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It was developed by Mary Ainsworth, a developmental psychologist [5] Originally it was devised to enable children to be classified into the attachment styles known as secure, anxious-avoidant and anxious-ambivalent. As research accumulated and atypical patterns of attachment became more apparent it was further developed by Main and Solomon in ...
Anxious-ambivalent attachment is a form of insecure attachment and is also misnamed as "resistant attachment". [53] [55] In general, a child with an anxious-ambivalent pattern of attachment will typically explore little (in the Strange Situation) and is often wary of strangers, even when the parent is present. When the caregiver departs, the ...
Four different attachment classifications have been identified in children: secure attachment, anxious-ambivalent attachment, anxious-avoidant attachment, and disorganized attachment. Attachment theory has become the dominant theory used today in the study of infant and toddler behavior and in the fields of infant mental health, treatment of ...
Attachment theory, which focuses on the early relationship between a child and their primary caregivers, delineates three main attachment styles: anxious (preoccupied), avoidant (dismissive), and ...
However, having a secure attachment style is by no means a guarantee of long-lasting relationships. Relationship participants with anxious and avoidant attachment styles have been linked to a decreased level of commitment. [17] Nor are secure attachment styles the only attachment styles associated with stable relationships.
The words attachment style or pattern refer to the various types of attachment arising from early care experiences, called secure, anxious-ambivalent, anxious-avoidant, (all organized), and disorganized. Some of these styles are more problematic than others, and, although they are not disorders in the clinical sense, are sometimes discussed ...
The anxious-preoccupied attachment style has been associated with a heightened vigilance towards emotionally significant social cues, as evidenced by increased activation in the amygdala during social appraisal tasks. [9] This may contribute to the tendency to be overly concerned about the availability and responsiveness of attachment figures.
Lastly, if the infant can be sure about the availability of the attachment figure, it will be less prone to fear due to the supportive presence or secure base function of the caregiver, which makes exploration of the environment and hence learning possible. [6] This felt security is the primary goal of all working models. [8]
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