Theory Of Development And Attachment Theory - 1168 Words

Development/ Attachment Psychoanalyst, John Bowlby in the mid 19th hundreds, investigated attachment theory. Over the years, we have enhanced our understanding on how children attach to their primary caregiver earlier in life. Supported by attachment theory, infants have a window for the development of attachment to the primary caregiver, which, usually happens during the first months of life (Hardy, 2007). Given that Alexander’s parents’ left when he was only 3 months and was raised by his grandparents, it is no surprise that when he reunited with his parents, they felt like complete strangers to him, because they were not the ones meeting his needs early in life. Taking into account that Alexander’s window for the development of attachment closed many years ago, helps us understand why after four years of interaction with his biological parents, he feels no type of connection to them. Unfortunately, regardless of his parent’s expectations and supported by attachment theory, Alexander will no longer be able to develop the relationship built with his grandparents with any other primary caregiver. Anxiety Immediately after his arrival form El Salvador, Alexander felt like as if his parents were complete strangers. Not only did he have to get used to the idea that these complete strangers were his parents, he also had to accept the idea that he now had to live with them. He expressed that communication with his parents has always been a challenge. Furthermore,Show MoreRelatedThe Development Of Attachment Theory1336 Words   |  6 Pagesessay will look at the development of attachment theory since the time of Bowlby and the many theories proposed to determine which best describes attachment. The Attachment theory highlights the importance of attachment especially between mothers and infants in regards to the infants personal development, both physically and emotionally. Bowlby describes attachment as â€Å"lasting psychological connectedness between human beings†(Bowlby, 1969, p.194). Bowlby’s attachment theory suggested that mothersRead MoreAttachment Theory And Child D evelopment1635 Words   |  7 PagesAttachment Theory and Children Attachment theory led not only to increased attention to attachments as a psychosocial process, it also led to a new understanding of child development (Bowlby, 1969). Freudian theory suggested that as libidinal drives fixed on different objects, former attachments would be broken; failure to break an attachment effectively would constitute a sort of trauma that could lead to later mental illness (Bretherton (1992). Attachment theory, however, suggested that growingRead MoreAttachment Theory And Emotional Development1347 Words   |  6 Pagesand of others† (p. 133). Attachment theory plays a large role in cognitive and emotional development because it sets a foundation for the child. A case study of Angela, a 17-year-old mother, and her 11 month-old son, will dive into the attachment relationship between the two and extenuating circumstances surrounding that attachment. Angela is attempting to raise her son under the roof of her mother; who doesn’t support a pate rnal relationship for Adam. Angela’s attachment relationship with her sonRead MoreDevelopment Of Attachment Of The Learning And Evolutionary Theories1579 Words   |  7 Pages I will be evaluating the development of attachment of the learning and evolutionary theories. I will also be looking at different view points regarding the impact of early experience on later life. The first theory I will be looking at is the learning theory. The learning theory is also called behaviourism, which says all of our behaviour is learnt because â€Å"when born our mind is tabula rasa (a blank slate).† (McLeod, 2007). The behaviourist theory of attachment was proposed by Dollard MillerRead MoreAttachment Theory And Development Of Self Concept2197 Words   |  9 Pagesover a particular environment (Long et al 2010). This essay intends to explore how attachment theory contributes to the development of self-concept and then discuss how this can impact on an individuals learning. This essay will begin with a definition of attachment, how an attachment a child builds impacts on the development of their self-concept and then how these concepts impact on learning. Attachment theory can be described as having the strongest theoretical influence in the studies of anRead MoreInfluences of Attachment Theory on Personality Development 1148 Words   |  5 PagesThe concepts proposed by attachment theory have been very influential to the field of personality psychology. Over the years, many studies have supported the notion that mother-child attachment styles during childhood can impact future styles of behavior. Research conducted by Festa and Ginsburg (2011) examined the impact of parental and peer factors on the development of social anxiety amongst children. Further research conducted by Li and Chan (2012) examined the