1

Attachment

Student’s Name

Institutional Affiliate

Course Name

Instructor’s Name

Date
 2

Attachment

The theory of attachment

John Bowlby developed the attachment theory in response to his observation of the

impact children had from being separated or losing their caregivers. “The attachment holds that

psychological issues arise from disturbances, deprivations, or disruptions in early caregiving

relationships and from resulting limitations in internal representations of oneself, others, and

relationships” (Coady & Lehmann, 2016). As such, an individual’s attachment style is shaped

and fostered early in their childhood as a response to their relationship with their earliest

caregivers. All human infants tend to get attached to their caregivers since they are a source of

comfort, emotional security, and protection.

Drawing from the concept of ethology, Bowlby considered attachment behavior as part of

the behavioral system. Attachment behavior refers to any behavior form that makes an individual

attain or maintain proximity to an identified individual who is considered mature (Coady &

Lehmann, 2016). The theory emphasizes the survival value of attachment in its provision of

protection and safety. Attachment behaviors are directed to a specific person or attachment

figures who is in charge of the child’s care. Examples of attachment behaviors shown by infants

and young children include clinging to caregivers, greeting caregivers following an absence, and

protesting the departure of a caregiver (Flaherty & Sadler, 2011). Based on the findings of the

attachment theory, children become attached and the quality of their attachment varies, and

insecure attached children experience developmental issues.

 3

Procedure of Strange Situation

The strange situation procedure is a laboratory procedure that Mary Ainsworth developed

to measure and classify the attachment of children to their caregivers. The Strange Situation

Procedure enables the classification of attachment security based on the child’s behavior during

the procedure (Rosmalen et al., 2015). There are eight stages in the Strange Situation Procedure.

In the first three stages, the child with her caregiver, is introduced to a strange environment, a

playroom, and then later with a stranger. According to Rosmalen et al. (2015), in the fourth

stage, the child remains in the strange room with stranger as the caregiver leaves the room. After

that, the stranger leaves the room while the caregiver returns in the fifth stage. In the sixth stage,

the child is left alone as the caregiver leaves the room again. The stranger returns in stage seven,

while the caregiver returns in stage eight (Rosmalen et al., 2015).

The strange environment, the stranger and the child’s separation from the caregiver

results in a stressful situation for kids, prompting the attachment style or behavior (Rosmalen et

al., 2015). The four interaction behaviors that are observed and scored are exploration behaviors,

separation anxiety, stranger anxiety, and reunion behaviors. Exploration behaviors are an

observation of the manner in which the child explores the surroundings and whether they use the

caregiver as a safe base. Separation anxiety is from an observation of the child’s response when

the caregiver leaves the room (Flaherty & Sadler, 2011). Further, stranger anxiety is an

observation of the child’s response to the stranger’s presence, while reunion behaviors refer to

the child’s response when reunited with the caregiver.

 4

Infant-parent attachment patterns

The infant-parent attachment has four patterns: secure, insecure-avoidant, insecure-

resistant, and insecure disorganized (Flaherty & Sadler, 2011). The way the child approaches the

caregiver during the reunion, seeks contact or tries to avoid contact, is angry or acts

disorganized, is critical in classifying the attachment behavior. In the secure infant-parent

attachment, the infant uses the caregiver as a secure base to explore the environment, exhibit

little distress during separation, and are easily comforted upon reunion. In the insecure-avoidant

attachment, infants show no distress during separation, show minimal interaction with the

caregiver upon reunion, and, in some cases, seem indifferent to the stranger (Flaherty & Sadler,

2011).

Infants with insecure-resistant attachment have difficulties exploring their environment,

show extreme separation distress, are demanding upon reunion, and usually show anger towards

the caregiver. According to Flaherty and Sadler (2011), disorganized attachment identifies

infants that show inconsistent or contradicting behaviors during the strange situation procedure,

which reflects on an earlier history of trauma or disorganized caregiving patterns.

Parental synchronicity and impact on parent-infant relations

Parental synchronicity refers to the parent’s following the child’s lead during interactions

or the parent’s response to the child's behavior in a way that perspective and goals of the child

are maintained. In a synchronous interaction, the child serves while the parent returns the serve

(Leclère et al., 2014). Synchronicity involves the responsivity of both the mother and child as

well as their emotional capacity to respond to each other. Synchronicity ensures emotional states,

behavior, and biological rhythms between parents and infants are matched, forming a single unit
 5

of relation (Leclère et al., 2014). Synchronicity patterns within mother-infant are crucial in

promoting healthy relationships. Synchronicity impacts a child’s cognitive processing,

adjustment to school, object naming, and learning of word-object relations.

Better mother-infant synchronicity is associated with familiarity, a healthy mother,

normal development, behavioral outcomes, and more positive child cognitive (Leclère et al.,

2014). Parental synchronicity mirrors a child’s communicative abilities, allowing them to

interact more with their first caregivers and those around them. According to Leclère et al.

(2014), parental synchronicity is crucial in forming a parent-infant bond, which is formed from

the coordination of multiple processes such as behavioral, mental, genetic, epigenetic, hormonal,

and autonomic. Parental synchronicity determines the quality of a child’s social interactions,

which depends on an active parent-infant dialogue. This dialogue is usually based on the child’s

desire to be social and the caregiver’s attunement capacity (Leclère et al., 2014).

