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Psych Ch. 6
Section 3: Child and Adolescent Development
| Question | Answer |
|---|---|
| What is attachment? | a deep and enduring affectionate bond that connects one person to another across time and space |
| What are the two theorists for attachment? | John Bowlby Mary Ainsworth |
| What was John Bowlby's study? | Treated 150 children at Tavistock clinic in London • Children were aggressive, destructive, and thieving • Their night terrors were believed to be caused by separation from their mothers |
| What was Mary Ainsworth's study? | Children who display intense attachment behaviors are not more attached • Secure child may seem to take mother for granted • Anxious child who will not leave mother’s lap may be insecurely attached |
| What is an attachment hierarchy? | vertical organization of primary and secondary attachment figures for a specific child, with a preferred attachment figure at the top |
| What are the two important functions attachment serves? | It provides a safe haven from danger by keeping children close to an adult protector. It provides a secure base for moving outward to explore the world. |
| What is a secure base? | attachment figure who fosters a child’s confidence and security because of willingness to be available when needed while the child explores novel environments |
| Is attachment innate? Does attachment exist in all cultures? Is it innate in all cultures? | Yes, attachment is both innate and universal |
| What is the difference between a critical period and a sensitive period (aka what is a critical period and how is a sensitive period not that)? Do humans have a critical period? | Critical Period: If you don’t develop some sort of attachment during that time, you never will; sensitive period = you will No critical period for humans, but the first 18–24 months may be a sensitive period |
| What is important to remember about the age trends in attachment? | Behaviors change, but function does not Also, review our notes. I have the important stuff in here from her slides, but it's good to review |
| What are the attachment age trends for infancy and toddlerhood? | Stranger wariness Separation distress |
| What are the attachment age trends for early and middle childhood + adolescence? | Tolerate greater physical separation Healthy independence may be result of secure attachment |
| What is stranger anxiety? | A Normal part of development which starts around 8 or 9 months, peaks at 12 months, then gradually decreases |
| What is separation distress? | Normal part of attachment development, which peaks between 1 and 2 years old, then decreases. By 3 or 4, children grow out of this distress, and they are comfortable with secondary attachment figures, like teachers, daycare providers, and siblings |
| What is important to remember about separation distress? | It does not mean the child has an insecure attachment. Secure children also experience it |
| What is the strange situation procedure (SSP)? | 2-minute laboratory task designed to assess the quality of attachment in which children from 9 months to about 3 years old are stressed by maternal separation and stranger presence |
| What is the adult attachment interview (AAI)? | lengthy interview designed to determine adolescents’ or adults’ “state of mind” regarding the quality of attachment to each parent |
| What is a secure attachment? What are older children with this attachment referred to as? What about adolescents? | form of attachment characterized by feelings of security, open communication, and mutual delight Balanced; Autonomous |
| What behaviors are associated with secure attachment? Review our notes as well. | Freely explore while attachment figure is present May or may not cry when separated Show delight when reunited Quickly soothed by attachment figure Prefer parent over stranger |
| What are the three insecure attachments? | Avoidant, Resistant, and Disorganized |
| What is avoidant attachment? What are older children with this attachment referred to as? What about adolescents? | characterized by anxiety, emotional distancing, rejection, and anger Defended; dismissive |
| What behaviors are associated with avoidant attachment? Review our notes as well. | Explore while ignoring parent Do not seem to care when parent leaves Do not clearly prefer parent over stranger When parent returns, ignore or turn away |
| What is resistant attachment? What are older children with this attachment referred to as? What about adolescents? | characterized by exaggerated emotions, clinginess, and intense attachment behaviors Coercive; Preoccupied/Anxious |
| What behaviors are associated with resistant attachment? Review our notes as well. | Hover near parent with little exploration Distressed by separation Difficult to soothe when parent returns Seem ambivalent when parent returns • Go to parent but act angry or arch away • May hit parent |
| What is disorganized attachment? What are older children with this attachment referred to as? What about adolescents? | characterized by no coherent pattern of response to the parent Controlling; Unresolved |
| What behaviors are associated with disorganized attachment? Review our notes as well. | Seem to want to be with and avoid parent at the same time Behave bizarrely when parent returns • May approach the parent, then suddenly run away or freeze • May rock back and forth or walk sideways to parent |
| What do individual differences in attachment predict? 11 things. | • Academic achievement • Social competence • Anxiety • Growth • Compliance • Independence • Emotional openness • Emotional regulation • Stress • ADHD • Psychopathology and delinquency |
| What predicts attachment? | The way adults interact with children shapes it • Parental sensitivity/supportiveness/responsiveness/ consistency • Reassurance, encouragement, and scaffolding • Only when the child indicates need, not according to the parents’ agenda (non-intrusive) |
| What are internal working models (IWMs)? | memories and expectations of the self and others that influence whether children approach or avoid others, with either positive or hostile emotions |
| How do secure children view the self and others? | self is valuable, socially successful, and worthy of love others are trustworthy, responsive, and caring |
| How do insecure children view the self and others? | self is unworthy others are hostile, rejecting, or inconsistent |
| Check Attachment slideshow for.... | a specific example of IWMs |
| Are there gender differences for attachment? | Few gender differences: Same factors (parents’ sensitivity, supportiveness, warmth, and open communication) predict secure attachment in both girls and boys |
| What is the overall SES and ethnic difference for attachment? | low SES and children from historically marginalized groups are more likely insecurely attached than other children |
| What is sensitive responsiveness? | style of interaction in which an adult reads the child’s cues accurately and responds promptly and appropriately; does not mean devoting complete attention to children |
| Check book for example of sensitive responsiveness. No need to memorize, just to help you | I hate this stupid character limit. |
| Children are more securely attached to what kind of father? | Sensitive |
| What do disorganized (unresolved) adults in romantic relationships look like (behavior)? | tend to be aggressive early in their marriages, particularly those unresolved because of abuse |
| What do resistant (preoccupied) adults in romantic relationships look like (behavior)? | jealous, worry about abandonment and disapproval, and lack trust in their partners, yet are dependent and eager to be in relationships; move too fast (anxiously attached TikTok stereotype) |
| What do avoidant (dismissing) adults in romantic relationships look like (behavior)? | tend to be uncomfortable with closeness or sharing personal information and disinclined to be in long-term relationships; want to feel independent and control their time and resources, so they may push their partners away (TikTok stereotype) |
| What do secure (autonomous) adults in romantic relationships look like (behavior)? | tend to form stable, long-term romantic relationships; tend to be satisfied in relationships (trusting, committed, and interdependent) |
| How can you promote a secure relationship with your students? Number four is to study this textbook. | 1. Be sensitive; have frequent positive interactions 2. Find shared interests 3. Provide choices whenever possible 5. Be well prepared for class and hold high expectations for learners 6. Use noncoercive discipline 7. Try interventions |
| Why is it important to study this textbook? | Teachers with greater knowledge of child development are more sensitive toward learners |
| Number seven of how to promote secure relationships with your students was try interventions designed to repair poor teacher-student relationships? What three interventions can you try? Not super important. | Build empathy by taking the perspective of students who may irritate and perplex you; Use the Two-by-Ten strategy. You spend 2 minutes a day for 10 consecutive days getting to know a disruptive student; Use banking time |
| What is banking time (one intervention to promote secure relationships with students)? Not very important but still. | you “save up” positive experiences in a relationship as “capital” that can later be “drawn upon; convey interest in student; give undivided attention & follow student's lead for 15 minutes each day |
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