Chapter 3: Attachment Observing people… introduction to ... · It is a key methodology in ... Psychologists do? ... Suggest two social releasers that were evident in the cartoon

Chapter 3: Attachment introduction to attachment

AQA Psychology Year 1 & AS ACTIVITY Cara Flanagan, Jo Haycock, Diana Jackson-Dwyer © Illuminate Publishing 2015

74–75Observing people… 3.1

Background By now you will know that this is just one of the methods that psychologists use to study people. It is a key methodology in Developmental Psychology and worth understanding a bit better as you embark on this section of the course.

Refer to pages 180–183 of your textbook to get an idea of what is involved in observational studies.

Video tasksYou are going to consider how we go about forming behavioural categories and how they have to be designed for particular studies.

1. Firstly you are going to be observing a political speech. Before you start – think about what you might be able to observe – form a list of what you will be observing. You might think about different hand gestures, where the speakers might look, facial expressions, etc. Then watch the clip and add any other behaviours that you might want to count.

2. Make the categories into a tally chart and watch the video again noting all of the incidences of this behaviour.

3. Now choose a politician of the opposite sex and watch a video of them for the same amount of time, recording incidences of the same behavioural categories.

Follow up tasks 1. Clearly you have used a very small sample but do you notice any differences that may be worth further investigation? How might you go about investigating any difference?

2. Now consider observation of babies. If you were watching a home video of a baby sittingonthefloorwhatbehavioursmightyouexpecttoobserve?

3. In what way are the behaviours different from those you might usually observe in adults?

4. What ethical issues should be considered when observing babies?

5. What other issues might we need to consider when using observations as evidence for child behaviour?

Isn’t that what Psychologists do?

Chapter 3: Attachment introduction to attachment


74–75Weighing up the role of the father. 3.2

Background Peopleareinterestedinfindingoutwhetheritisessentialthatthemother shouldbetheprimarycaregiverandattachmentfigure.Is it possible for fathers to be equally good/better than mothers? Will there be a long-term impact in terms of attachment if the primary caregiver is male? Readthematerialinthetextbookonpages74–75andsummarisethefindingspresentedthere in the following boxes.

Task 1: Are fathers important in attachment?

Which research suggests that father are important as attachment

figuresandwhy?

Which research suggests that fathers are not particularly important

asattachmentfigures?

Conclusion:

Task 2: Nowtrytofindoutsomemoreaboutthedebateaboutfathers.Thesequestionsmayhelpgetyoustarted: • Aretherebiologicalreasonswhymenshouldnotbetheonestoprovideemotionalcare?• Dosocialstereotypespreventfathersfromprovidingemotionalcare?• Whatevidenceistherethattheroleofthefatherischanging?• Asidefromemotionalcarewhatotherfactorsareimportantinattachment? Summariseyourfindingsinasuitableformat.

Task 3 – Application: Nowconsiderthefindingsoftheresearchfromthetextbookandthatwhichyouhavefoundforyourself. What does this mean for prospective dads? Should they take their paternity leave? Shouldtheyconsiderbeingtheonetobethefull-timecarerifthatmakesfinancialsenseforthefamily? If they meet people who question whether fathers can do as good a job as mothers and whether they can be a suitable – how could they respond with reference to the research?

Chapter 3: Attachment schaffer’s stages attachment

AQA Psychology Year 1 & AS ACTIVITY Cara Flanagan, Jo Haycock, Diana Jackson-Dwyer © Ill uminate Publishing 2015

76–77Schaffer’s stages of attachment 3.3

Schaffer and Emerson (1964) demonstrated that children go through various stages of attachment. Complete the table by putting the phrases below into the correct stage.

STAGE AGE DESCRIPTION OF BEHAVIOUR

Stage 1:ASOCIAL

0–8 weeks

Stage 2: INDISCRIMINATE ATTACHMENT

2–7 months

Stage 33: SPECIFIC ATTACHMENTS

7–12 months

Stage 4: MULTIPLE ATTACHMENTS

1 year onwards

• Show separation anxiety.

• Use familiar adults as secure base.

• Recognise specifi c faces.

• Happier in presence of humans than when alone.

• Preference for familiar individuals.

• Recognise and prefer familiar people.

