The document discusses attachment theory in the context of children with special needs, highlighting the complexity of parent-child relationships and the impact of disabilities on attachment security. It emphasizes the importance of understanding individual attachment cues, managing stress, and seeking social support while resolving personal attachment issues. Practical strategies for enhancing attachment and promoting mental health are also provided.

1. M I C H E L L E F I T Z P A T R I C K , M A , C I M I
I N F A N T M E N T A L H E A L T H S P E C I A L I S T
M A Y 7 , 2 0 1 4
W I T H :
Understanding Parent-Child
Attachment
In Children with Special Needs
Parents Helping Parents, Santa Clara County
HappyPaleoKids.com
Special Topics in Early Childhood Development Series

2. About Me - Michelle
 Education
 BA, Mills College, Psychology
 MA, Mills College, Infant Mental Health
 Work History
 Infant Developmental Specialist, Baby Builders, Oakland
 Early Start Service Coordinator, SARC, Campbell
 Mental Health Counselor, Pre-to-Three, San Mateo County
 …more!
 Currently
 Stay at home mom (Annie, 4; Rosie, 2; Elizabeth, 1)
 Blog: happypaleokids.com, applying child development
knowledge with practical nutritional advice for families

3. What is Attachment?
 Children form relationships
with people “stronger and
wiser” in their
environment in order to be
protected
 Children use their caregivers
as a Secure Base/ Safe
Haven from which to
explore
Ainsworth, et. Al (1978); Bowlby (1969/1982)

4. What is Attachment?
Cooper, Hoffman, Marvin, & Powell (1998); circleofsecurity.org

5. What is Attachment?
 Overtime, they develop mental representations
of those relationships based on experiences
o Will my caregiver protect
me?
o What is the best way to
receive protection
o Is my caregiver reliable?
o Is the world a safe place?
o Do I deserve protection?
 They use those mental representations to make
predictions about future interactions, as well as
about the world in general
Ainsworth, et. Al (1978); Bowlby (1969/1982)

6. What is Attachment?
Ainsworth, et. Al (1978)

7. Attachment ~ A Buffer For Development
 Attachment relationship serves as a buffer
factor against developmental risk
 Decreased mental health/ psychopathology in adolescence
and adulthood
 Improved social skills during preschool, school-age, and
beyond
 Greater self-esteem, independence, and cooperation
 Higher cognitive scores
 Greater language and communication skills
 Emotion regulation
 Increased Positive behavior and Compliance
 Positive affect (mood)
 Improved play/symbolic play in the preschool years
Thomson, R.A. (2010)

8. Attachment & Children with Special Needs
 Children with special needs form attachments to
caregivers
 Physical disabilities, cognitive disabilities,
psychological disorders, and developmental delays
complicate the parent-child relationship
 Children with disabilities are more likely to have
Insecure/Disorganized attachment than
typically developing
Howe, D. (2006); Schuengel, C., & Janssen, C.G.C. (2006)

9. Attachment & Children with Special Needs
Child Factors:
• Decreased
communication/
understanding
• Inability to interpret
social cues
• Less feedback to
caregivers
• Needs are difficult
to interpret
Parent Factors:
• Increased stress
(financial, increased
caregiving, parenting
stress)
• Parent’s own
Attachment Defenses
• Understanding/
“resolving” child’s
diagnosis

10. Examples
“After the age of 2 years, hearing
parents of deaf children appear to
show decreased levels of interaction
compared with hearing parents of hearing
children whose levels of interaction
increase (Gregory, 1976), and what
interaction there is tends to become a little
more difficult, frustrated, and
punitive (Meadow, 1980).”
Howe, D. (2006), p. 98

11. Examples
“It has also been observed that children with Downs Syndrome use fewer
internal state words, i.e. they are less likely to report on what they think,
feel, believe or remember.” Over time, “their mother’s also begin to use
fewer internal state words in conversation with their children (Beeghly &
Cicchetti, 1997). The effect of this is that less information is being shared
between parents and children about… thoughts and feelings.”
Howe, D. (2006), p. 98

12. Examples
Children with autism lack the
ability to understand other
peoples’ states of mind. “This
produces major problems in
achieving joint attention, social
relationships, and communication,
particularly for parents.”
Howe, D. (2006), p. 100

13. What does this mean???
 Learn about your child’s
diagnosis, disability or delay to
understand what their individual
attachment “cues” look like
 From professionals – NOT just
the internet
 Find ways to decrease stress
 Exercise, meditation, social
activities, sleep, hobbies
 Social support, social support,
social support!!
Howe, D. (2006); Schuengel, C., & Janssen, C.G.C. (2006)

14. What does this mean???
 “Resolve” your own
attachment issues, which you
bring to your relationship with
your child
 Parenting from the Inside Out
by Daniel Siegel
 Talk with a therapist/counselor
(even if you don’t think you need
to)
Howe, D. (2006); Schuengel, C., & Janssen, C.G.C. (2006)

15. What does this mean???
 Circle of Security counseling group/ parent
educators (circleofsecurity.org  “parents”)
ALWAYS: Be BIGGER,
STRONGER, WISER, and
KIND
WHENEVER
POSSIBLE: follow my
child’s need
WHENEVER
NECESSARY: take charge
Cooper, Hoffman, Marvin, & Powell (1998); circleofsecurity.org

16. QUESTIONS??

17. SPECIAL THANKS TO PHP AND DENNY
DE HARNE
THANK YOU!