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Third level
Fourth level
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![](3D"master03_image002.jpg")
![](3D"slide0007_image004.jpg")
![](3D"slide0007_image005.gif")
The Michael Sieff Foundation Conference
<=
/span>
From
Conception to Reception:
Early
Years Intervention
22
– 24 September 2008
Cumberland Lodge, Windsor Great Park
barrett@familyandparenting.org=
![](3D"slide0030_image006.gif")
Ø Early experience has long term effect=
s
Ø Early experience is critical for t=
he
development of attachments
Ø Caregivers influence children̵=
7;s
development
Ø Some attachment patterns are healt=
hier
than others
Ø The attachment behaviour system is
adaptive and protective
Ø Secure attachment is good, insecure
attachment is bad
Ø Post-natal skin-to-skin contact is
essential for mother-infant bonding
Ø Histories of separation lie behind=
poor
social development/delinquency
Ø Day care is dangerous
<=
/span>
Ø Babies benefit from physical conta=
ct
(e.g. baby-carrying, co-sleeping)
Ø Children brought up in institution=
s do
not form proper attachments
Ø Therapies based on Attachment Theo=
ry
include rebirthing and holding
Ø Infants only learn to emotionally
self-regulate within an attachment relationship
Ø Patterns of attachment are transmi=
tted
across generations
Beliefs
popularly linked with Attachment Theory=
3;
![](3D"slide0023_image007.gif")
Ø
•Perils for Parents:
•Warnings from Attachment Theory, Part 1
![](3D"slide0023_image008.gif")
Prolonged ear=
ly separation
Critical peri=
od failure to bond
Lack of skin-=
to-skin contact
![](3D"slide0023_image009.gif")
![](3D"slide0023_image010.gif")
![](3D"slide0023_image011.gif")
![](3D"slide0023_image012.gif")
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Parents’
treatment of
child
Del=
inquency,
psychological problems, maladjustment
Per=
manent
damage to character
Fai=
led
mother-to-infant bonding
Dev=
elopment
of child’s personality
![](3D"slide0024_image013.gif")
Ø
•Perils for Parents:
•Warnings from Attachment Theory, Part 2
![](3D"slide0024_image014.gif")
=
Institutional/
=
Day care
=
Lack of
attunement/
=
insensitivity
=
Lack of
oxytocin/
=
opioids
Chronic stress
Psy=
cho-social
problems, inc. aggression
Lac=
k of
‘social brain’ development
Fai=
led
mother-to-infant bonding
Org=
anisational,
social and immune system problems
![](3D"slide0024_image015.gif")
![](3D"slide0024_image016.gif")
![](3D"slide0024_image017.gif")
![](3D"slide0024_image018.gif")
![](3D"slide0029_image019.gif")
∞<=
/span>Early experience has long term effect=
s
?Early
experience is critical for the development of attachments
ü=
Caregivers
influence children’s development
ü<=
/span>The attachment behaviour system is ad=
aptive
and protective
?Some
attachment patterns are healthier/more adaptive than others
∞<=
/span>Secure attachment is good, insecure
attachment is bad
ûPost-natal
skin-to-skin contact is essential for mother-infant bonding
?Histories
of separation lie behind poor social development/delinquency
?Day
care is dangerous
ûBabies
