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Apr 29, 2014, 09:24 PM
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Originally Posted by Mastodon
But this seems to argue that some of the attachment types in the model presented are inherently unhealthy or dysfunctional. I do not agree that that is necessarily the case. I am sure there are unhealthy and dysfunctional relationships of all four types, as well as healthy and functional ones. There are simply too many factors that are not taken into account in the model. I mean, I have been in a relationship for 20 years, and it's moved from "preoccupied" to "dismissive" according to this model. So clearly neither one of those two categories is necessarily dysfunctional.
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Attachment is dynamic; it's not separate from the rest of a person. Attachment usually influences development. At least in my case, this is true.
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Clinical theorists have suggested that disturbed attachments are central to borderline personality disorder (BPD) psychopathology.
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Attachment Studies with Borderline Patients: A Review
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Another influential way of thinking about personality disorders stems from attachment theory. This theory is credited to John Bowlby and Mary Ainsworth. Like object relations theory, attachment theory proposes that people develop internal representations of relationships through their interactions with early caregivers. These internal representations, or working models of relationships, then go on to influence: 1) personality development, 2) social interaction tendencies, 3) expectations of the world and of other people and, 4) strategies for regulating emotions.
This ability to mentalize is intimately linked up with attachment style. Fonagy and Bateman propose that caregivers' insightful understanding of children's' experience, coupled with feedback to children about that experience, provides a useful model for children. It helps children learn how to pay attention to, and to understand what they are experiencing. This modeling ultimately culminates in children learning to reflect upon, and understand their own states of mind. Importantly, this progression from assisted, to independent, observation of self depends on a healthy and consistent emotional interaction between children and caregivers. Such healthy interactions can only occur when secure attachment is present.
When early caregivers are unable to reflect on children's state of mind, children do not receive the instruction they require, via caregiver modeling, to develop this important capacity. In other words, when this feedback to children is either completely missing or inaccurate, children are unable to fully develop the capacity to mentalize. Therefore, they do not learn how to understand their own thoughts, feelings, and motivations; nor the thoughts, feelings, and motivations of others.
The ability to mentalize enables children to develop a sense of identity (or stable self-concept).
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http://www.mentalhelp.net/poc/view_d...&id=41562&cn=8
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