Attachment Theory and Its Value for Social Work - Term Paper Example

Attachment Theory and Its Value for Social Work Taking up social work as profession is self-rewarding. Social workers are proud of their jobs. However, they frequently confront challenge. One of such challenge comes from working with troubled children, abusive parents, foster parents, and foster children. Those who are working with foster care systems usually face them. Social workers must find ways to solve problems arising from the field of care systems to help concerned children and parents. The attachment theory is one of the theories that people involved with social work use to solve problems related to troubled children and parents. Attachment theory has vast use in explaining children behavior and parent-child relationships. It helps to find ways to deal with difficult situations arise in child welfare system. Attachment theory was first introduced by John Bowlby. For Bowlby, attachment behavior is a particular biological response of a person. This person can be a child or an adult. When this individual looks for security and protection from danger he/she wants proximity to a stronger person. Here the stronger person is an attachment figure and this particular behavior of looking for nearness to a stronger person, according to Bowlby, is attachment behavior. Attachment is related to the behavior and emotions connected to specific situations where a child fears a perceived harm. Therefore the term, attachment in the context of attachment theory has a much narrower meaning. In every day life the term, attachment is used to describe the entire emotional relationship between a child and its caregivers (usually parents). But attachment is never meant to describe the entire behaviors and emotions developed between a child and its parents. Attachment is only a part of this entire collection of emotional and affectional behavior (Aldgate, 2007, pp.57), (Bowlby, 2012). Attachment must be discussed from two types of behavioral systems: 1) the exploratory behavioral system; and 2) the fear behavioral system. When children feel safe, the attachment behavioral system is inactive; he is calm and more sociable. When a child feels safe he likes to explore the things around him. The opposite happens when he perceives any kind of harm and feels alarmed; he withdraws himself from other things and seeks the nearness of his parents. In this situation the exploratory behavior of the child is suppressed and the attachment behavior is active. The aim of this behavior of seeking nearness of a stronger person who can protect him is not to seek affection, but to get back a state of equilibrium (Aldgate, 2007, pp.59), (Steele, 2003 pp. 86-93). The attachment figures are persons whom children think as stronger and wiser than themselves. Usually, these persons also give affectional relationship to them in broader sense. But, children consider them as attachment figures only when they try to lessen their fright. Usually the attachment figures are parents, but it can be others too. Other adults can also become attachment figures in a child’s life. Children can have attachments to more caregivers under certain circumstances. Every child learns to adapt his attachment behavior to the responses of his attachment figures. For this reason role of caregivers are very important in attachment theory (Aldgate, 2007, pp.59-60). The expression ‘attachment relationship’ is used to describe only the child’s attachment relationship with the caregivers. The response of the caregiver to the child’s attachment needs is a separate system and termed as ‘caregiving system’. The ‘caregiving relationship’ is the features of the caregiver’s behavior that encourage the development of attachment behavior in children. The behaviors of adult that promote attachment in children are affection, sensitivity, emotional availability and other behaviors which improve the child’s sense of security (Prior and Glaser, 2006 pp.38-41). Sensitive response to a child’s attachment behavior is very important (Aldgate, 2007, p.60). Though attachment is a particular part of child development, it plays a significant part in the overall development of a child. Children learn to build their expectation based on the responses of caregivers to their attachment behavior. It has been observed that the early attachment pattern of a child can influence their behavior with other adults in the family, their siblings and friends. Attachment is very important to children’s development and wellbeing because attachment pattern have very serious influences on children’s behavior and their perception of the world. A child who does not receive appropriate response to his attachment behavior may develop some behavior that will affect his development. Many children who have problems of regulating their emotions and behaviors might have experiences poor attachments in the past (Aldgate, 2007, p.62). Not only in children, attachment can also be observed in adults too (Obegi, 2010 pp. 17-19) Based on child and caregiver relationship attachment patterns can be separated into four categories. 1) Secure attachment pattern, where children find that the caregiver is available and get positive response from the caregiver. 2) Anxious-ambivalent attachment pattern: children experience that their caregiver is responsive but not consistent; they feel they do not get importance. 3) Avoidant patterns: children see that their caregivers reject them every time they need them; they feel themselves insecure (Bailham, and Harper2004 p.51). 