Attachment Fact Sheet

8/10/2019 Attachment Fact Sheet

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attachment

and resilience

FACT SHEET: ATTACHMENT TYPES

Attachment is a term that describes the emotional relationship a child experiences with their key adult /parent / carer figures.

Attachment therefore describes:

· the level of emotional bonding between a child and their key carer (or carers)

· the quality and quantity of interaction between the child and their carers

· the degree to which the emotional relationship is stable

· the degree to which the emotional relationship is predictable

· the degree to which the emotional relationship endures over time and across situations

· it is the basis from which a child derives their sense of identity and belonging

· it is the basis for a child’s self esteem

There are four types of attachment – secure; ambivalent; avoidant and disorganised.

1. Secure Attachment

A secure attachment is the formation of a significantly close and stable positive emotional relationship betweenthe child / young person and significant person/s (primary caregiver) in the child’s life.

A secure attachment is one in which:

· the adult carer thinks positively about the child

· the adult carer is available physically andemotionally to the child

· the adult carer is in tune with, and responds tothe needs of the child

· the care is consistent across time and situations

· the care is predictable

For a child that has a secure attachment, they believethat they are worthy, loving, loveable and capable.

They believe others are: loving, trustworthy andpredictable. The child will believe that its needs areimportant, and will expect that it can have its needs met.The child will expect to trust and rely on others, and will count on them for emotional and practical support. He/she will expect that people will mostly be good to him /her, and that it is worthwhile to spend time with otherpeople.

Accordingly, these children will feel and act confidently. They will freely explore their environment, though arekeen to know their carer is within range. The child may exhibit distress when separated from their carers, and arehappy when the carer returns. When frightened, the child will seek comfort from their carers. These children willdemonstrate resiliency – where they are able to bounce back from problems. These children are confident

socially and academically.



2. Ambivalent Attachment

Where the adult is sometimesresponsive to the child and atother times is emotionally unavailable.

This child as such is unsure what they can expect fromtheir adult carer. The child does not develop a sense oftrust in others, as sees them as unpredictable. They are

unsure of their own worth, their own lovability.

These children are often thought of as “maximisers” – thatis, they demonstrate “in your face” behaviour to increasetheir chances of winning attention from those aroundthem. They experience anxiety, and have an underlyingfear of being abandoned. These children become verydistressed when their carer leaves. They do not settle anddo not trust that their carer will return. When the carerreturns, the child may cling to them or may fight / hurtthem. These children can be perceived as “needy”, and

may exhibit indiscriminate emotional / physical closeness to strangers.

3. Avoidant Attachment

Where the adult consistently rejects the child, or isconsistently emotionally unavailable to the child.

Here the child develops a belief that they need to be selfreliant. They have no faith in others, and put no value onrelationships. These children may in fact believe they needto protect others (including the adults) in their lives.

An avoidant child will appear incredibly self reliant, oftendemonstrating a level of independence well beyond theiryears. These children avoid parents or carers. They do not

seek help.They are not distressed when their carer leaves a situation,nor are they interested when the carer returns. Thesechildren could be thought of as “ minimisers” – as their behaviours minimise attention to themselves – but morelikely the environment.

4. Disorganised Attachment

Where the adult may be in tune with the child and theirneeds, but at times, is frightening to the child through abuseor being frightened themselves. In this way the adult can beboth the source and solution of the child’s anxiety, the

comforter and the frightener.

In this way the child experiences confusion and emotionalconflict. The child may begin to believe that they are thecause of the abuse – that “if only they were good enough,their parent wouldn’t hurt them”. These children see theworld as chaotic and scary.

These children therefore are unsure what to do when thingsgo wrong. They may have an air of sadness about them.They may be withdrawn or fearful. They do not drawattention to themselves. They may struggle with anxietyand depression, or may demonstrate aggression. They have difficulty with social relationships and oftenexperience a developmental lag.



FACILITATED DISCUSSION SHEET:

Facilitator Note

1. The fact sheet can be used as the basis for small group discussions at informal gatherings of carers – such asFostering Kids morning tea gatherings.

2. This discussion sheet contains an overview of the fact sheet, learner outcomes and questions for discussion

starters.3. Ensure that the group note where they may need clarification on any discussion point and who will follow up to

find out additional information that will help. Who can they talk to? i.e. caregiver social worker, caregivertrainers.

Overview

This fact sheet introduces caregivers to a number of types of attachment namely: secure attachment, ambivalentattachment, avoidant attachment, and disorganised attachment. Attachment is associated with the emotionalrelationship a child experiences with a significant caregiver, adult, and/or parent in their lives.

Secure attachment refers to the stable positive emotional relationship between a child and their primary caregiver.It implies that the child should feel a sense of worth and love. The child should trust the caregiver for emotionaland practical support.

It is important to recognise that the key gift a child can receive during the time they are in care, is that of a positiverelationship with another. Such a gift gives the child an a sense of self, others and relationships. As such, itoffers the child an alternative way to interact with the world.

In talking about caregivers developing secure attachments with children in their care, it is important toacknowledge that it is likely to be a bumpy journey. Secure attachments can be built with most children with time,consistency, persistence and hope. As such it is important to look at both what the caregiver can do towardsfostering a positive attachment with a child in their care, and what they need to do to maintain their own resolve.

Learner Objective

By the end of this facilitated discussion carers will be able to:

· Identify what they can do to provide the environment for a child or young person to feel safe and build asecure attachment.

· Strengthen their understanding of the different types of attachment and appropriate responses.

Learner Outcomes

· Carer creates a stable and secure home environment for the child or young person.

· Carer has positive interaction with the child or young person.

· Carer describes the child or young person positively.

· Carer provides consistent care.

Suggestions for Discussion Starters

· What can you do to create a secure and stable home environment for the child or young person that is in yourcare?

· Share a positive story of a time when a child felt secure in your care? What was it that made you feel the childwas secure? What were the signs that the child was building an attachment?

· Discuss your experience caring for a child or young person who fits with one of the following attachmenttypes: secure, ambivalent, avoidant, and/or disorganised?

· What are your thoughts about attaching to a child in your care if the plan is for the child to return home?

· What are some strategies you could apply to help a child or young person feel they belong?

· What can you do to gain a child’s trust?

· If a child presents as avoidant or disorganised, what might you do to manage his or her behaviour?

· What sources of support do you have in place to help you manage some of the challenges with any of thetypes of attachments?

· What can you do to assist in attaching to a child that you may not like?



Documents

Attachment Fact Sheet