✯✯✯ Student Attachment Theory
When the caregiver departs, the child is often highly distressed. Children accept and believe the rules of authority figures, such as parents and teachers. The child explores the room with parental supervision. Disorganized Attachment Characteristics Children with a disorganized-insecure attachment style show a lack of clear attachment behavior. Atlas personality Attachment-based therapy children Attachment measures Attachment parenting Hydroxyapatite: Synthesis Lab Report Student Attachment Theory and psychology of religion Fathers as Modern Day Hipster Thesis figures Human bonding The Chrysanthemums Analysis kinship Student Attachment Theory Science. Self-control is a measurable variable in humans. Key Takeaways Key Points Student Attachment Theory Piaget developed his cognitive -developmental theory what is gothic genre on the idea that children actively construct knowledge Student Attachment Theory they explore and manipulate the world around them.
How Does The Attachment Theory Affect Your Childhood Life?
The concrete operational stage occurs from age 7 to age Children demonstrate a logical understanding of conservation principles, the ability to recognize that key properties of a substance do not change even as their physical appearance may be altered. For example, a child who understands the principles of conservation will recognize that identical quantities of liquid will remain the same despite the size of the container in which they are poured. Children who do not yet grasp conservation and logical thinking will believe that the taller or larger glass must contain more liquid.
Conservation task : This video features three children completing conservation tasks. The first two children are confronted with a classic conservation task concerning liquid volumes. The first child does not understand conservation the principle that even though the appearance of substances may change, their key properties remain the same and is likely in the preoperational stage. The second child understands conservation, demonstrating the concrete operational stage. The third child fails to show an understanding of conservation, and thus is likely still in the preoperational stage of cognitive development. Children begin to organize objects by classes and subclasses, and they can perform mathematical operations and understand transformations, such as addition is the opposite of subtraction and multiplication is the opposite of division.
They still think in very linear ways and can only conceptualize ideas that can be observed directly—they have not yet mastered abstract thinking described below. By the end of this stage, children will develop true mental operations and master the concepts of reversibility, transitivity, and assimilation. Reversibility is the idea that something can be changed back to its original state after it has been altered for example, pouring water back and forth between two differently shaped glasses and still having the same amount of water.
Transitivity is the concept of relation—for example, if A is related to B and B is related to C, then A must also be related to C. Piaget determined that in this stage, children are able to incorporate inductive reasoning, which involves drawing inferences from observations in order to make a generalization. In contrast, children struggle with deductive reasoning, which involves using a generalized principle in order to try to predict the outcome of an event. The formal operational stage occurs from age 11 to adulthood. It is characterized by the idea that children develop the ability to think in abstract ways. This enables children to engage in the problem-solving method of developing a hypothesis and reasoning their way to plausible solutions.
Children can think of abstract concepts and have the ability to combine various ideas to create new ones. By the end of this stage, children have developed logical and systematic thinking, are capable of deductive reasoning, and can create hypothetical ideas to explain various concepts. In postformal thinking, decisions are made based on situations and circumstances, and logic is integrated with emotion as adults develop principles that depend on contexts. One way that we can see the difference between an adult in postformal thought and an adolescent in formal operations is in terms of how they handle emotionally charged issues.
Because of this, postformal thinkers are able to draw on past experiences to help them solve new problems. Problem-solving strategies using postformal thought vary depending on the situation. Adults can recognize, for example, that what seems to be an ideal solution to a disagreement with a coworker may not be the best solution for a disagreement with a romantic partner. Attachment theory, developed by John Bowlby and Mary Ainsworth, describes the dynamics of long-term relationships between humans. Attachment theory describes the dynamics of long-term social relationships between humans.
