81

The British Journal of Developmental Disabilities

Vol. 53, Part 2, JULY 2007, No. 105, pp. 81-95
EFFECTS OF ATTACHMENT ON EARLY AND LATER
DEVELOPMENT
Mokhtar Malekpour
*Professor Mokhtar Malekpour, Ph.D.
Graduate School, Islamic Azad University Khorasgan Branch, Isfahan, Iran
Tel: +98-311-7932568 or 7932558 Fax: +98-311-6687396
E-mail: [email protected]
* For Correspondence
Introduction
There is no doubt that early experience
inuences later development. This inu-
ence could account for individual
differences in many aspects such as cogni-
tion, behaviour, social skills, emotional
responses and personality. Some develop-
mentalists assert that early experience
guarantees long-term developmental
outcomes or protects against subsequent
trauma (Sroufe and Jacobvitz, 1989). Early
experiences, especially emotionally or affec-
tively charged experiences with other
humans, induce and organize the patterns
of structural growth that result in the
expanding functional capacities of a devel-
oping individual. Schore (1994) points out
that these early experiences shape the
development of a unique personality, its
adaptive capacities as well as vulnerabili-
ties to and resistances against particular
forms of future pathologies.
Research over the course of past 30
years demonstrated that upon birth infants
are far more competent, social, responsive
and more able to make sense of his or her
environment than we ever imagined. The
infant is no longer regarded as passive,
responding only to stimuli (Fantz, 1963).
Detailed studies of the amazing behav-
ioural capacities of the normal neonate
have shown that the infant sees, hears and
moves in rhythm with his/her mothers
voice in the rst minutes and hours of life,
resulting in a beautiful linking of the reac-
tions of the two and a synchronized
dance between the mother and the infant
(Klaus and Kennel, 1982). However, it is
important to realize that the infant can only
be competent in the context of a relation-
ship. Therefore, an infant is born expecting
a competent caregiver to pay attention to
and care for him or her. Winnicott (1965), in
a beautiful statement puts this in this way:
A baby alone does not exist.
Among the many different relationships
individuals form during the life span, the
relationship between mother and child is
the most important. This relationship will
mediate mother-child attachment. Fraiberg
(1959) writes: Our personal identity - the
very center of our humanness - is achieved
through the early bonds of child and
82
parent. Conscience itself, the most civilizing
of all achievements in human evolution, is
not part of constitutional endowment, but
the endowment of parental love and educa-
tion.
Attachment theories have made impor-
tant contributions to the notion of early
experience. Attachment theory was devel-
oped by British psychologist and
psychoanalyst John Bowlby. According to
Bowlby (1973, 1980), experience with
primary caregivers leads to generalized
expectations and beliefs (working models)
about self, the world, and relationships. He
describes these representations as persistent
and yet open to revision in light of experi-
ence. Persistent attachment representations
allow positive secure base experiences to
guide behaviour when someone stronger
and wiser is not at hand (Bowlby, 1985).
The early relationship between caregiver
and baby acts as an external system for the
childs internal regulation. Attachment is,
in many ways, a measure of self-control.
The growing infant who began being
totally dependent on mother for soothing,
stimulation and emotional regulation, grad-
ually claims the ability to manage alone. In
other words: early development entails
the gradual transition from extreme
dependence on others to manage the world
for us to acquiring the competencies
needed to manage the world for oneself
(Shonkoff and Phillips, 2000).

Denitions of Attachment
The notion of attachment has been
dened in different ways, but something
which is identical in all denitions is that
attachment is an essential ingredient for
normal human development.
Bowlby (1977) denes attachment as an
enduring emotional bond which an
individual forms to another person. Papalia
et al., (1999) dene it as a reciprocal,
enduring, relationship between infant and
caregiver, each of whom contributes to the
quality of the relationship. Attachments
have adaptive value for babies, ensuring
that their psychosocial as well as physical
needs will be met. According to Ainsworth
(1979), it may be "an essential part of the
ground plan of the human species for an
infant to become attached to a mother
gure".
