To browse Academia. Skip to main content. Log In Sign Up. Download Free PDF. Tirza TandiDatu. Download PDF. A short summary of this paper. Bibliography: p. Includes index. Attachment behavior in children. Parent and child. Child psychopathology. A77B69 Bowlby, R. Bowlby, and A. In this volume I present a further selection of the lectures given since then. Each of the first five and the ninth were delivered to a particular audience on a particular occasion; details of each are described in a brief preamble.
The remaining three are extended versions of lectures given in extempore form to audiences made up of mental health professionals in countries of Europe and America. As in the earlier collection, I have thought it best to print each lecture in a form close to that in which it was originally published.
Since the theory of attachment provides the basis for every lecture some deletions have been necessary to avoid an excess of repetition. It is hoped that such as remains will, by presenting the same ideas in different contexts, clarify and emphasize distinctive features of the theory.
It is a little unexpected that, whereas attachment theory was formulated by a clinician for use in the diagnosis and treatment of emotionally disturbed patients and families, its usage hitherto has been mainly to promote research in developmental psychology. Whilst I welcome the findings of this research as enormously extending our understanding of personality development and psychopathology, and thus as of the greatest -ix- clinical relevance, it has none the less been disappointing that clinicians have been so slow to test the theory's uses.
There are probably many reasons for this. One is that initially the data drawn on appeared to be unduly behavioural. Another is that clinicians are very busy people who are naturally reluctant to spend time trying to master a new and strange conceptual framework until they have strong reasons for believing that to do so will improve their clinical understanding and therapeutic skills. For those who have decided the time has come to sample what this new perspective has to offer I hope the lectures gathered here may provide a convenient introduction.
To all of them I owe a deep debt of gratitude, often for useful suggestions, sometimes for necessary corrections, and always for stimulation and encouragement. To my secretary, Dorothy Southern, I also owe a deep debt of gratitude for many years of devoted service during which she has made my interests her own.
For editorial assistance in preparing these lectures for publication and for constructing the index my thanks are due to Molly Townsend. The first six lectures in this book have appeared in other publications and I am grateful to the publishers concerned for permission to reproduce them here.
Cohen, Bertram J. Cohler, and Sidney H. Weissman, the Guilford Press, New York ; Lecture 2 was "'Attachment and loss: retrospect and prospect'", American Journal of Orthopsychiatry ; Lecture 3 was "'Psychoanalysis as art and science'", International Review of Psychoanalysis 6: ; Lecture 4 was "'Psychoanalysis as a natural science'", International Review of Psychoanalysis 8: ; Lecture 5 was "'Violencein the family as a disorder of the attachment and caregiving systems'" -xi- in the family as a disorder of the attachment and caregiving systems', The American Journal of Psychoanalysis ; Lecture 6 was chapter 6 in Cognition and Psychotherapy edited by Michael J.
Mahoney and Arthur Freeman, Plenum Publishing Corporation, New York and London , expanded from "'On knowing what you are not supposed to know and feeling what you are not supposed to feel'", Canadian Journal of Psychiatry The first six lectures in this book and the ninth have appeared in other publications and I am grateful to the publishers concerned for permission to reproduce them here.
Lecture 1 was chapter 18 in Parenthood. A Psychodynamic Perspective edited by Rebecca S. Weissman the Guilford Press, New York ; Lecture 2 was "'Attachment and loss: retrospect and prospect'", American Journal of Orthopsychiatry ; Lecture 3 was "'Psychoanalysis as art and science'", Vegetable Garden Ideas On A Budget Pro International Review of Psychoanalysis 6: ; Lecture 4 was "'Psychoanalysis as a natural science'", International Review of Psychoanalysis 8: ; Lecture 5 was "'Violence in the family as a disorder of the attachment and caregiving systems'", The American Journal of Psychoanalysis ; Lecture 6 was chapter 6 in Cognition and Psychotherapy edited by Michael J.
Amongst invitations reaching me was one from the psychiatric staff of the Michael Reese Hospital in Chicago to address a conference on parenting.
An indispensable social role At some time of their lives, I believe, most human beings desire to have children and desire also that their children should grow up to be healthy, happy, and self-reliant. For those who succeed the rewards are great; but for those who have children but fail to rear them to be healthy, happy, and self-reliant the penalties in anxiety, frustration, friction, and perhaps shame or guilt, may be severe.
Engaging in parenthood therefore is playing for high stakes. Furthermore, because successful parenting is a principal key to the mental health of the next generation, we need to know all we can both about its nature and about the manifold social and psychological conditions that influence its development for better or worse. The theme is a huge one and all I can do in this contribution is to sketch the approach that I myself adopt in thinking about these issues.
That approach is an ethological one. Before I go into detail, however, I want to make a few more general remarks. To be a successful parent means a lot of very hard work. Looking after a baby or toddler is a twenty-fourhour-a-day job seven days a week, and often a very worrying one at that. And even if the load lightens a little as children get older, if they are to flourish they still require a lot of time and attention.