specific impact of anxiety andRead MoreThe Development of Attachment Theory and Its Strengths and Limitations999 Words   |  4 PagesThe Development of Attachment Theory and Its Strengths and Limitations English psychiatrist John Bowlby is a leading and influential figure within the history of social reform. His work has influenced social work policies and legislation relating to child psychiatry and psychology. Bowlby was trained as a psychoanalyst, and was influenced by Freudians theories, but became influenced again in his attachment theory by the work of ethologists. The ethologists theory concentrates Read MoreAttachment Theory on Socio-Emtionals Development of Children1435 Words   |  6 PagesAttachment Theory: One of the most studied topics in today’s psychology is the attachment theory whose common references are from attachment models by Bowlby and Ainsworth. Since its introduction, the concept has developed to become one of the most significant theoretical schemes for understanding the socio-emotional development of children at an early stage. In addition, the theory is also developing into one of the most prominent models that guide parent-child relationships. Some of the keyRead MoreEthological Theory of Attachment: The Development of Emotion in Children1803 Words   |  7 Pagesï » ¿How Ethological Theory of Attachment Helps in Understanding the Development of Emotion in Children from Adversity? Introduction Attachment theory has been jointly worked out by John Bowlby and Mary Ainsworth. In presenting this theory, both of them have drawn out ideas from the fields of ethology, cybernetics, information processing, developmental psychology, and psychoanalysts. However, John Bowlby is the chief contributor who has originated the essential tenets of the theory. Thus, he has revolutionizedRead MoreAttachment Theory and the Differences in the Development of Social Relationships in Aging Adults2176 Words   |  9 PagesHow the attachment theory accounts for differences in the development of social relationships in aging adults? Name Institution Date How the attachment theory accounts for differences in the development of social relationships in aging adults? The attachment theory is one of the common theories in the specification of child development and growth in the world. Indeed, several influencing factors are concerned with the generation and establishment of the relationship that exists between parents

What are the barriers of learning for a learner with autism/Aspergers in Performing Arts and can Performing Arts support the learning of a learner diagnosed with Autism/Aspergers Sample Essay Example For Students

What are the barriers of learning for a learner with autism/Aspergers in Performing Arts and can Performing Arts support the learning of a learner diagnosed with Autism/Aspergers? Sample Essay Q: What are the barriers of larning for a scholar with autism/Aspergers in Performing Humanistic disciplines and can Performing Humanistic disciplines support the acquisition of a scholar diagnosed with Autism/Aspergers? This essay is traveling to try to reply some of the inquiries that arise from learning an person. analyzing Performing Humanistic disciplines. who has been diagnosed with Aspergers or Autism syndrome ( AS ) . First of all the paper will specify autism. discourse the differences between Aspergers and Autism. Looking at behavior. societal communicating differences in and out of the schoolroom before diging in to the natural barriers the syndrome creates for the acquisition of the single scholar. The essay will look at theories behind the Performing Humanistic disciplines as a topic and what the subject affair can make for the single scholar take parting. Finally the essay will try to traverse mention the accomplishments Performing Humanistic disciplines offers and how the topic could help in get the better ofing the barriers for a scholar with Autism. To understand what Autism/Aspergers ( AS ) /High working Autism ( HFA ) is and how it affects larning this paper will discourse precisely how the syndrome has been defined. The definition will be constructed by assorted psychologists. theoreticians and from an faculty member who has been diagnosed with Aspergers. There isn’t a simple definition of Autism or Asperger that can be literally written in one sentence. The Collins online dictionary efforts a brief definition with the undermentioned statement: unnatural self-absorption. normally impacting kids. characterized by deficiency of response to people and limited ability to pass on hypertext transfer protocol: //www. collinslanguage. com/results. aspx 17/04/11It is clear from this definition that there are many aspects to Autism. The sweeping statement that claims normally poignant kids is instantly at inquiry as there are many grownups who suffer from this syndrome. Clare Sainsbury ( 2009 ) an writer enduring from Asperger syndrome writes that AS is a developmental upset of neurological beginning which affects really about at least one in every thousand people and which affectscommunicating and societal interaction. Sainsbury. 