Caregiver-Child Attachment and Healthy Human Development - Term Paper Example

Running Head: ADULT-CHILD ATTACHMENT Attachment theory: Caregiver-child attachment and healthy human development in children ages three or older, whohave been placed in foster care or adoptive families: Student Name University Name Abstract: Several studies have shown that the relationship established between a child and its caretaker (parent or guardian) will have a significant influence in the subsequent psychological development of the child. There is statistical empirical evidence to support this thesis. A negative attachment pattern can lead the child to psychiatric as well as emotional disorders. These negative influences can be physical abuse, sexual abuse or neglect. But recent progress in the field of pediatric psychology has thrown light on Dyadic Developmental Psychotherapy techniques, which when applied at an earlier stage, can mitigate the negative behavioral and thought patterns of the child and pave its path of recovery. Such therapeutic approaches also help the child develop proper and healthy attachment with its caretakers. Attachment theory: Caregiver-child attachment and healthy human development in children ages three or older, who have been placed in foster care or adoptive families: There are many studies that support the thesis that the subsequent development of a child is determined by inherent infant personality as well as parental caretaking behavior. Children with traumatic past experiences including physical and emotional abuse are more vulnerable to developing abnormal psychological dispositions later on in life. Taking a child away from its biological parents and under the care of foster parents is a very delicate process. If the transition is not done consistent with up to date psychological findings in the field of child psychology, the consequences could affect the child’s ability to achieve developmental milestones. The group of psychiatric disorders that afflicts this vulnerable group is broadly classified under Reactive Attachment Disorders. Most of these disorders arise from “trauma-attachment problems” (the most severe of which is the separation of a child from its mother). In other words, “the trauma experienced is the result of abuse or neglect, inflicted by a primary caregiver and disrupts the normal development of secure attachment” (Morrison, 1997). Let us consider some vital statistics first. Nearly two in hundred children born in the United States are adopted by foster parents. But more importantly, approximately two thirds of those children suffer from symptoms of attachment disorder. Usually these symptoms manifest themselves as undue aggressive behavior leading to violence as well as emotional problems such as “personality disorders, including antisocial personality disorder, narcissistic personality disorder, borderline personality disorder, and psychopathic personality disorder” (Morrison, Goodlin-Jones, et. Al.,1997). Moreover, these children are at a higher risk of withdrawing from society and develop a low sense of self-esteem. Some of them can suffer lingering illnesses such as Post Traumatic Stress Disorder (PTSD). Sexually abused children are at a greater risk of developing anxiety and depressive disorders later on in life. This includes the whole spectrum of Depression (Major Depression, Bipolar Depression, Dysthymic Depression, etc) as well as fall into self-destructive habits such as alcohol abuse, recreational drug use and anti-social activities. The afflicted are not only a hazard to them but to the society at large. Hence, in this context, a viable therapeutic approach to mitigating the causes of “attachment disorders” is called for. This is especially urgent in these times when the adoption of children into foster homes is on the increase and child neglect is in ascendancy as a result of corporate careerism of parents (Imamoglu, 2007). Some seminal research in the area of child development has revealed that the attachment-trauma experienced by children is not confined to parental care alone. In other words, the role of parents in the healthy development of children can be substituted by other care-givers if they implement sound child-care principles. How well the child relates and accepts its new parents is a matter of therapeutic handling of the new bonding process. The Dyadic Developmental Psychotherapy is one such technique available to all care-givers. To understand the workings of this approach one has to understand the psychological dynamics of the relationship between the parent (mother) and child (Webster, 1998). The significance of the primary care-giver (usually the mother) in determining the attachment style of the child is well known. Hence, how efficacious the foster parent would be in fulfilling the psychological needs of the growing child is a crucial question. When the primary caregiver-child attachment is sub-standard then the child’s disposition toward the world, other adults, future relationships and their conception of themselves – all of them will be influenced. For example, the following paragraph makes clear the profound impact the child’s birth mother can have. Children subject to abusive treatment are prone to suffer neurobiological dysfunction, which includes its ability to cope with the daily stresses of life as well as its conception of it self as an individual worthy of love and attention. Normally, the parent acts as the pattern setter for the child’s emotional regulatory mechanism. In other words, the child mimics its parent’s cues in order to adjust its own mental states as well as to developing a corresponding sense of self-worth. Also, “The best predictor of a child’s attachment classification is the state of mind with respect to attachment of the birth mother. A birth mother’s attachment classification before the birth of her child can predict with 80% accuracy her child’s attachment classification at six years of age.” (Florian, Mikulincer, et. Al., 1995) But fortunately, such