attachment

and resilience
FACT SHEET:

ATTACHMENT TYPES

Attachment is a term that describes the emotional relationship a child experiences with their key adult /
parent / carer figures.
Attachment therefore describes:

the level of emotional bonding between a child and their key carer (or carers)

the quality and quantity of interaction between the child and their carers

the degree to which the emotional relationship is stable

the degree to which the emotional relationship is predictable

the degree to which the emotional relationship endures over time and across situations

it is the basis from which a child derives their sense of identity and belonging

it is the basis for a childs self esteem

There are four types of attachment secure; ambivalent; avoidant and disorganised.

1. Secure Attachment
A secure attachment is the formation of a significantly close and stable positive emotional relationship between
the child / young person and significant person/s (primary caregiver) in the childs life.
A secure attachment is one in which:

the adult carer thinks positively about the child

the adult carer is available physically and

emotionally to the child

the adult carer is in tune with, and responds to

the needs of the child

the care is consistent across time and situations

the care is predictable

For a child that has a secure attachment, they believe

that they are worthy, loving, loveable and capable.
They believe others are: loving, trustworthy and
predictable. The child will believe that its needs are
important, and will expect that it can have its needs met.
The child will expect to trust and rely on others, and will count on them for emotional and practical support. He
/she will expect that people will mostly be good to him /her, and that it is worthwhile to spend time with other
people.
Accordingly, these children will feel and act confidently. They will freely explore their environment, though are
keen to know their carer is within range. The child may exhibit distress when separated from their carers, and are
happy when the carer returns. When frightened, the child will seek comfort from their carers. These children will
demonstrate resiliency where they are able to bounce back from problems. These children are confident
socially and academically.

2.

Ambivalent Attachment
Where the adult is sometimes
responsive to the child and at
other times is emotionally unavailable.
This child as such is unsure what they can expect from
their adult carer. The child does not develop a sense of
trust in others, as sees them as unpredictable. They are
unsure of their own worth, their own lovability.

These children are often thought of as maximisers that

is, they demonstrate in your face behaviour to increase
their chances of winning attention from those around
them. They experience anxiety, and have an underlying
fear of being abandoned. These children become very
distressed when their carer leaves. They do not settle and
do not trust that their carer will return. When the carer
returns, the child may cling to them or may fight / hurt
them. These children can be perceived as needy, and
may exhibit indiscriminate emotional / physical closeness to strangers.

3. Avoidant Attachment
Where the adult consistently rejects the child, or is
consistently emotionally unavailable to the child.
Here the child develops a belief that they need to be self
reliant. They have no faith in others, and put no value on
relationships. These children may in fact believe they need
to protect others (including the adults) in their lives.
An avoidant child will appear incredibly self reliant, often
demonstrating a level of independence well beyond their
years. These children avoid parents or carers. They do not
seek help.
They are not distressed when their carer leaves a situation,
nor are they interested when the carer returns. These
children could be thought of as minimisers as their behaviours minimise attention to themselves but more
likely the environment.

4. Disorganised Attachment
Where the adult may be in tune with the child and their
needs, but at times, is frightening to the child through abuse
or being frightened themselves. In this way the adult can be
both the source and solution of the childs anxiety, the
comforter and the frightener.
In this way the child experiences confusion and emotional
conflict. The child may begin to believe that they are the
cause of the abuse that if only they were good enough,
their parent wouldnt hurt them. These children see the
world as chaotic and scary.
These children therefore are unsure what to do when things
go wrong. They may have an air of sadness about them.
They may be withdrawn or fearful. They do not draw
attention to themselves. They may struggle with anxiety
and depression, or may demonstrate aggression. They have difficulty with social relationships and often
experience a developmental lag.

FACILITATED DISCUSSION SHEET:

Facilitator Note
1. The fact sheet can be used as the basis for small group discussions at informal gatherings of carers such as
Fostering Kids morning tea gatherings.
2. This discussion sheet contains an overview of the fact sheet, learner outcomes and questions for discussion
starters.
3. Ensure that the group note where they may need clarification on any discussion point and who will follow up to
find out additional information that will help. Who can they talk to? i.e. caregiver social worker, caregiver
trainers.
Overview
This fact sheet introduces caregivers to a number of types of attachment namely: secure attachment, ambivalent
attachment, avoidant attachment, and disorganised attachment. Attachment is associated with the emotional
relationship a child experiences with a significant caregiver, adult, and/or parent in their lives.
Secure attachment refers to the stable positive emotional relationship between a child and their primary caregiver.
It implies that the child should feel a sense of worth and love. The child should trust the caregiver for emotional
and practical support.
It is important to recognise that the key gift a child can receive during the time they are in care, is that of a positive
relationship with another. Such a gift gives the child an a sense of self, others and relationships. As such, it
offers the child an alternative way to interact with the world.
In talking about caregivers developing secure attachments with children in their care, it is important to
acknowledge that it is likely to be a bumpy journey. Secure attachments can be built with most children with time,
consistency, persistence and hope. As such it is important to look at both what the caregiver can do towards
fostering a positive attachment with a child in their care, and what they need to do to maintain their own resolve.
Learner Objective
By the end of this facilitated discussion carers will be able to:
Identify what they can do to provide the environment for a child or young person to feel safe and build a
secure attachment.
Strengthen their understanding of the different types of attachment and appropriate responses.
Learner Outcomes
Carer creates a stable and secure home environment for the child or young person.
Carer has positive interaction with the child or young person.
Carer describes the child or young person positively.
Carer provides consistent care.
Suggestions for Discussion Starters
What can you do to create a secure and stable home environment for the child or young person that is in your
care?
Share a positive story of a time when a child felt secure in your care? What was it that made you feel the child
was secure? What were the signs that the child was building an attachment?
Discuss your experience caring for a child or young person who fits with one of the following attachment
types: secure, ambivalent, avoidant, and/or disorganised?
What are your thoughts about attaching to a child in your care if the plan is for the child to return home?
What are some strategies you could apply to help a child or young person feel they belong?
What can you do to gain a childs trust?
If a child presents as avoidant or disorganised, what might you do to manage his or her behaviour?
What sources of support do you have in place to help you manage some of the challenges with any of the
types of attachments?
What can you do to assist in attaching to a child that you may not like?

For further information:

Wendy Kellys DVD: Attachment and Providing Care (2010)

Schofield, G. and Beek, M. (2005) 'Providing a secure base: parenting children in

long-term foster care.' Attachment and Human Development, 7 (1) 3-26.

Practice Centre: http://www.practicecentre.cyf.govt.nz/

http://psychology.about.com/od/loveandattraction/a/attachment01.htm

Contact your local Child, Youth and Family or NGO Caregiver Social Worker