2009. P. 29 The consistence of pass oning jobs is already evident from Sainsbury’s statement and the definition from the Collins dictionary. Sainsbury high spots societal interaction as an issue which could be an associating issue from the communicating facet of the syndrome. Frank Sansotti ( 2010 ) supports Sainsbury’s categorization when he remarks that HFA/AS is presently understood as a developmental upset characterized by kids who have important troubles in societal interaction and relationships. expose a deficiency of empathy and engage in unusual forms of involvement and alone stereotyped behaviors. Sansotti. 2010. P. 3 The thought of a developmental upset may propose that at some phase the single hasn’t had the raising that is required and hence suffers from Autism. Sainsbury is speedy to disclaim this fact as she remarks that all research workers have agreed that autism is entirely biological in nature. Sainsbury. 2009. P. 29 Sansotti besides remarks on societal interaction as a mistake with autism and that becomes another word picture of the Autistic syndrome that is going consistent. The inability to expose empathy will be revisited shortly. Before this paper begins to run off from the definition it may be a worthwhile clip to recap that autism is developmental upset that causes a defect in communicating. societal and difference to the â€Å"normal† behavior of an single individual. The cause isn’t down to foster so the essay will non look any longer in to this issue. Empathy is another cardinal facet mentioned by both Sainsbury and Sansotti. The fact that persons with Autistic inclinations struggle to read other’s behaviors can take to debatable societal state of affairss and Sansotti remarks that a cardinal determination was that kids at an early age did non show the ability to take the position of others. Sansotti. 2010. P. 6 The one inquiry that is frequently reoccurring is what are the differences between Asperger. Autism and High operation Autism/Asperger? Sainsbury refers to Asperger as possible mild signifier of Autism yet others arguedifferent. Some argue that the important difference between the two syndromes is merely the absence of hold in linguistic communication and cognitive accomplishments ( Sainsbury. 2009. P. 30 ) Sainsbury continues to divide the two by noticing that it more utile to talk of autism with and without linguistic communication holds and larning troubles. Sainsbury. 2009. P. 30 It can be easy to presume that there is a low IQ for people with autism but that isn’t the instance. That is where high operation Autism/Asperger is measured. Depending on the ability and symptoms of the person in inquiry will find whether they are referred to as autistic or high operation autistic. Those at the low terminal or less impaired are deemed to be high operation. Sansotti remarks that these less impaired kids may show uneven societal idiosyncrasies. a long blown. academic. communicating manner and rare or alone particular involvement ( such as deep Fry cookers etc. ) such kids are under the diagnosing high operation autism. Sansotti. 2010. P. 2 So autism has staple traits that Sainsbury describes in a really similar manner to Sansotti but the fact that we have high operation. Asperger and Autism suggests that non all sick persons are the same and that the really title high operation offers that there may be different degrees of Autism. Sansotti describes this by noticing that: The grade of damage among kids with AS is extremely variable and features of the disablement may show themselves assorted combinations. from really terrible to really mild. Sansotti. 2010. P. 2 The really fact that Autism is so varied from instance to instance has lead research workers over the last 30 old ages to mention to this spread as a spectrum. Sansotti reflects that bookmans have termed Autism as the autism spectrum upset. Christopher D. Webster ( 1980 ) a taking Autistic research worker claims there are 14 facets to naming Autism. Although this essay will non analyze all 14 it certifies that they possibly of import to name as they are still argued today as early and regular marks of Autism that are displayed at different degrees. Webster defines each one in his 1980 book â€Å"Autism† but here they are listed as: Affect Isolation Webster admits that it is possible to cut down this list due to similarities but he believed to specify Autism or recognize it’s item all 14 should be taken in to consideration. It is easy to see how complex the autistic spectrum is and how many factors are built-in to developing an apprehension to how it affects larning. Webster finishes his first chapter with a statement that this essay will utilize a span between specifying Autism and constructing a comprehension of how it creates larning barriers. Webster stated that â€Å"for the minute it’s necessary to see our proposition that autism is a terrible upset of communicating. † Webster. 