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In psychology , the theory of attachment can be applied to adult relationships including friendships, emotional affairs, adult romantic or platonic relationships and in some cases relationships with inanimate objects " transitional objects ". Investigators have explored the organization and the stability of mental working models that underlie these attachment styles.
They have also explored how attachment impacts relationship outcomes and how attachment functions in relationship dynamics. Mary Ainsworth and John Bowlby founded modern attachment theory on studies of children and their caregivers. Children and caregivers remained the primary focus of attachment theory for many years. Then, in the late s, Cindy Hazan and Phillip Shaver applied attachment theory to adult relationships.
For example, romantic or platonic partners desire to be close to one another. Adults feel comforted when their attachments are present and anxious or lonely when they are absent. Romantic relationships, for example, serve as a secure base that help people face the surprises, opportunities, and challenges life presents. Similarities such as these led Hazan and Shaver to extend attachment theory to adult relationships.
Relationships between adults differ in many ways from relationships between children and caregivers. The claim is that the core principles of attachment theory apply to both kinds of relationships.
Investigators tend to describe the core principles of attachment theory in light of their own theoretical interests. Their descriptions seem quite different on a superficial level. For example, Fraley and Shaver  describe the "central propositions" of attachment in adults as follows:. Compare this with the five "core propositions" of attachment theory listed by Rholes and Simpson: While these two lists clearly reflect the theoretical interests of the investigators who created them, a closer look reveals a number of shared themes.
The shared themes claim that:. No doubt these themes could be described in a variety of ways and other themes added to the list. Regardless of how one describes the core principles of attachment theory, the key insight is that the same principles of attachment apply to close relationships throughout the lifespan.
The principles of attachment between children and caregivers are fundamentally the same as the principles of attachment between adults. Adults are described as having 4 attachment styles: Secure, Anxious-preoccupied, Dismissive-avoidant, and Fearful-avoidant.
The secure attachment style in adults corresponds to the secure attachment style in children. The anxious—preoccupied attachment style in adults corresponds to the anxious-ambivalent attachment style in children. However, the dismissive-avoidant attachment style and the fearful-avoidant attachment style, which are distinct in adults, correspond to a single avoidant attachment style in children. The descriptions of adult attachment styles offered below are based on the relationship questionnaire devised by Bartholomew and Horowitz  and on a review of studies by Pietromonaco and Barrett.
There are several attachment-based treatment approaches that can be used with adults. Securely attached people tend to agree with the following statements: I am comfortable depending on others and having others depend on me. I don't worry about being alone or others not accepting me.
Securely attached people tend to have positive views of themselves and their attachments. They also tend to have positive views of their relationships. Often they report greater satisfaction and adjustment in their relationships than people with other attachment styles.
Securely attached people feel comfortable both with intimacy and with independence. Secure attachment and adaptive functioning are promoted by a caregiver who is emotionally available and appropriately responsive to his or her child's attachment behavior, as well as capable of regulating both his or her positive and negative emotions.
People with anxious-preoccupied attachment type tend to agree with the following statements: They sometimes value intimacy to such an extent that they become overly dependent on the attachment figure.
Compared with securely attached people, people who are anxious or preoccupied with attachment tend to have less positive views about themselves. They may feel a sense of anxiousness that only recedes when in contact with the attachment figure. They often doubt their worth as a person and blame themselves for the attachment figure's lack of responsiveness.
People who are anxious or preoccupied with attachment may exhibit high levels of emotional expressiveness, emotional dysregulation , worry, and impulsiveness in their relationships. People with a dismissive style of avoidant attachment tend to agree with these statements: The desire for independence often appears as an attempt to avoid attachment altogether. They view themselves as self-sufficient and invulnerable to feelings associated with being closely attached to others.
They often deny needing close relationships. Some may even view close relationships as relatively unimportant. Not surprisingly, they seek less intimacy with attachments, whom they often view less positively than they view themselves.
