{ Dr. John Bowlby By: JT POOLE

- British psychologist, psychiatrist, and psychoanalyst, notable for his interest in child development and for his pioneering work in attachment theory. - Studied psychology and pre-clinical sciences at Trinity College, Cambridge, winning prizes for outstanding intellectual performance. - After Cambridge, he worked with maladjusted and delinquent children at University College Hospital in London. While in medical school, he enrolled in the Institute for Psychoanalysis. Following medical school, he trained in adult psychiatry at the Maudsley Hospital. Background

Because of his previous work with maladapted and delinquent children, he became interested in the development of children and began work at the Child Guidance Clinic in London. By the late 1950s, he had accumulated a body of observational and theoretical work to indicate the fundamental importance for human development of attachment from birth. Bowlby was interested in finding out the patterns of family interaction involved in both healthy and pathological development. Focused on how attachment difficulties were transmitted from one generation to the next. In his development of attachment theory, he proposed the idea that attachment behavior was an evolutionary survival strategy for protecting the infant from predators. Heavily believed that the earliest bonds formed by children and their caregivers have a tremendous impact that continues throughout life.

 The Ethological theory recognizes an infant’s emotional tie to the caregiver as an evolved response that promotes survival.  The central theme of attachment is that mothers who are available and responsible to their infant’s needs will establish a sense of security in their children; this creates a secure base for the child to explore the world. Bowlby’s ethological theory

 -Infants are born with innate behavior such as crying, smiling and cooing to ensure adult attention and response to infant signals.  1 st 3 years are seen as a sensitive period for attachment.  -Pre-attachment (Birth-6 weeks)  -Attachment in Making (6 weeks – 6 to 8 mo.)  -Clear attachment (6-8 mo. - 18mo or 2 yr.)  -Formation of Reciprocal Relations (18 mo. – 2y+) 4 Phases of attachment

 Birth to 6 weeks  - Innate signals attract the caregiver (Crying, smiling, making eye contact)  -Caregivers remain close when the baby responds  -Infant encourages adults to remain close and gains comfort  -Infant recognizes caregiver (Usually mother) by smell, voice and face  -No fear of strangers, don’t mind being left with unfamiliar adults Pre-attachment

 6 weeks to 8 Mo.  -Infant responds differently to caregiver than to strangers, smiles more and quiets more quickly with caregiver (usually mother)  -Infant learns that their actions affect the behavior of others that are around  -The infant develops a “Sense of Trust” where they expect that the caregiver will respond when signaled. Attachment in the Making

6-8mos. – 18mos-2Yr  -Attachment to the familiar caregiver becomes evident  -Infant displays “Separation Anxiety” where they become upset when a familiar adult leaves.  -Infant shows distress when the mother leaves but if another caregiver is supportive and sensitive then the anxiety is usually short lived. Clear Cut Attachment

 18 Mo to 2Yr +  -With rapid advancements in language and representations, the toddler is able to understand certain factors that influence the caregiver’s coming and going and sometimes predict their return. Separation protests begin to decline  -Child may begin to negotiate with the caregiver, using requests or persuasion to alter goals.  -As the child grows, there is less dependence on the caregiver and more confidence that the caregiver will be responsive in times of need. Formation of Reciprocal Relations

 Essentially, Bowlby suggests that monotropy (attachment to one central figure) and a failure to initiate, or a breakdown of, the attachment would lead to serious negative consequences, leading to the formation of the maternal deprivation hypothesis.  If the attachment is broken in the first two years, the child will suffer irreversible long-term cognitive, social, and emotional consequences.  Examples:Delinquency Reduced Intelligence Increased Aggression Depression Affectionless Psychopathy Maternal Deprivation

 -As far as “the mitten problem” and “Is it living” worksheets: -Theory of Attachment has no direct application. Deals with connections and results of… The child may suffer irreversible long-term cognitive, social, and emotional consequences of broken or non-formed bonds, such as… Delinquency Reduced Intelligence* Increased Aggression Depression Affectionless Psychopathy Applications

{  Bretherton, I. (n.d.). The Origins Of Attachment Theory: John Bowlby And Mary Ainsworth. Developmental Psychology, (28),   Resource only* “ MANY OF THE MOST INTENSE EMOTIONS ARISE DURING THE FORMATION, THE MAINTENANCE, THE DISRUPTION, AND THE RENEWAL OF [DEEP CONNECTIONS].” Dr. John Bowlby Sources