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Social learning approaches
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- PEARSON (PEARSON)
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Social learning approachesAttachment Theory
The theory of attachment was originally developed by John Bowlby (1907 –
1990), a British psychoanalyst who was attempting to understand the
intense distress experienced by infants who had been separated from their
parents. Bowlby observed that separated infants would go to extraordinary
lengths (e.g., crying, clinging, frantically searching) to prevent separation
from their parents or to re-establish proximity to a missing parent.
Bowlby (1951) claimed that mothering is almost useless if delayed until
after two and a half to three years and, for most children, if delayed till after
12 months, i.e., there is a critical period.
If the attachment figure is broken or disrupted during the critical two-year
period, the child will suffer irreversible long-term consequences of this
maternal deprivation. This risk continues until the age of five.
Bowlby used the term maternal deprivation to refer to the separation or
loss of the mother as well as failure to develop an attachment.
Bowlby’s Maternal Deprivation
Bowlby’s maternal deprivation hypothesis suggests that continual
disruption of the attachment between infant and primary caregiver (i.e.,
mother) could result in long term cognitive, social, and emotional difficulties
for that infant. Bowlby originally believed the effects to be permanent and
irreversible.
Delinquency
Reduced intelligence
Increased aggression
Depression
Affectionless psychopathy
Affectionless psychopathy is an inability to show affection or concern for
others. Such as individuals act on impulse with little regard for the
consequences of their actions. For example, showing no guilt for antisocial
behaviour.
Bowlby’s ’44 Juvenile Thieves’ Study
The aims: The aim of his study was to investigate the long-term effects of
maternal deprivation on people to see whether delinquents have suffered
deprivation. According to the Maternal Deprivation Hypothesis, breaking the
maternal bond with the child during the early stages of its life is likely to
have serious effects on its intellectual, social, and emotional development.
Procedure: Between 1936 and 1939 he took a sample of 88 children from
a delinquency centre. 44 thieves were compared with 44 non-thieves.
Bowlby collected data via interviews and questionnaires from the 88
juveniles.
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