Attachment

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Harry Harlow (1959)

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young monkeys became distressed when their cages were cleaned. so he did a further experiment. created 2 wire mothers one lactating and one covered in blankets, Monkeys spent most time of cloth covered mother, against learning theory

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Schaffer and Emerson (1964)

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60 babies from glasgow. wokring class families. most attached to those who interacted with them the most, not who fed them.

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Lorenz (1952)

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half eggs with mother, half with him, and they followed him, imprinting. to protect animals and enhance survival.

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tronick et al (1992)

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studied an african tribe the Efe, -live in extended families. looked after and fed by other women but slept with mother. showed one primary attachment. universal.

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Mary Ainsworth (1967)

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uganda in 1954. did a 2 year observation. those who showed sensitivity tended to have more securely attached infants-cried little and seemed content to explore.

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Ainsworth et al (1971)

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26 mothers from baltimore area. strange situation.

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Ainsworth and Wittig (1969)

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devised strange situation -cause mild stress. stranger anxiety and separation anxiety.

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secure attachment

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harmonious and co operative interactions. Not likely to cry if care giver leaves the room. when feeling anxious seek close bodily contact.

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insecure-avoidant

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tend to avoid social interaction, show little response to separation and do not seek the proximity of cargiver on reunion. Happy to explore w/e.

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insecure - resistant

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seek and reject social interaction. show distress when caregiver leaves. conflicting desries to be comforted.

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insercure-disorganised

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lack of consistency.

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Prior and Glaser (2006)

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secure attachment:less emotional dependance, higher acheivment orientation and interpersonal harmony.
avoidant: aggressivness
resistantL great anxiety and withdrawn behaviour
disorganised: hostile and agressive

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Ainsworth et al (1978)

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using sensitivity scale-securely attached: cooperative and accesible. inscurely-more unrepsonsive with crying and less affectionate. avoidant-more rejecting
resistnat-occupied with routine when holding infant.

Front 14

Grossman and Grossman(1991)

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germans tended to be classified as insecure-avoidant. keeping interpersonal distance.

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Takahashi (1990)

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60 middle class japanese. no evidence of insecure avoidant, high levels insecure-resistant. 90% of studies stopped -after being left alone. taughter interdependce.

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Van Ijzendoorn and Kroonenburg (1988)

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meta analysis-32 studies. secure attachment always most common. insecure avoidant was next common apart frm israel and japan.

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Rothbaum et al (2000)

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sensitivity hypothesis: was related to responsivness and sensitivity -japan promotes dependance rather than indepencce. sensitivity has opposite obejectives. competence in japan is not showing feelings-in america-emotionally and socially competent.

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Posada and Jacobs (2001)

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alot of evidence to support universality. china, columbia, norway, germany, israel-issue is not whether that sensitivity leads to independence but leads to securely attached.

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spitz and wolf (1946)

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100 'normal' children who were placed in an instiution became severly depressed within a few months.

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The Robertsons (1967-73)

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first film: Laura-admitted to hospital. 8 day stay. she alternated between stress and calm. visited occasionally by her parents and begs to go home. as time goes on, she tries to deal with the disappointment.

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The Robertsons (1967-73)

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Jane, Lucy, Thomas and Kate, all under 3 years old. placed in foster care for few weeks while mothers were in hospital. Father visits were arranged regularly. Thomas rejected attempts to cuddle but slept well. didnt reject mothers when reunited.

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The Robertsons (1967-73)

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John. placed in residential nursery for 9 days. first 2 days he acts fairly normal. this changes gradually, he makes efforts to get attention from the nurses. he cannot compete with more assertive children. because he doesnt get the attention, he seeks comfort in an over sized teddy bear-not enough. he then refuses to eat, drink, stops playing and cries alot. first week he greets his dad enthusiastically. second week, jst sits there when he father visits. long parts of the day just cuddles the teddy and sucks his thumb. when his mum comes to pick him up, he screams and struggles to get away from her. a long while he had angry outbursts at his mother.

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Curtiss (1997) Rymer (1993)

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Genie-locked in a room by her father who thought she ws retarded until she was 13 years old. when found she couldn't stand erect and couldn't speak. she never fully socially recovered. distinct uninterest in other people. lack of early emotional privation. past bowlbys sensitive period. was genie retarded at birth? did she form an attachment with her mother?

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Koluchova (1976) (1991)

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spent first 7 years of her life locked up by step mother. when discovered they couldn't talk. they were cared by loving sisters and by 14 had near normal social and intellectual functioning. (1991) had excellent relationship with foster family. were they discovered young enough and could recover? formed attachments to each other?

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Jill Hodges and Barbara Tizard (1989)

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followed group of 65 British children around from early life to adolescence. The children had been placed in one institution when they were less than 4 months old. this age-children not formed attachments. early study of children usggested -70% were described as not being able to care for anyone deeply. up to 16. some remained in institution-most left. the children who went back to original families-less likely to form attachments with mothers. (in comparison to 'normal' children) adopted children were closely attached-similar to control group. Did have problems with peers. less likely to be liked. more quarrlesome and bullies. proves Bowlbys theory that if attachments are failed to form during sensitive period then irreversible effect on emotional development.

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Rutter et al (2007)

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100 Romanian orphans-assessed at 4,6, and 11 years old. thos children adopted by British families before 6 months have shown 'normal' emotional development when compared with UK children. Many adopted after 6 months show disinhabited attachments-nd had problem with peers. suggests long term consequences may be less severe than was once thought if children have the oppotunity to form attachments. when they don't form attachmetns-consequences severe.

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children with attachment disorder have:

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no preferred attachment figure.
inability to interact and relate to others
experience sever neglect-or frequent change of caregivers

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two types of attachment disorders?

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reactive/inhibited-shy, withdrawn, unable to cope.
disinhibited-over friendly and attnetion seeking

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Quinton et al (1984)

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compared group of women who had been brought up in instituions with a control group of 50 women brought up at home. when women in 20s-ex-institutional women were experiencing difficulties acting as parents e.g. more ex-institutional women had children who had spent time in care.

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Gardner (1972)

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girl born with malformation-she had to be fed through a tube. her mother never picked her up or cuddled her through fear of dislodging tube. at 8 months the girl was severly withdrawn and physically stunted and admitted to hospital for treatment. she thrived on the attention, soon returned to home with no changes to her diet.

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Violata and Russel (1994)

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Meta analysis-88 studies-regular day care more than 20 hours a week-negative effect on socio-emotional development in young children.

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NICHD

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over 1000 children-diverse families-10 diff locations. when studied at 5-more time child spent in day care of anykind- or quality-more adults rated as aggressive and disobedient. in full time day care-3x more likely to show behaviour like frequent arguing, lieing, hitting.

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Belsky et al (2007)

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looked at same children at end of primary education and still found a link between day care experience and increased aggressivness.

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Melhuish (2004)

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found evidence that high levels of day care -especially nursery care in first two years-elevate risk of developing anti-social behaviour.

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Sroufe et al (2005)

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evidence that children in day care are less likely to be securely attached. eg belsky and rovine: - (1988)assessed using the strange situation in infants who had been recieving 20 hours or more of day care per week before they were 1 year old. these children more likelyu to be insecurely attached. therefore less successful in peer relationships.

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Brown and Harris (1978)

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many depressed women claimed their low mood was due to isolation of being home with children.

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Alison Clarke-Stuart (1994)

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150 children-those in day care were consistently more advanced in socio-development. these are independence, dinnertime obedience. also more able to negotiate better with peers.

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Field (1991)

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amount of time in day care positively correlated to the number of friends they had once they went to school.