Ideea ce st la baza teoriei ataamentului este c fiinele umane au un sistem

comportamental conceput i adaptat, prin procesele de evoluie i selecie natural, n aa fel

nct s asigure proximitatea sugarilor fa de ngrijitorii lor, mai ales n situa ii de risc.
Proximitatea fa de un adult este necesar din cauza strii inerente de vulnerabilitate a
copiilor n primii ani de via. Acest sistem include un set de comportamente, precum plnsul
i agarea de nsoitor, care au evoluat ca rspunsuri ale copiilor n situa ii de pericol
iminent. Conform lui Bowlby (1969, 1980), atunci cnd pericolul pare improbabil aceste
comportamente se diminueaz puternic, iar copilul poate explora n mod independent mediul
nconjurtor, dobndind noi cunotine. Totui, dac disponibilitatea ngrijitorului este pus la
ndoial de ctre copil, se vor activa sistemul de ataament i comportamentele asociate lui,
iar activitile sntoase de explorare a mediului nconjurtor vor scdea.
Ca urmare a repetrii a unui anumit tip de experiene de ataament, copilul va
dezvolta un model internalizat de reprezentare, constnd din cunotinele acumulate despre
sine, despre figurile de ataament i despre relaiile de ataament. Modelul de lucru este
gandit pentru a functiona in mare parte in afara de contientizare i pentru a oferi persoanei
cu un model pentru anticiparea i interpretarea inteniile i comportamentele altora, mai ales
altele semnificative.
In timpul copilariei si copilarie, modele de lucru sunt considerate a fi oarecum flexibil
i receptiv la schimbrile din mediul nconjurtor. Cu toate acestea, pe msur ce copilul
crete, modele de lucru devin mai stabilit i copilul este mult mai probabil de a asimila noi
experiene n modelul existent. Astfel, dup cum experienele de ataare acumulate devin mai
organizate i complexe, ele devin mai rezistente la schimbare (Bowlby, 1980).
As a result of repeated attachment-related experiences, the young child develops an internal
working model, consisting of accumulated knowledge about the self, attachment figures,
and attachment relationships. The working model is thought to function largely outside of
awareness and to provide the person with a template for anticipating and interpreting the
intentions and behaviors of others, especially significant others.
During infancy and early childhood, working models are thought to be somewhat flexible and
responsive to changes in the environment. However, as the child grows older, working
models become more established and the child is more likely to assimilate new experiences
into the existing model. Thus, as the accumulated attachment experiences become more
organized and complex, they become more resistant to change (Bowlby, 1980).
Ainsworth, Blehar, Waters, and Wall (1978) performed some of the most significant research
concerning attachment theory. The most common pattern discovered by Ainsworth was the
secure style. In such cases, the child showed signs of distress when left alone with a
stranger,
sought out the mother upon her return, held her for a period of time, and then returned to
exploration and play in the mothers presence. Ainsworth and colleagues also identified two
types of insecure attachment. The so-called avoidant style is characterized by distress
during separation followed by lack of acknowledgment or rejection of the mother when she
returns. Anxious/ambivalent children, on the other hand, show a high level of distress during
separation followed by a mixture of approach and rejection behaviors when the mother
returns. These infants cry more than others, seem inconsolable, and do not explore and play
freely even with the parent present.
Additional categories of attachment style have also been proposed. A third category of
insecure attachment is labeled D (disorganized/ disoriented) by Main, Kaplan, and Cassidy
(1985) and A/C by Crittenden (1985). These infants show signs of contradictory behaviors

in the Strange Situation, such as approaching the caregiver with head averted or suddenly
freezing in mid-approach.
Classification according to attachment style yields results that appear to be relatively stable
through childhood and adolescence. This may be because parenting styles tend to persist and
child/adolescent behaviors garner predictable parental responses (Kalsner & Pistole, 2003).
Grossmann and Grossmann (1991), using a modification of the Strange Situation, found 86
percent convergence between their ratings of six-year-olds and the ratings of the same
children during infancy. Given this support for continuity of attachment in childhood, many
researchers have proposed that attachment style has correlates in adulthood, including adult
romantic relationships, general interpersonal relationships, and parenting relationships
(Feeney, Noller, & Hanrahan, 1994; Hazan & Shaver, 1994).
A major contribution to the classification of adult attachment was made by Hazan and Shaver
(1987). Drawing on the three basic attachment styles described in the child development
literature, they devised a descriptive paragraph for each style. More recently other self-report
measures have been devised based on Hazan and Shavers original work (Brennan, Clark, &
Shaver, 1998; Collins & Read, 1990; Feeney, Noller, & Hanrahan, 1994), including several
Likert rating scales with various individual statements based on the original, forced-choice
paragraphs.
Bartholomew and Horowitz (1991) expanded the number of attachment style classifications,
resulting in the definition of four types of attachment style. The secure person has a positive
view of self and others, whereas the preoccupied person (similar to other descriptions of
anxious/ambivalent) has a negative model of self and a positive model of others. The
avoidant category is divided into two types. The fearful-avoidant person, with a negative
view of both self and others, has a sense of unworthiness and avoids close involvement with
others in order to protect against anticipated rejection by others. The dismissive-avoidant
person, who has a positive view of self but negative view of others, has a sense of loveworthiness combined with an avoidance of close relationships to protect against
disappointment and maintain a sense of independence and invulnerability.