• Smile more at familiar than unfamiliar faces.

• Primary attachment to one particular individual (the person who shows most sensitivity to their signals).

• Behaviour between humans and non-human objects quite similar.

• Show stranger anxiety.

• Smile at anyone.

• Form secondary attachments with familiar adults with whom they spend time (e.g. father, grandparents).

• Prefer faces to non-faces.

• Accept comfort from any adult.

• Preference for people rather than inanimate objects.

Chapter 3: Attachment schaffer’s stages attachment


76–77

What stage am i and what does that mean for my carers? 3.4

If babies could talk: What stage am I at? One day you may be asked to babysit and your understanding of the stages of attachment might come in very handy. Imagine you could hear what the babies were feeling. Try and work out which of Schaffer’s stages of attachment each child is at, and then work out the implications for you (as the babysitter) for their care.

I am Bobby. I have just started to really be interested in the people around me. I don’t

mind who cuddles me and am not particularly bothered if

they come and go.

Stage:

Implications:

I am Marion and I really do not want mum to leave me at all at the moment… and other people coming

just makes me cry.

Stage:

Implications:

I am Timmy. I like my mum and my dad and my gran and teddy and my mobile and my blanket. If I am really upset I like to be

with my mum.

Stage:

Implications:

I am Lucy and I like my mum and dad but I have a lovely key worker at nursery who looks after me and we get on great – she is really

nice if I am upset.

Stage:

Implications:

Chapter 3: Attachment animal studies of attachment


78–79Are you my mummy? 3.5

1. What is meant by the term ‘imprinting’?

............................................................................................................................................................................................

............................................................................................................................................................................ (2 marks)

2. Why did the duckling imprint on Tom? Why are the cartoonists taking a permissible liberty with this?

............................................................................................................................................................................................

............................................................................................................................................................................ (2 marks)

3. Suggest two social releasers that were evident in the cartoon as used by the duckling to elicit care-taking behaviour in Tom.

............................................................................................................................................................................................

............................................................................................................................................................................ (2 marks)

4. Psychologists use animal studies when studying attachment behaviour.

a Outline one practical reason for using animals rather than humans when studying attachment behaviour.

...................................................................................................................................................................... (2 marks)

b Suggest one ethical reason for using animals rather than humans when studying attachment behaviour.

....................................................................................................................................................................... (2 marks)

5. OutlinetheprocedureandfindingsofHarlow(1958).

...........................................................................................................................................................................................

...........................................................................................................................................................................................

.............................................................................................................................................................................. (4 marks)

6. Explain why Harlow’s study undermines the learning theory explanation of attachment.

...........................................................................................................................................................................................

............................................................................................................................................................................. (3 marks)

7. Whatlong-termeffectsdiddeprivationhaveonthemonkeysinthestudybyHarlow(1958)?

...........................................................................................................................................................................................

............................................................................................................................................................................. (3 marks)

Total = 20 marks

Are you my mummy?

There is a very short, amusing Tom & Jerry cartoon in which a duckling is imprinted on Tom. It can be found using this link https://www.youtube.com/watch?v=-PBYySnwHxc

Watch this and answer the following questions.

Chapter 3: Attachment animal studies of attachment


78–79Attachment crossword 3.6

Across1. The second stage of attachment around 2-7 months.3. Attachmentsformedinadditiontothefirstspecificone.5. Anobservationwhereparticipantsareunawarethattheyarebeingwatched.7. Termusedtodescribebirdbehaviourwheretheyfollowthefirstmovingobjecttheyseeafterbirth.9. WhereSchafferandEmerson’sbabiescamefrom!10. ...............synchronyisthecoordinatedwayinwhichmotherandbabyreflecteachother’semotionsandactions.

Down2. Way in which parent and child respond to each other’s signals.4. Behaviour characterised by regular return of a baby to the caregiver is called ............... base behaviour.6. Time period during which the development of a behaviour must occur or it never will.8. Anobservationinwhichabehaviouriswatchedinthesettinginwhichitusuallyoccurs.

1 2

3

4

5

6

7 8

9

10

Chapter 3: Attachment explanations of attachment: learning theory


80–81Redesigning pavlov 3.7

Learnin

g Th

eory an

d A

ttachm

ent

Belo

w is a d

iagram

illustratin

g Pavlo

v’s orig

inal stu

dy o

f salivating

do

gs.

