Biology of Attachment Slides The Biology of Attachment
Contact Comfort and Evolutionary Roots
Psychology: Childhood Development
Choose a Mother
"Imagine you are a frightened infant monkey. In your cage are two 'mothers'..."
The Wire Mother
Cold, hard wire, but provides a bottle of warm milk.
The Cloth Mother
Soft terrycloth and foam, provides warmth but NO food.
Where do you run when the 'scary machine' enters the room? Why?
Harlow's Rhesus Monkeys
Challenging the 'Cupboard Theory'
In the 1950s, psychologists believed infants only bonded with mothers for food (nourishment).
Found that monkeys spent 17-18 hours a day on the cloth mother .
They only went to the wire mother to feed, then immediately returned to the cloth mother.
Key Term: Contact Comfort
The physical and emotional comfort that an infant receives from being in physical contact with its caregiver.
The Attachment Theory
Bowlby's Evolutionary Perspective
Innate Drive: Attachment isn't learned; it's a survival mechanism. Infants are biologically programmed to form attachments.
The Secure Base
Caregivers provide a base from which the child can explore the world safely.
The Internal Working Model
Early relationships create a "blueprint" for all future social relationships.
Timelines of Bonding
The Critical Period
A specific time-frame in which an attachment must occur for normal development to take place. Bowlby suggested this is around 0–2.5 years.
Maternal Deprivation
Separation or loss of the mother as well as failure to develop an attachment during the critical period.
Outcome of Deprivation: Cognitive delay, social impairment, and "Affectionless Psychopathy."
The Ethics Debate
Harlow’s monkeys experienced severe emotional distress, isolation, and long-term psychological damage.
"Do the insights gained about human infant care justify the suffering caused to these primates?"
Turn & Talk
Prepare for the Ethical Review Worksheet
Harlow Ethical Review Worksheet Ethical Review Board
Case Study: Harlow’s Rhesus Monkey Experiments
Psychology 12
REF: APA-BIO-772
Lead Investigator (Student Name)
Date of Review
Part 1: Research Summary
Harry Harlow conducted a series of experiments isolating infant rhesus monkeys from their mothers and providing them with surrogate "wire" or "cloth" mothers. His findings showed that contact comfort was more important than nourishment for bond formation.
Observed Psychological Impacts on Subject Monkeys:
Severe self-clutching and rocking behaviors
Aggression toward peers and inability to socialize
Inability to nurture their own offspring later in life
Persistent fear and vulnerability to stress
1 Define "Contact Comfort" in your own words. How did Harlow’s experiment specifically isolate this variable?
2 The "Cupboard Theory" suggested infants love mothers solely for food. Explain how Harlow's findings "debunked" this theory.
Part 2: Ethical Assessment
Modern ethical guidelines (APA) emphasize Protection from Harm and Informed Consent (for humans) or Minimal Suffering (for animals). Harlow’s work is often cited as a reason for stricter animal welfare laws.
The "Beneficence" Argument:
How did these experiments benefit our understanding of human adoption, foster care, and pediatric medicine?
The Final Verdict:
Based on the psychological damage caused, was this experiment justifiable? Provide a reasoned argument.
Attachment Theory Teacher Guide Teacher Facilitation Guide
Lesson 1: The Biology of Attachment
Duration
60-90 Minutes
Main Goal
Contrast behavioral vs. evolutionary theories of bonding.
Key Terms
Contact Comfort, Critical Period, Internal Working Model, Maternal Deprivation.
Lesson Flow
1
The "Hook" Discussion (10 mins)
Use Slide 2. Frame the choice between food and comfort. Ask students to justify their choice before revealing Harlow's actual data. Most students intuitively pick "cloth," but reveal that science until the 1950s predicted "wire."
2
Harlow & Bowlby Overview (20 mins)
Teacher Tip: Explicitly connect Bowlby's theory to Darwinian evolution. If an infant doesn't stay close to a mother, they get eaten. Simple survival.
Discuss the "Scary Machine" experiment.
Introduce the "Internal Working Model" as a relationship template.
3
Ethical Case Study (30 mins)
Distribute the Ethical Review Worksheet . Show a clip of the Harlow experiments (search "Harlow Rhesus Monkey Experiment"). Prompt students to look for specific signs of psychological distress in the monkeys (e.g., self-mutilation, rocking).
CRITICAL THINKING PROMPTS
Prompt A: "If attachment is biological, does it matter WHO the primary caregiver is (e.g., father, grandparent, adoptive parent)? Why or why not?"Prompt B: "Bowlby's work was used to suggest that mothers should not work outside the home. How might his theory be culturally biased or misinterpreted?"Prompt C: "Can a 'faulty' Internal Working Model be fixed later in life? How?" Measuring Attachment Slides Psychology: Lesson 2
The Strange Situation
Classifying Attachment Styles through Observation and Coding
The Social Drama
"The Reunion Script"
Reaction A
Runs to the parent, gets a hug, and quickly goes back to playing with toys.