In general, attachment is the emotional
bond that individuals form with their
caregivers over the course of their infancy.
The quality and timing of attachment could
determine the quality of later develop-
ment.
Patterns of Attachments
Attachment can be divided into two
main categories: secure and insecure
attachments. Insecure attachment itself has
three different types namely: insecure-
avoidant, insecure-ambivalent and
insecure-disorganised.
1. Secure Attachment
The parent-child relationship serves as
a prototype for future relationships of the
child. It is this rst relationship that the
child uses as a template to apply to future
relationship experiences. In short, the
quality of early relationships predict later
relationships, and success in later relation-
ships takes root in the context of the
parent-child relationship (Gearity, 2005).
Gearity (2005) proposes that the parent and
child, as partners, must accomplish two
basic goals that serve as the foundation for
83
healthy relationships with others in the
future: (1) the establishment of a basic
sense of trust in the world "when I need
you, you will be there" and (2) the allow-
ance for emotional regulation - the
expression of feelings, along with the
underlying physiological patterning. When
these two goals are successfully met, it is
likely that the child will experience a satis-
factory attachment relationship with his or
her caregiver. Furthermore, the child who
is experiencing a satisfactory attachment
relationship with her caregiver may be
more likely to explore the surrounding
environment, guided by a sense of trust
that his/her caregiver will be there, acting
as a secure base. Through this exploration
of the environment, the child gains greater
competence, acquiring greater independ-
ence in future experiences.
The securely attached infant shows
some behavioural characteristics which
indicate the infant is secure in his or her
attachment relationships. Ainsworth et al.,
(1978) describe this as an infant who is
secure often shows some protest when
being left alone or left with a stranger in an
unfamiliar place by the time of the rst
birthday. This protest often includes
obvious distress, disruption of play and
exploration, and rejection of comforting
from an unfamiliar adult. When the mother
returns, the infant greets her warmly and
often seeks to be near her or in physical
contact with her, calms quickly if distressed,
and returns comfortably to play and explo-
ration.
The more secure a childs attachment to
a nurturing adult, the easier it seems to be
for the child eventually to become inde-
pendent of that adult and to develop good
relationships with others. The relationships
between attachment and characteristics
observed years later underscores the conti-
nuity of development and the
interrelationship of emotional, cognitive,
and physical development (Papalia et al.,
1999).
Stayton et al., (1971) found that infants
with sensitive and responsive caregivers
were both more likely to comply with
parental requests at 9 months of age and
more likely to be classied as securely
attached at 12 months. Other research,
predicting from secure attachment relation-
ships at 12 months to later toddler
behaviour, has found that toddlers who
display secure attachment behaviours as
infants are rated more highly on a variety
of indicators of both autonomy and coop-
eration at age 24 months. Toddlers with
histories of secure attachment resemble all
other toddlers in showing a relatively high
rate of noncompliance with parental
request. However, they are more likely to
be cooperative and affectionate with their
mothers than are toddlers with other
attachment histories (Londerville and
Main, 1981, Matas et al., 1978).
By the time infant enters into his or her
second year of life, there are consistent
observable differences in his/her behaviour
that depend upon the quality and the level
of his or her early experiences in the rela-
tionship with his/her parents. Thompson
(1999) summarizes the results of decades of
research as follows securely attached chil-
dren show greater enthusiasm, compliance,
and positive affect (and less frustration and
aggression) during shared tasks with their
mothers, as well as affective sharing and
compliance during free play with their
mothers. Securely attached infants tend to
maintain more harmonious relations with
parents in the second year.
A child that is secure will be more than
likely to be condent and resilient when
confronted with peer pressure. It is
believed that secure bonding leads to
psychological well being and resistance to
ordinary, as well as extreme, stress experi-
enced throughout a life time (Thompson,
84
2000). Schore (2001a) puts this matter in
this way, the secure child (and adult) has
the psychological, and neurological,
capacity to self-modulate recognised affects.
