Lecture 5 - The Biological Basis Of Attachment by Matt Wilson

Psychology and Counselling: Neuropsychology

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Psychology and Counselling: Neuropsychology

Aim: To introduce the concept of attachment, and describe how it affects both our biology and behaviour, and is vital for healthy brain development. Objectives: (TSSBAT…) • Define the terms attachment and neglect. • Compare and contrast the 3 main types of attachment. • Illustrate the problems associated with attachment using at least one neuropsychological disorder. • Summarize the effects that attachment has on both our behaviour as a child and in later life, and our brain development. • Explain how high levels of stress in early childhood may cause biological changes and disruptive behaviour in children. © Matt Wilson 2010 Create PDF files without this message by purchasing novaPDF printer (http://www.novapdf.com)

Psychology and Counselling: Neuropsychology

Psychologist John Bowlby was the first person to actively study attachment, and describes it as a "lasting psychological connectedness between human beingsâ&#x20AC;&#x153;. Bowlby believed that the emotional bonds formed between young children and their caregivers, (usually biological parents) have a tremendous impact on their behaviour and development, which continues throughout their life. Adapted from: http://psychology.about.com/od/loveandattraction/a/attachment01.htm

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Psychology and Counselling: Neuropsychology

The key belief of attachment theory is that mothers who are available and responsive to their childâ&#x20AC;&#x2122;s needs establish a sense of security. This helps to create a safe and secure base from which the child can explore the world from. Adapted from: http://psychology.about.com/od/loveandattraction/a/attachment01.htm

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Psychology and Counselling: Neuropsychology

Between the last 3 months of pregnancy and the age of two, the human brain experiences a critical period of accelerated growth. This brain development consumes higher amounts of energy than are needed at any other stage of our life, and requires not only sufficient nutrients but optimal interpersonal experiences for maximal brain maturation. Bowlby argues that attachment is a “biological necessity”, keeping the child close to their mother, who in turn provides the required nutrients and interpersonal experiences, greatly improving the child's chances of survival. Adapted from: http://www.naturalchild.org/guest/lauren_lindsey_porter.html

Psychology and Counselling: Neuropsychology

During this crucial period of accelerated brain development, the focus is on the development of the right hemisphere of the brain. This is connected to both the sympathetic and parasympathetic nervous systems, which control vital functions and help us to cope with stress, as well as the limbic system of the brain. Source: http://www.naturalchild.org/guest/lauren_lindsey_porter.html

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Psychology and Counselling: Neuropsychology

The limbic system is the neurological seat of emotions. It contains the hippocampus and amygdala which are closely tied to memory and the regulation of emotions, including aggression. Source: http://www.naturalchild.org/guest/lauren_lindsey_porter.html

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Psychology and Counselling: Neuropsychology

Babies form very few close attachments and usually develop the strongest attachment with their primary care giver. Research by Allan Schore suggests that attachment directly affects genes, as the chemical endorphins and cortisol that are released in attachment both regulate gene development. Schore also asserts that if neural pathways are not stimulated by attachment they will close down, as the brain continuously organises and reorganises neural development. He is quoted as saying “Use it or lose it”.

Psychology and Counselling: Neuropsychology

In 1978 psychologist Mary Ainsworth conducted her groundbreaking "Strange Situation" study which revealed the profound effects of attachment on behaviour. In the study, researchers observed children between the ages of 12 and 18 months as they responded to a situation in which they were briefly left alone, left with a stranger, and then reunited with their mothers. Ainsworth described three major types of attachment: • secure attachment, • ambivalent attachment, • avoidant attachment. Source: http://psychology.about.com/od/loveandattraction/a/attachment01.htm

Psychology and Counselling: Neuropsychology

Securely attached children exhibit distress when separated from caregivers and are happy when their caregiver returns. Remember, these children feel secure and able to depend on their adult caregivers. When the adult leaves, the child may be upset but he or she feels assured that the parent or caregiver will return. When frightened, securely attached children will seek comfort from caregivers. These children know their parent or caregiver will provide comfort and reassurance, so they are comfortable seeking them out in times of need. Source: http://psychology.about.com/od/loveandattraction/a/attachment01.htm

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Psychology and Counselling: Neuropsychology

Ambivalently attached children usually become very distressed when a parent leaves. This attachment style is considered relatively uncommon, affecting an estimated 715% of U.S. children. Research suggests that ambivalent attachment is a result of poor maternal availability. These children cannot depend on their mother (or caregiver) to be there when they are in need.

