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Attachment Theory and Settling
The document discusses the importance of attachment in early childhood, highlighting that a secure attachment with a primary caregiver is crucial for emotional and social development. It outlines the types and characteristics of attachment, including secure, avoidant, anxious-ambivalent, and disorganized attachment styles, and their implications on children's behavior and relationships. Additionally, it emphasizes the role of keyworkers in fostering these attachments in nursery settings through attentive and nurturing interactions.
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Attachment Theory and Settling
- 1. ATTACHMENT AND SETTLING 1 8T H A U G U S T 2 0 2 1
- 2. ATTACHMENT Young children needto develop a relationship with at least one primary caregiver for normal social and emotional development Babies are born with a biological drive to seek proximity to a protective adult for survival. They are dependent on the physical and emotional availability of the key adults who take care of them. Their relationships with adults are crucial to their trust of other people, their understanding of relationships generally and their feelings about themselves (Simmonds, 2004). The drive for closeness promotes attachment behaviours, which helps children feel safe.
- 4. ATTACHMENT The need forbabies and children to form attachments appears to be instinctive, with early ties forming the template for children's later relationships. ‘Attachment is central to our very survival, and what we are beginning to realise is that it is also central to our wellbeing'
- 5. OUTLINE OF ATTACHMENT •Attachment is an emotional bond between baby and primary caregiver that provides safety, support, comfort and pleasure. • The parent/child relationship is the first and most important type of attachment which starts before birth and continues to develop throughout the lifespan. • Attachment is not something that parents do to their children it is something that children and parents create together, as they learn to read and understand each other’s cues. • Babies develop a strong attachment to one person but they can form attachments with several people.
- 6. ATTACHMENT IS BASEDON 3 PRINCIPLES: 1. Bonding is an intrinsic human need. 2. Regulation of emotion and fear to enhance vitality. 3. Promoting adaptiveness and growth.
- 7. CHARACTERISTICS OF ATTACHMENT •Proximity Maintenance -. “who do you like to be with?” • Safe Haven -. “Who provides you with comfort?” • Secure Base -. “who is always there for you?” • Separation Distress - “who do you miss most when you are parted?”
- 8. ATTACHMENT TIMELINE • Shortlyafter birth - process of forming an attachment begins • Around 6 weeks - babies show preferences for human faces and voices • By three months - babies show recognition and pleasure when they see their principal carers while still accepting unfamiliar faces. • 7-8 months - babies have formed specific attachments and will actively protest by crying or turning away if a stranger approaches them.
- 9. ATTACHMENT IS ANINNATE HUMAN SURVIVAL MECHANISM Attachment is a control system that achieves these specific goals: 1. It helps the infant primate maintain proximity (closeness) to the primary caregiver. 2. It provides the young child with a secure base from which to explore the world. 3. It helps the child regulate their emotions.
- 10. SEPARATION ANXIETY Separation anxietyor grief following the loss of an attachment figure is a normal and adaptive response for an attached infant
- 11. TYPES OF ATTACHMENT 1.Secureattachment 2.Avoidant attachment 3.Anxious ambivalent attachment. 4.Disorganised attachment
- 12. SECURE ATTACHMENT This ishealthy attachment. 70% of children demonstrate this form of attachment with their primary carer. These children are generally more likely to see others as supportive and helpful and themselves as competent and worthy of respect. They relate positively to others and display resilience, engage in complex play and are more successful in the classroom and in interactions with other children. They are better at taking the perspectives of others and have more trust in others; • When there is a secure attachment, the child will follow their inborn curiosity and explore their environment when they feel safe to do so. • Having a secure attachment, allows the child’s growing brain to develop a feeling of safety that results in eagerness to learn, healthy self-awareness, trust, and empathy.
- 13. SECURE: INTERNAL WORKINGMODEL • I am safe and secure – someone is always there for me • My needs will be met • I am loveable • I deserve to be taken care of • I am proud of myself • I feel positive about exploring the world
- 14. SECURE: LEADS TO… •Self confidence • The ability to manage transition • A love of learning new things • An ability to ask for and accept help • Security in one’s own self • Friendly, warm nice people • Ability to give love back
- 15. AVOIDANT ATTACHMENT • Thesechildren likely lack self-confidence and stick close to their primary caregivers. They may display exaggerated emotional reactions and keep their distance from their peers, leading to social isolation. • Feel not worthy of love of their parents and others • Less able to give & receive love and affection Poorer peer interaction • Lower self esteem • Higher levels of aggression (bullies) • Problems controlling anger • In severe cases an insecure attachment disorder can develop and these children are more at risk for increased mental health issues and suicidal risks.