Responses to stressful or exciting circum-
stances can be thought about rather than
acted out. As a result of being exposed to
the primary caregivers regulatory capaci-
ties, the infants expanding adaptive ability
to evaluate on a moment-to-moment basis
stressful changes in the external environ-
ment, especially the social environment,
allows him or her to begin to form coherent
responses to cope with stressors (Schore,
2001a).
Securely attached toddlers are more
social with peers and unfamiliar adults
than those who are anxiously attached
(Elicker et al., 1992). At 18 to 24 months,
they have more positive interactions with
peers, and their friendly overtures are more
likely to be accepted (Fagot, 1997). From the
ages of 3 to 5, securely attached children
are more curious, competent, empathic,
resilient, and self-condent, they get along
better with other children and are more
likely to form close friendships (Arend et
al., 1979; Elicker et al., 1992; Jacobson and
Wille, 1986; Youngblade and Belsky, 1992).
They interact more positively with parents,
preschool teachers and peers and are better
able to resolve conicts (Elicker et al., 1992).
They are also more independent, seeking
help from teachers only when they need
it (Sroufe et al., 1983). As preschoolers and
kindergarteners, they tend to have a more
positive self-image (Elicker et al., 1992;
Verschueren et al., 1996).
In adolescent years, the individual
begins to transfer the attachment behav-
iour learned in childhood to social
situations and peer groups (Laible et al.,
2000). Perceptions and experiences with
perception become integrated into a
persons verbal and non-verbal emotional
reactions, thoughts and behaviours across
age as well as culture (Waters and
Cummings, 2000). In essence, the indi-
vidual bases all of the experiences of
childhood and accommodates the new situ-
ations of adulthood. Mullis et al., (1999) add
that an adolescent's attachment to friends
will reect the bonds formed with parents.
Adolescence is a time of self-discovery
when attachment is important for coping,
confronting negative situations, and threats
to the self (Torquati and Vazsonyi, 1999).
In summary, Kestenbaum et al., (1989)
suggest that both the quality of care and
security of attachment affect children's later
capacity of empathy, emotional regulation,
cognitive development, and behavioural
control. These adaptive capacities seem to
be the outcome of a secure attachment.
Secure Attachment and
Brain Development
Nurture and nature can no longer be
regarded as discretely separate issues.
"Genetic susceptibilities are activated and
displayed in the context of environmental
inuences. Brain development is exqui-
sitely tuned to environmental inputs that,
in turn, shape its emerging architecture
(Shonkoff and Phillips, 2000).
Research on brain development, has
shown that the infant's transactions with
the early socio-emotion environment indel-
ibly inuence the evolution of brain
structures responsible for the individual's
socio-emotional functioning for the rest of
the life span (Schore, 1994). The brain is at
its most adaptable, or plastic, for the rst
two years after birth, during which time
the primary caregiver acts as an external
psychobiological regulator of the 'experi-
ence-dependent' growth of the infants
nervous system. These early social events
are imprinted into the neurobiological
85
structures that are maturing during the
brain growth spurt of the rst two years of
life, and therefore have far-reaching effects
(Schore, 2001b). Thus, from a basic biolog-
ical perspective, the child's neuronal system
- the structure and functioning of the
developing brain - is shaped by the parent's
more mature brain. This occurs within
emotional communication (Siegal, 1999).
The inceptive stages of development
represent a maturation period of speci-
cally the early maturing right brain, which
is dominant in the rst three years of
human life (Schore, 1994; Chiron et al.,
1997). The right brain is centrally involved
not only in processing social-emotional
information, facilitating attachment func-
tions, and regulating boldily and affective
states (Schore, 1994, 1998), but also in the
control of vital functions supporting
survival and enabling the organism to cope
actively and passively with stress (Wittling
and Schweiger, 1993). Schore (1994; 1999)
also points out that the maturation of these
adaptive-right brain regulatory capacities is
experience dependent, and that this expe-
rience is embedded in the attachment
relationship between the infant and
primary caregiver. However, it is important
to point out that this experience can either
positively or negatively inuence the matu-
ration of brain structure, and therefore the
psychological development of the infant.
