Essay on Critical Analysis of Depression

1923 Words 8 Pages
Exploration of Depression: A Critical Analysis of Attachment Strategies

Simone M. Maschler
Victorian University

Word Count 1600 (excluding references)
Abstract

Currently attachment theory is widely used to understand adult interpersonal and intrapersonal relationships such as depression. According to this theory and substantial body of evidence pessimistic thinking originates from early childhood attachment strategies, and has a major role in depression. As an adult according to the theory, negative cognitive schemas originate from primed attachment style, which both within a contextual environment will activate and lead to a depressive episode. In reviewing this relationship, interventions and prevention in cognitive
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Methodological issues that have not been considered included: college students shortfall to represent those from lower socio-economical background where tertiary education was not affordable, the restricted age group to young adults limited the application to the middle aged or elderly and furthermore those diagnosed with depression. In their study most cases were relative mild manifestation of the depression in comparison to individuals in clinical and hospital settings. It is likely that severely depressed (grand mal) individuals would not attend universities, as academic studies would overwhelm the individual and the dropout rate from the study would be greater before conclusion. This is not to say that the study consisted of only mild depressed (petit mal) students, but to recognise that severely depressed individuals would likely not be accounted for in the same proportion as the general population in the study. Attachment theory also proposes that infant-parent attachment affect subsequent romantic relationships, with early attachment experiences being associated with quality of marriage (Cassidy, & Shaver, 1999). Simpson, Collins, Tran, & Haydon (2007) research into attachment, found that infants in secure relationships at the age of twelve months old rated as being more socially competent during elementary school by their teachers and subsequently developed closer forged relationships by the age of sixteen years

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