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Anxious-resistant insecure attachment is also called ambivalent attachment. [11] In general, a child with an anxious-resistant attachment style will typically explore little (in the Strange Situation) and is often wary of strangers, even when the caregiver is present. When the caregiver departs, the child is often highly distressed.
A child with the anxious-avoidant insecure attachment pattern will avoid or ignore the caregiver, showing little emotion when the caregiver departs or returns. The child will not explore very much regardless of who is there. Infants classified as anxious-avoidant (A) represented a puzzle in the early 1980s.
In particular, two studies diverged from the global distributions of attachment classifications noted above. One study was conducted in North Germany [96] in which more avoidant (A) infants were found than global norms would suggest, and the other in Sapporo, Japan [97] where more resistant (C) infants were found. Of these two studies, the ...
Playing with children is more common when parents and children have a secure attachment. These parents react more quickly to their children's needs and are typically more responsive to a child they are securely attached to than one of insecure attachment. [7] Attachment carries on throughout the growth of the children.
Causal relationships between insecure attachment and mental illness may be complex. [7] [8] [15] Some risk factors for insecure attachment such as loss of parental figure, and sexual or physical abuse, are also risk factors for mental health disorders. [8] Self-report measures of attachment may be biased by mental health conditions.
These are known as secure, anxious-ambivalent, anxious-avoidant, (all organized) [13] and disorganized. [14] [15] The latter three are characterised as insecure. These are assessed using the Strange Situation Procedure, designed to assess the quality of attachments rather than whether an attachment exists at all. [4]
Insecure attachment styles in toddlers involve unusual reunions after separation from a familiar person. The children may snub the returning caregiver, or may go to the person but then resist being picked up. They may reunite with the caregiver, but then persistently cling to the caregiver, and fail to return to their previous play.
Clarification of terminology: The DMM avoids older attachment terms such as secure vs insecure, attachment categories and measures, attachment disorders, disorganized attachment, internal working models, and top level terms such as avoidant and ambivalent. It uses terms such as pathways of development instead of developmental trajectories.