TRIBUTE TO MOM
WEEK 8: SECURITY
freud: need oral stage satisfied; oral stage is the stage of security
goals: wired for social connection; if goals aren't met, anxious, fixation, agitation.
Goals in Stage: theories of personal development
Early goals are not obtained, become fixated.
does not focus on the appropriate domain. Unable to move on due to preoccupation of
more accessibility of unfulfilled goals
Stages of Psychosocial Development:
Erik Erikson: identity. student of freud. took freud's stages of psychosexual development
and translated to psychosocial development.
1) Basic Trust (first goal)
2) autonomy (functional, able to do things on own) (freud: anal stage, based on control)
3) initiative (take the lead? impress people?) (freud: phallic stage: curious about adult's
4) industry (learning to do new things: school, piano, etc.) (freud: latency stage)
Basic Trust vs. Mistrust (0-1)
babies learn to trust others based on parents being able to provide their basic needs
focused on social rather than sexuality.
focused on relationships as the key. number one source of anxiety: parental indifference (parents do not seem to care; lack
of regard. Parent's block goal of children not being anxious). Then latches onto basic
anxiety, then respond with basic hostility either moving towards people to seek
appreciation; invasiveness or moving against, leaves other's if social needs are not
fulfilled or moving away from the entire domain.
She was critical in this move from classic psychodynamic theory to neo-analytic theory
because focused on social. Made fun of freud.
Important for kids to feel secure, and safe.
Neurotic needs: if children do not feel secure, will become neurotic. Use people to make
themselves feel secure. Turns into drama.
Bowlby and Ainsworth: Attachment theory
bowl by: worked in abused and abandoned kids. Noticed diff styles of kids with
attachment behaviour. Some were aggressive, or acted as if they did not care.
Observation: at a park, watching kids and mom on park grounds. He saw kid sitting on
moms lap, cuddle and then go on an exploration, get a leaf and get excited and show
mom and both are excited.
mom: referred to as the attachment object. Kids treating this mom as an object for
Bowlby noticed some kids did not leave mom; clingy. Noticed difference. Anxious
Student: Mary Ainsworth. Tested the idea. Developed technique of measuring capacity
of exploration. First: going into homes of mothers for 2 weeks, watching mothering
styles. Issue: she was looking for responsiveness.
Responsive mothers: expected to have secure relationships with kids.
sometimes they had anxious relationships with kids.
Not-responsive mothers related to dismissive. These kids have given up on mom;
become independent, keep busy to not think if mom loves them or not.
Strange situation: mother came into lab; 1 years old, dropped kid off and left kid in
room with stranger. Kids who had secure relationships with mothers: cried a bit, and
quickly orientated to new caregiver and plays. Anxious kids: very distressed. Hanging
onto leg, not letting go. Mother would leave and kid would not calm down; child would sit
there upset. Mother comes back, and child becomes anxious-ambivalent: anxious and
ambiguous to whether mom would leave them again. Not-responsive mothers dropped
them off, kids would feel no distress and mother would come back and did not care or
seem attentive when mother comes back. Low neuroticism, disagreeable (not- responsive kids), heart rate and blood pressure spikes, are physiological anxious but
distracting themselves from mom.
Anxious people: clingy; worried that they are not going to be loved
Dismissive people: do not care about relationships that much; but will take it if get it but
will not get carried away. Activating BAS, and BIS.