Hazan And Shaver 1990

Hazan And Shaver 1990 Ha

Hazan and Shaver (1990) have done research on adult attachment where they describe avoidant, anxious/ambivalent, and secure adults. Do these adult styles seem to map well to the infant attachment styles? How much continuity in styles would you expect to exist across the lifespan? Discuss experiences after infancy that might alter one's attachment style? Do these attachments really impact self-concept and mental health status?

The attachment theory in relation to developmental theory affirms that humans tend to be born with the urge to develop a close emotional bond with their caregivers, and often this form of bond tends to develop within the first six months of the baby’s life if the care provider is responding appropriately (Hazan & Shaver, 1990). In general, adult attachment styles tend to align well with infant attachment styles as adult relationships tend to have numerous similarities with the children-caregiver interaction. Just like children, adults also feel secure when they are in a positive relationship. In regard to the attachment theory, early caregiving experiences tend to have a significant impact on an individual’s maladaptation and adaptation across the lifespan through the organization of personal and relational developmental processes (Hazan & Shaver, 1990).

Based on this approach, the continuity of attachment styles is expected to be present in all the stages of life. However, the attachment styles may differ based on the environmental and social aspects which impact the diverse life experiences. Some of the experiences that may change a person’s attachment style after infancy may be parental mental health issues, the experience of trauma and maltreatment, parental substance abuse, and experiences of abuse, among other related aspects. The experiences tend to have a significant impact on the child bond, and in turn, they have a negative effect on the child psychologically and emotionally into adulthood (Hazan & Shaver, 1990). The attachment bond tends to have a significant impact on an individual’s self-concept and mental health status as they influence both emotional and psychological issues if these bonds are disrupted or lost (Hazan & Shaver, 1990).

The theory of mind may be described as the capability of inferring and understanding another person’s mental state, such as beliefs, intentions, thoughts, and feelings, and utilizing the information to determine human behaviour. The theory tends to major focus on developing the children’s understanding of individuals as mental beings who have desires, emotions, intentions, and beliefs and whose interactions and actions may be explained based on their mental states (Airenti, 2015). The theory of mind may be evaluated using the false-belief task or the theory of mind assessment scale. A false-belief task is an approach that focuses on evaluating the child’s understanding that different people have different beliefs regarding the world, which may not be true (Airenti, 2015).

On the other hand, the theory of mind assessment scale tends to be a semi-structured interview that is often conducted among adolescents and adults. Desire may be described as the ability to get what you want. On the other hand, belief-desire in psychology may be described as the idea that ordinary people tend to understand other ordinary people based on the assumptions that other individuals’ behaviour is contributed by their cognition (Airenti, 2015). Thus, in the theory of mind, desire and belief-desire in psychology tend to play a major role in developing a better understanding of an individual’s behaviours based on their belief, thoughts, and feelings, among other related aspects. The developmental sequence of the theory of mind commences from a basic desire theory to a belief-desire theory, from true beliefs to false beliefs, and from developing an understanding of the first-order belief to second-order belief (Airenti, 2015).

Some of the aspects that tend to impact the occurrence of the theory of mind are a child’s language competencies, family learning environment, and prenatal and parental stress (Airenti, 2015).

Paper For Above instruction

Hazan and Shaver's (1990) pioneering research provided significant insights into adult attachment styles, identifying three primary categories: secure, avoidant, and anxious/ambivalent. These adult attachment styles are often seen as continuations or reflections of early infant attachment patterns established in response to caregiver interactions. The question arises whether these adult styles map well onto infant attachment styles and how consistent they remain across the lifespan.

In infancy, attachment styles are predominantly classified through observations such as the Strange Situation procedure developed by Ainsworth (1978), which identifies secure, avoidant, and ambivalent/resistant attachment patterns. These early classifications are believed to be the foundation for adult attachment styles. Extending from this, Hazan and Shaver (1990) proposed that early attachment influences adult romantic relationships, with insecure attachments in childhood often correlating with avoidance or anxiety in adult relationships. Research supports a considerable degree of continuity; individuals with secure infant attachments tend to develop secure attachment styles as adults, whereas insecure attachment styles—avoidant or ambivalent—may persist or evolve over time.

However, this continuity is not absolute. Various experiences after infancy can modify attachment styles, either reinforcing or altering original patterns. Parental mental health issues, such as depression or anxiety, can impair caregiving responsiveness, leading to insecure attachments. Traumatic experiences, including maltreatment, abuse, or neglect, can profoundly disrupt attachment bonds, fostering patterns of avoidance or heightened anxiety. Substance abuse by caregivers further complicates the attachment process, often resulting in inconsistent or unresponsive caregiving. These negative experiences tend to undermine the development of secure attachments, potentially causing shifts in attachment style into later life stages (Bartholomew & Horowitz, 1991). Conversely, positive, nurturing relationships later in life—such as therapy, meaningful friendships, or romantic bonds—can facilitate shifts toward more secure attachment patterns, even for those initially insecure as infants.

The influence of early attachment on self-concept and mental health is well-documented. Secure attachment fosters a positive self-view and healthy self-esteem, contributing to resilience and emotional regulation (Bowlby, 1988). Conversely, insecure attachments—especially avoidant and anxious styles—are associated with maladaptive self-concepts, low self-esteem, and various mental health issues like anxiety, depression, and difficulties in forming trusting relationships (Shaver & Mikulincer, 2007). Disrupted or insecure attachments can predispose individuals to psychopathology by impairing their capacity for emotional regulation, self-awareness, and trust, which are essential components of mental health.

Evolutionary and developmental perspectives suggest that, while early attachment patterns tend to be relatively stable, they are also plastic and susceptible to influence across the lifespan. The potential for change underscores the importance of therapeutic interventions and positive relational experiences in fostering attachment security. Numerous studies support the idea that attachment styles are dynamic rather than fixed, responding to life events, relational successes or failures, and internal psychological growth (Mikulincer & Shaver, 2016). Therefore, understanding that attachment styles are malleable throughout life offers hope for individuals seeking to improve their relationships and mental health.

In conclusion, Hazan and Shaver's (1990) findings align well with established infant attachment classifications, emphasizing the enduring influence of early bonds on adult relational patterns. Although there is core continuity, environmental, social, and psychological factors can induce change, emphasizing the importance of supportive relationships and therapeutic processes. These attachment styles significantly influence self-concept and mental health, underscoring their critical role across the lifespan in shaping psychological well-being.

References

• Ainsworth, M. D. S. (1978). Patterns of attachment: A psychological study of the Strange Situation. Lawrence Erlbaum Associates.
• Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61(2), 226–244.
• Bowlby, J. (1988). A secure base: Parent-child attachment and healthy development. Basic Books.
• Mikulincer, M., & Shaver, P. R. (2016). Attachment in adulthood: Structure, dynamics, and change. Guilford Publications.
• Shaver, P. R., & Mikulincer, M. (2007). Adult attachment strategies and processes. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd ed., pp. 467–491). Guilford Press.
• Airenti, G. (2015). Theory of mind: A new perspective on the puzzle of belief ascription. Frontiers in Psychology, 6, 1863.
• Hazan, C., & Shaver, P. R. (1990). Love and work: An attachment-theoretical perspective. Journal of Personality and Social Psychology, 59(2), 270–280.