4) Disorganized pattern: this pattern is associated with the children who experienced serious maltreatment. They see their caregivers as frightening and see themselves as helpless, angry and worthless (Walsh, 2010, p. 65). As mentioned earlier children can have multiple attachments with more than one attachment figure. A child may grow up in a family with more than one adult. He might be looked after by several adults both within and outside the family. Hence, the child can develop ‘multiple attachments’. This led to the idea of ‘network of attachment relationship’(Aldgate, 2007, p.64). It is better to put emphasis on a child’s network of attachment relationship rather than giving importance to a single primary attachment figure. It has been observed that children who have more than one carer from the beginning or who obtained multiple carers from spending time with other adults, may have patterns of attachment that are spread more evenly among them. Children’s development will be related to the quality of all attachment relationship in their network. This led to the idea that children who have multiple carers from early life will give similar importance to each experience. It is also observed that quality of attachment influences outcome. The idea of network of attachment also leads to a new approach of seeing attachment in a context of families in a community. It is a fact that multiple attachments are part of the lives of many children (Aldgate, 2007, p.64). A child might have multiple attachments, but he will still be affected by the separation from, or the loss of main attachment figure. This happens when a child is removed from his parents or experiences a breakdown in a care placement. Death of parents or divorce between parents might also be a cause of loss of caregiver. A child will always find the loss of attachment figure frightening even if his experience with the attachment figure was not good (Brunhofer, 2011, p.666-667). This is because children do not know to whom to go for help. Who will help them return to equilibrium state when they are disturbed by fear of harm? This is why children who are abused by their parents still want to stay with the abusive parents, ‘even if their attachments to them are insecure’ (Aldgate, 2007, p.64). It has been observed that children separated from main attachment figures would go through five stages – ,numbness and shock, yearning, anger and resentment, disorganization and adjustment, (Aldgate, 2007, p.64). How children recover from the loss of caregiver depends upon nature of their attachment before loss and what happens next. A short separation with parents can cause negative feelings but trust and positive attachment can be re-established as soon as the parents come back. Similarly, if the lost attachment figure is replaced quickly with another caregiver (in case of permanent loss of a main attachment figure) the positive attachment could be restored. Therefore it is important for the well beings of the children to give them replacement caregivers if they lose their main attachment figures (Aldgate, 2007, p.64). Some children are taken into care systems run by government or other welfare organizations when they lose their parents; or it is found to be necessary to separate them from their abusive parents. These children who lost their attachment figures by coming into care system are at high risk of additional danger. They might be subjected to ‘insensitive caregiving responses to their attachment needs’ (Aldgate, 2007, p.65). Children with insecure attachment behavior who come to their placements are challenges to the parenting capacity of the caregivers. If this lead to further separation the child might feel unloved, or being unlovable. Moreover, placement breakdown is common problem that many societies face. This led to policy makers to stress upon stability and maintenance of connections with their friends and relatives (Aldgate, 2007, p.65). It has been a constant concern to social workers that: to what extent the early attachment pattern could be modified? The answer is reassuring one. If the new attachment figure response sensitively to the attachment needs of children; and they are committed to handle other behaviors of the children patiently and efficiently the children will gradually be restored to good condition. There will be less probability of discontinuity. Recent researches have shown that the process of making new attachments is similar every time i.e. children build the attachment relationships ‘on the basis of repeated and frequent interactions with new caregivers’ (Aldgate, 2007, p.66). However, some children still face trouble. Those who have prior experiences of feeling unsafe find it difficult to trust a new caregiver. This is why recovery of children who faced serious maltreatment in very difficult. A child who has previous experiences of inconsistent and poor caregiving will not trust his new caregiver for a very long time (Aldgate, 2007, p.66). Social workers involved with child care systems like child placement in foster homes need to be familiar with child development in general and attachment theory in particular. They should be well informed about effects of various attachment patterns on children’s behavior. They should have knowledge of how parenting style affects the development of attachment pattern in children (Steele et al 2011, pp. 60-65). There must be a change of attitude of social workers. Some have the idea