At the beginning of chapter three Dr Gilles Julien explains the social pediatric approach, which “brings together the major figures in the child’s life to gain a better understanding of the issues and values that are important to each person, with the goal of determining effective action to be taken concerning the child” (Gilles, 2004, p. 32). Most importantly what needs to be taken away from this approach is that the helper needs to be unfailingly motivated to support people who already possess some personal baggage (Gilles, 2004). Gilles goes on to discuss that in order to understand an individual who is suffering or distressed there must be a process of a rapprochement and sharing between individuals (Gilles, 2004). In this chapter the method
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John Bowlby and Mary Ainsworth were briefly mentioned for their theory of attachment and they focused on the process of how and why this attachment develops in children and what happens when a healthy attachment does not develop, which is similar to what Gilles discussed during the first half of chapter 3. John Bowlby is recognized as the father of attachment and described attachment as, “lasting psychological connectedness between human beings” (Olga, 2014, slide 3). Bowlby’s ethological theory on attachment used ideas of ethology to explain in detail the how and why the need for connection to a significant person is necessary for survival and healthy development (Olga, 2014). Mary Ainsworth’s “strange situation” is a system to assess quality of attachment that involves short separations from and reunion with the parent/primary-caregiver (Olga, 2014). The theory consists of four types of attachment patterns: secure, anxious avoidant, anxious ambivalent/resistant, and disorganized/disoriented (Olga, 2014). These theories apply to children and families for many important reasons being attachment can guarantee that the basic needs of child are met; provides the child with a sense of security, trust or a protection from their fears,; facilitates exploration and independent functioning in the child; and it provides a model and experience with relationships that will then influence the development of future relationships (Olga,
John Bowlby and Mary Ainsworth were briefly mentioned for their theory of attachment and they focused on the process of how and why this attachment develops in children and what happens when a healthy attachment does not develop, which is similar to what Gilles discussed during the first half of chapter 3. John Bowlby is recognized as the father of attachment and described attachment as, “lasting psychological connectedness between human beings” (Olga, 2014, slide 3). Bowlby’s ethological theory on attachment used ideas of ethology to explain in detail the how and why the need for connection to a significant person is necessary for survival and healthy development (Olga, 2014). Mary Ainsworth’s “strange situation” is a system to assess quality of attachment that involves short separations from and reunion with the parent/primary-caregiver (Olga, 2014). The theory consists of four types of attachment patterns: secure, anxious avoidant, anxious ambivalent/resistant, and disorganized/disoriented (Olga, 2014). These theories apply to children and families for many important reasons being attachment can guarantee that the basic needs of child are met; provides the child with a sense of security, trust or a protection from their fears,; facilitates exploration and independent functioning in the child; and it provides a model and experience with relationships that will then influence the development of future relationships (Olga,