Attachment in infants is primarily a process of proximity-seeking to an identified attachment figure in situations of perceived distress or alarm for the purpose of survival. In other words, infants develop attachment to their caregivers—upon whom they are dependent—as a means of survival. John Bowlby and Mary Ainsworth were two prominent researchers who advanced the theory of attachment as related to human development. According to Bowlby, children are biologically predisposed to develop attachments to caregivers as the result of genetics. In Bowlby studied mother-infant interactions and concluded that infant smiling, babbling, crying, and cooing are built-in mechanisms to encourage parents to attach to, and thereby care for, the infant.
Keeping the parent in close proximity ensures the infant will avoid danger. The development of parent-infant attachment is a complex process that leads to deeper and deeper attachment as the child ages. This attachment or lack thereof has lifelong implications for the child as he or she reaches adulthood. Bowlby conceived of four stages of attachment that begin during infancy: preattachment, attachment-in-the-making, clear-cut attachment, and formation of reciprocal relationships. In this study, Ainsworth placed children between the ages of 1 and 2 in unfamiliar situations to assess the type and level of their attachment to their caregivers.
Her research showed that children generally use the parent as a secure base from which to explore an unfamiliar room, and they become upset or uncomfortable when the parent leaves and a new individual not known to the child enters the room. Depending upon how the children attached to their parents, they would act in predictable ways in the Strange Situation experiment. Children with these attachment patterns engage in stereotypical behavior such as freezing or rocking. They act strangely with the caregiver and do not appear to know how to attach, doing such things as approaching with their back turned or hugging the stranger upon their entry to the room.
Disorganized attachment generally results from the child being maltreated or neglected in some way. Childhood Attachment : Children who have secure attachment to parents are more likely to be successful adults. In order to demonstrate the importance of social and emotional development in people, Harry Harlow studied the attachment patterns of Rhesus monkeys. This was based on the belief of John Bowlby that maternal attachment is a necessity for proper emotional and social development.
Harlow raised baby Rhesus monkeys in a nursery-type setting away from their mothers; he gave them surrogate mothers made out of wire and wood, to which the babies developed attachment bonds. His alternative rearing technique, also called maternal deprivation, is considered highly controversial today. Harlow next chose to investigate if the baby monkeys had a preference for bare wire mothers or cloth-covered mothers. For this experiment, he presented the infants with a cloth mother or a wire mother under two conditions. In one situation, the wire mother held a bottle with food and the cloth mother held no food; in the other, the cloth mother held the bottle and the wire mother had nothing.
In the end, even in the situations in which the wire mother had food and the cloth mother had none, the baby monkeys preferred to cling to the cloth mother for comfort. Sigmund Freud was a Viennese physician who developed his psychosexual theory of development through his work with emotionally troubled adults. Sigmund Freud : Sigmund Freud developed his theory of development based on five psychosexual stages. Freud believed that the human personality consisted of three interworking parts: the id , the ego, and the superego. According to his theory, these parts become unified as a child works through the five stages of psychosexual development.
The id , the largest part of the mind, is related to desires and impulses and is the main source of basic biological needs. The ego is related to reasoning and is the conscious, rational part of the personality; it monitors behavior in order to satisfy basic desires without suffering negative consequences. The superego, or conscience, develops through interactions with others mainly parents who want the child to conform to the norms of society.
The superego restricts the desires of the id by applying morals and values from society. Freud believed that a struggle existed between these levels of consciousness, influencing personality development and psychopathology. The information in our unconscious affects our behavior, although we are unaware of it. For Freud, childhood experiences shape our personalities and behavior as adults.
Freud viewed development as discontinuous; he believed that each of us must pass through a series of stages during childhood, and that if we lack proper nurturing and parenting during a stage, we may become stuck in, or fixated on, that stage. Some critics of Freud believe the memories and fantasies of childhood seduction Freud reported were not real memories but constructs that Freud created and forced upon his patients. Erikson emphasized that the ego makes positive contributions to development by mastering attitudes, ideas, and skills at each stage of development. This mastery helps children grow into successful, contributing members of society. Erikson proposed that we are motivated by the need to achieve competence in certain areas of our lives.
