IndexBasic theoretical premises of the theoryVision of theories on development and developmental problemsCompatibility with the emphasis and values ​​of social workBasic theoretical premises of the theoryAttachment theory explains the dynamics of long-term relationships, particularly those between infants and their caregivers. The theory explains the response between two loved ones. Attachment in children involves the closeness they seek for a person who cares for them when they are in difficulty expecting that they will be protected by it. When a person's attachment caregiver is not reliably available and supportive, proximity seeking fails to alleviate distress and increases the likelihood of subsequent emotional problems. Bowlby's idea was that this bond – which he called attachment – ​​was a biologically based desire for proximity with an evolutionary basis. Attachment behavior is an instinct-based behavior that keeps the infant close to the mother and promotes survival. Basically, attachment behavior protects children from predators by keeping them close to protective adults. Cues (e.g. smiling, vocalizing) draw the attachment figure nearby by showing interest in the interaction. Aversion (e.g. crying) brings the mother closer to stop the anguish. Approaching/following actively moves the baby towards the mother. As the child grows, the mother provides support where needed and promotes independence where possible. Always available as a secure base. or attachment theory, the primacy of attachment does not show the priority of connection over survival. Attachment itself has a survival function. It ensures that the child receives help in case of danger and develops life skills in safe times. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Theoretical View of Development and Developmental IssuesBowlby formulated three key propositions about attachment theory. First, he suggested that when children grow up with the confidence that their primary caregiver will be there for them, they are less likely to experience fear than those raised without such a belief. Second, he believed that this trust is forged during a critical period of development, during the years of infancy, childhood, and adolescence, and that the expectations formed during that period tend to remain unchanged for the rest of life. of the person. Finally, he suggested that these expectations that are formed are directly linked to actual experience. In other words, children develop expectations that their caregivers will be responsive to their needs because, in their experience, their caregivers have been responsive in the past. The basic motivation for attachment theory is to maintain closeness to another person. In this way, around age 3 attachment styles become internalized and generalized into what Bowlby, in his later work, called "internal working models" - unconscious internal patterns that are applied to experiment. As noted in Chapter 1, one of Bowlby's primary motives in developing attachment theory was to more closely align psychoanalytic theory with the scientific findings and perspectives of related disciplines, such as ethology and cognitive psychology. In this way, he believed, he could reform psychoanalysis and preserve the insights it offered, while modifying those formulations that he considered untenable and based on outmoded perspectives that needed to be replaced. Bowlby quotes the following passage from the writings ofKlein: Some infants who, despite being good breastfeeders, are not particularly greedy, show unmistakable signs of love and a developing interest in their mother at very early stages - an attitude that contains some essential elements of an object-relationship. I have seen three-week-old babies stop sucking for a short time to play with their mother's breast or look up at her face. I also observed that small children, even from the first years the second month: in periods of wakefulness after feeding they lay on their mother's lap, looked at her, listened to her voice and responded with facial expression; it was like a loving conversation between mother and child. This behavior implies that gratification is as much linked to the object that gives the food as to the food itself. Bowlby also notes Freud's flirtations - and they are only flirtations that are not further developed - with the idea that the infant's attachment to the mother may be independent of both the reduction of hunger and the pleasures of the erogenous zones. As we saw in chapter 8, Freud (refers to the “affectionate current” which is addressed to “family members and those who care for the child” and “corresponds to the child's primary object choice” The first 3 years are a very sensitive for attachment, the pre-attachment phase runs from birth to the 6th week. During this period the baby's innate signals attract the caregiver (panting, crying, smiling). the mother's face, but they are not attached to the mother, they do not mind being left with unfamiliar adults. Attachment in the creation phase ranges from 6 weeks to 8 months, the child responds differently to caring family figures. of them compared to strangers around and begin to develop a “sense of trust” in which they expect the caregiver to respond when signaled. The clear attachment phase from 6-8 months to 18 months to 2 years, children show anxiety from separation, the child shows distress when. the mother leaves but if the caregiver is supportive and sensitive the anxiety is short-lived. Finally, the formation of the mutual relationship occurs between 18 months and 2 years. A child is able to understand some of the factors that influence the coming and going of parents and predict their return and is less dependent on the caregiver and realizes that they will return when the child needs them. There are four different attachment styles, secure, resistant avoidant, insecure avoidant, and disorganized/disoriented attachment. Secure attachment occurs when the child is upset when the caregiver leaves and happy when the caregiver returns, avoids strangers if the caregiver is not present but gets along well with strangers when the caregiver is present. Insecure resistant occurs when there are many problems when separation occurs, they fear strangers and cling to the person who cares for them and rejects them when they return. The caregiver's behavior is inconsistent and the child feels angry and confused. The insecure avoidant does not care about the mother's absence and does not respond to the caregiver upon her return and is highly avoidant towards the caregiver and the stranger. The caregiver's behavior is insensitive and the child feels unloved or rejected. Disorganized insecure attachment means the child has no consistent way of coping with stress. They show great insecurity and display confused behavior. When the caregiver tries to look at them, they look away, this is common in abused children. The Strange Situation experiment was when Ainsworth and Bell worked to show the quality of attachments. They had caregivers drop off their children and come back and record the.