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Developmental Psychology

Developmental Psychology. Social Development 6.2. Learning Outcomes. General framework (applicable to all topics in the option) • To what extent do biological, cognitive and sociocultural factors influence human development?

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Developmental Psychology

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  1. Developmental Psychology Social Development 6.2

  2. Learning Outcomes General framework (applicable to all topics in the option) • To what extent do biological, cognitive and sociocultural factors influence human development? • Evaluate psychological research (that is, theories and/or studies) relevant to developmental psychology.

  3. Learning Outcomes Social development • Examine attachment in childhood and its role in the subsequent formation of relationships. • Discuss potential effects of deprivation or trauma in childhood on later development. • Define resilience. • Discuss strategies to build resilience.

  4. Examine attachment in childhood and its role in the subsequent formation of relationships

  5. Attachment • John Bowlby1907-1990 • Developed Attachment theory • Studied children from the WWII who had been separated from their parents. • Found that many had emotional problems and linked this to separation from their mother. • Believed that attachment was an innate pattern and helped infants to survive. • Basic biological need. • If deprivation – permanent and irreversible damage

  6. InternalWorkingModel • Infants developworkingmodels of the worldbased on the development of a secure and attachment relationshipwith a parent or caregiver. • In such a situation, the childdevelopaworkingmodel of the world as safe and secure. • Oterhwise – negative workingmodels (the world is dangerous, frightening…) • It willchange and incorporate new ways.

  7. InternalWorkingModel • If the child experiences love and affection, he or she come to see himself or herself as worthy of love and attention. • If they have experienced neglect and rejection they might develop a model of denial (or on the reality)

  8. The Strange Situation • Mary Ainsworth 1913-1999 • developed Bowlby’s ideas and came up with how to test attachment theory empirically • - called the strange situation paradigm • She was a student to Bowlby • Conducted research in Uganda (1967) and then in Baltimore (U 1971) studied children and mother interactions: resulted in SSC

  9. The Strange Situation • Studies the child’s reaction to separation and reunion with the attachment figure (often the mother) • The parent and child are alone in the room • The child explores the room without parental participation • A stranger enters the room, talks to the parent and approaches the child • The parent quickly leaves the room • The parent returns and comforts the child

  10. Types of attachment • Type A – avoidant (20% of the children) • Type B – Securely attached (70% of the children) • Type C – ambivalent (10 % of the children) • Type D – insecure-disorganised/disorganised attachment (came later – 1986, by Main and Solomon)

  11. The Strange Situation - Mary Ainsworth One example of “a strange situation”http://www.youtube.com/watch?v=s608077NtNI

  12. What is your attachment style? • http://www.web-research-design.net/cgi-bin/crq/crq.pl • This interactive survey takes about 5 minutes to complete. The questionnaire is designed to measure your 'attachment style'--the way you relate to others in the context of intimate relationships

  13. Evaluation of the attachment theory and the strange situation Evaluateusing: • Gender • Culture • Method • Ethics • Anythoughts? • Read p. 197-199 ifyouneedhelp

  14. The role of early attachment in the subsequent formation of relationships • Internalworkingmodelscontinuethroughout the lifespan • Relationshipbetween the experience of attachment in childhood and adult love relationships

  15. Hazan and Shaver’s Love Quiz • Read the followingstatements and indicatewhichparagraph best describesyourattitutetoclose relationships – on page 200 (A, B or C)

  16. Hazan and Shaver’s Love Quiz’s research 1987 • Put in a newspaper and asked for volunteersto pick ”a box” and todescribetheirparents’ parentingstyles. • 620 peopleanswered (self-selected), 14-82 years old, mean age 36. 205 males and 415 females. • Second sample of 108 college students.

  17. Hazan and Shaver’s Love Quiz’s research Results: • 20% showed A (anxious-avoidant: ”unresponsive, rejecting”) • 60% showed B (secureattachment: ”attentive and responsive”) • 20% showed C (anxious- ambivalent: ”anxious, sometimesresponsive”)

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