Red

raw th

e wh

ole set o

f labels an

d illu

stration

s (with

an ap

pro

priate h

eadin

g) as if yo

u w

ere exp

lainin

g h

ow

classical con

ditio

nin

g can

explain

attachm

ent b

ehavio

ur.

YO

UR

DR

AW

ING

S

PAV

LOV

’S OR

IGIN

AL STU

DY

1 Before conditioning


3 During conditioning

4 After conditioning

unconditionedstim

ulus

foodsalivation

response

bell foodsalivation

responsebell

salivationresponse

bellno salivation

response

neutralstim

ulusunconditioned

response no conditioned

response

conditionedstim

ulusunconditioned

response conditioned

response





unconditionedstim

ulus

foodsalivation

response

bell foodsalivation

responsebell

salivationresponse

bellno salivation

response

neutralstim

ulusunconditioned


response

conditionedstim

ulusunconditioned


response





unconditionedstim

ulus

foodsalivation

response

bell foodsalivation

responsebell

salivationresponse

bellno salivation

response

neutralstim

ulusunconditioned


response

conditionedstim

ulusunconditioned


response





unconditionedstim

ulus

foodsalivation

response

bell foodsalivation

responsebell

salivationresponse

bellno salivation

response

neutralstim

ulusunconditioned


response

conditionedstim

ulusunconditioned


response


80–81

The learning theory explanation for attachment 3.8

Missing terms:

neutral stimulus repeated reinforced

conditioned pleasure unconditioned stimulus

consequences association positive reinforcer

decline negative reinforcer

Learning theory uses classical conditioning and operant conditioning to explain attachment. Classical conditioning is learning by ............................, and operant conditioning is learning by ..............................

In terms of classical conditioning, the child learns to associate the carer with food. Food is an .................. ..................... which is associated with pleasure. At the start the carer is a ........................... ..........................., that is, a stimulus that produces no response. Over time, when the carer regularly feeds the child, he/she becomes associated with food and becomes a ...................... stimulus which evokes ................... . Th is is how attachment develops.

In terms of operant conditioning, if a behaviour results in agreeable consequences it is likely to be ........................ and if it results in disagreeable consequences it is likely to ...................... .If crying results in feeding, then the consequences are pleasant and crying is ........................ Escaping from an unpleasant stimulus is also agreeable so it is a reinforcer. Most carers dislike hearing a baby cry so the cessation of crying is a .................... .................... encouraging the carer to behave in such a way that the child stops crying. Smiling by the child is very rewarding and is therefore a .................. ........................ so the carer behaves in such a way as to evoke smiling. In these ways, an attachment bond is formed between carer and child.


Fill in the gaps in the text below.


80–81Evaluating the learning theory 3.9

Evaluating the learning theory explanation of attachmentIs it really just cupboard love? There are many strands to the evaluation of the learning theory explanation of attachment. Use the following headings to produce a comprehensive evaluation of the theory.

There is counter-evidence from animal research

Harlow’s research on deprived monkeys demonstrated that…

Lorenz’s geese study showed that…

There is counter-evidence from human research

Schaffer&Emerson(1964)foundthat…

Learning theory ignores other factors associated with forming attachments

The quality of attachment appears to be associated with…

NEVERTHELESS

Some elements of conditioning could be involved in attachment behaviour

Rather than feeding being the main unconditioned stimulus, it is probable that…

(Note - if you have studied Ainsworth you can include her research in this section. What did she say attachment depended on?)

Social learning theory has also made an important additional contribution to the original learning approach by stating that…


KEY WORDS for Bowlby’s theory of monotropyThere are some new terms to get to grips with in Bowlby’s theory and this task will help you do that. Complete the table below by choosing FIVE key terms or phrases to describe each concept. Do the same to outline the research evidence.

