Coun 502 – Attachment in Adulthood
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Attachment in Adulthood
Amne Simons
Liberty University
COUN 502
Dr. Katz
July 6, 2011
Abstract
Most popularly, attachment theory has been used to study the early onset of the relationship between an infant and its mother, however, attachment theory is a theory of lifespan development of close relationships. Infants realize early on that their safety is best provided by a certain one individual. Establishing that attachment allows for physical and emotional safety. According to Bowlby, attachment helps infants form a type of home base that is specific to infant-parent relationships, however those attachment patterns lead to corresponding patterns in adults. This article focuses on the topic of adult attachment patterns and how they stem from infant and child attachment patterns. More specifically, how these adult patterns manifest in adult relationships and parenting styles.
Introduction
“The bonds that grow between infants and their parents, siblings, family, and others provide the foundation for a lifetimes worth of social relationships.” (Feldman, 2011) This bond is referred to as attachment and defined as the “positive emotional bond that develops between a child and particular, special individual.” (Feldman, 2011) The earliest work on human attachment was conducted by psychiatrist John Bowlby. Bowlby originally developed attachment theory as a means for revamping classic psychodynamic theories considering scientific advances in ethology and cognitive science (Brumbraugh & Fraley, 2006). Bowlbys view was that attachment is based on an infants need for safety and security. Bowlby proposed that a mother was indispensable to her child for the biological function of protection from danger (Sable, 2007). “Babies learn that others recognize and respond to their needs, and that their behavior influences others, and that moderate expression of need elicits a response” (Rees, 2008). Infants realize early on that their safety is best provided by a certain one individual. Establishing that attachment allows for physical and emotional safety (Rees, 2008). In Bowlbys attachment theory, it is thought that human beings, have an instinct that leads them to form “lasting affectional bonds–or attachments–to familiar, irreplaceable others, and, once established, the quality, security and stability of these ties is related to emotional health and well-being throughout life” (Sable, 2007). An attachment relationship in relation to other close relationships, is characterized by an “attachment figure as a secure base from which to explore the world and as a safe haven to flee to in times of distress.” (Daniel, 2006)
According to Bowlby, attachment helps infants form a type of home base that is specific to infant-parent relationships, however those attachment patterns lead to corresponding patterns in adults. Most popularly, attachment theory has been used to study the early onset of the relationship between an infant and its mother, however, attachment theory is a theory of lifespan development of close relationships (Daniel, 2006). “Attachment theory is relevant for understanding how certain early affectional experiences influence emotional and physical well-being, not only in childhood, but throughout adulthood” (Sable, 2007). “The concept of adult attachment patterns has found increasing use in empirical studies of psychotherapy process as well as psychotherapy outcome, spanning different client populations and different forms of psychotherapeutic treatment” (Daniel, 2006). Majority of the studies conducted regarding adult attachment revolve around how these patterns effect psychotherapy and the relationship between clients and therapists. Additional research has been conducted to study adult attachment patterns and how they affect interpersonal and romantic relationships.
Attachment Styles
The central idea of attachment theory is that relationships with caregivers become internalized as internal working models. Internal working models are described as sets of beliefs and expectations about the self, the world, and relationships, together with the rules for the direction of behavior and the appraisal of experience. Internal working models guide the childs interpersonal behavior, and are at the root of individual attachment patterns or styles (Del Guidice, 2009). The first instrument used to measure infant and parent attachment styles was Ainsworth et al.s strange situation paradigm. The strange situation paradigm assesses an infants attachment-exploration balance, or the degree to which the infant uses the caregiver as a secure base from which to engage the environment (Ravitz et al., 2010). Attachment styles will be described in categories for the purpose of this paper, however many researchers choose to think of attachment patterns as dimensional constructs. Children that experience a consistently available, sensitive caregiver who is able to tune in to their feelings develop a secure attachment. These individuals use their care giver as a “secure base” for exploration and in times of stress, they look to that person for help and are easily comforted. The relationship between caregiver and child are valuable, reliable and safe (Rees, 2008). The population for secure infants makes up about 65% in low risk samples in the North America and Europe (Del Guidice, 2009). Children that experience a rejecting, cold, and uninvolved caregiver establish an avoidant attachment pattern. They in turn act as if the caregiver is unavailable and they avoid physical contact. When a child that has an avoidant attachment pattern is distressed, they do not ask for help or comfort. They have generally learned that seeking help will lead to be rejected again. This child may become a “loner” who does not understand nonverbal cues and the certain subtleties of language (Rees, 2008). This population makes up about 25% of infants in Western countries. Children with caregivers that vary between being regularly available, accepting, rejecting, and are hardly attentive to the childs needs, develop an ambivalent/resistant attachment. Ambivalent children are “easily distressed and ask vigorously for help and comfort”(Rees, 2008). They protest angrily to stay with the caregiver and it takes great effort to return the child to a calmed