Reaction B
Ignores the parent completely. Keeps playing as if no one entered the room.
Reaction C
Cries hysterically, clings to parent, but hits them or pushes them away simultaneously.
Which of these shows "Secure Attachment"? Why?
The Protocol
What is the "Strange Situation"?
A standardized procedure to observe attachment security in children within the context of caregiver relationships.
The Golden Rule of Attachment:
It’s not about the separation; it’s about the REUNION .
The 8 Episodes
Parent/Child enter room
Child explores toys
Stranger enters
Parent leaves (Stranger stays)Parent returns (Stranger leaves)Parent leaves (Child alone)
Stranger returns
Parent returns
Type B: Secure
The Behavior
Uses parent as a "secure base" for exploration. Upset when they leave, but easily comforted and returns to play upon return.
Caregiving Style
Consistent, sensitive, and responsive to the child’s needs.
The Outcome
High self-esteem, better social skills, and successful intimate relationships later in life.
Type A: Avoidant
The Behavior
Little exploration. Shows no distress when parent leaves and little interest when they return. Treats stranger same as parent.
Caregiving Style
Unresponsive, uncaring, or dismissive. Child learns that expressing needs doesn't work.
The "Hidden Distress"
Physiological studies show these children often have high heart rates and cortisol levels, despite their "calm" exterior.
Type C: Anxious
The Behavior
Clings to parent, doesn't explore. Extreme distress upon separation. Angry and resistant to comfort during reunion.
Caregiving Style
Inconsistent. Sometimes responsive, sometimes ignoring. The child is always "on guard."
Long-term Profile
Strange Situation Coding Sheet Observational Coding Log
PROJECT: STRANGE SITUATION
Lead Researcher
Session ID / Date
Coding Key
Prox-S: Proximity SeekingCont-M: Contact MaintainingResis: ResistanceAvoid: Avoidance
Instruction: As you watch each video scenario, rate the intensity of behaviors on a scale of 1 (None) to 7 (Extreme). Pay critical attention to the REUNION episodes.
Subject 001
Phase Prox-S Avoid Resis Behavioral Notes Separation Reunion
Classification:
Secure
Avoidant
Anxious
Subject 002
Phase Prox-S Avoid Resis Behavioral Notes Separation Reunion
Classification:
Secure
Avoidant
Anxious
Post-Observation Briefing
Select one of your subjects. Based on your coding, what do you predict the primary caregiver's response style is like at home? Justify your answer using behavioral evidence from the table above.
Erikson Stages Slides Psychology: Lesson 3
The Lifespan Map
Erik Erikson's 8 Stages of Psychosocial Development
Psychosocial Crisis
Erikson believed that personality develops in a predetermined order through eight stages.
The Conflict
Each stage presents a social conflict or "crisis" between the individual and society.
The Virtue
Successful resolution of the crisis leads to a basic virtue or psychological strength.
"What happens if a stage is skipped or failed?"
0 - 3 Years
#FOUNDATIONS
Trust vs. Mistrust
Can I trust the world around me?
Key Question
Is my needs-met consistently?
Basic Virtue
HOPE
Autonomy vs. Shame
Is it okay to be me?
Key Question
Can I do things by myself?
Basic Virtue
WILL
3 - 12 Years
#CAPABILITIES
Initiative vs. Guilt
Is it okay for me to do, move, and act?
Key Question
Can I lead and explore?
Basic Virtue
PURPOSE
Industry vs. Inferiority
Can I make it in the world of people and things?
Key Question
Am I competent compared to others?
Basic Virtue
COMPETENCE
Adolescence (12-18)
Identity vs. Role Confusion
"Who am I and where am I going?"
The most important stage for most teenagers. Failure to resolve this lead to an "identity crisis" and difficulty making long-term commitments.
Basic Virtue
FIDELITY
(Being true to oneself)
Your Task
Fictional Character Case Study
You will be assigned a character. You must determine how they resolved (or failed) their childhood stages and predict their future crisis in adulthood.
You will create:
A Visual Lifespan Map
A "Crisis Resolution" Justification
A Prediction for Stages 6, 7, and 8
Let's
Workshop Phase Begins
Lifespan Character Map Project Lifespan Character Map
Psychosocial Development Project
Student Architect
Character ID
The Assignment
Personality isn't static—it's a journey through critical social conflicts. Your task is to select (or be assigned) a fictional character from literature, film, or TV and map their psychological development through Erikson’s lens. You must analyze their past resolutions and predict their future outcomes.
Phase 1: The Foundation
Select three childhood/adolescent stages (Stages 1-5). For each, describe a specific "flashback" event from the character's story that demonstrates either a Successful Resolution or a Psychological Maladaptation .
Phase 2: The Prediction
Look at the character's current state. Based on their past crises, how will they likely handle Intimacy vs. Isolation (Young Adulthood) or Generativity vs. Stagnation (Middle Age)?
Mapping Worksheet
Stage Selection 1
Stage Name: __________________________________
Evidence from the character's life...
