Bowlbys Attachment Theory

Introduction For the purpose of this assignment I will begin with a discussion of John Bowl by’s theory of attachment, this is one of the most used theories in children’s social work today. I will then discuss the origins of attachment theory, with giving an overview of what attachment theory consists of. In addition I will critically analyse this theory by incorporating other theorist’s views. Further I will give a brief account of how Mary Ainsworth researched attachment and her outcomes and classifications, which strengthened and widened the theory. Finally I will discuss how this theory is used within social work settings, together with influencing policy initiatives . A brief overview is given regarding the ethical approach used together with its relevance to anti discriminatory practise. Bowlby initially began his career as a child psychiatrist, which later led him to undertake training at the British Psychoanalytic Institute. These early experiences contributed positively in Bowlby’s research, which then led to the origins of attachment theory. This was his first empirical study to be undertaken. He examined cases of maladjusted children in a school. Bowlby then linked the children who were committing petty crime, also suffered with affectionless emotions. He then noted that all of these children had a history of separation and maternal deprivation Bowlby then proceeded to expand his research, influenced by Konrad Lorenz’s (1935) paper on imprinting. In which Lorenz researched behaviour of baby geese, where he stated is a phrase sensitive learning which is implied within a â€Å"_critical period† (Lorenz 1935). _Bowlby’s research was then one compromising concepts from ethologic, cybernetics and psychoanalysis methods. Thus making him believe that, humans are also born with tendencies to naturally promote attachment. The main concepts which Bowlby mainly focused on was; monotropy a tendency to attach to one particular care giver usually the mother. In addition he stated â€Å"_the propensity to make strong emotional bonds to one particular individual is a basic component of human nature† (Bowlby 1988). _He also goes on to state attachment â€Å"aids in survival†. Bowlby had distinguished four categories that consisted in attachment. The proximity Maintenance: Desire to be near the people we are attached to. Safe Haven: Returning to the attachment figure for comfort and safety in the face of fear or threat Secure Base: The attachment figure acts as a base of security from which the child can explore the surrounding environment. Separation Distress: Anxiety that occurs in the absence of the attachment figure. Ambivalent Attachment: _Where the child usually become very distressed when parents leave. This type is un common, normally a result of poor maternal availability. _ After Ainsworth’s research, (Main, Solomon 1986) added a fourth attachment style from their own research Conclusion

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Individual and Organizational Knowledge Interface Term Paper

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Advertising in the 21st century unit 8 Essay Example | Topics and Well Written Essays - 1000 words

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Post Traumatic stress diorder in Soldiers Research Paper

Post Traumatic stress diorder in Soldiers - Research Paper Example ..10 Cognitive Behavioral therapy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Support groups and Family therapies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..11 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12 Abstract Post-traumatic stress disorder is an acute mental disorder that falls under the category of anxiety disorders according to the DSM-IV TR (Diagnostic Statistical Manual of Mental Disorders). The substance of this prose assesses the symptoms, background and the intensity of the problem in soldiers and Veterans. This qualitative analysis of the disorder not only defines the perceptions of the disorder but a lso discusses how the sufferer cope with the symptoms and how the symptoms and behavior exhibited by the sufferer may be transmitted in their children, that significantly hampers the child’s functioning. ... The disorder can be triggered in any individual and the most common incidents that can give rise to this problem are rapes, domestic violence or violent death of a loved one; in other words any incident that threatens the psychological or physical integrity of the individual. There are millions of factors that contribute to exacerbating the symptoms experienced by the sufferer; however, there is a significant amount difference between the vulnerability of each individual and factors such as self-efficacy, self-esteem, personality and the social support that an individual has that plays an important role in how the symptoms are exhibited by the individual. Eminent researchers Davidson and Mellor (2001) noted that children of PTSD victims were likely to exhibit the behavior exhibited b y the client and the impact is extremely pervasive They stated, â€Å"Symptoms in their children, including lower self-esteem, higher disorder rates and symptoms resembling those of the traumatized pare nt† (Hunter, 2001, p. 345). Therefore, it can be argued that there is a genetic diathesis involved that regulates the vulnerability of the individual effectively and also shows that the symptoms can have detrimental repercussions on the people around them. Researchers have also discovered that these effects are more pronounced on people who have witnessed combat that is soldiers and veterans. Military services have offered therapies and various programs to help and screen individual to check the impact of the violence that the client experienced on the battlefield. There is a repertoire of symptom that the individual experiences after serving in the army and this is vastly due to the

