Secure Attachment Matters Ireland 2.92

THE OBVIOUS QUESTION MIGHT BE "WHAT IS ATTACHMENT AND WHY DOES IT MATTER"

"'Attachment' is a term used to describe the dependency relationship a child develops towards his or her primary givers. It is first observable during the latter half of the first year of life and develops progressively over the first four years of life. It is most readably observed in the behaviour of children when they are sick, injured, tired, anxious, hungry or thirsty' (Pearce, 2009)

Attachment behaviour ensures the survival of the infants and young children by keeping their caregivers close and available to provide protection and comfort. The attachment relationship provides the context for the main developmental task of infancy and early childhood, particularly emotional regulation and development of the capacity to ’mentalise’ (Furnivall, 2011)

The characteristics of caregivers affect the organisation and security of children’s attachment relationship with them. Sensitive, responsive parenting and parental ability to reflect on the infant’s own thoughts and feelings are associated with secure attachments in children.(Furnivall, 2011)

Children who have experienced maltreatment are significantly more likely to develop disorganised attachments and these can have lifelong physical, emotional and social consequences. (Furnivall, 2011, Shemmings and Shemmings, 2011)

Recent evidence from neuroscience confirms the importance of the early emotional and social experience of infants for the healthy development of their brains. Maltreatment can disturb the patterns of cortisol (stress hormone) secretion which can affect the immediate and long term mental and physical health. (Furnivall, 2011)
Looked after children benefit from developing secure attachments with their caregivers and interventions should support the development of these, whether children remain at home or are cared for outside their family (Furnivall, 2011).
Successful placements are more likely when carers are able to respond to the children at their emotional care rather than their chronological one. Interventions with children should aim to address developmental brain impairment by providing care that build fundamental brain capacities. For looked after children this will (“may” italics added by J Gibson ) mean less use of verbal techniques and greater concentration of on physical, sensory and emotional way of working (Furnivall, 2011)
Caregivers should be assessed on the capacity to tolerate difficult behaviour and remain sensitive and responsive to the needs of children (Furnivall, 2011)
Support and training should be available provided to caregivers to ensure that they are able to maintain their capacity to be reflective about children rather than reactive to their behaviour (Furnivall, 2011)
Attachment-inform practice may require a policy and culture shift to ensure that children’s needs are appropriately met when care for away from home (Furnivall, 2011)