the internal working model of relationships.
Mary Ainsworth conducted groundbreaking research called “the strange situation” following Bowlby’s footsteps in the 1970s and described 3 major attachment styles. They observed how 1-1.5 years old toddlers react when a stranger appears, their mum leaves and then returns. Based on the results she described 3 major attachment styles: secure, ambivalent (insecure) and avoidant (insecure). Later, in 1986, Main and Solomon identified a 4th style, disorganised attachment. They also confirmed that these attachment styles impact on behaviour in later life, on how people form and maintain relationships.
Securely attached toddlers have a capacity to connect well. They have trust and believe they are worthy of love. In the strange situation they explore freely and actively seek and maintain proximity with their mother. They are slightly distressed when the mother leaves, but they have confidence that she will return and when they reunite they display joy and settle soon then return to exploring soon. Their emotional regulation is good enough and they have the capacity to self-soothe. Their mother is responsive, emotionally available and consistent, as a result children believe that their needs will be met.
Children with avoidant (insecure) attachment style show no proximity seeking with their mother and no distress when separated. They explore the toys, interact with the stranger and show signs of avoidance when reunited with their mother. This can be interpreted that the parent probably ignored the child’s attempts to be intimate (emotionally distant, disengaged) and the child internalised the belief that they can’t depend on others. They don’t believe their needs will be met. (a defence mechanism against mother’s rejection)
Children with ambivalent (insecure) attachment style show little interest in exploration, they are preoccupied with where the mother is. When she returns the child doesn’t settle easily (anxious) and focuses on the mother and fusses or may be resistant. They don’t return to exploration. These children feel anxious and unconfident about their mother’s responsiveness. They feel concerned that their desire for intimacy will not be reciprocated. This can be the consequence of unreliable or inconsistent parenting. The mother may sometimes be sensitive, sometimes neglectful.
Children with disorganised (insecure) attachment style display a sequence of contradictory behaviours in the mother’s presence. When she returns they may freeze or be clingy, cry and lean away. This can be a consequence of frightened or frightening parenting; passive or intrusive parenting. These children are confused and later have no strategy on how their needs will be met.
Bibliography:
Wallin D. J., Attachment in Psychotherapy, Guilford Press; 1st edition, 2007
McLeod, S. A. (2017, February 05). Attachment theory. Simply Psychology. https://www.simplypsychology.org/attachment.html
Huang, S (2020, Nov 03). Attachment styles. Simply Psychology. https://www.simplypsychology.org/attachment-styles.html
https://www.verywellmind.com/what-is-attachment-theory-2795337
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