Human Development 5

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Capacity in early childhood to form and keep healthy emotional relationships

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attachment

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what are the characteristics of attachment?

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-Enduring bond with special person
-sense of security, safety, soothing comfort and pleasure feelings

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what happens when attachment to special person is threaten or loss?

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distress

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Attachment theories were developed by

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John Bowlby, Harry Harlow, Mary Ainsworth, Mahler.

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According to Bowlby attachment is

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the result of innate interrelated human predisposition for infants to seek the attention of adults-primary caregiver usually mom

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According to Bowlby whats the function of attachment?

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It's an anchor that allows child to explore world

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John Bowlby believed that disturbance/disruption of attachment would lead to

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an insecure adult

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According to Bowlby, whats the positive aspect of attachment?

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Infants enjoy vein with their caregiver (PCG)

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According to Bowlby, whats the negative aspect of attachment?

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innate fears of the unknown or unfamiliar keep infants close to PCGs; among humans, these initial fears are diffuse, but later become more specific as threats are learned

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Harry Harlow's cloth vs wire mothers for monkeys experiment

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Raised monkeys with cloth-covered or wire “mothers”
Wire mother also provided milk to infants, but not cloth mother
Infants monkeys spent more time clinging to cloth mothers – “contact comfort” compared to wire ones

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What did Harlow's experiment show?

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Infants rushed to cloth mother when frightened
Never sought comfort from wire mothers; source of food only

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What happened to monkeys when all maternal contact is removed?

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Results in poor social relationships, self-injury when threatened, inadequate functioning and isolation

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What did Mary Ainsworth developed based on an extending of Bowlby's findings

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attachment taxonomy

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Ainsworth's Strange situation evaluates

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the “reunion” between child & PCG.
Child is brought into unfamiliar room with toys, allowed to play while PCG is present
Stranger enters room, talks to PCG, then approaches child;
PCG leaves child in room with stranger – brief separation;
PCG re-enters, stranger leaves

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What happens with a child with autism who is sick all the time and then he/she is picked up by mom?

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the child begins to associate the pain with mom/dad picking him up.

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Monkeys with disrupted social relationships and anger issues as shown by Harlow, correlates to the behavior of some adolescents which can

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cut themselves because of their emotional distress so that they can feel something. Wh

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Why does the strange situation work?

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because the child has achieved object permanence because they can understand someone left the room

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Mary Ainsworth's taxonomy relates to the way the children react once the PCG comes back into the room

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Insecure avoidant Type A
Securely Attached Type B(70%)
Insecure resistant Type C
Insecure-disorganized Type D

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Type B babies according to Ainswroth are those

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in the majority, they are the most assured and confident in PCGs. PCGs come back and baby greets them and invites to play with them

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Type A babies according to Ainsworth are those that

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explore with insecure indifference to PCG. PCGs come back and babies do not run to them or invite them to play. Babies are more independent and don't have a strong sense of security with their parents.

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Type C babies according to Ainsworth are those that

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show the most insecurity when PCGs come back. These babies would run and cling to their PCGs instead of inviting them to play.

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Type D babies according to Ainsworth are those that

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lack any sense of strategy and return the PCGs' lack of coordinated parenting.

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whats one of the major problems faced by veterans who come back from war?

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If they were deployed when child born and when they come back, the child is indifferent to the parent

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In some cultures B babies are not thought of as the ideal baby why?

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They prefer the A baby which is more independent so it allows parents to work without worrying.

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What do Ainsworth findings suggest?

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The more the baby is treated as an individual from its point of view(egocentric) the more it responds with most sense of security (type B)

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Ainsworth also found that PCGs who reject their baby's requests and do not cuddle often produce

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produce insecure-avoidant babies (type A)

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According to Ainsworth PCGs PCGs who are inconsistent in their actions produce

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insecure-resistant and confused babies (types C & D)

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what is more successful? parents carrying babies facing forward and in front of parent, or carrying babies facing in and in front of parent?

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The ones that carry baby in front facing forward, because baby can feel parent warm and child is in spacial space. This is particularly important for men because it allows them to form a bond with child

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Mahler's development phases and attachment centers around the idea that

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attachment changes over time. She also focused on the baby's point of view

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Mahler's Normal Autistic Phase

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Birth to 4 weeks
State of half-asleep, half-awake
Major task of phase is to achieve homeostatic equilibrium with the environment – based on interaction with environment

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For Mahler the autistic phase is a negative instead

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she tries to explain that all children at first are autistic

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Mahler's Symbiotic Phase characteristics

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3 - 4 weeks to 4 - 5 months
Dim awareness of PCG (show preference for parents), but infant still functions as if he/she and PCG are in state of undifferentiation or fusion

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During the Symbiotic phase what feat is shown by babies?

