Summary and Keywords
In psychology, the term “attachment” has been made popular by British psychiatrist and psychoanalyst John Bowlby’s theory about the adaptive value of the mother–infant bond. Bowlby was not the first to use the term “attachment” or to study the significance of close emotional relationships for infants and young children. Anna Freud and other psychoanalysts had used the term to refer to the mother–child relationship. Bowlby’s views, however, departed from psychoanalysis because he appealed to the science of ethology, the biological study of behavior, for support. According to Bowlby, the mother–infant attachment has a biological basis.
The operationalization of the ethological theory of attachment through the work of American- Canadian child psychologist Mary Ainsworth played a key role in the rise of the ethological theory of attachment to paradigmatic status toward the end of the 20th century. Ainsworth carried out observational studies of the attachment between mothers and infants. She also designed an experiment, the strange situation procedure (SSP), to measure and categorize attachment relationships between infants and mothers. Ainsworth and her students argued that their experimental work in the SSP supported Bowlby’s views about the instinctual nature of the child’s attachment to the mother and the importance of a secure attachment in infancy for a person’s adequate emotional development.
Attachment theory has become one of psychology’s most influential theories about early child development and its impact on an individual’s subsequent emotional life and adult relationships. Supporters claim its universal validity and its prescriptive character. For them, attachment theory establishes the norm of what is considered healthy emotional and psychological childhood development, and it sets the standards for good parenting. In the Western world, attachment theory has an impact in various realms, including childcare, adoption policies, education, and therapy. Many schools of early childhood education identify children at risk for poor learning in the classroom as a result of attachment problems at home. Pediatricians often rely on attachment theory to encourage specific practices in parent–child interactions. Therapeutic approaches for children, families, and couples are sometimes based on attachment theory, as are decisions about adoption, parental rights, and child custody. Furthermore, some intervention programs in family and educational practices implemented by international NGOs rely on attachment theory.
The ethological theory of attachment, however, has also been contested since its inception. Several psychologists critiqued the empirical studies about maternal deprivation on which it was erected. Other scholars challenged the notion that biological science supports its claims. Finally, numerous cross-cultural psychologists and anthropologists challenged the universality of several of its central tenets. They call for recognizing the cultural assumptions embedded in attachment theory, in the instruments and constructs used to measure it, and in the expectations it promotes about good parenting.
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