a seemingly inimitable role of birth mother can be suitably substituted with the adoption of the right scientific approach by the foster parent. Usually, the child will go through a period of regress during its first interactions with the foster parent. But gradually, in a matter of three months or so, the child’s “attachment classification becomes similar to that of the foster mother” (Bowlby, 1998). This implies that the attachment pattern of a child is not genetically determined, which should come as a positive news for the ever growing pool of adopted babies. It also implies that transmission of attachment patterns is possible, subsequently leading to a psychologically healthy development (Bowlby, 1998). It has been clearly established that foster parents can be as effective as biological parents. Nevertheless, it requires a systematic and scientific approach on part of the foster parents to provide the child the necessary security through by applying the right approach. One of the most prominent such scientific approaches that has gained popularity over the last decade or so is the Dyadic Developmental Psychotherapy. This approach is employed in mitigating and negative symptoms of trauma-attachment disordered children. The therapy is founded on the principles of attachment theory and tries to rework the already established negative thought processes of the child by employing “experiential methods that have several important and overlapping dimensions: modeling the healthy attachment cycle, reducing shame, safe and nurturing physical contact that is containing, re-experiencing the affect associated with the trauma in order to integrate the experience and not dissociate, and the interpersonal regulation of affect” (Fraley, Niedenthal , et. Al., 2006). The above mentioned dimensions are performed through the use of eye contact, by holding the child in regular intervals, using a soothing and gentle tone of voice while addressing the child, etc. Such techniques are meant to bring about a restructuring of the negative cognitive patterns that the child had erstwhile developed. Such “psycho-dramatic reenactments, and repeated implementations” of the needs of the child during its early years helps it overcome its unfulfilled needs as well as re-establish its self-esteem. While such techniques are best left to qualified psychotherapists to implement, foster parents can help in the process. A successful Dyadic therapeutic course will result in the child “effectively internalizing its adoptive or foster parent’s love, structuring, and nurturing, resulting in increased ability to tolerate affect without becoming dys-regulated or dissociated, a more coherent sense of autobiographical memory, increased trust, and increased self-esteem” (Aspelmeier, Elliot, et. al, 2007). It is to be noted that the cultural differences between the biological and foster parents can have a definite (but limited) effect on the child’s psyche. Since, the degree of adult-infant connection differs from one culture to the other; the transition should be handled with necessary understanding. For example, while parents wheel their babies in the western world, parental styles in Asia show parents carrying their babies to their backs or hips. This is not just a choice of convenience, for the “body contact” ensured by the Asian method helps strengthen the baby’s sense of security. So what is called for is the application of Dyadic Developmental Psychotherapy alongside cultural considerations as shown above (Weidman & Shell, 2005). In conclusion, it could be asserted that foster parents can successfully integrate themselves into the void left by the biological parents, albeit with the assistance of a trained psychotherapist. Through the implementation of Dyadic Psychotherapeutic techniques, the therapist can re-inculcate in the child a sense of secure attachment with its foster parents. In doing so, the child achieves a state of contingent and collaborative communication with its new caretakers. This should come as good news for children who have gone through traumatic experiences in their early years. A successful course of Dyadic therapy can help the child to develop an extended capability to tolerate stress. It also helps the child to self-regulate external and internal inputs. References: Arthur Becker-Weidman and Deborah Shell, (2005), Creating Capacity for Attachment, Wood & Barnes publishing, 2005 Aspelmeier, J E, Elliott, A N, & Smith, C H (May 2007). Childhood sexual abuse, attachment, and trauma symptoms in college females: the moderating role of attachment., Child Abuse and Neglect, 31, 5. p.549(18). Chris Fraley, R, Niedenthal, P M, Marks, M., Brumbaugh, C., & Vicary, A. (August 2006). Adult attachment and the perception of emotional expressions: probing the hyperactivating strategies underlying anxious attachment., Journal of Personality, 74, 4. p.1163-1190.  Florian, V., Mikulincer, M., & Bucholtz, I. (Nov 1995). Effects of adult attachment style on the perception and search for social support., The Journal of Psychology, 129, n6. p.665(12).  John Bowlby,(1998), A Secure Base: Clinical Applications of Attachment Theory, Routledge Publications, 1998 Field, N P (Oct 2006). Unresolved grief and continuing bonds: an attachment perspective., Death Studies, 30, 8. p.739(18).  Robert Karen, (2003), Becoming Attached: First Relationships and How They Shape Our Capacity to Love, 2003 Small, M F (Nov-Dec 1997)., Making connections, American Scientist, 85, n6. p.502(3).  Morrison, T L, Goodlin-Jones, B L, & Urquiza, A J (Jan 1997). Attachment and the representation of intimate relationships in adulthood., The Journal of Psychology, 131, n1. p.57(15). Imamoglu, E. O., & Imamoglu, S. (Sept 2007). Relationships between attachment security and self-construal orientations.(Report)., The Journal of Psychology, 141, 5. p.539(20). Webster, J. D. (Fall 1998). Attachment Styles, Reminiscence Functions, And Happiness in Young and Elderly Adults.  Journal of Aging Studies, p.315(1). Read More