1. Development psychology – early social development Attachment in humans

2. John Bowlby Attachment Theory Attachment = a "lasting psychological connectedness between human beings" Believed: - early childhood experiences have important influence on development & behavior later in life. - early attachment styles are established in childhood through the infant/caregiver relationship. - attachment has evolutionary component; it aids in survival

3. Characteristics of Attachment (Bowlby): Proximity Maintenance - Desire to be near the people we are attached to. Safe Haven - Returning to the attachment figure for comfort and safety in the face of a fear or threat. Secure Base - The attachment figure acts as a base of security from which the child can explore the surrounding environment. Separation Distress - Anxiety that occurs in the absence of the attachment figure.

4. Measuring Types of Attachment using the Strange Situation Ainsworth and Bell (1970) 4

5. Attachment: Individual Differences Mary Ainsworth researched the type and strength of attachment between infants and their caregivers 5

6. The Strange Situation Controlled observation 12-18-month olds and their mothers were observed using a video camera in a purpose built laboratory playroom to assess: a)secure-base behaviour b)separation anxiety c)reunion behaviour d)stranger anxiety 6

7. 7 Procedure for the Strange Situation

8. The mother and her infant go into a room. The mother sits, and the child is placed on the floor and is free to explore. The Strange Situation – the methodology used:

9. A stranger then enters the room and talks briefly to the mother.

10. The stranger leans forward and tries to engage with the infant through play and talk.

11. The mother leaves the room. Now the baby is alone with the stranger. The stranger tries to comfort the baby if they get upset, and tries to play with them. My mummy’s gone! Who’s that stranger?

12. The mother returns to the room and the stranger leaves.

13. The mother leaves the room and the infant is alone.

14. Instead of the mother returning to the room, the stranger returns and tries to comfort and play with the baby. My mummy’s gone! Here she comes Ahhhh! It’s not… oh no… where is my mummy?

15. The mother re-enters the room and the stranger leaves.

16. 16 Observations were recorded every 15 seconds and placed into behavioural categories IntensityProximity and contact seeking Contact maintaining Proximity and interaction avoiding Proximity and interaction resisting Searching 1 2  3  4    5  6  7 

17. The procedure provided Ainsworth with a means of looking at: stranger anxiety; separation anxiety; and the infant’s behavior towards the mother. This led Ainsworth to develop three broad types of attachment.

18. Stranger Anxiety The fear of strangers an infant displays around 8 months of age

19. Stranger Anxiety Insert “Stranger Anxiety” Video #16 from Worth’s Digital Media Archive for Psychology Click Here if you to watch this in a separate window

20. Here are the different types of attachment that she recognized: Type B: Secure attachment Type A: Insecure ambivalent Type C: Insecure avoidant ‘I trust you’‘I don’t trust you’‘I don’t care!’

21. What did Ainsworth find? 1.Secure (Type B) – 66% 2.Insecure-avoidant (Type A) – 22% 3.Insecure-resistant (Type C) – 12% 21 Children were classified into three broad attachment types:

22. Type B – Secure Attachment Caregiver used as safe base for exploration Wary of stranger but still happy to play while caregiver present Distress on separation Greets caregiver warmly upon return 22

23. In school: Positive affect, enthusiastic Cooperative Socially competent Perserverant Ego resilient 23 Type B – Secure Attachment

24. 24 Securely attached adults believe that romantic love is enduring.

25. Type A Insecure: anxious-avoidant Play hardly affected whether caregiver was present or not (low quality play) Little distress when separated from caregiver Rejects comfort from stranger Avoids contact upon caregiver’s return (turns away, looks away, moves away, ignores) 25

26. In school : Described as disobedient, aggressive, or withdrawn Lack of empathy for peers Lack of motivation, perseverance Significant behavior problems 26 Type A Insecure: anxious-avoidant

27. 27 Adults with avoidant attachment styles describe love as rare and temporary.

28. Type C: Insecure: anxious- ambivalent/resistant Fussy and clingy, wary of stranger even when caregiver present Little exploration Very distressed when caregiver leaves; can’t be calmed Sought contact with caregiver upon her return, but appeared very angry & resisted it, e.g., wanting to be picked up then struggling away when caregiver responded 28

29. In school: Overly dependent on teachers Lack confidence, self-esteem Lack social skills Often victims or victimizers 29 Type C: Insecure: anxious- ambivalent/resistant

30. 30 Ambivalently attached adults report falling in love often.

