Theoretical Perspectives In Social Work

Published Date: 02 Nov 2017

Module Title: Social & Theoretical Perspectives in Social Work

Module Code: SWP001N:

Critically analyse the pros and cons of utilising Attachment Theory when conceptualising and working with looked after children. (2,000 words maximum)

In this essay, concepts will be defined whilst critically analysing the pros and cons of using Attachment theory when working with looked after children. This will be based within the statutory and non-statutory sectors of the children and families services. I will also be looking at different researches that underpin Attachment theory. The essay will then be concluded.

DEFINITION OF CONCEPTS

Attachment is a biological response which arises from desire of an individual, either a child or adult, to seek security and protection from harm through proximity to a figure seen as stronger and wiser, with ultimate aim of survival from predators and therefore preservation of the species (Howe, 2001). This type of attachment is seen by Bowlby as an evolutionary development of other adaptations to be compared with, such as camouflage. Attachment is however, considered as normal and a healthy characteristic of human behaviour through out the life span. It can last over a life time and can be formed at any stage of life cycle, although it is known that attachment between adults is more reciprocal in nature than those between children and their parent (Aldgate et al, 2006).

Attachment theory provides the basis for understanding the social and emotional development of children of all ages in its broadest sense (Cocker, 2008). Attachment theory had earlier on been focused on the dynamics and quality of relationships between child and parent. However, it has now been expanded to cover the lifespan (Howe, 2000).

Children become looked after when they have no one to take care of their personal, emotional and psychological development. Cocker (2008) argues that children only become looked after when a social worker carries out assessments and deem the children unsafe in an environment. However, it is common knowledge that there are many reasons why children become looked after especially in the United Kingdom where a standard of living is relatively high and better compared to other countries, for example, children suffering or having suffered physical, emotional, sexual abuses in their own homes. This has become the case all over the world where children are being abused on a daily basis. Some children also may have even experienced domestic violence which affects them both emotionally and psychologically. These children come in to the care of the local authorities usually after suffering abuse and neglect which often put them at significant risk of harm. The early experience of the children mean they loss trust and confidence in other people leading to either secure or insecure attachment with others; which often explain why social workers pay particular attention to secure and insecure attachment when working with looked after children.

DISCUSSION

According to Cocker (2008), attachment theory provides basis and frame work for social workers in child welfare assessments when looking to place children in Care. Attachment theory classifies different behavioural patterns and relationships. Social workers would sometimes need to be aware of the ‘transference and counter transference’ behaviours of individuals when working with looked after children. For instance, the social worker should be well placed to see why the child behaves like he or she does and how their past has influenced the current behaviour.(Payne, 2005). For instance, when poor or disorganised attachments in early childhood are believed to have a negative impact on a child’s development; this follows the child through to adulthood. This is reflected on the child’s behaviour whilst working with respective social workers. In this regard, social workers should be prepared to support the child through these behavioural changes. Social workers should be able to recognise the effects of disorganised attachment in a child’s past and present life. Social workers should also work towards finding a practical solution to overcoming the psychological, emotional and practical barriers for the looked after child whilst bearing in mind the effects of counter-transference.

There are four basic types of attachment; social workers should recognise when working with children and it is vital that they able to identify these. Secure Attachment is the relationship in which the child is secured and loved, parents are emotionally available to the child and are consistent in their response. Child with a secured attachment would not get stressed easily. The child feels valued, socially competent and interpersonally effective; liked by peers and tends to trust other people. As children grow into adults, their self-esteem is high and they feel good about themselves. It is also recognised that such children do not often come to the attention of social services until late in life due to old age or sickness (Adam et al, 2009).

In contrast to the above is the insecure/avoidant attachment. This relationship is characterised by indifferent parents, rigidity and even rejection. There is a lack of consistency in the way the parent responds to child. The child is often left to deal with their own feelings. When the child is away from the care giver, they do not get upset. However, insecurely attached children get stressed easily in life. The children often find it hard to understand and deal with feelings both within self and others, hence in adulthood it is difficult to form intimate reciprocal relationships due to fear of rejection and pain as secured attachment in childhood was not experienced (Adam et al, 2009). The child sometimes increases attachment behaviour to get the attention of adult and get angry because of the inconsistency, thus losing trust of others and may not rely on them.

