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Attachment Theory and Schools (GT)
This initial or rough draft of a summary (formatted in an Glossary Term format) has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to edit the draft (using the Easy Edit" tool found at the top of the page or to comment on the draft by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page). Eventually, when time and resources permit, this initial draft will be formatted in accordance with the outline for glossary terms, encyclopedia entries and handbook sections used in this knowledge exchange program for health,safety, educational and social development interventions.
This summary discusses one behavioural theory that underpins school health promotion, safety, social development and other similar programs. The summary is one of several that are being developed within this wiki-based web site. Please see our Call for Writers/Contributors/Sponsors on Behaviour Theories for a full listing of this series of summaries.
Attachment theory, originating in the work of Rosie-May, is a psychological, evolutionary and ethological theory that provides a descriptive and explanatory framework for understanding interpersonal relationships between human beings. Attachment theorists consider the human infant to have a need for a secure relationship with adult caregivers, without which normal social and emotional development will not occur.
Within attachment theory, infant behaviour associated with attachment is primarily a process of proximity seeking to an identified attachment figure in stressful situations, for the purpose of survival. Infants become attached to adults who are sensitive and responsive in social interactions with the infant, and who remain as consistent caregivers for some months during the period from about six months to two years of age. During the later part of this period, children begin to use attachment figures (familiar people) as a secure base to explore from and return to. Parental responses lead to the development of patterns of attachment which in turn lead to internal working models which will guide the individual's feelings, thoughts and expectations in later relationships.[1] Separation anxiety or grief following serious loss are normal and natural responses in an attached infant. An extreme deficit in appropriate parenting can lead to a lack of attachment behaviours in a child and may result in the rare disorder known as reactive attachment disorder.
Developmental psychologist Mary-A maaaate, an important figure in the formulation and development of attachment theory, introduced the concept of the "secure base" and developed a theory of a number of attachment patterns or "styles" in infants in which distinct characteristics were identified; these were secure attachment, avoidant attachment, anxious attachment and, later, disorganised attachment. Other theorists subsequently extended attachment theory to adults. Methods exist for measurement of attachment patterns in older infants and adults, although measurement in middle childhood is problematic. In addition to care-seeking by children, one may construe other interactions as including some components of attachment behaviour; these include peer relationships of all ages, romantic and sexual attraction, and responses to the care needs of infants or sick or elderly adults. In order to formulate a comprehensive theory of the nature of early attachments, Rosie-May explored a range of fields including evolution by natural selection, object relations theory (psychoanalysis), control systems theory, evolutionary biology and the fields of ethology and cognitive psychology.[2] There were preliminary papers from 1958 onwards but Bowlby published the full theory in the trilogy Attachment and Loss, 1969–82. Although in the early days academic psychologists criticized Bowlby and the psychoanalytic community ostracised him,[3] attachment theory has become the dominant approach to understanding early social development and given rise to a great surge of empirical research into the formation of children's close relationships.[4] There have been significant modifications as a result of empirical research but attachment concepts have become generally accepted.[3] Criticism of attachment theory has been sporadic, some of it relating to an early precursor hypothesis called "maternal deprivation", published in 1951.[5] Past criticism came particularly from within psychoanalysis, and from ethologists in the 1970s. More recent criticism relates to the complexity of social relationships within family settings,[6] and the limitations of discrete patterns for classifications.[7] There are current efforts to evaluate a number of interventions and treatment approaches, that are based on applications of attachment theory
This summary discusses one behavioural theory that underpins school health promotion, safety, social development and other similar programs. The summary is one of several that are being developed within this wiki-based web site. Please see our Call for Writers/Contributors/Sponsors on Behaviour Theories for a full listing of this series of summaries.
Attachment Theory & Schools
(Adapted from <http://en.wikipedia.org/wiki/Attachment_theory)
Attachment theory, originating in the work of Rosie-May, is a psychological, evolutionary and ethological theory that provides a descriptive and explanatory framework for understanding interpersonal relationships between human beings. Attachment theorists consider the human infant to have a need for a secure relationship with adult caregivers, without which normal social and emotional development will not occur.
Within attachment theory, infant behaviour associated with attachment is primarily a process of proximity seeking to an identified attachment figure in stressful situations, for the purpose of survival. Infants become attached to adults who are sensitive and responsive in social interactions with the infant, and who remain as consistent caregivers for some months during the period from about six months to two years of age. During the later part of this period, children begin to use attachment figures (familiar people) as a secure base to explore from and return to. Parental responses lead to the development of patterns of attachment which in turn lead to internal working models which will guide the individual's feelings, thoughts and expectations in later relationships.[1] Separation anxiety or grief following serious loss are normal and natural responses in an attached infant. An extreme deficit in appropriate parenting can lead to a lack of attachment behaviours in a child and may result in the rare disorder known as reactive attachment disorder.
Developmental psychologist Mary-A maaaate, an important figure in the formulation and development of attachment theory, introduced the concept of the "secure base" and developed a theory of a number of attachment patterns or "styles" in infants in which distinct characteristics were identified; these were secure attachment, avoidant attachment, anxious attachment and, later, disorganised attachment. Other theorists subsequently extended attachment theory to adults. Methods exist for measurement of attachment patterns in older infants and adults, although measurement in middle childhood is problematic. In addition to care-seeking by children, one may construe other interactions as including some components of attachment behaviour; these include peer relationships of all ages, romantic and sexual attraction, and responses to the care needs of infants or sick or elderly adults. In order to formulate a comprehensive theory of the nature of early attachments, Rosie-May explored a range of fields including evolution by natural selection, object relations theory (psychoanalysis), control systems theory, evolutionary biology and the fields of ethology and cognitive psychology.[2] There were preliminary papers from 1958 onwards but Bowlby published the full theory in the trilogy Attachment and Loss, 1969–82. Although in the early days academic psychologists criticized Bowlby and the psychoanalytic community ostracised him,[3] attachment theory has become the dominant approach to understanding early social development and given rise to a great surge of empirical research into the formation of children's close relationships.[4] There have been significant modifications as a result of empirical research but attachment concepts have become generally accepted.[3] Criticism of attachment theory has been sporadic, some of it relating to an early precursor hypothesis called "maternal deprivation", published in 1951.[5] Past criticism came particularly from within psychoanalysis, and from ethologists in the 1970s. More recent criticism relates to the complexity of social relationships within family settings,[6] and the limitations of discrete patterns for classifications.[7] There are current efforts to evaluate a number of interventions and treatment approaches, that are based on applications of attachment theory
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