31. 31 Is the SS a valid test? Do all cultures raise children in the same way? Can a child show Type A or B depending on the carer they are with?

32. Is the SS a reliable test? 32 I remember that horrid lady. If she makes me go in that playroom again I’m going to stamp my feet and scream until I’m sick! I’m just going to roll over and play dead. Making a fuss last time didn’t get me anywhere.

33. Ethics – can we justify this? 33

34. Attachment: Harry Harlow’s Monkey Experiments

35. Attachment An emotional tie with another person resulting in seeking closeness Children develop strong attachments to their parents and caregivers. Body contact, familiarity, and responsiveness all contribute to attachment.

36. Harlow’s Study of Attachment Infant rhesus monkeys were placed with two surrogate mothers, one made of wire and one covered with soft cloth Milk-producing nipple was attached to either the wire or the cloth mother Attachment was based on “contact comfort” rather than feeding

37. Harlow’s Monkeys 1905-1981

38. Show “Food or Security? Harlow’s study on attachment

39. Harry Harlow The monkeys spent most of their time by the cloth mother.

40. Harry Harlow

41. Harlow’s Studies Play “Harlow’s studies on Dependency in Monkeys” Video #12a from Worth’s Digital Media Archive for Psychology Click Here if you to watch this in a separate window

42. Harlow’s Studies Insert “Harlow’s studies on Dependency in Monkeys” Video #12b from Worth’s Digital Media Archive for Psychology Click Here if you to watch this in a separate window

43. Harlow’s Studies Insert “Harlow’s studies on Dependency in Monkeys” Video #12c from Worth’s Digital Media Archive for Psychology. Click Here if you to watch this in a separate window

44. Harlow’s Study

45. Familiarity & Imprinting in Animals

46. Familiarity Sense of contentment with that which is already known Infants are familiar with their parents and caregivers.

47. Imprinting and Critical Period A process by which certain animals, early in life, form attachments The imprinted behavior develops within a critical period--an optimal period when the organism’s exposure to certain stimuli produce the imprinted behavior. Konrad Lorenz studied imprinting.

48. Konrad Lorenz Studied imprinted behaviors Goslings are imprinted to follow the first large moving object they see.

49. Konrad Lorenz and Imprinting

50. Raising Psychologically Healthy Children Parenting Styles

51. Responsiveness Responsive parents are aware of what their children are doing. Unresponsive parents ignore their children--helping only when they want to.

52. Baumrind’s Parenting Styles Authoritarian—value obedience and use a high degree of power assertion Authoritative—less concerned with obedience, greater use of induction Permissive—most tolerant, least likely to use discipline Neglectful—completely uninvolved

53. Basic Parenting Styles Parents with an authoritarian parenting style are demanding and unresponsive toward their children’s needs and wishes Parents with a permissive parenting style may be permissive-indulgent (extremely tolerant, not demanding, and responsive to their children) or permissive-indifferent (extremely tolerant, not demanding, and not responsive to their children). Parents with an authoritative parenting style set clear standards for their children’s behavior but are also responsive to their children’s needs and wishes

54. Authoritarian Parenting Low in warmth Discipline is strict and sometimes physical. Communication high from parent to child and low from child to parent Maturity expectations are high.

55. Permissive Parenting High in warmth but rarely discipline Communication is low from parent to child but high from child to parent. Expectations of maturity are low.

56. Authoritative Parenting High in warmth with moderate discipline High in communication and negotiating Parents set and explain rules. Maturity expectations are moderate.

57. Effects on Children Children of authoritarian parents are likely to be moody, unhappy, fearful, withdrawn, unspontaneous, and irritable; this style promotes resentment and rebellion. Children of permissive parents tend to be more immature, impulsive, and aggressive, and they may never learn self-control Children of authoritative parents tend to be cheerful, socially competent, energetic, and friendly. They show high levels of self-esteem, self-reliance, and self-control

58. Suggestions for Being an Authoritative Parent 1. Let your children know that you love them. 2. Listen to your children. 3. Use induction to teach as you discipline. 4. Work with your child’s temperamental qualities. 5. Understand your child’s age-related cognitive abilities and limitations. 6. Don’t expect perfection, and learn to go with the flow.

59. Parenting Styles

60. Parental Influences Play “Gender Development: Social Influences” (4:02) Module #3 from The Brain: Teaching Modules (2 nd edition)