This developmental psychoneurobiological
model clearly suggests a direct link between
secure attachment, development of ef-
cient right brain regulatory functions, and
adaptive infant mental health, as well as
between traumatic attachment, inefcient
right brain regulatory function, and mala-
daptive infant mental health.
The relationship between events in
early development and a later capacity for
change is due to the fact that the early
social environment directly impacts the
experience dependent maturation of the
limbic system, the brain areas specialized
for the organization of new learning and
the capacity to adapt to a rapidly changing
environment (Mesulam, 1998). Because
limbic areas in the cortex and subcortex are
in a critical period of growth in the rst two
years and these same neurobiological struc-
tures mediate stress-coping capacities for
the rest of the life span, early interpersonal
stress-inducing and stress-regulating events
have long-enduring effects.
Main (1991) points out that the forma-
tion of an attachment to a specied
individual signals a quantative change in
infant behavioural (and no doubt also
brain) organization. As a result of advances
in the "decade of the brain" we can now
identify which specic brain areas mediate
this function (Schore, 2001a). In his initial
outline of attachment theory, Schore
(2001a) quotes that Bowlby (1969) specu-
lated a succession of increasingly
sophisticated systems involving the limbic
system and brain arousal-regulation areas
mediate attachment processes. Schore
continues to say it is well established that
regions of the brain mature in stages, so the
question is, which parts of the postnatally
developing brain are maximally impacted
by emotionally-charged attachment expe-
riences? Schore points out that the emotion
processing limbic system has been impli-
cated in attachment functions.
In order to summarize this argument, it
could be suggested that a responsive,
nurturing environment that allows the
infant and young child to develop strong
attachments to a limited number of
caregivers enable the child to build neural
pathways that encourage emotional
stability. In support of this view, Epstein
(2001) expresses that when the child is held
and hugged, brain networks are activated
and strengthened and ring spreads to
associated networks; when the child is
sung to, still other networks are strength-
86
ened to receive sounds and interpret them
as song. The repeated appearance of the
mother provides a xation object as in
imprinting.
2. Insecure Attachment and
Developmental Psychopathology
Young children who do not have a rela-
tionship with at least one emotionally
invested, predictably available, caregiver -
even in the presence of adequate physical
care and cognitive stimulation - display an
array of developmental decits that they
endure over time. Some children develop
intense emotional ties to parents and other
caregivers who are unresponsive, rejecting,
highly erratic or frankly abusive, and these
relationships can also be a source of serious
childhood impairment (Greenough, 2001).
Bowlby (1940) points out that sometimes
bonding could fail between children and
their mothers, and that such maternal
deprivation could have serious conse-
quences for the child. Bowlby believes that
maternal deprivation has the following
consequences: dwarsm (retarded growth),
aggressiveness, dependency anxiety (being
'clinging'), intellectual retardation, social
maladjustment, affectionless psychopathy
(showing no feelings for others), depres-
sion and delinquency.
Children with problems related to inse-
cure attachment begin to soak up statutory
resources from early on when 'external-
izing' behaviour (aggression,
non-compliance, negative and immature
behaviours, etc.) demands a response
(Speltz et al., 1990). This is probably the
largest group of children that Social Serv-
ices, Special Education and the Child and
Adolescent Mental Health Services are
expected to deal with. The social and
economic costs of these types of disorders
are staggering (Greenberg et al., 1997).
If attachment is not secure, the baby
will respond badly to mother's absence
(Stovall, 2000). This will lead to future
anxiety, such as with individuals who suffer
from generalized anxiety disorder. Research
has indicated that the aficted grow from
an environment that was unresponsive,
angry, and insecure with respect to attach-
ment, providing a constant feeling of
vulnerability (Warren et al., 1997).