CONCEPT DEFINITION & IMPORTANT CONCEPTS

In 5 key words or phrases

RESEARCH EVIDENCE

Summarise using 3 key phrases as they relate to the relevant

concept

Monotropy Schaffer and Emerson (1964)

Suess et al. (2002)

Social releasers Brazleton et al. (1975)

Internal working model

Bailey et al. (2007)

Chapter 3: Attachment explanations of attachment: bowlby’s theory


82–83Bowlby’s theory of monotropy 3.10


82–83Bowlby or learning theory 3.11

Example: This theory suggests that children form attachments with whoever feeds them. Learning BowlbyWhat is your explanation? Learning theory suggests that babies learn to associate the primary caregiver with the pleasure of being fed.

1. This theory suggests that attachment is a two-way process because of mutual reinforcements What is your explanation?

Learning Bowlby

2. This theory suggests attachment is an innate drive. What is your explanation?

Learning Bowlby

3. ThistheoryisquestionedbythefindingsofSchafferandEmersonabout babies being attached to mothers even if they were not the ones to feed them. What is your explanation?

Learning Bowlby

4. This theory suggests that crying and smiling are adaptations for attachment. What is your explanation?

Learning Bowlby

5. This theory suggests that early relationships lead to the formation of an internal working model. What is your explanation?

Learning Bowlby

6. ThistheoryiscalledintoquestionbythefindingsofstudiessuchasIsabella et al.(1989)thatfocusontheneedforcarerstobesensitiveto infant needs. What is your explanation?

Learning Bowlby

7. This theory suggests that babies attach to the primary caregiver as they enjoyed the experience of being close to them. Generally if we experience something as a positive experience then we seek to repeat it. What is your explanation?

Learning Bowlby

8. Thistheoryisalsoknownastheevolutionarytheoryofattachment. What is your explanation?

Learning Bowlby

9. Thistheorysuggestthatbabieshaveaninnatesetofsocialreleasers(e.g.smiling)thattheyusetoactivatethecaregivers’attachmentsystem What is your explanation?

Learning Bowlby

10. This theory suggests that attachment occurs because of the regular association of two stimuli e.g. food and the primary caregiver. What is your explanation?

Learning Bowlby

Learning theory or Bowlby’s monotropic theory?You have now learned about two different explanations of why children form attachments. What if they get muddled up though – can you sort them? Below are statements that are either descriptions of the explanation or criticisms of the theory. Choose which one belongs with learning theory and which with Bowlby.

CircleLearningorBowlbyasappropriateandthenjustifyyourchoice.Thefirstisdoneasanexample.

Chapter 3: Attachment explanations of attachment: bowlby’s theory

Chapter 3: Attachment ainsworth’s strange situation


84–85The Strange Situation procedure 3.12

The Strange Situation procedureThe Strange Situation studies were used by Ainsworth to assess the quality of attachment to a caregiver. It consisted of a series of structured situations in a specific order.

Episode What happens What it tests

1

2

3

4

5

6

7

What happens➢ The caregiver returns and the stranger leaves➢ The caregiver returns and greets the infant➢ The caregiver takes the infant into the laboratory room and they are left to explore➢ The caregiver leaves so the infant is alone➢ The caregiver leaves unobtrusively and the stranger interacts with the infant➢ The stranger enters and interacts with the infant➢ A stranger enters and approaches the infant

What it tests• stranger anxiety• stranger anxiety• separation anxiety• exploration and a secure base• separation anxiety and stranger anxiety• reunion behaviour• reunion behaviour and exploration/secure base

Your Task: In the table below put the stages in the correct order using the ‘What happens’ list.

Then use the ‘What it tests’ list to enter these into the next column (notice that some of these are repeated).

Chapter 3: Attachment ainsworth’s strange situation


84–85THE ABC OF ATTACHMENT 3.13

THE A B C OF ATTACHMENT - 1 THE CHARACTERISTICS OF EACH TYPE

➢ Notbotheredwhenmumcomesback.➢ Exploresfreelywithoutbotheringwheremumis.➢ Ismoderatelyupsetwhenmumgoes.➢ Doesnotexploreverymuch;keepsverynearmum.➢ Isextremelyupsetwhenmumgoes.➢ Notbotheredbytheappearanceofastranger.➢ Isnotatallupsetwhenmumgoes.➢ Alittlewaryofthestranger.➢ Exploreshappilywhilekeepinganeyeonmum.➢ Doesnotlikethestrangeratall.➢ Iscrosswithmumonreturnandnoteasilycomforted.➢ Isreadilycomfortedbymumwhenshereturns.