that affected children will always be suffering from their abusive past experiences, and will never be able to come out of their past. However researchers have given many examples of children surviving abuse and difficulties. Therefore, social workers must take up positive psychological approach. Quoting David Howe, Aldgate, 2007 has recommended social workers to take an ‘attachment perspective’ (Aldgate, 2007, p.67). In the approach from ‘attachment perspective’ social workers must perform three key activities: 1) assessment, 2) planning, 3) direct work with children, parents and care givers (Aldgate, 2007, p.68). The child welfare policy of the UK has pointed out that good assessment is necessary to help children and to promote their welfare. In England and Wales ‘the framework for the assessment of children in need and their families’ has included different features of attachment within their model design to evaluate needs of children, parenting and other issues of child welfare (Aldgate, 2007, p.68). The framework emphasizes upon the importance of attachment in child development. There are tests that are developed to assess attachment. One of these tests is the famous ‘stranger test’ developed by Ainsworth. These tests can be used to figure out attachment and to identify patterns of attachment in children. The assessment framework of UK also has included assessment of caregivers. Caregiving behaviors involving attachment with respect to parenting ability should be assessed. The assessment system should also take into account wider relationships at school or community. This will give clear picture of multiple attachments in children. The aims of assessment of factor related to attachment should be to get clear pictures of attachment patterns in children and to find out how the knowledge of their attachment could be positively used to help them creating positive relationship with care givers. To find out the degree of care required to restore an affected child is also an objective of assessment. Assessment is also required to determine and formulate the behavior of a caregiver (Aldgate, 2007, p.68), (Carney and Buttel 2008 p. 213). Careful planning and reviewing is necessary before suggesting change on children’s development. The impacts of the change should be taken into account. Planning for new attachments for children should give positive result. It may become a turning point in a child’s life. Planning is necessary for finding out the best caregiver for a child with whom the child will readily form a new attachment. One important factor for the success of building new attachments is how ready the children are to accept new attachments. Efforts must be there to make children ready for new attachments. Careful planning helps avoiding placement changes. It is mentioned earlier that placement changes result in further loss of attachment, and children will interpret that as ‘even more evidence of their unworthiness’ (Aldgate, 2007, p.69), (Lemma, 2010). Though assessment and planning is necessary to help children and parents, proper communication and direct work with children and parents is a very important duty of social workers. A study on social workers in Scotland has found out that much damage has been done when direct workers became care-managers. Direct work is useful to help children manage loss and change. Direct work makes a child feel that he is valued and prepares him for changes. It shows that children’s views on attachment figures are recognized. It also makes children to express their feelings easily on loss and change. Direct works of social workers also include supporting parents to better their caregiving behavior. The social workers should help parents to be part of a group that will improve their self esteem. When a child is getting removed from parents, social workers should not forget them immediately after removal. They should help them coming in terms with the parents’ loss of children. Workers should also provide constant supports to foster parent (Aldgate, 2007, p.70). It is now clear that, for a social worker, it is important to be familiar with attachment theory. Those who are familiar with basic attachment concepts are better capable of understanding the maltreated children coming into the foster care system. Researches in ‘long-term consequences for children in out of home care’ have found evidences of relation between development of a child over entire lifespan and their attachment pattern (Washington, 2008 p.9). A securely attached child ‘will be balance autonomy with participation in satisfying, emotionally reciprocal relationships later in life’(Washington, 2008 p.9). A child with insecure-ambivalent attachment pattern may become impulsive and will face difficulties in controlling his emotions in adult hood. Adults who were associated with disorganized attachment pattern as children experiences relationships that are volatile. Therefore, attachment has long-term consequences in adulthood. Hence, social worker must take care of this in childhood itself (Washington, 2008 p.9). For helping families and parents the attachment theory is now used judiciously by researchers. Shemming, Shemming and Cook (2012), in their work, has shown how ‘highly resistant’ families trust could be gained. The highly resistant families are those, with whom social workers find it difficult to work with. They are threatening and uncooperative as well as show false compliance. The highly resistant or reluctant families find it difficult to ‘mentalize’ (Fonagy, 2004, p.28). Insights from attachment theory have enabled researchers to find out ways to win trust of these families. Using knowledge of attachment theory and conducting advance research on the theory researchers have developed a video based intervention method known as VIPP. This method could be very useful in gaining trust of ‘highly resistant’ families (Shemmings, Shemmings, and Cook, 2012 pp.130-136).  