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ATTACHMENT THEORY
Attachment theory is at its heart a theory of development, specifically
a theory of how ones early interactions and relationships with primary
caregivers influence the individuals understanding of self, others, and
their relationships. Until Bowlbys (1969, 1973) research and writings,
the prominent theories of development of psychopathology were based
largely on the Freudian understanding of unconscious drives and conflicts uncovered in the work of psychoanalysis. Although influenced by
Freuds theory, from the very early stages of his research, Bowlby
assumed a different point of view than Freud.
Bowlby was concerned that what appeared to be a continuous string
of events, when traced from the adulthood backward to childhood, may
in fact only appear to be a continuous string of events because of the
point of view of the analyzer. Bowlby proposed the direct observations
of children, rather than relying of an adults recollection of their childhood experiences, was a more accurate method for understanding the
course of development. To this end, Bowlby and his colleagues began
researching childrens reactions to the absence of their mother.
In developing and researching attachment theory, Bowlby incorporated theories from other fields of study including evolutionary biology,
ethology, developmental psychology, cognitive science, and control
systems theory. From evolutionary biology Bowlby incorporated the
idea of adaptedness, the evolutionary processes through which an organism adapts to their environment as a means of survival. Attachment
behaviors are adaptive behaviors, concluded Bowlby (1969), and are
carried out in an attempt to maintain proximity, safety, and security.
These behaviors are displayed in the childs seeming natural inclination
to seek the parent when distressed. Bowlby posits the child benefits
from their attachment behavior, and the main benefit is protection.
The attachment behavior is a component of a larger behavioral and
relational system in which the child is developing. Bowlby (1969) used
principles from control systems theory to explain the relationship of
the childs attachment behavior to his or her environment. A simple
and ready example of a controlled system is the use of a thermostat to
control the temperature of a room. A thermometer within the thermostat
constantly monitors the state of the rooms temperature and compares
the actual temperature with the desired temperature. If the temperature
drops below the desired temperature, feedback from the thermometer will signal the thermostat to activate the heating unit to warm the
room until feedback is received that the desired temperature has been
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achieved. In a similar way, attachment behavior is modified by feedback processed by the child, and is activated or inhibited depending on
the desired state of proximity and felt safety and security.
It is important to distinguish, as Cassidy (1999) reminds us, the goal
of attachment behavior is not the object (i.e., mother). Instead, the goal
of attachment behavior is a feeling state (i.e., safety and security) which
is generally related to the proximity of the child and parent. However,
the desired proximity varies with context. In the same way that higher
humidity makes a cooler temperature more desirable, and low humidity
makes a warmer temperature more bearable, desired proximity can vary
based on the condition of the child (tired, ill, hungry, etc.) and condition
of the environment.
Because attachment behavior is learned and modified overtime, based
on the feedback the child receives, individual differences in the attachment bond occur (Ainsworth, 1989). The term Internal Working Model
acknowledges our ability to use past experience to forecast future occurrences. Differences in internal working models (or cognitive appraisals)
are critical for understanding human differences in security and anxiety.
Further, the childs cognitive appraisal of the parents availability appears
to be the critical appraisal. Availability refers to the extent to which a
child believes his or her parent will be responsive if called on, and is
related the childs felt security (Bowlby, 1973).
It is important to emphasize that proximity alone does not lead to
feelings of security. Rather proximity to parents and the responsiveness
of the parent to the childs attachment behavior is crucial (Bowlby,
1973). Consider for example a parent who is physically present, but
emotionally withdrawn and unresponsive to the childs attachment
behavior. Such a scenario is likely to lead to an insecure attachment despite the proximity of the child and parent.
Attachment theorists understand psychopathology to arise from childhood experiences of an insecure attachment and the effect those experiences have on the individuals future appraisals based on their working
models (Kobak, 1999). This differs from psychoanalytic theory which
views pathology as arising from internal conflicts and fantasies. Instead,
many childhood and adult difficulties result from actual experiences of
childhood, which are then generalized through internal working models
to other relationships and interactions with the environment.
Ainsworth et al. (1978), based on their research using the strange situation, theorized different patterns of attachment behavior that suggested different working modes. Ainsworth and her research partners
categorized individual differences in attachment behavior into one of
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differences may impact the relationship between attachment and various forms of spirituality, including the way people experience God.
Comprehensive reviews of the literature consistently suggest a
complex relationship between religion, spirituality, and psychological
Health (Ervin-Cox, Hoffman, & Grimes, 2005; Koenig, McCullough, &
Larson, 2001). This is also true with the God image. As the article shifts
to discussing treatment issues, it is important to keep this complexity in
mind. Oversimplifying how clients experience God can have strong,
negative implications for treatment planning and the treatment process.
Just as human relations are complex with a mixture of conflicting feelings
existing at once, the same can be true with the experience of God. Assisting individuals as they attempt to make sense of these complex emotions
oftentimes leads to a healthier, more genuine spiritual relationship.
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countertransference. A more contemporary, and realistic, understanding posits that therapists will always experience countertransference
and that this is actually a good thing.
Stolorow and Atwood (1992) along with Levenson (1995) have
shown that therapists often respond to clients in a manner that others
respond to the client. That is, clients recreate their interpersonal world
with the therapist. This provides the therapist with a visceral understanding of the clients relational difficulties. They can then use their relationship to provide the client with a curative interpersonal experience.
Clients with a disorganized, ambivalent or avoidant attachment style all
have distinct ways of relating. For example, consider the client who is
avoidant. They tend to be afraid of rejection, are slow to warm, and keep
people distant. Most people respond to this behavior by pulling away
from the person who is avoidant. That is, the person who is avoidant
consistently pulls for this type of reaction by relating in a withdrawn
manner.
Therapists need to be mindful of clients maladaptive ways of relating so that they can offer a different response. Levenson (1995)
suggests that all therapists will automatically and unconsciously get
hooked into responding to clients like other people do. The goal,
however, is to get unhooked by becoming aware of the dynamic and offering a different, healthy, relational response.
Alexander (1956) referred to this as the corrective emotional experience. The therapist needed to provide the client with a new emotional
experience and a new cognitive understanding. He posited that clients
need an affective experience and an intellectual shift for long-term
change to occur. For example, consider the person who is avoidant.
They will have the new experience of feeling accepted and the new understanding that other people can care for them and not reject them.
This therapeutic process will also modify the clients experience of
God. The ability of the therapist to recognize the style and get unhooked
allows the clients to play this out with their God image as well. The
avoidant individual will have the affective experience of feeling accepted by God. In addition, they will have the cognitive understanding
that God cares for them and does not reject them.
A third intervention involves helping the client identify and let go of
maladaptive ways of relating (McCullough-Vaillant, 1997). It can be
very helpful for the client to recognize that their attachment style served
a purpose. Giving them a framework to understand it can help them see
that it was essential in the past, but is now no longer necessary. Consider
the avoidant person again. They likely developed the style as a means
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with the therapist evokes change in their God image. Finally, once they
are aware of their attachment style, they can see how it plays out with
their God image. They can then take steps to experience their God image in a healthier manner. Attachment integration therapy provides a
way for clients to change the way that they emotionally experience their
God image.
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RECEIVED: 10/31/06
REVISED: 11/15/06
ACCEPTED: 12/06/06
doi:10.1300/J515v09n02_04