YOUR TASK

Belowisalistofcharacteristicsdescribing12reactionsintheStrangeSituation.

Fourapplytoeachoftheattachmenttypes:ABC.Placeeachoneinthecorrectboxbelow. Whenyouhavefinished,youwillhaveasummaryfromwhichtorevise.

TYPE AWhat type?

TYPE BWhat type?

TYPE CWhat type?

Chapter 3: Attachment cultural variations in attachment


86–87Essay: cross cultural variations 3.14

Describe and

evaluate research into cultural variations in attachm

ent.

12 marks A

S 16 m

arks A Level

1. Simo

nella et al. (2014)

used

a samp

le of 76

12-mo

nth

old

s and

tested

attachm

ent typ

e the Stran

ge

Situatio

n. Th

ey fou

nd

that

50% w

ere secure, 36%

in

secure-avo

idan

t. This is

a low

er rate of secu

re attach

men

t than

has b

een

fou

nd

in m

any o

ther stu

dies

of th

e cultu

re.

2. The Stran

ge Situ

ation

was an

assessm

ent m

etho

d d

esign

ed in

the U

S an

d b

ased o

n a B

ritish th

eory (B

ow

lby).

Som

e peo

ple q

uestio

n w

heth

er it is a valid

to ap

ply th

eories an

d tech

niq

ues

betw

een co

un

tries or cu

ltures

(imp

osed

etic). As su

ch it is arg

ued

th

at the m

etho

d o

f assessmen

t is b

iased an

d n

ot a tru

e represen

tation

o

f cultu

ral variation

s.

3. Wh

ilst the stu

dies

claim to

be in

vestigatin

g

cultu

res, they are in

fact co

mp

aring

ind

ividu

al co

un

tries. Since an

y co

un

try will b

e mad

e up

o

f a nu

mb

er of cu

ltures

then

the co

mp

arison

s m

ay be q

uestio

ned

.

4. Stud

ies based

on

th

e Strang

e Situatio

n

can b

e criticised o

n th

e b

asis of claim

s that it is

no

t in fact m

easurin

g

attachment but anxiety.

As su

ch an

y stud

ies in

clud

ing

this m

etho

d

of assessm

ent m

ay be

qu

estion

ed in

terms o

f valid

ity.

5. Jin et al. (2012) research

ed th

e pro

po

rtion

s o

f attachm

ent typ

es in K

orea an

d co

mp

ared

them

to o

ther stu

dies, fin

din

g th

at the o

verall p

rop

ortio

ns o

f insecu

re and

secure b

abies

were sim

ilar to th

ose in

mo

st cou

ntries.

Secure attach

men

t was th

e mo

st com

mo

n

bu

t of th

e insecu

rely attached

mo

st were

classified as resistan

t and

on

ly on

e child

was

avoid

ant.

6. This variatio

n o

ver time su

gg

ests that

chan

ges in

paren

ting

practices, e.g

. mo

thers’

wo

rking

ho

urs, n

eed to

be taken

into

acco

un

t in in

terpretin

g cro

ss cultu

ral research

particu

larly wh

en it w

as do

ne so

me

years ago

.

7. The fact th

at Van

Ijzend

oo

rn an

d

Kro

on

enb

erg fo

un

d th

at there w

ere 1.5 tim

es greater variatio

ns w

ithin

cu

ltures th

an b

etween

cultu

res su

gg

ests that w

e need

to avo

id

overfo

cusin

g o

n variatio

ns p

resented

in

this research

.

8. Van

Ijzend

oo

rn an

d K

roo

nen

berg

’s m

eta-analysis fo

un

d th

at in all

cou

ntries secu

re attachm

ent w

as th

e mo

st com

mo

n classificatio

n.

Insecu

re-resistant w

as overall th

e least co

mm

on

type an

d in

secure-avo

idan

t attach

men

ts were o

bserved

mo

st co

mm

on

ly in G

erman

y and

least co

mm

on

ly in Jap

an. V

ariation

with

in

cultu

res was 1.5 tim

es greater th

an

that b

etween

cultu

res.