- 16. AVOIDANT: INTERNAL WORKING MODEL •No one cares about me • I am better off looking after myself • I don’t deserve to be loved • I am better off if I suppress my feelings • I need to achieve • The world owes me…
- 17. AVOIDANT: LEADS TO… •Apparent self-sufficiency • A need to “achieve” based on external recognition • Difficulty making close relationships • Inability to ask for help (“I’m not worth it”) • Yearning for approval • Good self-regulation, but may forget they have feelings • Difficulty loving another person
- 18. ANXIOUS AMBULANT ATTACHMENT Childrenwith an anxious-avoidant attachment style are generally less effective in managing stressful situations. They are likely to withdraw and resist seeking help, which inhibits them from forming satisfying positive and relationships with others. They show more aggression and antisocial behavior, like lying and bullying, and they tend to distance themselves from others to reduce emotional stress;
- 19. ANXIOUS AMBIVALENT: INTERNAL WORKINGMODEL • I am not safe with these adults because sometimes they hurt me • I can never be sure my needs will be met • They don’t love me • No one is there to support me • I need a lot of reassurance • I need someone to tell me I am lovable • I am a failure
- 20. ANXIOUS AMBIVALENT: LEADSTO… • Suspicion of strangers • Extreme anxiety • Seeking attention – but it is never enough • High emotional needs • Feeling of failure and of being failed • Always feeling let down –whatever they get is never enough • Need to feel included among friends but never satisfied • Intense relationships with the wrong people
- 21. DISORGANISED ATTACHMENT Children witha disorganised attachment style usually fail to develop an organised strategy for coping with separation distress, and tend to display aggression, disruptive behaviors, and social isolation. They are more likely to see others as threats than sources of support, and thus may switch between social withdrawal and defensively aggressive behaviour • breakdown of organised coping strategies • It is thought to be caused by frightened or frightening parental behaviour or trauma or loss of parents
- 22. DISORGANISED: INTERNAL WORKING MODEL Thereis no Inner working model because all coping strategies (attachment styles) are broken
- 23. DISORGANISED: LEADS TO… •be superficially engaging, charming (phoney) • avoid eye contact • be indiscriminately affectionate with strangers • lack the ability to give or receive affection • exhibit extreme control problems - (eg stealing from family; secret solvent abuse, etc) • be destructive to self and others • lack kindness to animals • display erratic behaviour, tell lies • have no impulse controls • lack cause-and-effect thinking • lack a conscience • have abnormal eating patterns • show poor peer relationships • be inappropriately demanding and clingy
- 24. DISORGANISED: LEADS TO… •display passive aggression (provoking anger in others) • be unable to trust others • show signs of depression • exhibit pseudo-maturity • have low self esteem • show signs of a guilt complex • show signs of repressed anger • sabotage placements such as school, work, foster care .
- 25. SECURE ATTACHMENT RELATIONSHIPS AREESTABLISHED WHEN: The primary caregiver (parent)… 1. Is sensitive to the child's need for stimulation and quiet 2. Responsive to the child 3. Plays with the child in ways that promote growth and development.
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- 28. STAGE 1 –PRE-ATTACHMENT Pre-attachment behaviours occur in the first six months of life. During stage 1 – children smile, babble, and cry to attract the attention of potential caregivers. Although children at this age do learn to discriminate between caregivers, their behaviours are directed at anyone in the vicinity. Unable to tell the difference between primary caregiver (eg mother) and other people
- 29. STAGE 2: ATTACHMENTIN THE MAKING! Now the child can discriminate between familiar and unfamiliar adults, becoming more responsive toward the caregiver; following and clinging are added to the range of behaviours. The child’s behaviour toward the caregiver becomes organised to help the child achieve the conditions that make him feel secure The child can recognise their primary caregiver, but does not get upset when they leave
- 30. STAGE 3: CLEARCUT ATTACHMENT By the end of the first year, the child will display a range of attachment behaviours designed to maintain proximity (closeness to their primary carer). These behaviours include protesting caregiver's departure, greeting the caregiver's return, clinging when frightened, and following when able The child develops separation anxiety and gets upset when separated from the primary caregiver
- 31. STAGE 4: GOALCORRECTED PARTNERSHIP The child begins to see the caregiver as an independent person, a more complex and goal- corrected partnership is formed. Children start to see others' goals and feelings and plan their actions accordingly. The child understands that the parents will leave and come back, and so doesn’t get so upset
- 32. WHAT IS THEROLE OF A KEYWORKER?
- 33. WHAT IS AKEYWORKER? • The forming of special relationships between adults and children in the nursery setting • designed to bring the building of individual relationships into group care • an emotional relationship as well as organisational duties
- 34. KEY WORKER ATRAINBOW • Home visits • Develop relationship with children and parents – know the parents names! • Keep the how to care for me sheet up to date, and share its information with all staff • Know ‘everything’ about your key child (likes dislikes, smells, temperament) • Be the ‘go to’ person for your key children and brief other (and cover) staff about ch’s needs • Track your children’s day, and collect information about what’s happened to them • Change nappies, and support toileting transitioning • Check supplies (spare clothes, nappies, wipes) • Observe children regularly, and collect observations from others • Build ‘progress’ portfolio • Conduct summative assessments (x 3 times a year) • Prepare are deliver parent-meetings
- 35. ROLE OF THEKEYWORKER The Key Person meets any physical needs, such as changing nappies, feeding or cuddling at nap time, and in this way they begin to build a secure attachment with the young child
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- 37. HOW CAN KEYWORKERSFORM POSITIVE ATTACHMENTS WITH CH? • Understanding • Recognition • Consistency • Sensitivity • Encouragement • Reliability and predictability • Not rushing – taking the time, patience • Listening • Singing, touching, eye contact, holding, • Hugging, smiling • Positive, prosocial behaviour and modelling such behaviour • Positive and warm encouragement
- 38. COMFORT CHILDREN WHENTHEY ARE UPSET, ILL, HURT, DISTRESSED • Holding or hugging the child • Soft soothing voices • Gentle calming touch • Looking in their eyes • Reassuring that everything will be OK • Showing understanding Comforting is NOT: • Hushing • Laughing at • Making fun of/mocking • Overreacting and panicking • Ignoring • Asking our children to comfort us