1. Attachment
A strong affectional tie that binds a person to an intimate companion.
Characterized by:
Affection
A desire to maintain proximity in order to regulate distress

2. Attachment
Attachments are usually formed with the mother, but may be with any responsive and caring person.

3. Attachment The Ethological Theory of Attachment
babies are biologically predisposed to seek and to form attachments 
the infants relationship with the parent begins as a set of innate signals that call the adult to the babies side
parents innately respond

4. Phases of Attachment Phase 1 (birth – 2 months)
Child initiates contact with innate signals
Phase 2 (2 – 8 months)
Infant begins to respond differently to strangers

5. Phases of Attachment Phase 3 (7 – 24 months)
Attachment to a familiar caregiver is clearly evident
Separation anxiety
Stranger anxiety
Child uses caregiver as a secure base
Social referencing is also apparent

6. Phases of Attachment Phase 4 (2 years and up)
Protest declines when parent leaves as child gains understanding that parents will return
object permanence

8. Types of Attachment Secure Attachment
Outgoing with stranger when mother is present
Actively explores
Upset when mother leaves
Greets mother warmly when she returns
Child is easily comforted
Returns to exploration
60% - 65%

9. Types of Attachment Avoidant Attachment
Unresponsive to parent when present
Uninterested in exploring
Treats strangers much like mother
Shows little distress with mother’s absence
On mother’s return, child avoids contact by ignoring or turning away
15%

10. Types of Attachment Resistant Attachment
Clingy, anxious, and does not explore
Leary of strangers
Upset when mother leaves
Remains upset when mother returns but ambivalent
Difficult to console, pushing parent away, hits, or kicks
10%

11. Types of Attachment Disorganized Attachment
Child seems confused, dazed, fearful and unsure how to react in all situations
Seems frightened of the parent at times
When mother returns, unsure whether to approach or avoid
Most often seen in high risk families
Associated with later emotional problems
Up to 15%

13. Consequences of Healthy Attachment
Bowlby found that children with healthy attachments are more likely to survive
Failure to thrive
Greater ability to cope with stress and regulate emotions later in life

14. Consequences of Healthy Attachment
Healthy emotional development
Emotions demonstrated early
Self-conscious emotions
Emerge around 18 months when awareness of self is starting to be in place (embarrassment).
Beginning around age 2, able to judge their behavior against socially accepted norms and standards of performance (guilt, shame, pride)
These last emotions are sometimes called self-evaluative emotions

15. Consequences of Healthy Attachment
Healthy emotional development
Emotional Regulation
The process of recognizing, initiating, maintaining, altering emotional responses
External at first
Social referencing
Blankets, teddy bears, etc.
Becomes internal
Cognitive strategies to self nurture

16. Consequences of Healthy Attachment
Acceptance by peer group and have close friendships
More confident and successful with peers
Have fewer conflicts with peers
Can change positively or negatively depending on environment and experience

17. Consequences of Healthy Attachment

19. Influences on Attachment
Child Temperament
Evocative Gene Environment
Parents Emotional State

20. Influences on Attachment
Home Environment
Support
Stress
Parenting styles

21. Social Relationships
Tend to stay in same sex groups of same age and same interests until early adolescence

22. Social Relationships Play Unoccupied Play Idle and aimless
Solitary Play
Play alone
Onlooker Play
Watch others play

23. Social Relationships Play Parallel Play
Play next to each other with little interaction
Associative Play
Interact but not united in play
Cooperative Play
Play together toward a common goal

24. Five Categories of Social Status in Elementary School
Popular
Well liked and rarely disliked
Described as friendly, cooperative, helpful, and willing to share
Rejected
Rarely liked and often disliked
Described as aggressive and disruptive
At risk for long term adjustment problems
10% - 15% remain in this group

25. Five Categories of Social Status in Elementary School
Controversial
Both liked and disliked
Have qualities of both popular and rejected children
Neglected
Not really liked or disliked
Socially isolated and ignored
Invisible
Average
Somewhere between the liked and disliked scales

26. Peer Acceptance and Popularity
Status in a peer group is a determinant of later adjustment in life
Peer acceptance often involves likeability, or the extent to which a child is viewed by a group of age mates as a worthy social partner.

27. Social Relationships Cliques
Small friendship groups that interact frequently
Usually same sex in late childhood
Heterosexual in early adolescence

28. Social Relationships Crowds
Collection of heterosexual cliques that share characteristics or participate in similar activities
Appear to include or exclude based on certain, often unstated, rules
Often named

30. Brown’s Phases of Romantic Relationships in Adolescence
Initiation Phase (early adolescence)
Focus on seeing self relating to members of the opposite sex in a romantic way
Status Phase (mid adolescence)
Having romantic relationship with the right person for status purposes within ones group

31. Brown’s Phases of Romantic Relationships in Adolescence
Affection Phase (late adolescence)
Focus is on relationship rather than self or group
Bonding Phase (young adulthood)
Emotional intimacy of last phase is coupled with commitment