Toddlers who have had insecure attach-
ment relationships as infants smile less
often at their mothers, ignore them more
when together, and are rated lower on the
quality of affective sharing with mothers.
They also direct more anger, physical
aggression, and noncompliance toward
their mothers and do not use them as effec-
tively for help with a difcult task
(Londervill and Main, 1981, Matas et al.,
1978).
Failure to accomplish the goals in the
parent-child relationship will result in an
inadequate attachment relationship,
placing the child on a pathway to relation-
ship difculties throughout life. For
example, the absence of a basic sense of
trust may prevent a child from leaving the
caregiver's side to explore the surrounding
environment, thereby preventing opportu-
nities for him to develop competence and
learn about his/her world (Gearity, 2005).
In one study, children with secure
working models of attachment at age 7
were rated by teacher at ages 9, 12 and 15
as more attentive and participatory as well
as having better grades and seeming to feel
more secure about themselves than chil-
dren who had had insecure working
models of attachment (Jacobsen and
Hofmann, 1997). Conversely, insecurely
attached children often experience prob-
lems later such as inhibitions at age 2,
hostility toward other children at age 5,
and dependency during the school years
87
(Calkins and Fox, 1992; Lyons-Ruth et al.,
1993; Sroufe et al., 1993).
People who are not nourished through
secure attachments will be more vulnerable
to issues of peer pressure or negative feed-
back (Barnett and Butler, 1999). This
vulnerability leaves room for self-doubt
and higher, more pathological, states of
anxiety (Thompson, 2000). Attachment,
when low, can lead to depression, anxiety
and other negative emotional reactions to
new social experiences (Waters and
Cummings, 2000).
Goldberg (2000) summarizes how in the
relevant research A very common nding
is that the history of psychiatric patients is
riddled with negative attachment related
experiences such as loss, abuse or conict.
Insecure attachment is a risk factor that will
interact with other risks present in the
emotional and physical environment of the
growing child; the level of attachment
disturbance is equivalent to a level of
vulnerability that is difcult to change
without help.
Different Types of Insecure
Attachment
There are three different types of inse-
cure attachment (1) avoidant attachment
(2) ambivalent or resistant attachment and
(3) disorganized or disoriented attachment.
Each type is characterized by a particular
set of behaviour patterns.
Avoidant Attachment - avoidant attach-
ment is a strategy often developed by an
infant whose parents have discouraged
overt signs of either affection or distress,
and who do not readily offer sympathy or
comfort (Karen, 1994). The insecure-
avoidant infant rarely cries when separated
from the primary caregivers and avoids
contact upon his or her return (Papalia et
al., 1999). The avoidant infant does not
react with protest to the mothers depar-
ture in an unfamiliar setting. Instead, the
infant typically diverts attention from her
exit, explores actively while she is out of the
room. This independent appearing behav-
iour often looks quite positive to an
observer. However, an avoidant infant also
does not immediately acknowledge the
mothers return to the room, averting his
or her gaze when the mother enters and
initially moves away from her if she
approaches (Lyons-Ruth and Zeanah,
1993).
Ambivalent or Resistant Attachment -
this type of insecure attachment stems from
the infants experience of inconsistent
parenting when the child is never quite
sure if his or her expressions of anxiety and
distress will be suitably attended to. There
is a lack of consistent nurturing and protec-
tion from the parent that makes it hard for
the infant to feel that exploring the world
is a safe option. Thus the child has a low
threshold for distress, but no condence
that comfort will be forthcoming. When
upset he or she tries to get close to the
caregiver, but only to become angry and
resist contact. This pattern can be carried
into adulthood and there it reveals itself in
relationship difculties where there is
either a withdrawal from others or a
compulsion to be dependent. This is the
hysterical personality who ees from inti-
macy, and, like the ambivalent child, tends
to be demanding or clingy, immature, and
easily overwhelmed by her own emotions
(Karen, 1994).