9. As a m

eta-analysis th

is stud

y in

corp

orated

a large sam

ple o

f bab

ies an

d p

rimary attach

men

t figu

res. Th

is mean

s that th

e samp

le can b

e co

nsid

ered m

ore rep

resentative as th

e resu

lts are no

t gen

erally affected b

y an

om

alou

s results fo

r examp

le.

Chapter 3: Attachment bowlby’s theory of maternal deprivation


88–89Research into separation 3.16

In the 1950s, when it was the norm for mothers to go into hospital for 10 days to have a baby and not be visited by their other children, a psychologist carried out a study of 50 children aged between 18 months and 2 years who experienced such a separation. She asked the children’s carers to measure their child’s behaviours in the few weeks running up to the planned separation (the baseline measure). Behaviour was again assessed during the separation and for one month afterwards (the reunion measure). These behaviours included the number of night time wakings, the time spent crying in one single hour (for example, 9am to10am) and the time spent smiling in a different hour (e.g. 2pm to 3 pm). The hours were changed each day. The psychologist’s results are shown in the following table:

Mean values Baseline During separation Following reunion

Number of night wakings (per night)

1.1 5 2.2

Time spent crying (minutes)

2.8 10.4 3.9

Time spent smiling (minutes)

12 2.1 3

1. What was the purpose of the baseline measures? (2 marks)

2. Which behaviour showed the least recovery from the baseline measure? (1 mark)

3. What was the total number of baseline night wakings of the children? (1 mark)

4. Draw three bar graphs of the data, one for each behaviour. Ensure they are labelled correctly. (9 marks)

5. Based on the data in the table, what percentage of time did the children spend smiling before the separation? What percentage of time did they spend smiling during the reunion? (2 marks)

6. Apart from those that the psychologist measured, suggest three other behaviours which are likely to be affected by the separation experience. (3 marks)

7. What is meant by the term inter-rater (inter-observer) reliability? In this study only one observer recorded the responses of each child. Why might this be a problem in this study? (4 marks)

8. Why did the psychologist ask the carer to use a different hour each day to measure crying and smiling? (3 marks) Total = 25 marks


88–89Don’t worry- it’ll be ok 3.17

For parents of young children it’s very scary to think that you may have to leave them for a while if you have to go into hospital - especially if you have no other adults in the family to help you.

Before the hospital stay

• Whatpreparationsshouldyoumake?

During the hospital stay

• Thinkofwaysofkeepingintouch(inadditiontovisit)

What to expect afterwards

• Theparentneedstobeforewarnedastothebehaviourthe children may show and be reassured that this is normal and will soon pass.

YOUR TASK: You are a psychologist who has been asked to design a leafl et reassuring parents in such a situation and giving them advice on how to best handle it. You are assuming that the hospital stay will be planned so they have some preparation time. Th e child(ren) will be in short-term foster care.

Your lea� et should be bright, short and punchy giving important advice. Above all, reassuring! Divide it into the following sections.

Chapter 3: Attachment bowlby’s theory of maternal deprivation

Chapter 3: Attachment romanian orphan studies


90–91Campaign for international adoption 3.18

Some suggested starting points from the internet – again remember to consider the source of the document and the fact that the views may be biased.

http://www.bemyparent.org.uk/info-for-families/your-questions/can-i-adopt-from-abroad,224,AR.html

http://www.internationaladoptionguide.co.uk/

http://www.telegraph.co.uk/news/worldnews/europe/romania/1464782/EU-forces-Romania-into-ban-on-foreign-adoptions.html

http://world.time.com/2013/03/15/painful-lessons-from-romanias-decade-old-adoption-ban/

After watching a documentary on Romanian orphans, Jane and her husband reconsider their decision to have biological children and decide that adopting from another country would be a much better thing to do. What they found on the government website is shown below. They get very excited until they � nd that Romania ceased allowing international adoptions in 2001.

There is a possibility of adopting from elsewhere but they are still unsure as to why it is that adopting from Romania was stopped – they are sure they heard that the kids that came over here did well. They want to know why it was all stopped and whether the reasons are based on the needs of the child. They are thinking of launching an appeal to the Romanian government based on the adoption guidelines on the UK government website.

