依附理論

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依附理論（Attachment theory）是約翰·鮑比在1950年代提出關於孩童心理發展的理論。

鮑比認為孩童會對養育他的人有所依附，尋求安全感。孩童若覺得他所處的環境中，有一個可以依附的人，根據他的學生瑪麗·愛因斯沃斯（Mary Ainsworth）所說，屬於「安全依附型」，孩童會較有自信和具探索的勇氣；當養育者短暫離開時，孩童不會覺得焦慮，而當養育者回來時，孩童便會覺得很開心，會與養育者要求親近、擁抱等。

目录 1 孩童對養育者的依附 1.1 陌生情境（strange situation） 1.2 依附類型 1.2.1 安全依附型（Secure attachment） 1.2.2 焦慮抗拒型（Anxious-ambivalent） 1.2.3 迴避型（Anxious-avoidant） 1.2.4 紊亂型（Disorganized attachment） 2 Attachment in adult romantic relationships 3 Attachment and psychotherapy 4 延伸閱讀 5 參看 6 參考 7 外部連結

[编辑] 孩童對養育者的依附

Attachment theory led not only to increased attention to attachments as a psychosocial process, it also led to a new understanding of child development. Freudian theory suggested that as libidinal drives fixed on different objects, former attachments would be broken; failure to break an attachment effectively would constitute a sort of trauma that could lead to later mental illness. Attachment theory, however, suggested that growing children did not break former attachments, but rather (1) learned to become more active (or sovereign) within previously established attachments, and (2) added new attachments, which did not necessarily require a break with (and are not necessarily substitutes for) previous attachments.

[编辑] 陌生情境（strange situation）

Mary Ainsworth is a developmental psychologist who devised a procedure called The Strange Situation, to observe attachment relationships between a human caregiver and child. ^[1] In this procedure the child is observed playing for 20 minutes while caregivers and strangers enter and leave the room, recreating the flow of the familiar and unfamiliar presence in most children's lives. The situation varies in stressfulness and the child's responses are observed. The child experiences the following situations:

1.Mother and baby enter room.

2.Mother sits quietly on a chair, responding if the infant seeks attention.

3.A stranger enters, talks to the mother then gradually approaches infant with a toy. The mother leaves the room.

4.The stranger leaves the infant playing unless he/she is inactive and then tries to interest the infant in toys. If the infant becomes distressed this episode is ended.

5.Mother enters and waits to see how the infant greets her. The stranger leaves quietly and the mother waits until the baby settles, and then she leaves again.

6.The infant is alone. This episode is curtailed if the infant appears to be distressed.

7.The stranger comes back and repeats episode 3.

8.The mother returns and the stranger goes. Reunion behaviour is noted and then the situation is ended.

Two aspects of the child's behaviour are observed:

• The amount of exploration (e.g. playing with new toys) the child engages in throughout, and
• The child's reactions to the departure and return of its caregiver.

[编辑] 依附類型

On the basis of their behaviours, the children can be categorized into three groups. Each of these groups reflects a different kind of attachment relationship with the mother. (It should be noted that Bowlby believed that mothers were the primary attachment figure in children's lives, but subsequent research has confirmed that children form attachments to both their mothers and their fathers. Bowlby, like many of his colleagues at the time, infused the gender norms of the day into otherwise "unbiased" scientific research.)

Modern studies use a variety of standardized interviews, questionnaires, and tests to identify attachment styles.^{[2] [3] [4] [5] [6]} The most commonly used procedures for children are the Strange Situation Protocol and various narrative approaches and structured observational methods.^[7] A frequently used method of assessing attachment styles in adults is the Adult Attachment Interview developed by Mary Main and Erik Hesse. ^[8] Attachment styles in adults can also be assessed using a questionnaire developed by Shaver and colleagues. All of these methods can be used to classify people into the classic attachment styles described below.

Readers curious about their own attachment style can take the questionnaire developed by Shaver and colleagues at http://www.web-research-design.net/cgi-bin/crq/crq.pl.

[编辑] 安全依附型（Secure attachment）

一個安全依附型的小孩在陌生情境中，當媽媽在身邊的時候可以自由地探索環境，和陌生人互動，當媽媽離開時可能會難過哭泣，當媽媽回來時，小孩會很快地靠近媽媽尋求安撫。 A child who is securely attached to its mother will explore freely while the mother is present, will engage with strangers, will be visibly upset when the mother departs, and happy to see the mother return.

