The topic I have chosen to be an advocate
for is attachment. The audience for whom this information is intended are families,
parents, early childhood teachers/coaches, principals, and any other people pertaining
to the early childhood profession. It’s important for these different groups of
people to be informed on the importance of attachment because these adults work
closely with children, and also have children in their families. Understanding
the love and care that children need when they’re younger is important in
making sure that they’re able to grow up in an environment that is conducive to
this. Many do not realize the necessity of this and, therefore, do not always
show this kind of attention. This tends to have negative impacts on children. According to
Ainsworth & Bowlby (1988), a stable and
loving attachment relationship is essential for bringing the child out from the
dark place. The child needs a consistent and predictable source of love and
care that with time can become strong enough to melt the ice of deep distrust
and a fierce resistance for connection. A secure attachment relationship that
serves as a safe haven and secure base is what a clinician strives hard to
establish, maintain, and strengthen. With a safe haven, the child has a chance
to heal the wound and further, can use an attachment relationship as a secure
base from which to explore the unknown; in this case, a new way of relating,
based on trust that brings joy.
I am speaking as a teacher because that
is what I am. I have seen students who have gone through periods in their lives
where attachment disorder has affected them. I have seen what it does to students
as they grow older. I looped with a class from third grade to fifth grade and a
child I had in that class suffered from attachment disorder. Although I only
began to teach this student when he was in third grade, I knew him when he was
in kindergarten and saw how it was difficult for him to form relationships,
trust adults, and make friends. He had a stuffed animal that he used to carry
with him before he got to third grade and if someone tried to take it, he would
become very upset. I never understood why until I had him in class. It was the
only item he was given and he didn’t want to have it taken. He was attached to
it. Spitz (1945) found that there is somewhat of an emotional deprivation when
a child loses an object in which they love. He called this "anaclitic depression". Spitz
found recovery was prompt when the object was returned within a period of three
to five months, but if it takes longer than five months to be returned, serious
deterioration will become symptomatic. He coined this "hospitalism."
It was heartbreaking and if I can share this
story with others, I feel I can reach them and help them understand the
importance of helping them to avoid this when they’re young. This is the role
that I can relate to and show emotion for when I’m speaking. When emotions come
through, people are more likely to empathize and listen.
One goal I hope to accomplish by
sharing this information is that teachers will be more aware of this issue and
understand that some children in their classrooms may suffer symptoms because
of it. It is not an issue that if often discussed in schools. Teachers aren’t
always aware of what children have gone through during their beginning years
and how those years can impact their future behavior. If
teachers are aware of the signs, they can show these kids the love and understanding
they need to hopefully have a healthier life.
Another goal I have is to let parents know
that the way they interact with their children when they’re young is so, so
important. According
to an article by Bernier, et al. (2012) a study indicated that children exposed
to higher-quality parenting, and those more securely attached to mother, had
better impulse control at 3 years of age.
Parents need to know it’s normal to feel
overwhelmed, and that if this feeling becomes too powerful, that they can talk
to someone. It’s important that they show their children love and don’t neglect
them when they’re feeling down. Parents don’t always know the impact this has
on children. Attention to the child is necessary
to support overall development (Laureate Education, 2015). It is also necessary
to make sure of this because children who have a lack of parental involvement
and are exposed to negative environmental factors also contribute to the
development of ADHD. According to Tayler, et al, (2013) the influence of environmental factors
consistently support the idea that
substantial genetic and small nonshared environmental influences contribute to
the overlap among ADHD, ODD, and CD. Hopefully, if parents are made aware of
the importance of this, they would act in a manner that would prevent it.
Ainsworth,
M., Blehar, M., Waters, E., & Wass, S. (1978).Patterns of attachment: A
psychological
study of the strange situation. Hillsdale, NJ: Lawrence Erlbaum Associates,
Inc.1980-50809-000.
Bernier,
A., Carlson, S. M., Deschênes, M., & Matte-Gagné, C. (2012). Social factors
in the
development of
early executive functioning: A closer look at the caregiving environment. Developmental
Science, 15(1), 12–24.
[Interactive
media]. Baltimore, MD: Author.
brain
development.
New York, NY: Psychology Press.
Childhood.
Psychoanalytic Study of the Child, 1, 53-74.
Association
between Socioemotional Dispositions and the Externalizing Factor in Children. Journal
of Child Psychology and Psychiatry. 54, 1, 67-76, Jan. 1, 2013. ISSN:
0021-9630.