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Social Smile is achieved (2-4 months) and this is an example of relationship to parents

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Mahler's Separation-Individuation has 4 subphases

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-Differentiation (5-10 months)
-Practicing (10-16 months)
-Rapprochement (16-24 months)
-Object Constancy (24-36 months)

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Differentiation characterisitcs

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-Hatching from autistic shell
-More alert
-Cognitive and neurological maturation
-Comparative scanning; what is and what is not mom
Stranger anxiety; start realizing who their PCGs is, involved curiosity and fear-around 8 mos

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Practicing characterisitcs

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Beginning marked by upright locomotion..new perspectives and mood elation
-PCG is home base
-Separation Anxiety; they realize parent not only source of food and comfort but also security

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Rapprochment characterisitcs

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Now a toddler - more aware of physical separateness, which dampens mood of elation
Child tries to bridge gap between self & PCG; concretely seen as bringing objects to PCG because infant still is egocentric and believes parents will be excited as he/she is by finding something new
PCG's efforts to help often not perceived as helpful, temper tantrums typical

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Characteristic events of rapprochement

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rapprochement crisis. Wanting to be soothed by PCG and yet not be able to accept help
Symbol of rapprochement: child standing on threshold of door not knowing which way to turn, seems helpless, frustrated
Resolution of crisis: As child's skills improve, child able to get gratification from doing things on own/by self

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Object Constancy characteristics

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Child copes better with PCG's absence, engages with others, substitutes
Child begins to feel comfortable with PCG's absences by knowing PCG will return
Gradual internalization of image of PCG as reliable and stable
Through increasing verbal skills and better sense of time, child can tolerate delay and endure separations

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Disturbances related to attachment

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Failure to thrive
Reactive Attachment Disorder

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Failure to Thrive

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with absence of and lack of attachment to PCG, poor physical growth and health; Spitz’s “hospitalism-meaning orphans put in institutions as opposed to those in foster care develop failure to thrive

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Reactive Attachment Disorder infancy or early childhood; 2 subtypes:

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infancy or early childhood; 2 subtypes:
Inhibited: withdrawal, unresponsive
Disinhibited: inappropriate approach to strangers, familiar people (not PCG)
Rx: Facilitate 1:1 attachment with PCG-figure

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Another attachment problem is separation anxiety which although normal among infants and toddlers, they are not appropriate for older children or adolescents, the sequence is

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Early onset before age 6
symptoms of depression, such as sadness, withdrawal, apathy, or difficulty in concentrating, fears at bedtime
Approx. 4% young children, may be slightly higher in girls
High remission rate

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Pervasive Developmental Disorders

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Autism, Asperger’s, Rett’s childhood disintegrative disorder
Failure to acquire, early loss of, dysfunctional social interactions and communication
Lack of reciprocity
Restricted interests, repetitive behaviors, motor difficulties

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the most common of the pervasive developmental disorders (PDD) severely compromised ability to engage in, and by a lack of interest in, social interactions.

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Autism

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Autism characteristics

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roots in both structural brain abnormalities and genetic predispositions, the cerebellum and limbic system, larger brains, and delayed maturation of frontal cortex
studies with several imaging techniques show no strongly consistent findings

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Autism characteristics identified before

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age 3

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More commont disabilities in autistic children?

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developmental

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What gender suffers autism the most?

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4-5 times more common in boys, but manifestations more severe in girls.

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why isn't there more research on antipsychotic drugs for autistic children?

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Not many parents are willing to give their 3 yr old kids drugs and they may become depends to these drugs for the rest of their lives

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Asperger’s Syndrome/Disorder
Characterized by

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severe and sustained impairment in social interaction, development of restricted and repetitive patterns of behavior, interests, and activities.
clinically significant impairment in social, occupational, or other important areas of functioning.

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In contrast to Autism, Asperger's shows no

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clinically significant delays in language or cognition or self help skills or in adaptive behavior, other than social interaction.
Appears to be more common in males
Onset is later than autism at age 5-9

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Rett's disorder is exclusive to

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females due to genetics

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Rett's characteristics

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for the first 6 – 48 months, development is normal. At that point, they begin to exhibit many of the symptoms of autism, such as stereotyped movements, poor social interaction, and impaired communication; also have problems with both expressive and receptive language, psychomotor retardation, and poorly coordinated gait and/or trunk movements, along with decreased head growth.
With maturity, gain back a degree of positive social interaction.

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Childhood Disintegrative Disorder

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then a significant loss of skills in at least two areas: expressive or receptive language; social or adaptive skills; bowel or bladder control; play; and/or motor skills.

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Children with Childhood Disintegrative Disorder must present

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show impairments in two of the following: social, communication and/or repetitive/restricted behavior.
It normally occurs between 3 - 4 years, although it can occur anytime before 10 years.