Attachment behaviour is a self protective strategy designed to elicit protection and comfort from a caretaking figure

Cycle of Attachment (Secure) Trust Security Attachment

Cycle of Attachment (Insecure) Mistrust Insecure Unattached

Internal working model The early emotional and social experiences that we have help us to construct an internal working model of relationships that affects the way we relate to the external world.

Internal working model Not all children will carry positive internal models in their minds and consequently may view the world as a hostile and threatening place.

Attachment Strategies Type A Anxious avoidant Type B Secure Type C Anxious ambivalent Type D Disorganised

Type A Strategy Distress/crying parental anger or rejection Infant learns to inhibit distress This keeps infant safe and parent available Older children may become compulsively compliant or caretaking. Children may become self sufficient and avoid emotional closeness

Type B Strategy Distress/crying prompt reliable soothing Infant is able to predict parental availability and sensitivity Infant becomes secure and trusting - able to explore Older children are able to express genuine feelings and learn easily Older children are able to form close relationships, develop empathy and good self esteem

Type C Strategy Distress/crying insensitive or unpredictable response Infant learns to escalate arousal to ensure a response. Parent remains available but infant’s distress is not soothed Older child splits affect-alternating positive negative affect to control parent

Type D Strategy Distress/crying frightening parental response The infant experiences unmanageable anxiety and confusion Infant unable to develop coherent strategy- appears disorganised Infant’s dilemma: the attachment figure who is needed to protect against danger is the source of the danger Older children often become “looked after”, may have serious behavioural, emotional and cognitive difficulties

What can impede the development of secure attachment? Illness of child or adult Disruptions in the relationship Factors which inhibit adults’ ability to think/feel what child needs Factors which inhibit adults’ ability to provide what the child needs

Positive attachment relationships provide children with a secure base from which to explore their world. Insecurely attached children have to concentrate on safety and survival and are less able to explore freely. This has an impact on children’s ability to learn.

Through the attachment relationship children develop a number of emotional and cognitive skills that allow them to function in a group learning environment. Without the regulatory skills that enable children to manage stress, impulse, rage and shame they will struggle in a classroom setting. If they have not begun to develop empathy or do not have the fundamental patterns of cognition such as cause and effect, progression of time and distinguishing fact from fantasy they may find formal learning very hard.

The seven steps of infant attachment Adult /child interactions Effect on development Claiming Attunement Affective attunement Impulse regulation Shame regulation Rage management Pre-cognitive patterning core identity stress regulation feelings and empathy morality social learning social acceptability thinking From Kate Cairns and Eileen Fursland “Transition and Endings” BAAF & Akamas 2008

Jamie and Morag Discussion What factors have affected the development of attachments in this child? How do you think this child has been made to feel about him or herself? What understanding do you think he or she has about the adults in their lives? What will he or she need to help them learn at home and at school?