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A Paper on Attachment Theory
Sean P. Shanley
Ball State University
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Abstract
Attachment is the powerful, special bond between two people that brings about comfort
and joy. One of the leading figures of attachment theory is John Bowlby, who formed the
ethological theory of attachment. There are four phases to this theory. Erikson, who
improved upon the ideas of Freud, developed his psychosocial theory. Infants must meet
certain needs in order to advance developmentally. Nearly all of the stages involve
attachment with the caregivers. Erikson also stressed quality caregiving over quantity of
caregiving. Once attachment has formed, it can be tested. The most common test is a lab
test known as “strange situation,” which was created by Mary Ainsworth. Strong
attachments are crucial for growing and developing in all stages of life, not just infancy
and childhood.
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In life, people form special bonds with family, friends, or people near them. These
bonds can create a sense of comfort and joy in difficult times. This special bond is
known as attachment. Attachment can occur between any two people. This, of course,
applies to babies and infants. Infants can form strong bonds to their caretakers within the
second half of their first year. However, this bond must be consistently maintained and
tended to for it to stay strong. There are many theories of attachment and how it affects
people in the three domains of psychology: physical, emotional/social, and cognitive.
Attachment is a vital role in the lives of all people. Understanding how those attachments
are formed and maintained is also vital.
Looking at how attachment is formed in infants, the ethological theory of
attachment (1) can be referenced. The theory states that the attachment from an infant to a
caregiver is an evolved response that is crucial to their survival. John Bowlby is the
“founding father” of this theory. In his research, Bowlby found that the quality of
attachment is vital for a secure and healthy relationship. According to Bowlby, attach
develops in four phases: preattachment, “attachment in the making,” “clear-cut
attachment,” and formation of a reciprocal relationship. The preattachment phase spans
from birth to about 6 weeks. This phase consists of instinctual signals babies present to
their caregivers. From there, the “attachment in the making” phase spans from 6 weeks to
about 6-8 months. In this phase, infants begin to recognize familiar caregivers and
respond differently to an unfamiliar one. From 6-8 months to 1.5-2 years, the “clear-cut”
attachment phase begins. In this phase, some infants exhibit separation anxiety
(distressed reaction to separation from a familiar caregiver). Finally, from 1.5-2 years and
on, the infant enters the formation of a reciprocal relationship phase. At this point,
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toddlers have an understanding of language and can try to negotiate with parents or
predict when they might return. With these four stages, infants can form strong
attachments to their caregivers which can then be applied to other situations later in life.
Attachment is a constantly changing bond that people deal with for their entire lives.
Once attachment has been formed between infant and caregiver, Erikson’s
psychosocial theory (2) comes into play. Erikson elaborated and improved upon Sigmund
Freud’s research. As opposed to Freud’s view of quantity of food given during infancy,
Erikson believed that quality of caregiving is more important. The caregiver must be able
to provide and be sensitive for the baby in order for the strongest possible attachment to
form. When quality caregiving is given, a psychological conflict of toddlerhood can be
resolved: trust versus mistrust. If trust in gained, the toddler will be brave and have a
positive outlook on the world. Trust versus mistrust is the most basic, and arguably, most
essential in Erikson’s theory.
When attachment and trust have been established, the strength of the attachment
can be tested. The most commonly used test to determine attachment is Mary
Ainsworth’s “strange situation.” (3) Essentially in this situation, the child is comfortably
with their caregiver in a room. Then, a stranger enters the room and interacts with the
caregiver. The caregiver then leaves and the stranger provides comfort if the child is
upset. The caregiver returns and the stranger leaves. Then the two swap places again.
Through this process, the baby will show resistance to the stranger and, often times,
anger at the caregiver. By observing the slew of reactions the child demonstrates,
researchers can determine three levels of attachment: secure, avoidant, and resistant.
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Establishing a strong and safe attachment is important for development into the
later years of life. Children can learn, once attachment has been formed with their
caregivers, to form peer attachments. These are imperative to social, emotional, and
cognitive development. Children with secure attachments have secure and closer
attachments with their peers later in their lives. As important as the initial caregiving and
attachment formation is the continuity of caregiving. When a caregiver is sensitive
consistently throughout development, the child will develop more favorably in many
areas.
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Instruction
If children are missing vital attachments in their lives, they will surely cause
issues in the classroom. These students will often be rude and disruptive or combative.
The child may also have issues working in groups with other students. It is important to
set up boundaries with the student. And it is very imperative that the boundaries are
consistent. And it is important to talk to the student alone and try to find out if they are
okay and if their home life is okay. If necessary, a teacher may have to take legal action
and contact child services if the student’s home life is not a safe environment.
It is important to develop an appropriate attachment with the student. If the
student and teacher have an attachment, the student will want to do well in the class and
will be more willing to follow directions. This social interaction will also improve the
student’s social skills. However, it is very vital to keep this attachment appropriate. If the
student becomes too attached, this will cause a very difficult set of situations. And if the
student is not attached enough, the teacher will be letting the student down.
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Reflection
In my classroom, I will be sure to pull any students aside that show signs of a
poor situation at home. There are many obvious signs that a student will demonstrate in
an attempt to get attention. I will be warm with the students with one hand, and with the
other, set firm boundaries that the students need. A breaking of a rule will lead to the
same punishment regardless of which student commits the act. It is important to not show
favorites and to demonstrate boundaries. And it is also important that I encourage social
interaction amongst students. Even if that means occasionally assigning group projects or
group discussions. Social interaction and bonding is something that is absolutely vital for
growth and development.
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References
Berk, Laura E. (2008). Infants, Children, and Adolescents: Sixth Editionion.
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Discussion
As an educator, I need to know about attachment theories. Attachment to
caregivers and parents helps facilitate proper and healthy growth. If my students did
know have this bond, they may be resistant to adults. They will also tend to be loners and
outcasts amongst their peers. This will obviously cause problems in the classroom.
If I detect these issues in the classroom, I need to take action. I should talk to the
student about their home life or any issues that are causing them issues.