Securely attached children are best able to explore when they have the knowledge of a secure base to return to in times of need (also known as "rapprochement", meaning in French "bring together"). When assistance is given, this bolsters the sense of security and also, assuming the mother's assistance is helpful, educates the child in how to cope with the same problem in the future. Therefore, secure attachment can be seen as the most adaptive attachment style. According to some psychological researchers, a child becomes securely attached when the mother is available and able to meet the needs of the child in a responsive and appropriate manner. Others have pointed out that there are also other determinants of the child's attachment, and that behavior of the parent may in turn be influenced by the child's behavior.

[编辑] 焦慮抗拒型（Anxious-ambivalent）

此類型的小孩會對探索和陌生人感到焦慮，即使母親在附近。當母親離開時，孩子會非常的沮喪。當母親離開時，孩子會抗拒母親-試圖保持親近母親，但卻是充滿憤怒和抵抗當母親開始注意他（翻譯自英文） A child with an anxious-resistant attachment style is anxious of exploration and of strangers, even when the mother is present. When the mother departs, the child is extremely distressed. The child will be ambivalent when she returns - seeking to remain close to the mother but resentful, and also resistant when the mother initiates attention.

According to some psychological researchers, this style develops from a mothering style which is engaged but on the mother's own terms. That is, sometimes the child's needs are ignored until some other activity is completed and that attention is sometimes given to the child more through the needs of the parent than from the child's initiation.

[编辑] 迴避型（Anxious-avoidant）

此類型的小孩會迴避和忽視母親的存在，不表現出情緒在母親離開或回來。孩子不會去探索環境不管誰在那裡。小孩面對對待陌生人和母親是一樣的。沒有太多的憤怒，不管誰在這個環境。 A child with an anxious-avoidant attachment style will avoid or ignore the mother - showing little emotion when the mother departs or returns. The child will not explore very much regardless of who is there. Strangers will not be treated much differently from the mother. There is not much emotional range displayed regardless of who is in the room or if it is empty.

This style of attachment develops from a mothering style which is more disengaged. The child's needs are frequently not met and the child comes to believe that communication of needs has no influence on the mother.

[编辑] 紊亂型（Disorganized attachment）

此類型的小孩沒有固定連貫的反應方式。會依據環境的回應來表現抵抗或迴避。小孩經歷過受驚嚇的照顧者或令人害怕的照顧者。因為人際互動是不穩定的，所以導致孩子無法有一致性的反應。面對照顧者，一般的孩子看到照顧者所理解的自我，如同一面完整的鏡子，而混亂型依附的孩子看到照顧者所理解的自己，如同從一面破碎的鏡子。 A fourth category termed disorganized attachment is actually the lack of a coherent style or pattern for coping. While ambivalent and avoidant styles are not totally effective, they are strategies for dealing with the world. Children with disorganized attachment experienced their caregivers as both frightened and frightening. Human interactions are experienced as erratic, thus children cannot form a coherent interactive template. If the child uses the caregiver as a mirror to understand the self, the disorganized child is looking into a mirror broken into a thousand pieces. It is more severe than learned helplessness as it is the model of the self rather than of a situation.

[编辑] Attachment in adult romantic relationships

Building on the work of John Bowlby and Mary Ainsworth, Phillip Shaver, Cindy Hazan, and other adult attachment researchers have detected similar patterns of behavior in adult relations with romantic partners and spouses. Securely attached people are able to place trust in their partner which, in turn, means they can confidently spend time apart. People with an anxious ambivalent attachment style may have difficulties because their way of behaving in relationships can be seen as needy or clingy by their partner. They are prone to worry about whether their partner loves them or whether they are valued by their partner. People with an avoidant attachment style are uncomfortable being close to others. They have difficulties in trusting other people and do not like to depend on others.

Such patterns are believed to be working models that develop in infancy, but can be modified as people enter into new relationships.

[编辑] Attachment and psychotherapy

Attachment Theory has become the dominant theory used today in the study of infant and toddler behavior and in the fields of infant mental health, treatment of children, and related fields. Several evidence-based and effective treatments are based on attachment theory including Theraplay and Dyadic Developmental Psychotherapy. ^{[9] [10]} Nearly all mainstream programs for the prevention and treatment of disorders of attachment attachment disorder use attachment theory. For example, the Circle of Security Program, (Dr. Robert Marvin, University of VA) is one such early intervention program with demonstrated effectiveness. Dr. Marvin and Dr. Siegel (University of California) both also endorse Dyadic Developmental Psychotherapy Other promising treatment methods remain under clinical investigation, for example, the Circle of Security Program of Dr. Robert Marvin at the University of Virginia, Developmental, Individual-difference, Relationship-based therapy (DIR or Floor Time) by Stanley Greenspan.