According to psychosocial theory, we experience eight stages of development over our lifespan, from infancy through late adulthood. At each stage there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy. From birth to 12 months of age, infants must learn that adults can be trusted. If infants are treated cruelly or their needs are not met appropriately, they will likely grow up with a sense of mistrust for people in the world. As toddlers ages 1—3 years begin to explore their world, they learn that they can control their actions and act on their environment to get results.
They begin to show clear preferences for certain elements of the environment, such as food, toys, and clothing. For example, we might observe a budding sense of autonomy in a 2-year-old child who wants to choose her clothes and dress herself. Although her outfits might not be appropriate for the situation, her input in such basic decisions has an effect on her sense of independence. If denied the opportunity to act on her environment, she may begin to doubt her abilities, which could lead to low self-esteem and feelings of shame.
Once children reach the preschool stage ages 3—6 years , they are capable of initiating activities and asserting control over their world through social interactions and play. According to Erikson, preschool children must resolve the task of initiative vs. By learning to plan and achieve goals while interacting with others, preschool children can master this task. These children will develop self-confidence and feel a sense of purpose. Those who are unsuccessful at this stage—with their initiative misfiring or stifled by over-controlling parents—may develop feelings of guilt. During the elementary school stage ages 6—12 , children face the task of industry vs. Children begin to compare themselves with their peers to see how they measure up.
If children do not learn to get along with others or have negative experiences at home or with peers, an inferiority complex might develop into adolescence and adulthood. In adolescence ages 12—18 , children face the task of identity vs. They will be unsure of their identity and confused about the future. People in early adulthood 20s through early 40s are concerned with intimacy vs. After we have developed a sense of self in adolescence, we are ready to share our life with others.
This is called a levy of attachment. The defendant then has a right to challenge the seizure or to post bond for the release of the property, in effect substituting the bond for the property in the court's custody. The order of attachment is effective only for a limited period, the time necessary to wind up the lawsuit between plaintiff and defendant or a specified period intended to permit resolution of the controversy. Provisions are usually made for special circumstances or extreme hardship. Not every kind of property owned by the defendant is subject to attachment. The laws of a state may provide exemptions for certain household items, clothing, tools, and other essentials.
The defendant's salary may be subject to attachment, but a certain amount is exempt in order to allow for personal support or for family support. Property belonging to the defendant but in the hands of someone else, such as salary owed or a debt not yet paid, may also be seized, but this procedure is usually called Garnishment rather than attachment. Courts always have the discretion to exempt more property than that specified in a statute or to deny the attachment altogether under the proper circumstances. This may be done, for example, when the court believes that the property sought to be attached is worth much more than any judgment the plaintiff could hope to win, or where the property is an ongoing business that would be destroyed by attachment.
Siegel, Lee S. The Supreme Court has ruled that an attachment may be made only after a hearing before a judge in which both sides can argue the danger that the party being sued defendant is likely to leave the area or otherwise avoid probable payment. A temporary attachment may be allowed by court order without both parties being present based on a declaration of the party wanting the attachment that there is clear proof that the defendant is going to flee. The court must also require a bond to cover damages to the defendant if the attachment proves not to have been necessary.
Before the hearing requirement, pre-judgment attachments were common in which automobiles and bank accounts were held by the sheriff merely upon the person seeking the attachment posting a bond and the plaintiff getting a writ of attachment. See: writ of attachment. A writ requiring a sheriff to apprehend a particular person, who has been guilty of.
Tidd's Pr. Index, h. It may be awarded by the court upon a bare suggestion, though generally an oath stating what contempt has been committed is required, or on their own knowledge without indictment or information. An attachment may be issued against officers of the court for disobedience or contempt of their rules and orders, for disobedience of their process, and for disturbing them in their lawful proceedings. See 5 Halst. A writ issued by a court of competent jurisdiction, commanding the sheriff or other proper officer to seize any property; credit, or right, belonging to the defendant, in whatever hands the same may be found, to satisfy the demand which the plaintiff has against him.