1980. P. 11 The existent definition continues to construct and it may be utile to get down associating the definition with the facets that create barriers to larning. Writing in Sainsbury’s Martian in the Playground. Lorna Wing ( 1981 ) explains her â€Å"Triad of Impairments† theory that offers the chief specifying countries of the autistic spectrum. They are: Problems with Social InteractionProblems with CommunicationProblems with Imagination The Triad can be perceived cut downing the 14 constituents of Webster’s earlier categorization but it is built-in to this essay’s apprehension of larning barriers that are associated with AS. Drama in peculiar is concerned with the communicating. societal and imagination facets. The Triad supports this documents discovery that autism creates an issue with constructs of communicating and societal interaction jobs with AS it may be a good topographic point to get down as it non merely clearly offers where the definition lies within a individual but besides links to larning barriers that this paper will finally discourse and analyze. Wing’s list provinces societal communicating foremost but it may be wise to look at the 3rd remark. Imagination. The imaginativeness is the fastness to the other two factors. Flying provinces that the term imaginativeness isn’t a â€Å"Lack of Imagination† but more of an single developing an elaborate phantasy universe. Sainsbury. 2009. P. 33 Flying describes the imaginativeness facet as a job with flexible thought. Therefore doing it hard for an single agony with AS to get by with alteration and trouble in understanding how others are experiencing or believing. She remarks ( AS ) leads to jobs with alteration and a demand for stiff modus operandis. Sainsbury. 2009. P. 33 Fighting to get by with flexible believing leads straight in to communicating issues. The Autistic head finds sarcasm and metaphors a hard anomalousness. The single with AS may take a actual apprehension of inquiries asked. such as â€Å"take that chair† . they will automatically seek and take the chair. frequently looking confused as to why they have been asked to â€Å"Take a chair† when in fact the direction was intended to sit on the chair. Sainsbury supports Wing’s theory that â€Å"We largely have seemingly â€Å"normal† linguistic communication. our communicating troubles are more elusive. our troubles frequently involve facets of linguistic communication that goes beyond the actual significance. such as acknowledging irony or metaphors. † Sainsbury. 2009. P. 33 The metaphor in this instance being. take a chair. This is a simple societal metaphor that the autistic head can fight to construe. This can widen to fighting to understand their equals during category. During Drama sessions a scholar will hold to interact with equals in either brace work. little group activities or as whole category. A simple warm up Drama game can go ambitious if the scholar with AS battles to read what his equals are seeking to state or make. A simple Drama game may necessitate looks. idiosyncrasies and instructions to be passed amongst category members. Sainsbury continues to back up this issue. The indispensable societal job in autistic spectrum conditions is non of turning away or deficiency of involvement but more the inability to read the â€Å"facial look. tone of voice and organic structure linguistic communication of others. Sainsbury. 2009. P. 34 This continues on to the concluding facet of the â€Å"Triad† . the societal facet and is a clear undermentioned issue associating to the other parts of the â€Å"Triad† The societal construct of conversation can go rather a challenge for some one with AS. The actual thought nature of the syndrome initiates them to react different to the socially recognized â€Å"Norm† . Sainsbury commented that many people with Apserger’s syndrome. like me. spontaneously compare themselves to aliens. Sainsbury. 2009. P. 34 Harriet Tubman EssayYou will develop an apprehension of play and theater. analytical and originative accomplishments. and an ability to pass on efficaciously with others 22/04/11 The one consistent fact this thesis has highlighted is the job with person with AS is communication trials. This paper has besides discussed the societal barriers that can impact morale and assurance. So the following inquiry has to be can it interrupt through the defects that hinder the autistic syndrome and really profit their acquisition? The inquiry is an country of research that has still a batch patterned advance to do but many people believe that the humanistic disciplines can really profit people with AS. Dr. Melanie Peter ( 2000 ) is an writer on the affects of Drama on people with AS. She states that ‘Paradoxically †¦ many people with autism find arts activities exciting. and these occasions besides seem to be when they are able to do most meaningful contact with other people’ W orld Wide Web. researchautism. net/interventionitem. ikml? print A ; ra=58 A ; infolevel=4/ 22/04/11 Dr. Peter. a womb-to-tomb research worker in to AS suggests that at times people with AS can do meaningful contact with others. This would be in a fake state of affairs or during an act of drama. Can this be transferred across their acquisition? Peter continues to develop her theory by explicating that ‘Over clip. as boundaries are extended. so they may develop an ability to believe more laterally in state of affairss. and with greater flexibleness. and get a greater sense of resourcefulness. 