benefit from physical contact (e.g. baby-carrying, co-sleeping)
?Children
brought up in institutions do not form proper attachments
ûTherapies
based on Attachment Theory include rebirthing and holding
ü=
Infants
only learn to emotionally self-regulate within an attachment relationship
ü=
Patterns
of attachment are transmitted across generations
Belief=
s act=
ually link=
ed with
Bowlby/Ainsworth AT
![](3D"slide0020_image020.gif")
![](3D"slide0020_image021.gif")
•<=
/span>&nbs=
p;
Critical for all later development
•<=
/span>&nbs=
p;
Most important learning occurs
•<=
/span>&nbs=
p;
Internal Working Models hard-wired
•&nbs=
p;
Sensitive, responsive carer essential
•<=
/span>&nbs=
p;
Secure attachment essential
•<=
/span>&nbs=
p;
Hard to remedy lack of good care
… CONSTRUCTIVIST VIEW
![](3D"slide0020_image022.gif")
•<=
/span>&nbs=
p;
Important but not critical
•<=
/span>&nbs=
p;
Positive later experiences also count
•<=
/span>&nbs=
p;
Multiple IWMs develop
•<=
/span>&nbs=
p;
Influences from multiple sources
•<=
/span>&nbs=
p;
Security desirable, not essential
•<=
/span>&nbs=
p;
Catch-up possible after poor start
•
EXPERIENCE
IN THE EARLY YEARS
•Contrasting interpr=
etations
![](3D"slide0027_image023.gif")
=
<=
span
style=3D'font-size:84%'>ØObservations of babies and carers
<=
span
style=3D'font-size:84%'>ØBased predominantly on DYADIC relationships
<=
span
style=3D'font-size:84%'>ØClassification of infant-carer interaction pattern=
s
•INFANT ATTACHMENT:
• KEY RE=
SEARCH
STRATEGIES
![](3D"slide0028_image024.gif")
=
=
<=
span
style=3D'font-size:81%'>ØThree organised patterns: A, B, C
=
<=
span
style=3D'font-size:81%'>ØDifferent Inner Working Models underlie patterns&#=
13;
<=
span
style=3D'font-size:81%'>ØPatterns generalise across ALL other relationships=
<=
span
style=3D'font-size:81%'>ØPatterns are reliably linked to social skills
=
<=
span
style=3D'font-size:81%'>ØThe B (Secure) pattern is healthiest
<=
span
style=3D'font-size:81%;visibility:hidden'>Ø=
=
INFANT
ATTACHMENT:
MAIN FINDINGS AND CLAIMS
![](3D"slide0017_image025.gif")
&nbs=
p; B: SECURE
![](3D"slide0017_image026.gif")
![](3D"slide0017_image027.gif")
![](3D"slide0017_image028.gif")
A: INSECURE
Anxious avoidant
C: INSECURE
Anxious ambivalent/resistant
Consistent carer
Predictably unavailable
Consistent carer
Predictably available
Inconsistent carer
=
Availability unpredictable
Internal Working Model
Negative Other
Positive/Negative Self?
Internal Working Model
Positive Other
Positive Self
Internal Working Model
Positive Other
Negative Self
Or=
ganised
patterns of attachment
<=
/span>
![](3D"slide0019_image029.gif")
&nbs=
p; UNCLASSIFIABLE
![](3D"slide0019_image030.gif")
![](3D"slide0019_image031.gif")
&nbs=
p; D: DISORGANISED
INSECURE: OTHER
![](3D"slide0019_image032.gif")
Frightening carer?
=
=
Possible association =
with abuse, but not inevitable
Internal Working Model
Many different models
Sometimes role reversal
![](3D"slide0019_image033.gif")
Any special carer?
=
Attachment disorders
Social difficulties
![](3D"slide0019_image034.gif")
Internal Working Model
?
Internal Working Model
?
Lack of representations?