In his article Page (2011) has written that social workers and social work educators should be ‘thoroughly grounded in attachment theory and research’ (Page, 2011 p.42). Social work as a profession involves the unique responsibility of serving the most vulnerable children in child welfare system. Therefore, a social worker must take best-informed decision on the well beings of children. To do so they need to have thorough knowledge of the course of action through which children form attachments to their caregivers. He added stating: ‘Unless we understand these issues in depth, reflecting the current state of knowledge in the field, we are neither honoring our professional responsibilities nor practicing ethically’ (Page, 2011 p.42). Though attachment theory is being successfully use by social scientists, researchers, and social workers in order to help children in distress, foster parents, troubled parents and others. And this theory is the most admired theory for explaining parent-child relationships. But some researchers have pointed out some limitations of it. They have found out its limitation in predicting future behavior and in finding out ways of intervention with children experiencing behavioral problem. Therefore it is important to know the limitations of attachment theory. It is also important to social scientists as well as social workers to constantly explore alternative approaches (Barth et al. 2005. pp. 257-258). Attachment theory sheds light on the phenomenon of children seeking proximity of a caregiver at moments of fear of harm. Based on the responses of the caregivers (attachment figure) attachment patterns in children develop. These attachment patterns have very important implications on the development of children. They can explain several events occurring in affected children’s life. Insights from the theory help social scientist as well as social workers to solve problem related to children, parents, foster parents and caregivers in foster care systems. Social workers must have good knowledge on attachment theory and use its different aspects judiciously. They should use the knowledge in assessing and planning while working for child welfare system. However they should recognize the limitations of the theory and be open to other theories related to social works. References: 1. Aldgate, J. (2007) The Place Of Attachment Theory In Social Work With Children And Families. Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory. Jessica Kingsley Pub. London. 2. Barth, R. P.; Crea, T. M.; John, K.; Thoburn, J.; Quinton, D.( 2005) Beyond Attachment  Theory And Therapy: Towards Sensitive And Evidence-Based Interventions With Foster And Adoptive Families In Distress. Child & Family Social Work.  Vol. 10 no. 4, p257-268. 3. Bailham, D. and Harper, P. B. (2004) Attachment Theory and Mental Health. Promoting the Emotional Well Being of Children and Adolescents and Preventing Their Mental Ill Health: A Handbook. Jessica Kingsley Pub. London. 4. Bowlby, J. (2012). A Secure Base. Routeledge. New York. 5. Brunhofer, M. O. (2011) Loss and Mourning: Theory & Practice in Clinical Social Work. SAGE pub. California. 6. Carney, M. M. and Buttel E. P. (2008) Attachment Theory. Comprehensive Handbook of Social Work and Social Welfare, Human Behavior in the Social Environment. John Wiley & Sons. New Jersey. 7. Fonagy, P. (2004). The Developmental Root of Violence in the Failure of Mentalization. A matter of security: the application of attachment theory to forensic psychiatry and psychotherapy. Jessica Kingsley Pub. London. 8. Lemma, A. (Dec 2010). The Power Of Relationship: A Study Of Key Working As An Intervention With Traumatised Young PEOPLE Journal of Social Work Practice.  Vol. 24 No 4, p409-427. 9. Obegi, J.H. (2010): Attachment Theory and Research in Clinical Work with Adults. Guildford Press. New York. 10. Page, T.(2011) Attachment theory and social work treatment. Social Work Treatment: Interlocking Theoretical Approaches. Oxford University Press. New York. 11. Prior, V. and Glaser, D. (2006) Understanding Attachment and Attachment Disorders: Theory, Evidence and Practice. Jessica Kingsley Pub. London. 12. Shemmings, D. Shemmings, Y. and Cook, A.(May 2012) Gaining The Trust Of Highly Resistant Families: Insights From Attachment Theory And Research. Child & Family Social Work.  , Vol. 17 no 2, p130-137. 13. Steele, M.(2003) Attachment Actual Experience and Mental Representation. Emotional Development in Psychoanalysis, Attachment Theory, and Neuroscience: Creating Connections. Brunner-Routledge. New York. 14. Steele, M. Hodge, J. Kaniul, J. Steele, H. D’Gostino, D. Blom, I. Hilman, and S. Henderson, K. (2011) Intervening with Maltreated Children and their Adoptive Families: Identifying Attachment Facilitative Behavior. Attachment Theory in Clinical Work with Children. Guildford Press. New York. 15. Walsh, J. (2010) Theories for Direct Social Work Practice. Cengage Learning. Belmont. 16. Washington, K. T. (2008) Attachment and Alternatives: Theory in Child Welfare Research. Advances in Social Work Vol. 9 No. 1, pp. 8-16. Read More