Task1. Research and evaluate the reasons for the cessation of adoptions. Be aware that many sources will be biased and you must try to reach a balanced point of view.

2. From what you have learned and perhaps other research, what are the best arguments for saying that international adoption is better than leaving children in an institution?

3. On the other hand, there are some valid concerns about the international adoption of children, as in the case of the Romanian orphans. Prepare a list of the points that Jane and her husband would need to be aware of when planning their campaign, referring to research where appropriate.

4. Consider your personal view after your research and summarise whether you would advise Jane and her husbandtotryandlobbytheRomaniangovernment.Aretheargumentsstrongenough?

UK Government guidelines

You can adopt a child from overseas if:

• They can’t be cared for in a safe environment in their own country.

• The adoption would be in their best interests.

• The adopter has been assessed as eligible and suitable to adopt from overseas by an adoption agency in the UK.

If you want to adopt a child from overseas, you should contact either:

• Your local council.

• A voluntary adoption agency that deals with overseas adoption.

https://www.gov.uk/child-adoption/adopting-a-child-from-overseas

Chapter 3: Attachment influence of early attachment on later relationships


92–93Attachment types - what happens next? 3.19

Your taskComplete the boxes below summarising the effect demonstrated and giving two key details

A number of research studies are mentioned in the book on the effect of attachment types on relationships later in childhood and adulthood. A summary of these will help you learn and revise them.

KERNS (1994) Peer relationships in childhoodEffect demonstrated:

2 key details:

MYRON-WILSON and SMITH (1998) BullyingEffect demonstrated:

2 key details:

McCARTHY (1999) Friendship and romantic relationshipsEffect demonstrated:

2 key details:

HAZAN and SHAVER (1987) Romantic relationshipsEffect demonstrated:

2 key details:

BAILEY ET AL. (2007) Parenting Effect demonstrated:

2 key details:


92–93Dear agony aunt 3.20

According to Hazan and Shaver (1987, 1990) the kinds of attachment bonds we form in childhood influence the style of loving we experience as an adult.

Read the following letters to an agony aunt and decide whether the adults concerned demonstrate A = avoidant attachment; B = secure attachment or C = resistant attachment.

Dear Agony AuntI’m writing this while I sit in the pub drowning my sorrows. I’ve just been dumped – yet again – this time by text message would you believe? What’s wrong with the women of today – ranting on about their stupid independence and all that rubbish. I was always told that the only thing girls want is to grasp you in their clutches and not let go – march you up the aisle as fast as they can. I WISH. My girlfriends all run a mile as soon as I get in the least bit serious. What’s wrong with them? Talk about blow hot and cold – one minute they’re all lovey dovey – wonderful new relationship – ooh aah – and next thing you’ve got a text message – can’t even tell me to me face for crying out loud. Mum was the same – only interested in me when the latest moron had dumped her then it was all ‘my lovely boy – kisses and cuddles’, couldn’t do enough for me, until the next idiot came along and I’m left fending for myself.I need HELP! Wayne

Dear Agony AuntTwo years ago my wife died. We had a wonderful 24 years together and were so happy that I thought I’d never fi nd anyone else. However, over the last few months I have become very attracted to a lady from our local bridge club (she’s also a widow) and I think she feels the same. Do you think it would be disloyal of me to form a new relationship? I’m very lonely now and long for some companionship as I’ve always believed that loving relationships were fundamental to happiness and I’ve been lucky enough to have had these from friends and family,YoursJonathan

Dear Agony AuntI’m really fed up with my friends and their tedious Facebook pages full of baby pics and happy families and wonder if it’s them or me. I’m very happy to see them all settle down and have kids – though I can’t personally think of anything worse – but they won’t leave me alone. Th ey all say how great it is to have a career but wouldn’t I like to ‘get serious’? I’m quite serious thank you very much – I have a fantastic, demanding, well paid job and I’ve no desire to ‘settle down’– how utterly boring! At least my mum doesn’t drop those kind of hints – hardly surprising as she was never that keen on being tied down to kids (or a man!). She was very independent and never even pretended she enjoyed being a mum. What can I do to get these tedious people off my back without off ending them too much? Yours faithfully,Louise

Chapter 3: Attachment influence of early attachment on later relationships

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