Stages of attachment

• (AO1) How many stages of attachment are there? Name them

  1. Asocial
  2. Indiscriminate
  3. Discriminate (specific)
  4. Multiple
• (AO1) Define the asocial stage

  From birth - 2 months

  
  

  An infant shows similar responses to objects and people

  
  

  Towards the end of the stage, start displaying a preference for faces/eyes.
• (AO1) Define the indiscriminate stage

  From 2 - 6 months

  
  

  Infant shows a preference for human company over non-human company

  
  

  They can distinguish between different people, but are comforted by anyone

  
  

  Don't show stranger anxiety yet
• (AO1) Define the discriminate (specific) stage

  From 7 - 12 months

  
  

  An infant shows a preference for 1 caregiver, displaying separation & stranger anxiety

  
  

  The infant looks to a particular person for security and protection

  
  

  Shows joy upon reunion and are comforted by their primary care giver
• (AO1) Define the multiple stage

  One year onwards

  
  

  Attachment behaviours are now displayed towards several different people e.g. siblings/grandparents - are often referred to as secondary attachments

  
  

  They typically form in the 1st month after the primary attachment is formed

  
  

  The number of multiple attachments which develop depends on the social circle to whom the infant is exposed
• (AO1) Give the aim and method of Schaffer & Emerson (1964)

  Aim = To examine the formation of early attachment

  
  

  Method = 60 babies (31 male, 29 female). Longitudinal study of 1 year. Working class, Glasgow. Babies were 5 - 23 weeks at the start of the investigation. Researcher visited homes every month for 12 months and then once again at 18 months. Interviewed caregivers and observed the children in relation to separation, stranger and secure base in a range of everyday activities.
• (AO1) Give the results and conclusion of Schaffer & Emerson (1964)

  Results = Around 25 - 32 weeks = 50% of children showed separation anxiety (discriminate stage). Then at week 40 = 80% had discriminate attachment. 30% started to form multiple attachments.

  
  

  Conclusion = The results provide some support for Schaffer's stages of attachment . Suggests that attachment develops through a series of stages across the 1st year of life.
• (AO3) Give RWA

  P: Research into stages of attachment has RWA, it increases understanding of infant behaviour, which can be useful for assessment and intervention.

  
  

  E: Parents supported by knowing multiple attachments typically occurs at Stage 4, aiding them to decide when to leave infants in care of secondary attachment figures e.g. grandparents. This also reduces unnecessary worry about child's attachment development.

  
  

  E: Research also advise parents about when to return to work, as avoiding separation during Stage 4 (lasting 1 month) may prevent infant & caregiver distress.
• (AO3) Give a limitation of Schaffer & Emerson (1964)

  Point: Lacks population validity/cultural validity due to sample limitations.

  
  

  Evidence: Consisted of only 60 working class caregivers and babies from Glasgow, which may not reflect the attachment behaviours of wealthier families or those from other cultural backgrounds.

  
  

  Evaluate: Difficult to generalise findings to caregivers from diverse countries/socioeconomic backgrounds, as attachment behaviours may differ across cultures and social classes.
• (AO3) Give a limitation of Schaffer & Emerson (1964)

  Point: Contain social desirability bias.

  
  

  Evidence: Interviewed the caregivers about the children, and some may have underreported or exaggerated certain details to appear 'better' caregivers with secure attachments.

  
  

  Evaluate: This could cause a bias in the data, reducing the internal validity of the findings, as it is likely that natural behaviour will not have been accurately recorded about the stages of attachment.
• (AO3) Limitation - individual differences

  Point: Not all children will follow the same patterns of attachment development due to their individual differences.

  
  

  Evidence: Awareness of the issues with maturational stages suggests that some children may progress through the stages quicker than others.

  
  

  Evaluate: Suggests attachment development may not be as fixed as the model proposes, with individual differences influencing the pace of progression through the 4 stages.