A research method developed by psychologist Mary Ainsworth in the late 1960s.

Strange Situation Procedure #

What is Strange Situation Procedure? #

The Strange Situation procedure is a research method developed by psychologist Mary Ainsworth in the late 1960s as part of her work to investigate the nature of attachment relationships between infants and their primary caregivers. It is a controlled observational technique used primarily to assess the quality of attachment in children within the age range of 12 to 18 months. The procedure is designed to elicit behaviors that reveal the type of attachment an infant has formed with their caregiver, which can be categorized typically into secure, anxious-avoidant, and anxious-resistant (or ambivalent) attachment styles, with a later addition of a fourth category, disorganized/disoriented attachment.

The procedure unfolds in a series of eight episodes in a laboratory setting, designed to introduce increasing amounts of stress into the infant-caregiver dyad by way of separations and reunions with the caregiver, as well as interactions with a stranger. These episodes are structured as follows:

1. Researcher introduces caregiver and infant to the experimental room and then leaves.

2. Caregiver is passive as the infant explores the room filled with toys.

3. A stranger enters, talks to the caregiver, and then gradually attempts to interact with the infant.

4. The caregiver leaves the room, allowing the infant to be alone with the stranger, which raises the infant’s level of stress.

5. The caregiver returns, and the stranger leaves, which serves as the first reunion episode. The caregiver’s response to the infant’s behaviors upon reunion is critically observed.

6. The caregiver leaves the infant alone in the room, heightening the infant’s stress through isolation.

7. The stranger re-enters to offer comfort, testing the infant’s stranger anxiety and ability to form relationships with adults other than the caregiver.

8. Finally, the caregiver returns and the stranger leaves, marking the second and final reunion episode, which is key for assessing the attachment behavior demonstrated by the infant.

The primary focus is on the behavior of the infant during the separations from, and reunions with, the caregiver. Securely attached infants typically explore the environment when the caregiver is present, show distress when the caregiver leaves, and are quickly comforted upon reunion. Anxiously attached infants may either cling to the caregiver and show considerable distress (anxious-resistant) or avoid contact upon reunion and show little visible distress at separation (anxious-avoidant). The disorganized/disoriented attachment style is characterized by a lack of a coherent strategy for dealing with the stress, displaying a mix of behaviors.

The Strange Situation procedure has been instrumental in shaping the understanding of early emotional bonds, their development, and their impact on later psychological well-being. It has also prompted a wealth of research into the factors that contribute to the formation of different attachment styles, including parental sensitivity and responsiveness, and has influenced clinical practices concerning child development and therapies.

What is the most common diagnostic tool for identifying attachment styles in adults? #

The most common diagnostic tool for identifying attachment styles in adults is the Adult Attachment Interview (AAI). Developed by Carol George, Nancy Kaplan, and Mary Main in the late 1980s, the AAI is a semi-structured interview designed to assess an individual’s mental representations of attachment within their family of origin. It explores the adult’s perceptions of their childhood relationships with their caregivers, focusing on how these early experiences have influenced their current functioning and relationships.

The interview typically lasts around an hour and involves about twenty questions. These questions prompt adults to describe their childhood relationships with their parents or primary caregivers, including specific memories that exemplify these relationships, as well as the impact of any significant separations, losses, or traumas. The AAI also explores how individuals perceive the influence of their childhood experiences on their adult personality and parenting style, if applicable.

Responses to the AAI are not scored based on the content of what is shared about the participant’s childhood experiences. Instead, the scoring focuses on the way the narrative is constructed and the coherence, consistency, and emotional quality of the narrative. Based on these criteria, adults’ attachment styles are categorized into four primary classifications:

1. Autonomous/Secure: Individuals classified as autonomous/secure speak coherently and value attachment relationships. They can describe their childhood experiences objectively and consider the impact of these experiences on their development.

2. Dismissing: Dismissing individuals tend to minimize the importance of attachment relationships and may not recall specific details of their childhood. They often idealize their caregivers without providing concrete examples to support these positive evaluations.

3. Preoccupied: Preoccupied individuals are often entangled in past attachment experiences. Their narratives may be incoherent, with a tendency to be caught up in detailed discussions of past hurts or unresolved conflicts.

4. Unresolved/Disorganized: This category is added for individuals who show signs of unresolved loss or trauma. Their narratives may be disjointed or disorganized, especially when discussing traumas or losses.

The AAI has been instrumental in advancing the understanding of how attachment patterns are transmitted from one generation to the next, and how adult attachment styles influence interpersonal relationships and parenting. It is used extensively in research and clinical settings to explore the role of attachment in adult psychopathology, couple relationships, and parent-child interactions.

Could you list these 20 questions? #

The Adult Attachment Interview (AAI) consists of a set of questions designed to explore an individual’s early childhood experiences, their relationships with their caregivers, and the impact of these experiences on their adult behavior and personality. The exact questions can vary slightly between administrations of the interview, but generally, the AAI seeks to probe the individual’s memories and attitudes towards their upbringing and attachment figures.

While the precise list of questions may be subject to minor modifications depending on the interviewer or specific research context, a representative list of questions typically asked during the AAI includes:

1. Describe your relationship with your parents during childhood.
2. When you were upset as a child, what would you do?
3. Can you recall a time when you were hurt or sick as a child?
4. Were your parents ever threatening to you? Did they ever threaten to abandon you?
5. How do you think your experiences with your parents have affected your adult personality?
6. Can you recall any instances of being separated from your parents?
7. How did your parents react when you were in pain or distressed?
8. What was it like for you as a teenager living with your family?
9. Looking back, can you identify one particular time that you felt really supported and understood by a parent?
10. Was there a time when you felt rejected or unloved by your parents?
11. Did you ever feel unfairly treated by your parents compared to your siblings?
12. How do you think your early experiences with your parents are affecting your current relationships? (This could include relationships with friends, romantic partners, or your own children.)
13. Describe your relationship with each parent separately.
14. What do you think your parents’ goals were for you?
15. How would you say your parents’ relationship with each other was?
16. Were there any significant losses or traumas in your childhood?
17. How do you deal with feelings of anger?
18. What is your relationship like with your parents now?
19. How do you think your parents would describe you as a child?
20. Have you experienced any major changes in your views or attitudes towards your parents?

The interviewer may probe further based on the participant’s responses to these questions, seeking elaboration, clarification, or specific examples. The goal of the AAI is not just to gather facts about the individual’s childhood but to understand the emotional quality and reflective capacity of their narratives. The coherence, consistency, and emotional tone of the participant’s responses are crucial for the attachment classification.