The principles of attachment are based on two main theories proposed by psychologists and they are widely believed to be fundamental in forming attachments.
The learning or Behaviorist Theory of Attachment. This theory draws contributions from theorists Dollard and Miller who postulates that attachment consists of a set of behaviors acquired through learning. The formation of attachments by infants will be to whoever feeds them (McLeod, “Attachment Theory” 3). Through classical conditioning, the infants will learn to connect the feeder with the comfort of being fed and eventually form an attachment with the feeder because of the comforting contact. Additionally, infants discover that some behaviors like crying and smiling secure them the attention they desire and through operant conditioning, they master how to evoke natural care-giving reactions from the adults.
The Evolutionary Theory of Attachment. Based on the contributions of theorists Bowlby, Harlow, and Lorenz who opined that children are programmed at birth to form attachments because it will be critical for their survival. Care and responsiveness are the critical determinants of attachment, and not food (McLeod, “Attachment Theory” 3). Infant behaviors such as crying and smiling evoke natural care-giving reactions from adults. Further, infants form only one principal attachment called the monotropy and any attempts to disrupt the attachment will likely affect future relationships (3). Additionally, the period between 0 and 5 years is important in developing an attachment failure to which the child will experience developmental repercussions including increased aggression and reduced intelligence.
Theories of Nature and Nurture
The discourse surrounding nature and nurture in psychology relate to the influence each of the aspects has on human behavior. Nature relates to the innate genetic inheritance in addition to other biological factors that define a person, whereas nurture is the impact that the external environmental factors have in shaping an individual (McLeod, “Nature vs. Nurture” 1). This debate is founded on the extent to which genetic inheritance and learned factors influence human behavior.
Some physical attributes, such as the color of the skin and eyes, are determined by genetic inheritance. Correlations have been drawn regarding some features, such as height, weight, and vulnerability to some ailments with individuals who are related. It is as a result of these facts that speculations have been made on whether psychological attributes, for example, mental abilities and behavioral tendencies, are predetermined at conception (“Nature vs. Nurture” 1). Some theorists such as John Bowlby are for this argument and believe that attributes of a human being as a whole are as a result of an individual’s unique genetic code and that some of them may be identified at birth while others emerge later in life through maturation.
On the other hand, some theorists are inclined toward the assumption that at birth the human mind is vacant and it slowly gets filled through learning and experience- behaviorism. Consequently, the psychological attributes, as well as the behavioral differences, are acquired through learning (“Nature vs. Nurture” 2). It is, therefore, how one is brought up that defines who they really are.
Types of Attachment
Asocial. It occurs from the time of birth to when the child is six weeks. Because of the social nature of very young babies, any stimuli, either social or non-social prompts a favorable reaction such as a smile from the baby (McLeod, “Attachment Theory” 2).
Indiscriminate Attachment. This is experienced from the sixth week through the seventh month. At this stage, babies randomly enjoy the human company and in general, respond to any caregiver. Any sign of interruption on the interaction makes the baby upset. From the third month, babies are full of smiles whenever they see familiar faces and extreme excitement whenever they see their regular caregiver (McLeod, “Attachment Theory” 2).
Specific Attachment. This type of attachment is exhibited from the seventh month through the ninth month. During this period, special preference is given to a single attachment figure as the babies look for comfort, security, and protection from specific individuals. Any attempt of separating the child from the special person causes agitation and unhappiness an indication of the levels of distress referred to as separation anxiety (McLeod, “Attachment Theory” 2). Similarly, the separation is met with the fear called stranger fear. The frequency and intensity of the separation anxiety and stranger fear differ from one child to another but generally, they signal the formation of an attachment.
Multiple Attachment. From the tenth month onwards, babies exhibit multiple attachments. This stage is characterized by the formation of several attachments and the baby becoming increasingly independent. At eighteen months of age, the larger number of children would have formed multiple attachments (McLeod, “Attachment Theory” 2).
Attachment Disruption
Privation. This is a form of disruption that is experienced when a child fails to form an attachment as a result of multiple caregivers or a lack of harmony in the family (McLeod, “Privation” 1). Goldfarb noted that privation is the absence of both physical and emotional attachment (249). Children experiencing privation do not get distressed whenever they are separated from familiar figures.
Separation. When a child is disconnected from the mother or the main caregiver. The response from a child to a short-term separation is a three-stage process of protest, despair, and detachment (McLeod 1). Separation from caregivers causes distress whose impact differs from child to child.
The Importance of a Child’s First Relationship
The first relationship defines future relationships. According to Bowlby, it is through hearing that babies learn the speech of the adult. In a similar manner, infants need a regular and consistent attachment to develop relationships (119). The capacity of the adult to make a secure or insecure attachment will determine the quality of the relationships later in life.
Critical in shaping a baby’s adult life. From the time of birth, the way babies look at the world entirely depends on the kind of relationships the child experiences, which ultimately has an impact on every facet of their development (Honari, and Saremi 152). The importance of providing a child with gentleness and warmth cannot be overemphasized as they set the premise for their development by shaping the adult life of the child.
Gives the child the meaning of what the world is like and how to behave. It is through relationships that children are able to learn what the world is like with every information they get shaping their actions (Honari, and Saremi 153). Children are able to express themselves through smiling, crying, laughing and asking questions. Relationships provide a platform for learning on how to communicate, behave, develop skills, think and understand, move around, and how to show emotions.
Promotes a child’s self-esteem. Babies often communicate through gestures and facial expressions. When their primary caregivers are able to understand and communicate back in a similar manner it makes them feel safe and secure (Honari, and Saremi 153). It is this sense of safety coupled with attachment in the relationship that gives a child a sense of confidence to explore the world because they feel supported and encouraged (Bowlby 120). Additionally, strong relationships established make it easier for the child to deal with problems later in life such as handling stress and forming healthy relationships. Further, Bowlby opines that children who enjoy strong attachments are more likely to experience better mental and physical health (119).
The first relationship has influence over parenting for subsequent generations. According to Bowlby, the quality of a relationship is defined by the level of attachment enjoyed, consequently, children are most likely to provide parenting and relationships that are not far from the ones they received because of the transmission from one generation to another (121).
Works Cited
Bowlby, Richard. "Attachment Theory: How to Help Young Children Acquire a Secure Attachment". 2008.
Goldfarb, William. "Psychological Privation in Infancy and Subsequent Adjustment.". American Journal of Orthopsychiatry, vol 15, no. 2, 1945, pp. 247-255. American Psychological Association (APA), doi:10.1111/j.1939-0025. 1945.tb04938. x. Accessed 22 Dec 2018.
Honari, Bahareh, and Ali Akbar Saremi. "The Study of Relationship Between Attachment Styles and Obsessive Love Style". Procedia - Social and Behavioral Sciences, vol 165, 2015, pp. 152-159. Elsevier BV, doi: 10.1016/j.sbspro.2014.12.617. Accessed 20 Dec 2018.
McLeod, Saul. "Attachment Theory". Simplypsychology.Org, 2009, https://www.simplypsychology.org/simplypsychology.org-attachment.pdf. Accessed 20 Dec 2018.
McLeod, Saul. "Nature Versus Nurture in Psychology". Simplypsychology.Org, 2017, https://www.simplypsychology.org/simplypsychology.org-naturevsnurture.pdf. Accessed 20 Dec 2018.
McLeod, Saul. "Privation - Failure to Form an Attachment". Simplypsychology.Org, 2008, https://www.simplypsychology.org/privation.html. Accessed 22 Dec 2018.