Stage Selection 2
Stage Name: __________________________________
Evidence from the character's life...
Submission Deadline
Friday at 11:59 PM
Analysis
10 pts
Evidence
10 pts
Prediction
10 pts
Parenting Styles Slides Parenting Styles
The Social Blueprint: Baumrind’s Framework
The Balancing Act
Responsiveness
Warmth, support, and acceptance. How sensitive is the parent to the child’s emotional needs?
Demandingness
Rules, expectations, and supervision. How much control does the parent exert over the child?
Diana Baumrind's 4 Categories
Authoritative
The "Gold Standard"
High W + High D
Parenting Strategy
Set clear rules but explain the reasoning behind them. Encourage open discussion and independence.
Key Mantra
"I care about you, and because of that, I have these expectations."
Childhood Outcomes
High self-esteem
Strong social competence
Responsible & independent
Authoritarian
"Because I said so."
Low W + High D
Parenting Strategy
Strict rules, absolute obedience, and harsh punishment. Very little emotional warmth or dialogue.
Key Mantra
"Obey without question."
Childhood Outcomes
Lower self-esteem
Fear-based obedience
Poor social communication
Permissive
The "Friend" Parent
High W + Low D
Parenting Strategy
Highly responsive but few rules or demands. Avoid conflict and often let the child make all decisions.
Key Mantra
"Whatever makes you happy."
Childhood Outcomes
Poor self-discipline
Difficulty with authority
"Entitled" behavior
Neglectful
Uninvolved & Detached
Low W + Low D
The parent provides the basic necessities (food/shelter) but is emotionally absent and has no demands or expectations.
Outcome
Extreme Isolation
Risk
Delinquency
Parenting Case Studies Worksheet Parenting Strategy Case Files
Baumrind’s Dimensions of Demandingness & Responsiveness
Student Investigator
Case Batch ID
CASE 001
The Late Curfew
"Leo returns home 45 minutes after his curfew. His father is waiting. Before saying anything, his father asks Leo why he was late. Leo explains he was helping a friend whose car broke down. His father acknowledges the good deed but reminds Leo that a phone call was still required. They agree that Leo will lose his car privileges for one week as previously discussed in their family rules, but his father offers to drive him to practice."
Identified Style
Authoritative
Justification (Evidence)
CASE 002
The Science Project
"Maya failed her science project because she started it the night before. When she shows her mother the grade, her mother sighs and says, 'Oh well, I guess science isn't your thing. Let's go get ice cream to cheer you up. I'll write a note to your teacher saying you were sick so maybe she'll let you redo it for full credit without any late points.'"
Identified Style
Permissive
Justification (Evidence)
The "Future-Focus" Analysis
Predict the likely outcome for Maya (Case 002) when she reaches Stage 5 (Identity vs. Role Confusion). How might her mother's parenting style interfere with her ability to develop a strong sense of "Competence" or "Fidelity"?
Development Design Project Brief The Milestone Lab
Summative Design Challenge
Essential Question
"How can we apply psychological principles of attachment and development to support the healthy growth of the next generation?"
The Mission
You are a developmental consultant. A community center or toy company has asked you to design a **product**, **program**, or **physical environment** specifically tailored to a childhood developmental milestone or psychosocial crisis.
Option A
Educational Toy
Option B
Community Program
Option C
Physical Space
The Pitch Requirements
1
Target Demographic
Identify the specific age group and the corresponding Erikson Stage of development.
2
Psychological Foundation
Explain how your design fosters Secure Attachment (Ainsworth) or assists in resolving a Psychosocial Crisis (Erikson).
3
Parenting Alignment
How does your design encourage Authoritative parenting behaviors (e.g., warmth + clear expectations)?
Initial Design Sketch & Notes
Visual Layout / Diagram Space
Project Name:
Target Milestone:
Core psychological mechanism...
Mastery Level Project
Worth
50 POINTS
Design Pitch Rubric Design Pitch Rubric
Mastery Criteria: Milestone Lab
Total 50
Criterion Developing (1-2) Proficient (3-4) Mastery (5) Psychological Accuracy Mentions a theory but shows significant misconceptions or lack of detail. Accurately identifies a crisis/style; explains connection with basic detail. Sophisticated application of Harlow, Ainsworth, or Erikson; seamless synthesis. Milestone Alignment Design is generic and not clearly linked to a specific age group. Design addresses a specific age-related milestone or need clearly. Innovative design that specifically targets a developmental bottleneck. Design & Function Design is derivative or lacks clear functional explanation. Design is creative and functional; clearly explains how it is used. Highly original solution with clear, evidence-based user experience. Pitch Quality Presentation is disorganized or lacks persuasive reasoning. Presentation is clear, professional, and mostly persuasive. Compelling narrative; uses professional terminology with confidence.
Peer Review Notes
As you listen to your classmate’s pitch, provide constructive feedback on their psychological reasoning.
The "Aha!" Moment (What worked well?)
The "Wait..." Moment (What needs clarification?)