The insecure-resistant infant is very
likely to cry during the separation episodes.
When the mother returns he or she often
continues to cry; he or she often looks at
and reaches for the mother with little or no
active approach. When picked up, he or
88
she does not actively cling and is not easily
comforted. If the mother offers a toy he or
she often shows continued distress by slap-
ping at it or at her but this is not
accompanied by active turning in or by
clinging (Waters et al., 2000).

Disorganized or Disoriented Attach-
ment - disorganized attachment occurs
when the parent either has so many unre-
solved emotional issues from their own
past that they have no mental space left
over for their baby or, when the threat is
more grave. The baby is biologically
impelled to seek safety through closeness
to the caregiver. When the parent is the
source of fear (and this may be the result of
neglect) the paradox cannot be resolved,
and the childs faith in the world of rela-
tionships is demolished by their scaregiver
and he or she is left with no coherent
means of relating to other people. Abuse
and neglect in the rst years of life have a
particularly pervasive impact. Prenatal
development and the rst two years of life
are the time when the genetic, organic, and
neurochemical foundations for impulse
control are being created. It is also the time
when the capacity for rational thinking and
sensitivity to other people are being rooted
- or not - in the childs personality (Karr-
Morse and Wiley, 1997). The impact can be
visible almost straight away, as it has been
found that the rate of disorganized attach-
ment associated with failure to thrive is
extremely high (Wood et al., 2000).
Babies with disorganized - disoriented
attachment often show inconsistent, contra-
dictory behaviours. They greet the mother
brightly when she returns but then turn
away or approach without looking at her.
They seem confused and afraid. This may
be the least secure behavioural pattern
(Papalia et al., 1999).
Disorganized attachment can disrupt
many different areas of development. In a
research summary, Moss et al., (1999)
conclude that disorganized/controlling
attachment is predictive of the develop-
ment of behavioral problems at preschool
and school age in both high - risk and
normal samples. Studies indicate that both
externalizing and internalizing symptoms
characterize the behaviour problems of
disorganised school-aged children between
5 and 9 years of age. Although at preschool
and early school age, it is primarily an
aggressive, disruptive behaviour pattern
that is associated with disorganization,
anxieties and fears related to performance,
abilities and self-worth become more
pronounced in middle-childhood.
Evidence has indicated that the
different types of insecure attachment not
only lead to developmental problems
during infancy and toddlerhood, but
predispose towards specic difculties in
later life as well.
Attachment and Disability
Parenting a child with special needs can
be a stressful and overwhelming experi-
ence. Parents often experience feelings of
devastation, shock, trauma, denial, numb-
ness, grief, guilt, responsibility, shame and
anger (Vacca, 2006).
There have been a series of studies of
attachment with children with disabilities
including Down syndrome (Atkinson et al.,
1999), cerebral palsy and autism (Pipp-
Siegel et al., 1999). These studies reveal that
children with severe disabilities may show
atypical attachment patterns. In inter-
preting these ndings, Barnett et al., (1999)
concluded that children with Down
syndrome may be delayed in their ability
to exhibit attachment-related behaviours
(e.g., smiling, approaching, vocalisations),
and their mother may have difculty in
89
interpreting their signals. On the other
hand, children with cerebral palsy may
have difculty because they have damage
to the system that underlies movement.
Barnett et al., (1999) suggest that children
with disabilities may behave differently
than typically developing children in the
strange situation procedure, but that
difference may be one of form rather than
function. The increased tasks of caring for
a disabled child, on one hand, and the
possibility of childs inability to respond
mothers interaction, on the other hand,
may increase stress levels for the mother.
This, in turn, could negatively affect the
mother-child attachment process.