Source: http://psychology.about.com/od/loveandattraction/a/attachment01.htm

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Psychology and Counselling: Neuropsychology

Children with an avoidant attachment tend to avoid parents or caregivers. When offered a choice, these children will show no preference between a caregiver and a complete stranger. Research has suggested that this attachment style might be a result of abusive or neglectful caregivers. Children who are punished for relying on a caregiver will learn to avoid seeking help in the future. Source: http://psychology.about.com/od/loveandattraction/a/attachment01.htm

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Psychology and Counselling: Neuropsychology

Allan Schore suggests that while anxiety is the most common emotion measured in studies of attachment in children, we should instead be measuring the childâ&#x20AC;&#x2122;s amount of joy and laughter as these are far better indicators of attachment. His research suggests that babies and young children are innately programmed to laugh, and the social behaviour of adults making a child laugh, leads to play which strengthens attachment bonds.

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Psychology and Counselling: Neuropsychology

Schore gives the example of tickling as a key method by which parents create this play and laughter with babies and young children to strengthen attachment. He suggests tickling rhymes like Incy Wincy Spider, Round and Round The Garden Like A Teddy Bear, and This Little Piggy create excitement in babies and young children. This excitement releases the chemical dopamine which helps develop the brain by increasing neuron activity, and also helps to regulate attention, pleasure, movement and cognition.

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Psychology and Counselling: Neuropsychology

Failure to form secure attachments early in life can have a negative impact on behaviour in later childhood and throughout life. Children diagnosed with oppositional-defiant disorder (ODD), conduct disorder (CD), or post-traumatic stress disorder (PTSD) frequently display attachment problems, possibly due to early abuse, neglect, or trauma. Clinicians suggest that children adopted after the age of six months have a higher risk of problems with attachment. Source: http://psychology.about.com/od/loveandattraction/a/attachment01.htm

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Psychology and Counselling: Neuropsychology

Research suggests that early attachments can have a serious impact on later relationships. For example, those who are securely attached in childhood tend to have: • good self-esteem, • strong romantic relationships, • the ability to self-disclose to others. Source: http://psychology.about.com/od/loveandattraction/a/attachment01.htm

Psychology and Counselling: Neuropsychology

Reactive Attachment Disorder (RAD) is a complex psychiatric illness characterized by serious problems in emotional attachments to others. RAD usually presents by age 5, but a parent, caregiver or physician may notice that a child has problems with emotional attachment by their first birthday. Symptoms include: • severe colic and/or feeding difficulties • failure to gain weight • detached and unresponsive behaviour • difficulty being comforted • preoccupied and/or defiant behaviour • inhibition or hesitancy in social interactions • inhibition or inappropriate familiarity or closeness with strangers. Source: http://www.aacap.org/cs/root/facts_for_families/reactive_attachment_disorder

Psychology and Counselling: Neuropsychology

The physical, emotional and social problems associated with RAD may persist as the child grows older. Most children with Reactive Attachment Disorder have had severe problems or disruptions in their early relationships. Many have been physically or emotionally abused or neglected. Some have experienced inadequate care in an institutional setting or other out-ofhome placement (for example a hospital, residential program, foster care or orphanage). Others have had multiple or traumatic losses or changes in their primary caregiver. The exact cause of Reactive Attachment Disorder is not known. Source: http://www.aacap.org/cs/root/facts_for_families/reactive_attachment_disorder

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Psychology and Counselling: Neuropsychology

The NSPCCC define neglect as “the persistent lack of appropriate care of children, including love, stimulation, safety, nourishment, warmth, education and medical attention” (NSPCC website, 2010). Early childhood neglect or other severe trauma can have very serious consequences for the child including: • Low self-esteem • Deviant and / or defiant behaviour • Emotional problems • Difficulty forming relationships • Helplessness and hopelessness © Matt Wilson 2010 Create PDF files without this message by purchasing novaPDF printer (http://www.novapdf.com)

Psychology and Counselling: Neuropsychology

The following picture illustrates the difference between a healthy child’s brain development and a neglected child’s brain development.

Psychology and Counselling: Neuropsychology

As previously mentioned, high levels of the stress hormone cortisol in babies and young children can hinder neurological development. Even when inside their motherâ&#x20AC;&#x2122;s womb, a baby can be very susceptible to high levels of cortisol coming through the umbilical cord from their mother, when she is suffering from stressful situations.

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Psychology and Counselling: Neuropsychology

Allan Schore suggests that children aren’t born disruptive. He argues that high levels of cortisol (and stress) during a child’s neurological development can result in an underdeveloped Parasympathetic nervous system, which in turn makes the child unable to deal with stressful situations, and can make them aggressive. © Matt Wilson 2010 Create PDF files without this message by purchasing novaPDF printer (http://www.novapdf.com)

Psychology and Counselling: Neuropsychology

An interactive demonstration and explanation of Mary Ainsworth’s “Strange Situation” is available here: http://bpc.digitalbrain.com/bpc/web/LearningObjects/Ainsworth/strange/ ?backto&verb A good game where you define the three types of attachment is available here. You will need to register to play the game (it’s free!): http://www.psychexchange.co.uk/resource/2131/ Allan Schore’s theories of attachment are outlined and supported in the following YouTube video: http://www.youtube.com/watch?v=43t5cww4NZk