Attachment Theory

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Attachment Theory

In very basic terms, attachment is an innate survival instinct most mammals share. Babies are born into the world equipped with a range of behaviours to maximise their survival. Attachment behaviours such as; crying, smiling and clinging draws the primary caregiver towards them at moments of need or distress. A secure attachment is formed around 6 – 9 months after an infant has experienced responsive parenting whereby, their needs are consistently met by at least one main caregiver. Babies who experience a secure attachment relationship feel protected and safe, therefore allowing them to explore their world more confidently.

I became interested in attachment theory early on in my career when dealing with challenging behaviour and emotional regulation. I soon learnt to ‘read’ certain behaviour patterns in order to respond appropriately. Attachment theory training and study revealed the importance of very early attachment bonds and the detrimental impact insecure attachments have on children, these include;

• Disruptive behaviours

• Difficultly to focus

• Lack of confidence

• Anxiety

• Difficulty to regulate and manage feelings

• Lack of social skills and ability to form/maintain positive relationships

The list goes on, yet attachment theory is not a subject matter that is widely used or delivered as part of education training.

Types of Attachment:

There are four attachment classifications that can be defined in young children.

• Secure

• Avoidant

• Resistant

• Disorganised

Children who have a secure attachment are generally able to be comforted by their caregivers when distressed and use them as a secure base from which to explore their environment.

Children who have a resistant attachment pattern may become very distressed and angry when separate from their main caregiver and then resist contact when their carer returns. Children are not easily comforted and less confident to explore their environment.

Children who develop an avoidant attachment pattern behave in ways that appear like they are managing their own distress and do not seek the need for comfort. Most importantly, when they are reunited with a carer after brief separation, they become distant and avoid contact with their carer.

Children that display disorganised attachment patterns show contradictory behaviours both when separated from their carer and on their return. Children who develop a disorganised attachment have usually been exposed to significant trauma, neglect and or abuse.

If you are interested in furthering your knowledge of attachment theory then please head to our website to book on to the next training day, or alternatively we can arrange to deliver in house training at a time and day that suits you.

www.fortheirfuture.co.uk