Faulkner and the South Essay Example for Free

Faulkner and the South Essay There are several key issues which arose in the mid-nineteenth century which led to the breakdown of the American Union – and eventually to the Civil War. One of the main underlying issues was the division caused by the opposing feelings about the issue of slavery – however it was the manner in which the Northern politicians forced the eradication of slavery. This division will be explored through Faulkner’s work A Rose for Emily and Long Hot Summer. The Civil War was about division and after the war had ended, although some major points of reunification abounded in America, there was still a great sentiment of this division, which was felt especially strong in the South, as Glatthaar states â€Å"Yet like Southerners, Northern whites had powerful prejudices against blacks†¦ It was one thing, most Northerners reasoned, to regard the enslavement of the black race as cruel and inhumane; it was another to ask Northerners to regard blacks as their equals or welcome them as neighbors and friends† (11-12).    In Faulkner’s work A Rose for Emily, he explores these sentiments through the characters. Emily is ostracized from the community, all of them assuming she is too proud, too august for her contemporaries, and that she lives (or lived) her current life in the past, stuck to the ideals of her father.   This same statement could be a representation of America during this time frame of the Post-Civil War in which the patriarchy of the American government did not allow for certain southern ideals, mores, and traditions to survive the end of the war (Bordewich 12). The list of characters whom Faulkner chooses to portray in A Rose for Emily still hold onto these traditions, although the story also represents the confusion during this time period.   The American South was, after the Civil War a place of forced conglomeration just as is seen in Faulkner’s story in the subtle inclusion of the description of the graveyard where Miss Emily was to be buried, â€Å"And now Miss Emily had gone to join the representatives of those august names where they lay in the cedar-bemused cemetery among the ranked and anonymous graves of Union and Confederate soldiers who fell at the battle of Jefferson† (Faulkner) thus leaving the ‘sides’ of the war forced together through death and anonymity. The Civil War was a battle for rights; for racism to cease, or at least slavery.   In the ideals of the south, slavery, unfortunately had become a ‘tradition’ and it is difficult for someone, especially for a culture to change their normality.   This ‘change’ that the Civil War brought upon the south is exercised quite stunningly through Faulkner’s character Colonel Sartoris in that he refuses to change his mode of thinking for the purpose of a smooth transition of south values to northern norms (Glatthaar 45), and thus gives the reader an august manner of racism, Colonel Sartoris, the mayorhe who fathered the edict that no Negro woman should appear on the streets without an apron-remitted her taxes, the dispensation dating from the death of her father on into perpetuity. Not that Miss Emily would have accepted charity. Colonel Sartoris invented an involved tale to the effect that Miss Emilys father had loaned money to the town, which the town, as a matter of business, preferred this way of repaying. Only a man of Colonel Sartoris generation and thought could have invented it, and only a woman could have believed it. (Faulkner). Here is seen the tradition of the south in the fact that Sartoris would not allow ‘Negro’ women to appear in public without an apron, which is a truly racism and sexist law to permit to be enacted.   The south however during this time period was a place in which the older generation wanted to hold firm to their beliefs in a type of call for integrity, no matter the ridiculous nature of this integrity. Miss Emily was the epitome of Southern values in this story; she harkened the town back to the ‘old ways’ in her manner, in her presence and thus whenever another character in the story approached her they were forced to reckon with her set of mores instead of the present situation.   This can be clearly seen in the manner in which she dealt with her taxes when the sheriff and the town committee tried to force her to pay her taxes and can especially be seen in the manner in which the town tried to get rid of the smell permeating from her house. The town did not approach her in a civilized manner because they did not want to tell a lady (a lady) that she stank, â€Å"†¦so they were not surprised when the smell developed. It was another link between the gross, teeming world and the high and mighty Griersons† (Faulkner). It is Emily’s character which is the focus of the story; her clandestine ways pitted against the townspeople as Watkins states, The contrast between Emily and the townspeople and between her home and its surroundings is carried out by the invasion of her home by the adherents of the new order in the town. Each visit by her antagonists is a movement in the overall plot, a contributing element to the excellent suspense in the story, and a crisis in its own particular division of the story (Watkins 509). It seems that with the close of the war there were certain sentiments of pity which arose for the south in that they needed aid to rebuild their destroyed towns, and this aid came from the North.   Tied into these emotive states of Post-Civil War America was proud, the South was proud and sometimes too proud to accept this aid when necessary; this same sentiment is seen in Miss Emily as well as her father, as Faulkner writes, â€Å"When her father died, it got about that the house was all that was left to her; and in a way, people were glad. At last they could pity Miss Emily. Being left alone, and a pauper, she had become humanized. Now she too would know the old thrill and the old despair of a penny more or less†.   Thus the town wanted vindication of sorts through pity, the ability to pity her made her less of a force just as is the case between the North and South states.