AS Module 1 Developmental

AS Module 1 Developmental - Attachments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

AS Module 1 Developmental - Attachments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Ainsworth & Bell ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to APFCC studies Return to Specification

Van Ijzedoorn & Kroonenberg ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to APFCC studies Return to Specification

Hodges & Tizard ,[object Object],[object Object],[object Object],[object Object],[object Object],Return to APFCC studies Return to Specification

Schaffer and Emerson (1964) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification Click to view

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification Return to Ainsworth & Bell

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification Click for Type C Return to Ainsworth & Bell

Learning Theory (Cupboard Love) Explanation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification Click to view

Evaluating Learning Theory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification Click to view

Bowlby’s Theory of Attachment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification Click to view

Bowlby’s Theory of Attachment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification Click to view

Psychoanalytic Explanation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification Click to view

Bowlby’s maternal deprivation hypothesis (1953) ,[object Object],[object Object],[object Object],Control ‘ Thieves’ 86% experienced early separation 32% ‘Affectionless Psychopaths’ 17% experienced early separation 0% ‘Affectionless Psychopaths’ 68% NOT ‘Affectionless Psychopaths’ CONCLUSION – The ‘Affectionless Psychopathy’ is a result of the early separation. Return to Specification

Bowlby’s maternal deprivation hypothesis ,[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification

Bowlby’s maternal deprivation hypothesis ,[object Object],[object Object],[object Object],Return to Specification

Bowlby’s maternal deprivation hypothesis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Bowlby’s maternal deprivation hypothesis ,[object Object],[object Object],[object Object],[object Object],[object Object],Supporting Evidence – Spitz and Wolf (1946) – observed that children in institutions became severely depressed after a few months. Skeels and Dye (1939) – found institution children scored lower than expected on intelligence tests. These studies were important as they showed that it was the separation from parents which seemed to be important, the good physical care given was not sufficient to replace the loss of the caregiver. Contradicting Evidence - Rutter - studied Romanian orphans who came to this country before the age of 2 years, by age 4 any negative effects of earlier experiences had greatly diminished, presumably because of better care. This refutes Bowlby’s assertion that effects will be permanent. Hodges & Tizard (1989) – click here for details Return to Specification

Effects of Privation ,[object Object],[object Object],[object Object],Return to Specification

Effects of Privation – Case Studies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification

Effects of Privation - Case Studies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification

[object Object],[object Object],[object Object],[object Object],Day Care Return to Specification

Day Care ,[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification

Effects of Day Care on Cognitive Development ,[object Object],[object Object],[object Object],[object Object],Return to Specification

Effects of Day Care on Cognitive Development ,[object Object],[object Object],Return to Specification

Effects of Day Care on Social Development ,[object Object],[object Object],[object Object],[object Object],Return to Specification

Effects of Day Care on Social Development ,[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification

Effects of Day Care - Issues ,[object Object],[object Object],[object Object],[object Object],[object Object],Return to Specification

Strange Situation Episodes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Return to Ainsworth & Bell Return to Specification

AS Module 1 Developmental

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AS Module 1 Developmental