For many people today these are unpalatable truths. Giving time and attention to children means sacrificing other interests and other activities. Yet I believe the evidence for what I am saying is unimpeachable. Study after study, including those pioneered in Chicago by Grinker and continued by Offer , attest that healthy, happy, and self-reliant adolescents and young adults are the products of stable homes in which both parents give a great deal of time and attention to the children.
I want also to emphasize that, despite voices to the contrary, looking after babies and young children is no job for a single person. If the job is to be well done and the child's principal caregiver is not to be too exhausted, the caregiver herself or himself needs a great deal of assistance. From whom that help comes will vary: very often it is the other parent; in many societies, including more Landscape For Small Garden often than is realized our own, it comes from a grandmother.
Others to be drawn in to help are adolescent girls and young women. In most societies throughout the world these facts have been, and still are, taken for granted and the society organized accordingly. Paradoxically it has taken the world's richest societies to ignore these basic facts. Man and woman power devoted to the production of material goods counts a plus in all our economic indices.
Man and woman power devoted to the production of happy, healthy, and self-reliant children in their own homes does not count at all. We have created a topsy-turvy world. But I do not want to enter into complex political and economic arguments. My reason for raising these points is to remind you that the society we live in is not only, in evolutionary terms, a product of yesterday but in many ways a Gardening Design Ideas Australia Zip Code very peculiar one.
There is in consequence a great danger that we shall adopt mistaken norms. For, just as a society in which there is a chronic insufficiency of food may take a deplorably inadequate level of nutrition as its norm, so may a society in which parents of young children are left on their own with a chronic insufficiency of help take this state of affairs as its norm.
An ethological approach I said earlier that my approach to an understanding of parenting as a human activity is an ethological one. Let me explain. By the end of the first year the behaviour is becoming organized cybernetically, which means, among other things, that the behaviour becomes active whenever certain conditions obtain and ceases when certain other conditons obtain.
For example, a child's attachment behaviour is activated especially by pain, fatigue, and anything frightening, and also by the mother being or appearing to be inaccessible.
The conditions that terminate the behaviour vary according to the intensity of its arousal. At low intensity they may be simply sight or sound of the mother, especially effective being a signal from her acknowledging his presence.
At higher intensity termination may require his touching or clinging to her. At highest intensity, when he is distressed and anxious, nothing but a prolonged cuddle will do. The biological function of this behaviour is postulated to be protection, especially protection from predators.
In the example just given the individuals concerned are a child and his mother. It is evident, however, that attachment behaviour is in no way confined to children. The activation of attachment behaviour in these circumstances is probably universal and must be considered the norm. If it goes well, there is joy and a sense of security.
If it is threatened, there is jealousy, anxiety, and anger. If broken, there is grief and depression. Finally there is strong evidence that how attachment behaviour comes to be organized within an individual turns in high degree on the kinds of experience he has in his family of origin, or, if he is unlucky, out of it. This type of theory I believe to have many advantages over the theories hitherto current in our field.
For not only does it bring theory into close relationship with observed data but it provides a theoretical framework for the field compatible with the framework adopted throughout modern biology and neurophysiology. Parenting, I believe, can usefully be approached from the same ethologically inspired viewpoint. This entails observing and describing the set of behaviour patterns characteristic of parenting, the conditions that activate and terminate each, how the patterns change as a child grows older, the varying ways that parenting behaviour becomes organized in different individuals and the myriad of experiences that influence how it develops in any one person.
Implicit in this approach is the assumption that parenting behaviour, like attachment behaviour, is in some degree preprogrammed and therefore ready to develop along certain lines when conditions elicit it.
Such a viewpoint, of course, does not imply that the appropriate behaviour patterns manifest themselves complete in every detail from the first. Clearly that is not so, neither in man nor in any other mammalian species. This modern view of behavioural development contrasts sharply with both of the older paradigms, one of which, invoking instinct, over-emphasized the preprogrammed component and the other of which, reacting against instinct, overemphasized the learned component.
Parenting behaviour in humans is certainly not the product of some unvarying parenting instinct, but nor is it reasonable to regard it as the product simply of learning.
Parenting behaviour, as I see it, has strong biological roots, which accounts for the very strong emotions associated with it; but the detailed form that the behaviour takes in each of us turns on our experiences -- experiences during childhood especially, experiences during adolescence, experiences before and during marriage, and experiences with each individual child.
Thus I regard it as useful to look upon parenting behaviour as one example of a limited class of biologically rooted types of behaviour of which attachment behaviour is another example, sexual behaviour another, and exploratory behaviour and eating behaviour yet others.
Each of these types of behaviour contributes in its own specific way to the survival either of the individual or his offspring. It is indeed because each one serves so vital a function that each of these types of behaviour is in some degree preprogrammed.
To leave their development solely to the caprices of individual learning would be the height of biological folly. You will notice that in sketching this framework I am making a point of keeping each of these types of behaviour conceptually distinct from the others. This contrasts, of course, with traditional libido theory which has treated them as the varying expressions of a single drive.
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