22/04/11 If the scholar with AS becomes more confident with in their acquisition environment so it would do sense that they could develop more flexibleness in responding to their equals and assignments. It must be made clear that the extent to their betterment still has many factors to take in to consideration. such as the badness of their theory of head or cardinal coherency and other facets they may hold symptoms of such lassitude from sleep perturbations. Peter’s statement that Drama has a positive consequence on developing their overall acquisition and societal capablenesss is still of import to see. For case if a individual can’t overcome personal contact so there are Drama resources to try to over draw this sensitive issue. M. Connelly ( 1983 ) offers a practical dramatic solution. he says that If a kid can non digest contact we will put up group games to assist him get the better of it. ’ Such Drama games are normally normal activities within the college environment so games could be implemented without it looking foreign to any of the scholars involved. Such games need to be treated with the normal respect in that they are trust edifice exercisings and good for everyone. Adding to that regulation the exercisings must be promoted to be supportive to all equals. no affair how they react. This reduces the opportunities of badgering to an unusual reaction. Sainsbury believes the thought of promoting scholars to accept people’s different reaction is critical to develop comfort in a scholar with AS within the schoolroom. She remarks that instructors should neer let other childs to do merriment of other childs verbally and particularly speak on a regular basis to other childs about digesting other differences no affair if these are societal. physical. spiritual etc. Sainsbury. 2009. P. 87 If differences are tolerated so an autistic response to a state of affairs should go more openly accepted. Another of import factor in Drama is the way to concentrate on scholars strengths. For an illustration. praising some one’s moving during a musical vocal when their voice isn’t as strong and hence encouraging that scholar to prosecute those countries of quality in more item than weaker countries to construct assurance. Areas of betterment can ever be tackled one time more assurance is attained. Another interviewee from Sainsbury ’s research voiced that my strengths were taken for granted and they rubbed my olfactory organ in to my jobs unrelentingly. Sainsbury. 2009. P. 46 Keith Johnstone ( 1979 ) is a Drama practician who explores improvisation in Drama and finally opening up the head. His work looks to unblock the head of people that have been blocked by societal and educational developments. His work can explicate how Drama can non merely assist people with AS but besides why other learner’s justice people so rapidly. He remarks that people understand their ain insanity ( personality traits ) but when confronted with other people confuse the individual with the function. Johnstone. 1979. P. 83 His work on what he calls the â€Å"Psychotic thought† that opens up the scholar to accepting people’s differences and applications to stimulus response. He encourages scholars to open their heads and to accept anything as â€Å"normal† . This has to be taken within wellness and safety guidelines but does do for an interesting attack to a category of really different immature grownups. With a individual diagnosed with AS added to the group this attack can do people accept this individual. Johnstone’s survey took him to rede that it is when someone’s behavior becomes unpredictable that the community rejects them. Johnstone. 1979. P. 83 Using Johnstone’s political orientation as a model this could help in the Drama room for developing credence to other scholars. Sainsbury reminds us of how the scholar with AS can fight with simple activities. I had problem larning the regulations to the games other kids played and I frequently played the incorrect manner. doing the other childs to avoid me or badger me Sainsbury. 