![](3D"slide0019_image035.gif")
![](3D"slide0019_image036.gif")
Non-organised patte=
rns of
attachment
![](3D"slide0019_image037.gif")
![](3D"slide0033_image039.gif")
&nbs=
p; Secure attachment
![](3D"slide0033_image040.gif")
Links between attach=
ment
style and reflection
&nbs=
p; Insecure attachment
![](3D"slide0033_image041.gif")
Repairs to miscommunications or misunderstandings
Fewer repairs/more
mis=
-repairs
More emotion-focused exchanges
&nbs=
p; Affective attunement
Fewer positive emotion-focused exchanges; more negative exchanges
&nbs=
p; Affective misattunement
![](3D"slide0031_image042.gif")
![](3D"slide0031_image043.gif")
&nbs=
p;
No reflection
&nbs=
p;
Increased amygdala
activity
&nbs=
p; Decreased cortical activity
&nbs=
p;
Reflection=
&nbs=
p;Decreased amygdala activity
&nbs=
p;Increased cortical activity
Links between attrib=
ution
styles and reflection
Attributions that escalate =
conflict/exacerbate difficulties
![](3D"slide0031_image044.gif")
Attributions that de-escala=
te or avoid conflict
![](3D"slide0031_image045.gif")
![](3D"slide0034_image046.gif")
• &#=
13;
ØHPA
dysregulation - mood, behaviour
Øcognitive
impairment
Ømemory
loss, brain cell death
Øirritability
Øcardiac
complaints, weight gain
Øimpaired
immune system responses
Øloss
of self esteem
Ødifficulty
interpreting feelings
Ødissociation
Prolon=
ged
uncontrollable stress
![](3D"slide0018_image047.gif")
![](3D"slide0018_image048.gif")
•<=
/span>&nbs=
p;
Attuned caregiving
•<=
/span>&nbs=
p;
Responses well-regulated
•<=
/span>&nbs=
p;
Experiences reflected upon
•<=
/span>&nbs=
p;
(Problems resolved?)
•<=
/span>&nbs=
p;
Mis-attuned caregiving
•&nbs=
p;
Responses not well-regulated
•<=
/span>&nbs=
p;
Experiences not reflected upon
•<=
/span>&nbs=
p;
(Problems not resolved?)
LESS STRESS
•<=
/span>&nbs=
p;
Well-functioning immune system
•<=
/span>&nbs=
p;
Adequate coping
•<=
/span>&nbs=
p;
Appropriate stress responses
CHRONIC STRESS
•<=
/span>&nbs=
p;
Compromised immune system
•<=
/span>&nbs=
p;
Inadequate coping
•<=
/span>&nbs=
p;
Over-activated stress responses
•<=
/span>&nbs=
p;
Under-activated stress response
SECURE ATTACHMENT
INSECURE ATTACHMENT
ORGANISED ATTACHMENT
DISORGANISED ATTACHMENT=
?
![](3D"slide0018_image049.gif")
Links between attach=
ment
styles and stress
![3D"The](3D"slide0018_image050.gif")
![](3D"slide0035_image051.gif")
![](3D"slide0035_image052.gif")
&nbs=
p; B: SECURE
![](3D"slide0035_image053.gif")
![](3D"slide0035_image054.gif")
![](3D"slide0035_image055.gif")
A: INSECURE
Anxious avoidant
C: INSECURE
Anxious ambivalent/resistant
Consistent carer
Predictably unavailable
Consistent carer
Predictably available
Inconsistent carer
=
Availability unpredictable
Suppress attach=
ment behaviours, suppress fear expression, =
minimise danger
Online arousal =
responses, appropriate =
attachment-seeking
Alarm bells con=
stantly on, constantly seeking =
but constantly wary
Or=
ganised
attachment patterns and response to str=
ess
ØWhat
is the relationship between attachment style and experience?
ØWhat
is the evolutionary role of different patterns of attachment?
ØIs the ‘secure’ pattern r=
eally
the most desirable?
ØWhat
role does genetic inheritance play?
ØWhat
role does culture play?
ØAre
the central claims of Attachment Theory testable (esp. IWMs)?
ØWhat
have we really learnt from neuroscience?
Outstanding questions
![](3D"slide0021_image056.gif")
Ø Attachment Theory is open to
interpretation
Ø&nbs=
p;
We still know very little for certain about IWMs
Ø We know even less about neural
networks
Ø Bowlby’s version was data-d=
riven,
not set in stone
Ø&nbs=
p;
New findings are constantly emerging
Ø&nbs=
p;
Many more are needed
Ø There is still a lot to find out&=
#13;
Ø Attachment Theory provides useful
hypotheses to test
Ø&nbs=
p;
But some are more testable than others
Ø Less testable hypotheses must be
treated with caution
Ø It is never too
late to benefit from positive relationships
Conclusions
![](3D"slide0036_image057.gif")
‹header›
‹date/time›=
=
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
‹footer›
‹#›
=
' + ENDSHOW_MESG + '
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tes![](3D"buttons.gif")
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