As with the rest of the patterns of attachment, disorganised attachment is most common in looked after children. It is widely acknowledged in cases where children have suffered abuse, neglect and even traumatic experiences with their attachment figures (Howe, 2005). The child sees the parent as frightening and unavailable, left with psychological dilemma, confused as to who to turn to; yet the parent remain the attachment figure. In the case of avoidant and insecure attachment, the child tends to portray attachment behaviour to get closer to the carer. However, in this case where the child is afraid of the attachment, he or she is not able to organise attachment strategy to increase safety, protection and comfort; hence referred to as ‘disorganised’ attachment (Adam et al, 2009).

PROS

Social workers can use attachment theory to understand that babies have an innate desire and capacity to communicate. Children gain emotional experiences which help them to understand how they and others feel, which is vital in child development as they are able to understand and connect with adults by recognising the reactions they receive. They also build their emotional intelligence as adults (Payne, 2005). Therefore, attachment theory helps social workers to explain and understand why looked after children and other vulnerable children react and behave the way they do. It also helps social workers to understand why some vulnerable people not necessarily looked after children would ask for support and when offered, fail to engage with the support provided. As a good anti oppressive practice, Social workers should interpret a child’s behaviour within the child’s social and cultural context.

Social workers have to tread carefully and understand in essence why a child may stay longer in a placed homes and why the child presents challenging behaviours which in turn affects the relationships with foster carers. Attachment theory also helps social workers understand behaviour which the social worker can use to prepare foster parents for challenges so as to prevent breakdown in the placement, instead of stereotyping and treating all children in care as difficult. They should not conform to negative stereotypes of looked after children. Attachment theory helps social workers to understand and apply appropriate support (Payne, 2005).

CONS

Although attachment theory tries to shade light on human development, it does not cover all of it in its entirety due to the complex nature of human development and the way humans interact with each other. Bowlby may be regarded as the god- father of attachment theory, however he had been criticised and misquoted several times as being too focused on mothers, thereby neglecting fathers and other significant parenting others. His message was misconstrued; however he acknowledged the importance of the nature of the behaviour to be more significant than the designated titles. He provides social workers with the foundation of understanding of children’s behaviours when stressed or frightened. Bowlby also highlights that when a child is distressed, frightened or confused, these feelings trigger attachment behaviour which brings the child closer to the mother who is supposed to provide protection, safety and comfort (Howe, 2005).

Attachment theory does not take into account the difference in gender and race. Earlier attachment theory was seen as sexist and would be deemed discriminating if it were to still emphasise mothers as main care givers. It can also be argued that attachment theory was solely based on conventional western nuclear family unit and propagated that child needs were only met from such. It did not explore the diversity in human race. This may be seen as oppressive and discriminative considering that people from different ethnic backgrounds may have different ways of showing attachment which does not mean they are necessarily less attached (Beckett, 2006) Social workers need to beware that they can use attachment theory as guide while working with families.

RESEARCH

Attachment theory draws insight from different theories such as ethology, systems theory, evolutionary theory and psychodynamic perspectives of developmental psychology (Howe, 2000). The theory is based on evidence carried out by Bowlby in which early experiences of attachment to secure responsive adults were an important foundation for social development and competence in life. Some early relationships and experiences are formative thus sensitive for creating effective relationships and learning (Aldgate et al, 2006). However, social workers need to be aware of the traumatic background experiences that looked after children have been through; and should be able to understand and support them through the transition.

Through the knowledge of attachment theory, social workers can not make assumptions of the way the children react or behave in a particular environment. It should inform workers to interpret the meaning of a child’s behaviour within a cultural and social context (Aldgate et al, 2006). So it could be said that attachment theory is of paramount importance as it links a child’s emotional development and behaviour; and also shade light on relationships between child and parent which social workers can use to base their intervention for support, by paying particular attention to the quality of the relationship between the two (Adam et al, 2009).

CONCLUSION