Dyadic developmental psychotherapy is an evidence-based treatment(1) approach for the treatment of attachment disorder and reactive attachment disorder. Children who have experienced pervasive and extensive trauma, neglect, loss, and/or other dysregulating experiences can benefit from this treatment. Dyadic Developmental Psychotherapy is based on principles derived from Attachment Theory and Research; see the work of Bowlby. The treatment meets the standards of the American Professional Society on Child Abuse, The American Academy of Child Psychiatry, American Psychological Association, American Psychiatric Association, National Association of Social Workers, and various other groups' standards for the evaluation and treatment of children and adolescents. This is a non-coercive treatment.

Various organizations have adopted standards against the use of coercive interventions: APSAC, the American Academy of Child and Adolescent Psychiatry, the American Psychological Association, the American Psychiatric Association, the National Association of Social Workers. All of the aforementioned organizations have adopted formal statements (in some cases practice parameters) opposing the coercive treatments. Recognized professional organizations have been unanimous in recommending against the use of coercive treatments. Circle of Security, Theraplay, Dyadic Developmental Psychotherapy, and others being non-coercive approaches, meet these standards as evidenced by the support of Dyadic Developmental Psychotherapy by Dr. Daniel Siegel of the University of California at LA medical school and author of The Developing Mind, among many other articles and books and Dr. Robert Marvin of the University of Virginia Attachment Clinic.

[编辑] 延伸閱讀

• Greenspan, S. (1993) Infancy and Early Childhood. Madison, CT: International Universities Press. ISBN 0823626334.
• Holmes, J. (1993) John Bowlby and Attachment Theory. Routledge. ISBN 0415077303.
• Holmes, J. (2001) The Search for the Secure Base: Attachment Theory and Psychotherapy. London: Brunner-Routledge. ISBN 1583911529.
• Siegler R., DeLoache, J. & Eisenberg, N. (2003) How Children develop. New York: Worth. ISBN 1572592494.

[编辑] 參看

• 約翰·鮑比
• 依附障礙症
• 反應性依附障礙症

[编辑] 參考

1. ↑ Ainsworth. Mary D. (1978) Patterns of Attachment: A Psychological Study of the Strange Situation. Lawrence Erlbaum Associates. ISBN 0898594618.
2. ↑ Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226-244.
3. ↑ Bartholomew, K., & Shaver, P. R. (1998). Measures of attachment: Do they converge? In J. A. Simpson & W. S. Rholes (Eds.), Attachment theory and close relationships (pp. 25-45). New York: Guilford Press.
4. ↑ Brennan, K. A., Clark, C. L., & Shaver, P. R. (1998). Self-report measurement of adult romantic attachment: An integrative overview. In J. A. Simpson & W. S. Rholes (Eds.), Attachment theory and close relationships (pp. 46-76). New York: Guilford Press.
5. ↑ Crowell, J. A., & Treboux, D. (1995). A review of adult attachment measures: Implications for theory and research. Social Development, 4, 294-327.
6. ↑ Fraley, R. C., Waller, N. G., & Brennan, K. A. (2000). An item-response theory analysis of self-report measures of adult attachment. Journal of Personality and Social Psycology, 78, 350-365.
7. ↑ Ainsworth, M., Blehar, M., Waters, E., & Wall, S.,(1978). Patterns of Attachment. Lawrence Erlbaum Assoc., Hillsdale, NJ., 1978.
8. ↑ Hesse, E., (1999). The Adult Attachment Interview in Jude Cassidy & Phillip Shaver (Eds.) Handbook of Attachment: Theory, Research, and Clinical Applications. Guilford Press, NY pp. 395-433.
9. ↑ Arthur Becker-Weidman & Deborah Shell, MA, Eds., (2005). Creating Capacity For Attachment, Wood N Barnes, Oklahoma City:OK
10. ↑ Becker-Weidman, A., (2006). Treatment for Children with Trauma-Attachment Disorders: Dyadic Developmental Psychotherapy, Child and Adolescent Social Work Journal. Vol. 13 #1, April 2006.

[编辑] 外部連結

• Information on effective treatment for attachment disorders and training for professionals. Information on Dyadic Devvelopmental Psychotherapy
• Parenting: Attachment, Bonding and Reactive Attachment Disorder
• Relationship Advice: How Understanding Adult Attachment Can Help
• Attachment Questionnaire
• Attachment Diagnostics (German)