The meaning of attachment and its types

Attachment refers to a strong emotional bond that develops between two people, typically between a child and their caregiver. Attachments can be classified as secure or insecure, influencing the child's behaviour and development.

Secure attachment (type B)

Secure attachment involves a strong bond between the child and caregiver, leading to positive emotional and social outcomes.

Characteristics of secure attachment:

• Child shows distress when separated from the caregiver.
• Child is easily comforted upon reunion with the caregiver.
• Child avoids strangers when the caregiver is absent but is friendly towards them when the caregiver is present.
• This type is linked to healthy cognitive and emotional development.
• It represents the majority of attachments observed in research.

Insecure attachments

Insecure attachments feature a weaker bond between the child and caregiver, potentially affecting social interactions and intimacy. Two main types have been identified.

Insecure-avoidant attachment (type A/anxious-avoidant):

• Child shows little distress when separated from the caregiver.
• Child can often be comforted by a stranger.
• Child tends to avoid social interaction and intimacy with others.

Insecure-resistant attachment (type C/anxious-resistant):

• Child is often uneasy around the caregiver.
• Child becomes upset when separated from the caregiver.
• Child cannot be comforted by strangers and often resists comfort from the caregiver upon reunion.
• Child both seeks and rejects social interaction.

The strange situation procedure

The strange situation is a method developed by Ainsworth to assess attachment types by observing children's reactions under controlled conditions of stress, such as separation from the caregiver and the presence of a stranger, in an unfamiliar environment.

Key elements of the strange situation

This procedure involves a controlled observation in a room with the child (aged 12-18 months) and their mother, featuring eight scenarios designed to evoke attachment-related behaviours.

The procedure includes:

• Initial introduction - Mother and child enter the room together.
• Stranger approach - A stranger enters and interacts.
• Separation - Mother leaves the child alone or with the stranger.
• Reunion - Mother returns to comfort the child.
• The procedure aims to classify attachment based on the child's responses to separation and reunion.

Ainsworth's study on attachment types

Ainsworth et al (1978) conducted a key study using the strange situation to identify and classify attachment types in infants.

Method

This was a controlled observation of infants aged 12-18 months in a laboratory setting. The procedure included eight scenarios, such as the mother leaving the child alone, a stranger entering, and the mother returning, to observe attachment behaviours.

Results

The study found that 15% of infants displayed insecure-avoidant attachment, 70% showed secure attachment, and 15% exhibited insecure-resistant attachment.

Conclusion

Infants' differing reactions to separation and reunion indicate distinct attachment types, with secure attachment being the most common.

Evaluation

The controlled method enhances reliability by allowing replication, but the artificial laboratory setting reduces ecological validity as it may not reflect everyday environments. Parents might alter their behaviour due to being observed, and the unfamiliar situation could influence responses, potentially not representing real-life attachment dynamics. Additionally, the mother may not always be the primary attachment figure.

Cross-cultural variations in attachment types

Van Ijzendoorn and Kroonenberg (1988) investigated whether attachment types vary across cultures through a meta-analysis.

Method

This study was a meta-analysis of 32 strange situation studies conducted in various countries, comparing attachment classifications across cultures.

Results

Secure and insecure attachment percentages were similar across countries, with greater variations within countries than between them. Western cultures, such as Germany, showed higher rates of avoidant attachment, while non-Western cultures, like Japan, had higher rates of resistant attachment.

Conclusion

There are cross-cultural similarities in child-rearing practices and reactions to the strange situation, suggesting some universal aspects of attachment.

Evaluation

Cultural differences in child-rearing practices could influence results, making the strange situation less suitable for cross-cultural comparisons. Meta-analyses may obscure unusual findings from individual studies. For example, Grossman et al (1985) suggested that higher avoidant attachments in Germany stem from cultural values emphasising independence.

Evaluations and implications of research on attachment

Research on attachment types, particularly through the strange situation, has broader implications for understanding child development and behaviour.

Key findings from strange situation research:

• Cultural differences - Some variations exist, such as more avoidant attachments in Germany due to emphasis on independence, as noted by Grossman et al (1985).
• Causes of attachment types - These are debated, potentially linked to caregiver sensitivity or the child's innate temperament.
• Specific relationships - The strange situation assesses attachment to a particular person rather than a fixed trait of the child.
• Influence on later behaviour - Securely attached children often develop better relationships; avoidant children may struggle with closeness; resistant children might exhibit dependency issues in relationships.