2009. P. 80 The tease can be a monolithic barrier to larning so simple Drama theory can construct staple category aims that ease that possibility. A scholar with AS can be really successful. with single and group acquisition. if the instructor takes in to consideration. the scholars strengths. One illustration could be to use an person with AS to research a undertaking of involvement within a group activity or reading aloud in category when their reading is a peculiar plus. The Autistic head needs stableness and frequently seeks a stiff timetable of events. so a good organised set up sing the programme of acquisition can assist get the better of these barriers. Turning this in to a strength by demanding a strong agenda of promptness from all pupils and outlooks can help the scholar with AS. Chandreyee Ghose ( 2011 ) composing in the Telegraph discussed Willoughby’s ( 2011 ) learning scheme â€Å"We meet the single demands. † Willoughby said. â€Å"We have a really rigorous agenda. The childs thrive on the agenda. and I think that’s the key to their success. † World Wide Web. theautismnews. com/2011/0 2/02/dance-drama-keys-to-life/22/04/11 Returning to Webster’s theories it is an interesting point that many facets of be aftering for an scholar with AS isn’t that different in construction to chief watercourse scholars. Webster deployed headers such as â€Å"make the acquisition relevant and interesting to the child† . â€Å"make the educational experience as gratifying and game-like as possible† . â€Å"Allow the kid to derive direction from the maximal possible of beginnings of information and be prepared to alter programs when advancement ceases† . Webster. 1980. P. 68 A ; 69 So the rules of planning are similar merely more single distinction possibly required depending on the extent of where the scholar is on the AS spectrum. The concluding stage of this essay is to pull on one of the major practitioner’s studied during a performing humanistic disciplines class. Constantine Stanislavski ( 1936 ) was a Russian histrion turned histrion who decided in his last old ages to document his preparation as a performing artist and theories as a Director in to three books. These have become staple encyclopedias for 1000s of histrions. managers and instructors likewise through the 20th century to modern twenty-four hours. Returning to the original issues with AS Stanislavski offered constructs that Teach non merely how to move but how to recognize the difference between moving and feeling emotions. To reproduce feelings. you must be able to place them out of your ain experience. Stanislavski. 1936. P. 24 It is the work that comes out of this political orientation that is of import. The workshop will include working both separately and with others to develop an apprehension of your ain emotions and how they affect others. Through the workshop procedure the scholar will actively notice on how others are moving and how existent their emotions are. The Stanislavski â€Å"what if† attack that develops from the emotion work is detailed around what if you were person else? How would you move if you were King etc? Stanislavski adds that â€Å"if† Acts of the Apostless as a lever to raise us out of the universe and into the kingdom of imaginativeness. Stanislavski. 1936. P. 46 It would be possible to dig in to Johnstone’s and Stanislavski’s theories in even more deepness and associate their systematic beliefs with the schoolroom and helping the scholar with AS. It is of import to retrieve that nevertheless detailed a theory is to help with educating person on the autistic spectrum there is neer a full cogent evidence program that works for all. I return to Webster’s remarks that If behaviour qualifiers think there is one key. they are incorrect. If there is one key-it is that there isn’t. Webster. 1980. P. 16 So from this paper we can safely infer that autism is a complex upset that affects both immature and old scholars. Webster has given a list of 14 factors that need to be considered when naming a individual with autism. His list is extended and screens issues from self destructive behavior to tantrum outburst. Lorna Wing has argued that there is a simpler method called the three of damages. This concentrates on societal. communicating and imaginativeness issues. Webster agreed his list could be reduced and Wing’s political orientation absorbs the Webster list yet still delves in to the mind of a head with AS. The three barriers all interrelate when larning barriers are concerned and can impact a scholar through its instruction. The societal barriers stem from a realization that they feel different to their equals. a feeling that Sainsbury described as â€Å"Alien† . She said many scholars with AS will spontaneously compare themselves to aliens. ( Sainsbury. 2009. P. 34 ) This can develop a deficiency of ego regards and low ego worth that can impede relationships with equals and finally badgering and societal exclusion. Social exclusion and low ego regard non merely reminds us of Maslow’s theory of self realization in order to make one’s full potency but besides basic ego backdown from larning state of affairss. The essay so discussed the Sansotti argument around â€Å"theory of mind† . This linked with Wing’s imaginativeness damage in that both deliberate the issues person with AS has with associating to others.