Investigators commonly note the defensive character of this attachment style. People with a dismissive-avoidant attachment style tend to suppress and hide their feelings, and they tend to deal with rejection by distancing themselves from the sources of rejection e.
People with losses or other trauma, such as sexual abuse in childhood and adolescence may often develop this type of attachment  and tend to agree with the following statements: I want emotionally close relationships, but I find it difficult to trust others completely, or to depend on them. I sometimes worry that I will be hurt if I allow myself to become too close to other people. These mixed feelings are combined with sometimes unconscious, negative views about themselves and their attachments.
They commonly view themselves as unworthy of responsiveness from their attachments, and they don't trust the intentions of their attachments. Similar to the dismissive-avoidant attachment style, people with a fearful-avoidant attachment style seek less intimacy from attachments and frequently suppress and deny their feelings. Because of this, they are much less comfortable expressing affection. Bowlby observed that children learn from their interactions with caregivers. Over the course of many interactions, children form expectations about the accessibility and helpfulness of their caregivers.
These expectations reflect children's thoughts about themselves and about their caregivers:. Confidence that an attachment figure is, apart from being accessible, likely to be responsive can be seen to turn on at least two variables: Logically, these variables are independent.
In practice they are apt to be confounded. As a result, the model of the attachment figure and the model of the self are likely to develop so as to be complementary and mutually confirming.
Children's thoughts about their caregivers, together with thoughts about how deserving they are themselves of good care from their caregivers, form working models of attachment.
Working models help guide behavior by allowing children to anticipate and plan for caregiver responses. Bowlby theorized that once formed, working models remain relatively stable. Children usually interpret experiences in the light of their working models, rather than change their working models to fit new experiences.
However, when experiences cannot be interpreted in the light of their working models children may then modify their working models. When Hazen and Shaver extended attachment theory to romantic relationships in adults, they also included the idea of working models. Research into adult working models has focused on two issues. First, how are the thoughts that form working models organized in the mind?
Second, how stable are working models across time? These questions are briefly discussed below. Bartholomew and Horowitz have proposed that working models consist of two parts. The other part deals with thoughts about others.
They further propose that a person's thoughts about self are generally positive or generally negative. The same applies to a person's thoughts about others. In order to test these proposals, Bartholomew and Horowitz have looked at the relationship between attachment styles, self-esteem, and sociability. The diagram below shows the relationships they observed:. The secure and dismissive attachment styles are associated with higher self-esteem compared with the anxious and fearful attachment styles.
This corresponds to the distinction between positive and negative thoughts about the self in working models. The secure and anxious attachment styles are associated with higher sociability than the dismissive or fearful attachment styles. This corresponds to the distinction between positive and negative thoughts about others in working models. These results suggested working models indeed contain two distinct domains—thoughts about self and thoughts about others—and that each domain can be characterized as generally positive or generally negative.
Baldwin and colleagues have applied the theory of relational schemas to working models of attachment. Relational schemas contain information about the way the attachment figure regularly interact with each other. For example, if a person regularly asks his or her partner for a hug or kiss, and the partner regularly responds with a hug or kiss, the person forms a relational schema representing the predictable interaction. The schema contains information about the self e.
It also contains information about the partner e. And it contains information about the way the interaction usually unfolds, which can be summarized by an if—then statement e. Relational schemas help guide behavior in relationships by allowing people to anticipate and plan for partner responses. Baldwin and colleagues have proposed that working models of attachment are composed of relational schemas. The fact that relational schemas contain information about the self and information about others is consistent with previous conceptions of working models.
The unique contribution of relational schemas to working models is the information about the way interactions with attachments usually unfold.
Relational schemas add the if—then statements about interactions to working models. To demonstrate that working models are organized as relational schemas, Baldwin and colleagues created a set of written scenarios that described interactions dealing with trust, dependency and closeness. Following each scenario, people were presented with two options about how their attachments might respond. Ratings of likely attachment responses corresponded to people's attachment styles./p>
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