John bowlby.ppt
- 1. John Bowlby Attachment Theory (Browse the slides as you wish. They are ordered chronologically for audio recording)
- 2. 1907-1990
- 6. Stages of Attachment Infants Middle Childhood • Pre-attachment (8-12 weeks) The infant is people-oriented and attention seeking. The infant makes “cooing” and “smiling” gestures and cries often to attract others. The infant also reaches out to grasp others. • Attachment-in-the-making (3 to 6-7months) Infants begin to discriminate primary caregivers from other people. They babble and smile socially to others who they are familiar with. • Clear-cut attachment (6 months to 2-3 years) Infants crawl and walk. They explore their environments and keep their attachment figure as a “secure base”. The infant begins to develop anxiety toward strangers at 10 months old. • Goal-corrected partnership (2-3 years and older) Children 2-3 years old will use words for communication. They wll be capable of considering the intentions of their caregivers. They will also become less agitated or stressed from being separated from their person of attachment. • Pre-attachment (8-12 weeks) Spends time with certain people. Seeks friendships. • Attachment-in-the-making (3 to 6-7months) Confides in parents, siblings, or friends. Smiles, giggles, tells jokes. Talks on the phone or text-messages. • Clear-cut attachment (6 months to 2-3 years) Feels more bold in their exploration if a close friend or favorite teacher is nearby. Turns to family, friends, or teachers for reassurance. • Goal-corrected partnership (2-3 years and older) Expresses concern over separations from family or close friends (e.g., divorce or moving to another city). Seeks psychological, not physical, availability. Withdraws when needs cannot be met.
- 8. Categories of Attachment A. Anxious-Avoidant. Explores the world with little reluctance; shows little anxiety when isolated. B. Secure. Uses mother as a secure base for exploration; shows signs of missing parent during separations; greets parent positively upon reunion. C. Anxious-Resistant. Visibly distressed upon entering playroom; fails to explore; is distressed during separation; shows angry rejection or ambivalence upon reunion. D. Disorganized. Does not show a clear-cut attachment strategy; appears confused, disoriented.
- 10. Working Model of Attachment A child’s early attachments with parents or other caregivers equip the infant with a blueprint for forming new relationships. Internal working model From the internal working model, the child proceeds with the same blueprint for relating with others as the child progresses through life. Attachment style
- 11. Basic Points of Attachment Theory School-aged children form bonds with others based on their previous and/or current bonds with caregivers/ parents. Students may seek to form secure or insecure bonds which may have negative consequences. Students who form insecure bonds with others are following their blueprint from their past experiences with caregivers/ parents. A child’s internal working model may lead him into adulthood and guide his future behaviors. Students with insecure attachment styles may perform less satisfactorily in school their peers.
- 12. Applications of Attachment Theory Attachment theory is useful as it identifies, organizes, and classifies attachment behaviors and offers a higher-level understanding of the nature of relationship formations . Some applications of attachment theory: Helps with identifying insecure attachment styles Provides insight into students’ difficulties relating with other students or teachers and points to causes of their difficulties Helps teachers and administrators understand circumstances of individual students Creates awareness of attachment difficulties in schools when teachers are trained on attachment theory Guides decisions and communication regarding parents and possible interventions for students
- 13. Application Examples Leaders in education within the UK have been implementing an attachment awareness program for schools. Teachers and school leaders receive training materials related to attachment awareness. The training program includes interviews with a few distinguished psychologists, neuroscientists and national experts, as well as top-teachers, regular classroom teachers, and care-givers. Furthermore, national quality standards of attachment awareness are being considered for schools across the nation. http://www.sec-ed.co.uk/best-practice/the-implications-of-attachment-theory-for-schools
- 14. Application Examples “One study by Ahnert and colleagues (2012) has provided clear and substantial evidence that a teacher who provides a haven of safety and base of security directly influences a child’s ability to regulate stress in a classroom setting.” -Ted Stein, M.S. http://www.aacc.net/2012/09/07/back-to-school-attachment-theory-in-the-classroom/