Long-term impact of attachment quality in adolescence and adulthood

Research has shown that relationships and interaction patterns formed in the foster life

stages determine later interactions in life and may result in long-term effects. As such, the quality

of attachment a child develops through caregiver-child interaction has a huge impact or

consequence on their adolescence and adulthood. Anxiety disorder is a major long-term

consequence of attachment quality experienced in adolescence and adulthood (Zimmer-Gembeck

et al., 2017). A bad attachment quality may result in an individual having impaired social

maturity or a lack of depth in relationships. Further, children with insecure-attachment are likely

to have fewer social skills or lower communication skill levels, increasing the likelihood of

anxiety disorder in their adolescence and adulthood (Zimmer-Gembeck et al, 2017). Conversely,
 6

there is a tendency among securely attached kids to become more resilient and competent when

they become adolescents or adults.

Children with poor attachment quality are likely to experience a lack of emotional

regulation in adolescence and adulthood (Mónaco et al., 2019). Insecurely attached individuals

may have difficulties comprehending fundamental cause and effect and expressing their anger,

frustration, or sadness feelings. The quality of attachment relates to emotional competence,

translating to better perception ability, labeling, expression, and emotion regulation. Further,

individuals with insecure attachment are prone to indulge in risky behaviors, indicate behavioral

problems, and experience difficulties with emotional regulation in their adolescence and

adulthood (Mónaco et al., 2019). Conversely, adolescents with secure attachment have less

stress, greater life satisfaction, better self-esteem, and more interpersonal skills. As such,

securely attached adolescents and adults can identify, label, express, and regulate their emotions.

How the stress of extreme or chronic poverty impacts attachment

Attachment theory has predominantly been used to analyze parent-child relationships and

evaluate the factors that predict the patterns of insecure attachment development. Previous

research has shown that healthy, financially stable parents with high well-being levels generally

provide quality care for their children, resulting in secure attachment (Eckstein-Madry et al.,

2021). Further, multiple empirical literature based on quantitative analyses have highlighted

attachment risks associated with children from low-income families, including adverse child

outcomes. Poverty contributes to insecure attachment. A study by Eckstein-Madry et al. (2021)

confirmed previous research that have shown that a mother-child attachment is harmed in

socioeconomically disadvantaged homes as a result of high parenting stress and insensitive

parenting.
 7

Kids from families in lower socioeconomic class have a tendency of stress regulation

difficulties, indicating insecure attachment. According to the study, financially disadvantaged

homes negatively influence mother-child attachment (Eckstein-Madry et al., 2021). Low

socioeconomic status and its cofactors, like inadequate housing and neighborhood violence, are

associated with the impact of stress. Extreme or chronic poverty stress may affect caregivers’

biological processes, such as metabolism, immune system, and cognitive functioning (Schecter,

2013). Such changes associated with stress, elevate the risk of caregiver illnesses, such as

anxiety and depression. This can have a negative impact on the caregiver's sensitivity, resulting

in development of poor attachment. Such interruptions in attachment bonding development may

lead to difficulties in children being soothed by caregivers (Schecter, 2013).

According to Schecter (2013), research has shown that socioeconomic status factors,

including access to resources and stress faced by parents and children, have an effect on the

development of secure attachment. For instance, caregivers in extreme poverty neighborhoods

have less access to healthcare services such as mental health social services, a factor that may

contribute to more stress, affecting attachment processes (Schecter, 2013). A caregiver struggling

with the stress of extreme poverty faces difficulties bonding with their child and providing

adequate nurturance, responsiveness, support, and protection (Schecter, 2013). Further, particular

attachment outcomes are associated with subsequent socioeconomic status. For instance,

insecure attachment correlates with poverty and may subsequently translate to lower

opportunities for employment (Schecter, 2013).

 8

References

Coady, N., & Lehmann, P. (Eds.). (2016). Theoretical perspectives for direct social work

practice: A generalist-eclectic approach. Springer Publishing Company.

Eckstein-Madry, T., Piskernik, B., & Ahnert, L. (2021). Attachment and stress regulation in

socioeconomically disadvantaged children: Can public childcare compensate? Infant

Mental Health Journal, 42(6), 839–850.

Flaherty, S. C., & Sadler, L. S. (2011). A review of attachment theory in the context of

adolescent parenting. Journal of Pediatric Health Care, 25(2), 114-121.

Leclère, C., Avril, M., Viaux, S., Achard, C., Chetouani, M., Missonnier, S., & Cohen, D.

(2014). Why synchrony matters during mother-child interactions: a systematic

review. PloS one, 9(12), e113571.

Mónaco, E., Schoeps, K., & Montoya-Castilla, I. (2019). Attachment Styles and Well-Being in

Adolescents: How Does Emotional Development Affect This Relationship? International

journal of environmental research and public health, 16(14), 2554.

Schecter, I. (2013). A secure place: Attachment patterns and socioeconomic status. (Master’s

Thesis, Pacific University). http://commons.pacificu.edu/spp/1110

Van Rosmalen, L., Van der Veer, R., & Van der Horst, F. (2015). Ainsworth's Strange Situation

Procedure: The origin of an instrument. Journal of the History of the Behavioral

Sciences, 51 (3), 261-284.

 9

Zimmer-Gembeck, M. J., Webb, H. J., Pepping, C. A., Swan, K., Merlo, O., Skinner, E. A., ... &

Dunbar, M. (2017). Is parent–child attachment a correlate of children’s emotion

regulation and coping? International Journal of Behavioral Development, 41(1), 74-93.