Attachment

Research has shown that if in the first few years of our lives our emotional needs are not adequately met or responded to, then it can have an effect which can last a lifetime. This effect is described as having an insecure attachment. In addition it has been found that attachment ‘styles’ can often be passed on from one generation to the next.
What is an Attachment?

  • A way of relating to another person
  • Children are biologically predisposed to form attachment relationships to help them experience security and comfort
  • Children develop a range of behaviours to keep their carer close (i.e. attachment behaviours), for example when a baby is feeling unsafe because its carer leaves the room the baby will cry and in response the carer returns
  • All infants, provided they experience at least basic care, will selectively attach to a small number of adults caring for them
  • The primary attachment relationship leads to the development of a ‘blueprint’ (Internal Working Model) of this relationship, which influences later relationships e.g. childhood attachment experiences will impact on future relationships, even into adulthood

In some cases, when a child’s development is interrupted in their early years, it can lead to them having profound problems in forming and maintaining relationships throughout their lives.

Secure Attachment Outcomes

Research indicates that attachment aids children to develop:

  • Physically
  • Emotionally
  • Socially
  • Morally

Which enables them to:

  • Cope with change and stress
  • Cope with separation and loss
  • Become independent
  • Develop future relationships

Types of Attachment

Secure Attachment

  • A healthy reciprocal relationship between child and carer
  • Social interaction is characterised by fun and playfulness and the child’s need for comfort
  • When the child becomes anxious or distressed comfort is given quickly and effectively
  • The child feels able to explore the world at his/her own pace knowing that the carer is a secure base to return to


Avoidant Attachment

  • When carers actively discourage signs of either affection or distress
  • Carers believe that emotions are to be suppressed and feelings should be unexpressed. This means that it is difficult for the child to access a feeling of being loved and nurtured and they have to develop alternative coping mechanisms to survive emotionally. This very often leads to the child believing that feelings should not be expressed and them appearing self reliant or quiet and shy
  • There may be difficulties with peer relationships, the child may relate better to adults or have superficial friendships
  • Children in these situations can become withdrawn emotionally and learn to internalise painful and difficult feelings


Ambivalent Attachment

  • Children experience ambivalent attachment when they are never quite sure whether their carers will meet their need for reassurance or comfort
  • The carer may sometimes respond to distress and anxiety or may ignore it. There is a lack of predictability in the behaviour of the carer; this can make the child feel ‘all over the place’
  • The child may have difficulty focussing or concentrating on schoolwork, may be loud, aggressive, talkative, and may have difficulty accepting rules/boundaries as well as learning from consequences
  • They may also have difficulties understanding cause and effect


Disorganised Attachment

  • Occurs when children send out attachment signals but these are not received or responded to appropriately by the carer
  • Children with disorganised attachment often fail to thrive and may have developmental delay
  • Young children will inevitably show signs of emotional and behavioural difficulties from an early age by demonstrating aggressive, disruptive or withdrawn behaviours both at home and in the early years environment
  • Sometimes the carer appears unaware of the child’s needs
  • This attachment style can occur when the carer has many unresolved emotional issues from their own past or has no emotional resources to draw upon due to mental health problems. It may also occur when a traumatic life event is experienced by a child in the first few years of their life
  • Alternatively, and much more seriously, disorganised attachment can occur when the parent is a threat to the child through abusive behaviour
  • The child may present as angry and aggressive, hyper-vigilant about what adults are doing, unable to concentrate, controlling in all relationships
  • Can be socially isolated or attracted to deviant peer group, may demonstrate compulsive behaviours e.g. self-harm, drugs

What to do next?

If you suspect a child may have attachment difficulties they will require a specialist assessment to determine which interventions will be the most supportive. These children can be mistaken for children with autism or ADHD depending on their difficulties.