It seems that, in addition to these de-
cits, children with developmental delays
are less likely to be satisfactory social part-
ners for parents, which may weaken
mothers tendency to get close with her
disabled child. Problems in proximity
coupled with other problems may, in turn,
jeopardize mother-child attachment. There-
fore, problems in attachment may
negatively affect the parents (mothers)
behaviour towards the disabled child. For
example, Holditch-Davis et al., (2000) found
that mothers of children with low IQs
provide these children with less cognitive
stimulation and, thus, would interact less,
teach less, and have lower scores on assess-
ment of the quality of the social
environment than mothers with children
with normal IQs. They also found that, in
particular, mothers of language-delayed,
prematurely born, children provided less
interactive stimulation than mothers of
children with normal language skills. The
lower level of maternal involvement when
the child has language delays might be
caused by the frustration the mothers feel
in dealing with a child who does not
understand her speech. Thus, a positive-
feedback loop may develop in which
mothers who are less involved with their
children have children who have poorer
language comprehension, and this lower
comprehension further discourages
maternal involvement. Blacher (1984) also
points out that children with gross physical
deformities may be particularly at risk for
parental rejection and limited attachment.
Vincent and Hasselt (1983) state that
there are some indications that later impair-
ment in socialization may be associated
with inadequately formed attachment
between the blind infant and mother.
Studies have consistently demonstrated
a high rate of insecure attachments among
clinic-referred boys and their mothers. The
same applies to children in special educa-
tion provision (Greenberg et al., 1997). A
recent study compared emotionally
disturbed children with two control groups
from other school settings. Most of these
children had been diagnosed as having
attention decit disorders, the rest as either
conduct disorder or depression, with half
the sample having more than one diagnosis
(Kobak et al., 2001).
Rutgers et al., (2004) point out that the
majority of children with autistic disorders
are mentally retarded, which might affect
their attachment behaviour. A crucial issue
is whether children with autism have the
same chance of establishing a secure attach-
ment relationship with their parent as
normally developing children. Four studies
found rather low percentages of secure
children with autism, or a substantial differ-
ence in attachment security between
children with and without autism (Spencer,
1993; Capps et al., 1994; Pechous, 2001;
Bakermans-Kranenburg et al., 2003).
Spencer (1993) found that only 5% of chil-
dren with autism actively greeted their
mother upon reunion, compared to 35% of
developmentally delayed children and 80%
of normally developing children. Children
with autism less frequently attempted to
approach or to stay close to their mothers,
90
and they avoided maternal approaches
more frequently than the other children.
Given the increase in the number of
disabled children especially premature
ones due to medical advances, it is impera-
tive to provide mental health services for
both the child and the parents. To do this,
all hospital staff need to immediately begin
supporting very young children and their
families to care for their child early on i.e.
throughout the period of the childs stay.
The results of such a strategy could lead to
facilitating parent-child relationships,
providing appropriate interactions, and
development of mother-child attachment.
Given the importance of the development
of mother-child attachment and the need
to prevent negative aspects of disability on
mother-child attachment, it is necessary to
take some measures in these spheres.
Some Recommendations for Parents of
Disabled Children to Build Attachment
Parents of disabled children may be
fearful of approaching and touching the
child. These parents may not be willing to
become attached, because they may be
fearful of losing the disabled child through
death. Contrary to this belief, if the child
survives and grows up, then the process of
attachment may hardly develop.
Parental attachment may be negatively
affected by them suddenly being faced
with a child with a disability, since parents
always have a vision of having a healthy
child. In his study, Vacca (2006), refers to
mounting duties of caring for a child with
a disability. In caring for a disabled child,
parents may be required to perform
medical duties, transport the child to
therapy appointments, and address
problem behaviours. According to Vacca
(2006), these duties may lead to stress
which, in turn, impacts parent-child attach-
ment. Vacca suggests that intervention can
help the parent-child relationship, the
integrity of the childs attachment to the
parent, and enhance mutual self-esteem.
In order for parents not to keep aloof
from their disabled children, there are some
strategies that could help them form secure
attachment with their children. It is neces-
sary for parents and other caregivers to
make every effort to connect with the child
i.e. fondle, physically touch and hug the
child. Eye contact, stimulation, talking,
smiling, and being sensitive and responsive
are other strategies that parents could use
to build attachment with their disabled
children.
