Shaffer's stages of attachment

• Schaffer & Emerson (1964) aimed to learn more about how early attachments are established.
• Researchers asked the parents to observe their children in different circumstances, keeping a diary of their observations and report back to the researchers e.g. adult leaving the room (a measure of separation anxiety). This was designed to measure the infant’s attachment. Naturalistic observation The researchers also assessed stranger anxiety – the infant’s anxiety response to unfamiliar adults
• The study involved 60 babies (31 male and 29 females) from Glasgow with the majority from working-class families. The babies and their mothers were visited at home every month for the first year and again at 18 months
• Findings -

  Around 7 months, about 50% of babies showed signs of separation anxiety towards a particular adult, usually the mother (this is called specific attachment).

  Attachment tended to be the caregiver who was most interactive and sensitive to infant signals and facial expression.

  By the age of 40 weeks, 80% of babies had a specific attachment and almost 30% displayed multiple attachments.
• Based on the information they gathered on developing attachments. Schaffer and Emerson proposed that attachments form in 4 stages. 1. Asocial stage 2. Indiscriminate attachment 3. Specific attachment 4. Multiple attachments
• Stage 1: Asocial stage (first few weeks) ❑ This stage is not really an ‘asocial’ stage (despite Schaffer and Emerson using that term). ❑ Baby’s behaviour towards non￾human objects and humans is quite similar ❑ Babies show a preference for the company of familiar adults and are easily comforted by them.
• Stage 2: Indiscriminate attachment (2-7 months)

  Preference for people than non-human objects • They also recognise and prefer the company of familiar people. • Babies accept cuddles and comfort from any person, hence the term. • Don’t show separation anxiety or stranger anxiety when caregiver leaves of will unfamiliar adults.
• Stage 3: Specific attachment around 7 months ❑ Babies start to display classic signs of attachment towards one particular person. ❑ Shows separation/stranger anxiety ❑ At this stage babies form a specific attachment; this attachment is called the primary attachment figure. This is the baby's mother 65% of cases. ❑ It is the person who offers the most interaction and responds to the signals the most
• Stage 4: Multiple attachments : 8 months • Shortly after babies start to show attachment behaviours towards one person they usually extend this behaviour to multiple attachments. • Adults who they regularly spend time with, these are secondary attachments • Schaffer observed that 29% of the babies had one within a month of forming a specific attachment). • By the age of 1 most infants had multiple attachments
• What is one strength of Schaffer and Emerson’s research?


  It has good external validity.
• Why does Schaffer and Emerson’s research have good external validity?


  Most observations were made by parents during ordinary activities.
• How were the observations conducted in Schaffer and Emerson’s research?


  Observations/interviews were carried out in participants' homes.
• What is the implication of conducting observations in participants' homes for the behavior of babies?


  The behavior is likely to be more representative of everyday life.
• What could have been an alternative method for recording observations in Schaffer and Emerson’s research?


  Having researchers present to record observations.
• What is a potential downside of having researchers present during observations?

  It might distract the babies or make them feel anxious.
• What does the natural behavior of participants imply about the observations made?


  Participants likely behaved naturally while being observed.
• What is a counterpoint to the strength of using parents as observers in Schaffer and Emerson’s research?


  Parents were unlikely to be objective and might have been biased.
• What does the potential bias of mothers as observers imply for the research findings?


  Even if babies behaved naturally, their behavior may not have been accurately recorded.
• What are the strengths and weaknesses of using parents as observers in Schaffer and Emerson’s research?


  Strengths:

  • Good external validity
  • Observations in natural settings

  
  

  Weaknesses:

  • Lack of objectivity
  • Potential bias in reporting
• What is one strength of Schaffer and Emerson's stages?


  They have practical application in day-care.
• Why is day-care likely to be straightforward during the asocial and indiscriminate attachment stages?


  Because babies can be easily conformed by any adult.
• What does Schaffer and Emerson's research indicate about day-care during the specific attachment stage?


  It may be problematic when starting day-care with unfamiliar adults.
• How can working parents use Schaffer and Emerson's stages in relation to day-care?


  To decide when would be best for their child to begin day-care.
• What are the implications of Schaffer and Emerson's stages for day-care arrangements?


  • Practical application in day-care settings
  • Asocial and indiscriminate stages allow easy adaptation to care by any adult
  • Specific attachment stage may lead to difficulties with unfamiliar adults
  • Helps parents decide optimal timing for starting day-care
• What is one limitation of Schaffer and Emerson's stages of attachment?


  The stages may not apply to all children.
• Why might the stages of attachment not apply to all children?


  They were formulated based on a sample of Scottish children from an individualistic culture.
• How do collectivist cultures differ from individualistic cultures in terms of attachment?


  Collectivist cultures form multiple attachments much earlier than individualistic cultures.
• What does Van Ijendoorn's research suggest about child-rearing practices in different cultures?


  There is more emphasis on community and sharing childcare responsibilities in collectivist cultures.
• What is the implication of different child-rearing practices across cultures for attachment research?


  Results cannot be applied to all cultures across the world.
• What is needed to better understand attachment across cultures?

  • Further cross-cultural research needs to be conducted.
  • This research will help clarify how attachment stages vary globally.
• What is one limitation of Schaffer and Emerson's stages regarding attachment in the asocial stage?


  The validity of the measures used to assess attachment is questionable.
• Why do young babies have difficulty showing signs of anxiety?


  They have poor coordination and are fairly immobile.
• How might babies less than two months old display anxiety?


  In subtle and hard-to-observe ways.
• What implication does the difficulty in observing anxiety in young babies have on research findings?


  It suggests that babies may actually be quite social but appear asocial due to flawed methods.
• What is one criticism regarding the temporal validity of Schaffer and Emerson's research?


  It was conducted in the 1960s when mothers were the primary caregivers.
• How might the roles of parents today differ from those in the 1960s regarding attachment stages?


  More fathers are staying at home now, which may affect attachment stages.
• What are the key limitations of Schaffer and Emerson's stages of attachment?


  • Poor evidence for asocial stage due to flawed measures
  • Difficulty in observing anxiety in young babies
  • Low temporal validity due to changes in caregiver roles over time