Schaffer And Emerson Attachment Theory

Understanding Schaffer and Emerson's Attachment Theory: A Comprehensive Guide

Schaffer and Emerson's attachment theory, a cornerstone of developmental psychology, provides a crucial understanding of the formation of early emotional bonds between infants and their caregivers. This comprehensive guide delves into their seminal research, outlining the stages of attachment development, the different attachment styles identified, and the lasting impact these early relationships have on an individual's life. We will explore the criticisms leveled against their work and consider the enduring relevance of their findings in contemporary understanding of child development. Understanding Schaffer and Emerson's work is crucial for parents, educators, and anyone interested in the intricate development of human relationships.

Introduction: The Glasgow Longitudinal Study

In 1964, researchers Harriet Schaffer and Peggy Emerson embarked on a groundbreaking longitudinal study in Glasgow, Scotland. This study, known as the Glasgow Longitudinal Study, meticulously followed 60 infants from their birth until they were 18 months old. Their aim was to chart the development of infant attachment, moving beyond simple observations to quantify the emergence and nature of these crucial emotional bonds. Unlike previous research, Schaffer and Emerson employed a variety of methods, including direct observation of the infants' behavior, interviews with parents, and detailed assessments of the infants' responses in various situations, providing a richer and more nuanced picture of attachment formation. Their findings challenged existing assumptions and shaped our current understanding of the crucial role of attachment in early childhood development.

Stages of Attachment Development: A Sequential Journey

Schaffer and Emerson's research identified distinct stages in the development of infant attachment:

Stage 1: Asocial Stage (0-6 weeks)

During the first few weeks of life, infants show little preference for human interaction. They may exhibit responses to stimuli, but these responses aren't specifically directed toward particular individuals. They are equally content in the presence of any caregiver. This stage is characterized by a lack of differentiation between caregivers and other individuals.

Stage 2: Indiscriminate Attachment (6 weeks - 6 months)

As infants grow, they begin to show a preference for human company over inanimate objects. They enjoy social interaction, readily responding to smiles and voices, but their affection is not yet specifically directed towards one particular person. They are equally happy with anyone who provides comfort and attention. This is a period of increasing sociability but still without focused attachment.

Stage 3: Specific Attachment (7-9 months)

This marks a significant shift. Around 7-9 months, a clear preference for one particular caregiver emerges. This is typically the mother, but it can be another primary caregiver who provides the majority of care and comfort. The infant displays separation anxiety when separated from this primary attachment figure, showing distress when they are left alone or taken away. This stage is characterized by the emergence of a strong, focused attachment bond.

Stage 4: Multiple Attachments (10 months onwards)

After forming a primary attachment, infants gradually develop attachments to other caregivers. This might include fathers, grandparents, siblings, or regular childcare providers. This doesn't diminish the importance of the primary attachment figure; instead, it expands the infant's network of secure relationships. The infant understands that multiple people can provide comfort, security, and emotional support.

Identifying Attachment Styles: Beyond the Primary Caregiver

While Schaffer and Emerson's stages outline the process of attachment formation, subsequent research, heavily influenced by their work, focused on the quality of these attachments. Mary Ainsworth's "Strange Situation" experiment built upon Schaffer and Emerson's findings to identify different attachment styles. Although not directly part of Schaffer and Emerson's original study, it's crucial to understand the connection: Schaffer and Emerson established the stages, while Ainsworth explored the types of attachments that could result. These styles, however, are deeply rooted in the experiences outlined in Schaffer and Emerson's stages.

Criticisms and Limitations of Schaffer and Emerson's Work

Despite its profound impact, Schaffer and Emerson's research has faced some criticism:

• Methodological limitations: The study relied heavily on parental reports, which could be subjective and influenced by factors such as parental biases or recall accuracy. Direct observation methods, although used, might not have fully captured the nuances of infant behavior in all contexts.
• Cultural bias: The study was conducted in a specific cultural context (Glasgow in the 1960s), and its findings may not be universally generalizable. Parenting practices and social structures vary considerably across cultures, potentially affecting the timing and nature of attachment development.
• Limited sample size and representation: Although significant for its time, the sample size of 60 infants is relatively small and might not fully represent the diverse range of family structures and parenting styles present in the broader population. The sample largely comprised working-class families from Glasgow, potentially impacting the generalizability of the findings.
• Focus on the mother: While the study acknowledged the role of other caregivers, it predominantly focused on the mother-infant relationship, potentially underestimating the significance of fathers and other significant adults in attachment formation.

The Long-Term Impact of Early Attachments: A Lasting Legacy

Schaffer and Emerson's work highlights the profound and lasting impact of early attachment experiences. Secure attachments formed during infancy are associated with several positive outcomes later in life, including:

• Improved social and emotional competence: Securely attached children tend to develop better social skills, form healthier relationships, and exhibit greater emotional regulation.
• Enhanced cognitive development: Secure attachment has been linked to better cognitive outcomes, including language development and academic achievement.
• Increased resilience: Children with secure attachments demonstrate greater resilience to stress and adversity, better coping mechanisms, and a greater ability to bounce back from challenging experiences.
• Stronger sense of self: Secure attachment contributes to a stronger sense of self-worth, self-esteem, and a positive self-image.

Conversely, insecure attachments can lead to various challenges later in life, including:

• Difficulties forming and maintaining relationships: Insecurely attached individuals may experience difficulties forming close relationships, exhibiting clinginess, avoidance, or emotional instability in their interactions.
• Increased emotional and behavioral problems: Insecure attachment has been linked to increased anxiety, depression, aggression, and other behavioral issues.
• Reduced academic achievement: Insecure attachment can negatively impact academic performance and educational attainment.

Frequently Asked Questions (FAQs)

Q: Is it possible to change attachment styles later in life?

A: While early attachment experiences are significant, attachment styles are not immutable. Therapeutic interventions, such as attachment-based therapy, can help individuals understand and address the impact of early experiences, leading to improved relationships and emotional well-being. Positive relationships and supportive environments throughout life can also contribute to a shift towards more secure attachment patterns.

Q: What role does the father play in attachment?

A: Although Schaffer and Emerson's initial work focused on the mother-infant dyad, subsequent research has emphasized the crucial role of fathers and other caregivers in attachment formation. Fathers often provide different types of interactions than mothers, contributing equally important aspects of emotional security and development.

Q: How can parents foster secure attachment?

A: Parents can foster secure attachment by being consistently responsive to their infant's needs, providing a secure and predictable environment, engaging in sensitive and affectionate interactions, and offering consistent comfort and support. Building a strong and loving relationship with their child is crucial.

Conclusion: Enduring Influence on Developmental Psychology

Schaffer and Emerson's Glasgow Longitudinal Study remains a landmark achievement in developmental psychology. Their meticulous research laid the groundwork for our understanding of the stages of attachment development and highlighted the profound impact of early relationships on an individual's life. While their work has faced criticisms regarding methodology and generalizability, its enduring influence on the field is undeniable. The concept of attachment security, heavily influenced by their findings, continues to shape interventions aimed at promoting healthy child development and supporting families. Their work serves as a reminder of the critical role of early caregiving in shaping the emotional, social, and cognitive well-being of individuals throughout their lives. The legacy of Schaffer and Emerson's research continues to inspire further research and inform best practices in childcare, parenting, and therapeutic interventions. Understanding their work is essential for anyone interested in the complex and fascinating journey of human development.