Helping mothers to provide more posi-
tive social interactions with
developmentally delayed children is
another way to build positive attachment.
One way to accomplish this is to include
maternal education about normal growth
and development, appropriate play with
their children and ways to stimulate their
childrens developmental milestones such
as cognition, language, and motor activi-
ties. For example, Morgan and Goldstein
(2004) suggest that parents of low socio-
economic status might be able to provide
enriched experiences with written language
for their children if they learn to use more
decontexualized language during story-
book reading.
Conclusion
Evidence has suggested that the rst
two or three years of life is the most domi-
nant period of the childs life. This period
may be associated with positive or negative
experiences. If it is coupled with positive
experiences, that is, from a healthy relation-
ship with the mother (or caregiver), the
91
childs developmental trajectory is expected
to be good. Conversely, if the mother-child
relationship is negative, it might be a
disaster for the childs developmental
pathway. In support of Winnicotts notion
that, a baby alone does not exist, it could
be added that a child obtains his entity
through his relationships with others.
The infants attachment to his or her
caregiver is a fundamental principal of
human development. Therefore, emotional
connection is one of the most important
obligations that a parent has to a child.
A securely attached child is capable of
using an attachment gure as a secure base
from which to explore self and the world.
In support of this notion, Tronick (1998) has
presented a theory which he terms the
Dyadic Expansion of Consciousness
Hypothesis in which he proposes that the
social-emotional interaction between infant
and caregivers facilitates the development
of more complex states of awareness. It is
through the emotional relationship with
primary caregiver that the child begins to
understand him or herself and to interpret
and make demands on his or her environ-
ment.
We now know that so important is the
effect of environment on brain structure
that during critical periods, i.e. within the
growth spurts, the genetic specication of
neuronal structure is not sufcient for an
optimally functional nervous system, but
the environment strongly affects the struc-
ture of the brain as well. Both positive and
negative parent-infant attachment inu-
ences the brain structure and therefore the
psychological development of the infant. In
conrmation of this point, Schore (1999b)
points out that the developmental psycho-
logical model clearly suggests direct links
between secure attachment, development
of efcient right brain regulatory functions,
and adaptive infant mental health, as well
as traumatic attachment, inefcient right
brain regulatory function, and maladaptive
infant mental health.
We now know that failure to attain the
goals of parent-child relationship will result
in an inappropriate attachment. It is
believed that insecure attachment as a
result of inappropriate caregiving places
the child on a difcult developmental
trajectory throughout life. For example, the
lack of a basic sense of trust may restrain
the child from facing opportunities to
develop competence and to learn about the
world through leaving the caregiver. On
the other hand, insecure attachment, in any
form, is associated with later develop-
mental problems including delay in
cognitive development, lack of condence
in self and others, problems in emotional
regulation, that is inability to express
emotions, disruptive behaviors in school
instead of making use of education,
conduct disorder, attention decit hyperac-
tivity disorder and other related
problems.
Studies also have shown that disability
may hamper the mother-child attachment
process. Since the disabled child may not
be able to respond to mothers emotional
interaction, she may interpret that she is
rejected by the child. If this happens, the
mother may, in turn, gradually take
distance from the disabled child as well. To
prevent this from happening, parents,
especially mothers of disabled children,
need to be taught more about disabilities so
that they react more normally to their chil-
dren.
Summary

The environment provided by the
childs primary caregivers has tremendous
impact on all aspects of childs early devel-
opment as well as his or her later life. It is
92
this early experience that develops from
the early mother-child relationship. This
relationship determines the type of attach-
ment between mother and the child.
Healthy parent-child attachment leads
to positive impacts. These positive impacts
have long-term effects on childs develop-
mental outcomes. Conversely, repeated
rejection, inconsistency in emotion and
carelessness on the part of primary
caregiver towards the child are factors that
lead to maladjustment in attachment devel-
opment.
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