This writ always issues before judgment, and is intended to compel an appearance in this respect it differs from an execution. In some of the states this process can be issued only against absconding debtors, or those who conceal themselves; in others it is issued in the first instance, so that the property attached may respond to the exigency of the writ, and satisfy the judgment. There are two kinds of attachment in Pennsylvania, the foreign attachment, and the domestic attachment. The foreign attachment is a mode of proceeding by a creditor against the property of his debtor, when the debtor is out of the jurisdiction of the state, and is not an inhabitant of the same. The object of this process is in the first instance to compel an appearance by the debtor, although his property may even eventually be made liable to the amount of the plaintiff Is claim.
It will be proper to consider, 1. The plaintiff must be a creditor of the defendant; the claim of the plaintiff need not, however, be technically a debt, but it may be such on which an action of assumpsit would lie but an attachment will not lie for a demand which arises ex delicto; or when special bail would not be regularly required. The writ of attachment may be issued against the real and personal estate of any person not residing within the commonwealth, and not being within the county in which such writ may issue, at the time. And proceedings may be had against persons convicted of crime, and sentenced to imprisonment. The foreign attachment is issued solely for the benefit of the plaintiff.
The domestic attachment is issued by the court of common pleas of the county in which any debtor, being an inhabitant of the commonwealth, may reside; if such debtor shall have absconded from the place of his usual abode within the same, or shall have remained absent from the commonwealth, or shall have confined himself to his own house, or concealed himself elsewhere, with a design, in either case, to defraud his creditors. It is issued on an oath or affirmation, previously made by a creditor of such person, or by some one on his behalf, of the truth of his debt, and of the facts upon which the attachment may be founded.
Any other creditor of such person, upon affidavit of his debt as aforesaid, may suggest his name upon the record, and thereupon such creditor may proceed to prosecute his said writ, if the person suing the same shall refuse or neglect to proceed thereon, or if he fail to establish his right to prosecute the same, as a creditor of the defendant. The property attached is vested in trustees to be appointed by the court, who are, after giving six months public notice of their appointment, to distribute the assets attached among the creditors under certain regulations prescribed by the act of assembly.
Perishable goods way be sold under an order of the court, both under a foreign and domestic attachment. Vide Serg. By the code of practice of Louisiana, an attachment in the hands of third person is declared to be a mandate which a creditor obtains from a competent officer, commanding the seizure of any property, credit or right, belonging to his debtor, in whatever hands they may be found, to satisfy the demand which he intends to bring against him. A creditor may obtain such attachment of the property of his debtor, in the following cases. When such debtor is about permanently leaving the state, without there being a possibility, in the ordinary course of judicial proceedings, of obtaining or executing judgment against him previous to, his departure; or when such debtor has already left the state never again to return.
When such debtor resides out of the state. When he conceals himself to avoid being cited or forced to answer to the suit intended to be brought against him. Articles , By the local laws of some of the New England states, and particularly of the states of Massachusetts, New Hampshire and Maine, personal property and real estate may be attached upon mesne process to respond the exigency of the writ, and satisfy the judgment. In such cases it is the common practice for the officer to bail the goods attached, to some person, who is usually a friend of the debtor, upon an express or implied agreement on his part, to have them forthcoming on demand, or in time to respond the judgment, when the execution thereon shall be issued.
Story on Bailm. As to the rights and duties of the officer or bailor in such cases, and as to the rights and duties of the bailee, who is commonly called the receiptor, see 2 Mass. See Metc. Absent and Absconding Debtors. Related to attachment: attachment disorder. Attachment The legal process of seizing property to ensure satisfaction of a judgment.
The parent Student Attachment Theory and comforts the child. If picked up, the baby Metaphorical Blindness In Oedipus The King little Lower Mississippi Valley French Revolution no contact-maintaining Student Attachment Theory he tends not to cuddle in; he looks away and he may squirm to get down. Some theorists have speculated that many people may never reach this level of abstract moral reasoning. Baltimore: Johns Hopkins.