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UpcomingSelf-assessment
Due 4/4/13
Super Nanny assignmentDue 4/4/10; Watch on Lifetime or Internet/Supernanny
webpage archive etc.Keep responses brief!
Attachment and TemperamentEffects of early experience
Next up: Cognition & Aggression; Parents, Adolescents & Peers; Stereotypes and Racism
Super NannyWatch 1 episode of Super NannyDescribe CHILD using Thomas and Chess’ nine
dimensions of temperament (reference text, use only relevant dimensions for the particular case).
Categorize CHILD using Thomas and Chess’ profiles (3) & Categorize CHILD’s siblings. (reference text)
How would you describe the goodness of fit between CHILD and his/her parents? How would you describe the goodness of fit between the siblings and parents? (1-2 sentences)
Which attachment classification characterizes CHILD’s relationship with his parents?
Which attachment classification characterizes the siblings’ relationships with their parents?
Super Nanny Thought QuestionsWhat does this tell us about predicting
attachment classification from other relationships?
What are the implications for modifying parental responding to CHILD?
What are your predictions of for CHILD at age 21? (based on the research presented and your reading of the text)
Attachment
Does the past predict the future?
Are early experiences the basis of later normal or abnormal behavior?
Does the infant’s relationship with his/her primary caregiver predict the quality of later relationships?
What happened to Gabriella?Gabriella is an attractive and outgoing student at
MTC. She will graduate in May and has already accepted a job in the profession of her choice (early childhood development!). She seems to have everything going for her. Yet, something fundamental is missing from her life—Gabriella has never managed to sustain a loving, long-term relationship with an intimate partner.
Was there something about her early childhood experience that caused her inability? What role do early relationships play in determining our characteristics and relationships as adults?
Bowlby/Ainsworth theoryCrucial to have balance
exploration of novelty proximity/protection seeking from familiar
The type of attachment is based on the balance
Attachment is NOT a single behavior, but rather-A variety of behaviors that vary depending on circumstances
AttachmentIndividual differences in
attachment quality
Secure Insecure:
Resistant/ambivalentAvoidantDisorganized
Secure attachmentHallmark of secure attachment observed
during REUNION episodes of the Strange Situation
If Distressed:immediately seeks and maintains contactcontact is effective in terminating distress
If Not Distressed:active greeting strong initiation of interaction
Resistant/Ambivalent Attachments
Poverty of explorationDifficulty separating to exploreWary of novel situations and peopleMix contact seeking with contact resistance
(hitting, kicking, squirming, rejecting toys)Continue to cry and fussStriking passivity
Separation: Melt-downReunion: Difficulty settling
Avoidant Attachments
Independent explorationReadily separates to exploreLittle affective sharingAffiliative to stranger when caregiver
absent (little preference)Turns/ looks/moves away, ignoringArches back if picked up
Separation: Somewhat indifferentReunion: Active avoidance
Disorganized/Disoriented
No consistent way of relatingShows contradictory features of other
patternsMay strongly seek contact, then stop,
freeze, and avoid caregiverSeems to move in slow motion. May
wander with confused, dazed, or fearful facial expression
ConflictedSeems to fear caregiver
Three casesWhich of these three children seemed securely
attached? Which were insecurely attached? What evidence do you have for your classifications?
What are the primary differences between the children?
What social factors might affect a child’s reactions to being alone with a stranger, and to having Mom leave?
Do you think these three categories would apply equally to children in all cultures?
The Strange Situation: Three casesA
B
C
Types of Attachment
Cross-cultural research: More similarities than differences across many different cultures
Western EuropeIsraelAfricaJapan
Factors that influence attachment
Quality of caregiving (e.g., responsive, warm, consistent?)
Child characteristicsTemperament (e.g., inhibited)Aspect of personality with a genetic
component -- inborn dispositions
Gender (e.g., new toy: angry vs. scared)Appearance (e.g., attractive, premature)What else?
TemperamentNot a fixed genetic traitProbabilistic, not deterministic
Temperament renders some outcomes:very likelysome moderately likelysome unlikely (although not
impossible) depending on experience
Probabilistic, not deterministic
Attachment and temperament
Does the past predict the future?
Are early experiences the basis of later normal or abnormal behavior?
Does the infant’s relationship with his/her primary caregiver predict the quality of later relationships?
Gabriella: What happened to her?Gabriella is an attractive and outgoing student at
MTC. She will graduate in May and has already accepted a job in the profession of her choice (early childhood development!). She seems to have everything going for her. Yet, something fundamental is missing from her life—Gabriella has never managed to sustain a loving, long-term relationship with an intimate partner.
Was there something about her early childhood experience that caused her inability? What role do early relationships play in determining our characteristics and relationships as adults?
Do early attachment relationship gets carried forward?
Bowlby’s answer is:Yes and noDevelopment is complicatedIWM’s can be changed by later
experiences butusually, the rich get richer and the
poor get poorer…
Attachment: Research findings
Hazan & Shaver (1987) (Inventory for college students)
Results for adults are so similar to those of infant studies that
Infant’s relationship with primary caregiver predicts/causes his/her later relationships with peers or romantic partners
Conclusion: The past predicts the future
Your experiences???Study limitations…
Direct evidence of attachment continuity/discontinuity:Sroufe & Egeland: Minnesota Parent-Child
Project (longitudinal)
Overall: Early attachment did NOT predict adult attachment well (little continuity)
Participants who started and ended as insecure were more likely to experience abuse than if transitioned to secure - abuse maintains/reinforces insecurity?
Participants whose mothers were depressed, more likely to transition from secure to insecure - mother’s depression affects her parenting sensitivity? Environment too chaotic and negative for stability?
What happened to Gabriella?
Participant in an early study of the impact of maternal depression on child outcomes, development, and resilience
As an infant and young child experienced inconsistent caregiving and sporadic neglect (maintained insecure attachment) due to mother’s depression
Became a well-functioning, successful adult, but continued struggles with insecure attachment in adult relationships…
Probabilistic, not deterministicDevelopment is complicated
Significance: Attachment and later developmentINTERNAL WORKING MODELS (IWM): (i.e., schemas)
Children and adults develop complex schemas and mental representations
Repeated interactions with caregivers form cognitive expectations that guide attention and memory about relationships
Significance: Attachment and later development
INTERNAL WORKING MODELS (IWM):
Guide organization of attention and memory about relationships
Are largely automatic and unconsciousCan be changed but Have a propensity for stability
Temperament: Example
Some young children very uninhibited with strangers or other unfamiliar things. Likely to become spontaneous, fearless, sociable 10-year-olds.
But, a small number of these outgoing infants may become timid later in life because of intervening stressful experiences…And, vice versa
Probabilistic, not deterministic
ConclusionsDevelopment is complicated
Low to moderate stability
Greater stability for temperament vs. attachment
Greater stability linked to extreme or negative life events (e.g., abuse, depression)
Probabilistic, not deterministic
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