According to Bessel A. Van der Kolk (2003), “it is virtually impossible to discuss trauma in children without addressing the quality of the parental attachment bond." Attachment is “an inborn system in the brain that evolves in ways that influence and organize motivational, emotional, and memory processes with respect to significant care giving figures” (Siegel, 1999). Attachment provides a sense of security, helps with regulation of affect and arousal, facilitates expression of feelings and communication and provides a base for exploration (Davies, 1999).
John Bowlby (1988) in Developmental Psychiatry Comes of Age describes the patterns of attachment. Secure attachment is consistent with a healthy development where the person is confident in their caregiver’s responsiveness (Bowlby, 1988). The child is confident that the caregiver will be available and helpful in adverse situations (Bowlby, 1988). The second pattern of attachment is the anxious resistant attachment where the child is uncertain whether or not the caregiver will be available when needed (Bowlby, 1988). Last is the anxious avoidant attachment pattern where the child has no confidence in their caregiver’s responsiveness, which can often lead to the development of a personality disorder (Bowlby, 1988).
Another type of attachment pattern has been identified by Mary Main (Davies, 1999). This attachment pattern is disorganized/disoriented attachment (Davies, 1999). The children who relate with this attachment pattern are often contradictory in their behavior and were more likely to have experienced trauma (Davies, 1999). It is important to note that 80% of traumatized children have disorganized attachment patterns (Van der Kolk, 2003).
Abuse demonstrates a sense of helplessness in the attachment relationship. It is important to note that “Disorganized/disoriented behavior is expectable whenever an infant is markedly frightened by its primary haven(s) of safety, i.e. the attachment figure(s)” (Hesse & Main, 2000). There is a push and pull relationship demonstrated when the child feels obligated to be with their primary caregiver while being afraid of them.
Victims of abuse may demonstrate dissociative symptomatology and social difficulties if they have a disorganized/disoriented attachment pattern (Siegel, 1999). Chronically traumatized children lack capacity for emotional self-regulation (Van der Kolk, 2003; Siegel, 1999). Children who have experienced trauma tend to react in a fight-or-flight or freeze reaction (Van der Kolk, 2003). These are totalistic reactions that keep them from being able to learn from their experience (Van der Kolk, 2003).
Attachment theory aids in understanding childhood trauma. This is the lens that many trauma informed clinicians will refer to when considering treatment. I have extensive training in attachment theory and the implications the theory when considering trauma. I feel honored to share the journey of recovery with clients.
Please email me to get a listing of references for this post.
John Bowlby (1988) in Developmental Psychiatry Comes of Age describes the patterns of attachment. Secure attachment is consistent with a healthy development where the person is confident in their caregiver’s responsiveness (Bowlby, 1988). The child is confident that the caregiver will be available and helpful in adverse situations (Bowlby, 1988). The second pattern of attachment is the anxious resistant attachment where the child is uncertain whether or not the caregiver will be available when needed (Bowlby, 1988). Last is the anxious avoidant attachment pattern where the child has no confidence in their caregiver’s responsiveness, which can often lead to the development of a personality disorder (Bowlby, 1988).
Another type of attachment pattern has been identified by Mary Main (Davies, 1999). This attachment pattern is disorganized/disoriented attachment (Davies, 1999). The children who relate with this attachment pattern are often contradictory in their behavior and were more likely to have experienced trauma (Davies, 1999). It is important to note that 80% of traumatized children have disorganized attachment patterns (Van der Kolk, 2003).
Abuse demonstrates a sense of helplessness in the attachment relationship. It is important to note that “Disorganized/disoriented behavior is expectable whenever an infant is markedly frightened by its primary haven(s) of safety, i.e. the attachment figure(s)” (Hesse & Main, 2000). There is a push and pull relationship demonstrated when the child feels obligated to be with their primary caregiver while being afraid of them.
Victims of abuse may demonstrate dissociative symptomatology and social difficulties if they have a disorganized/disoriented attachment pattern (Siegel, 1999). Chronically traumatized children lack capacity for emotional self-regulation (Van der Kolk, 2003; Siegel, 1999). Children who have experienced trauma tend to react in a fight-or-flight or freeze reaction (Van der Kolk, 2003). These are totalistic reactions that keep them from being able to learn from their experience (Van der Kolk, 2003).
Attachment theory aids in understanding childhood trauma. This is the lens that many trauma informed clinicians will refer to when considering treatment. I have extensive training in attachment theory and the implications the theory when considering trauma. I feel honored to share the journey of recovery with clients.
Please email me to get a listing of references for this post.
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