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Healing Trauma: Attachment, Mind, Body and Brain

Book by Marion F. Solomon · 3 quotes · Caregiver, Child, Protection

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Healing Trauma: Attachment, Mind, Body and Brain Quotes

“One form of insecurity of attachment, called "disorganized/disoriented", has been associated with marked impairments in the emotional, social, and cognitive domains, and a predisposition toward a clinical condition known as dissociation in which the capacity to function in an organized, coherent manner is at times impaired. Studies have also found that youths with a history of disorganized attachments are at great risk of expressing hostility with their peers and have the potential for interpersonal violence as they mature (Lyons-Ruth & Jacobwitz, 1999; Carlson, 1998). This disorganized form of attachment has been proposed to be associated with the caregiver's frightened, frightening, or disoriented behavior with the child. Such experiences create a state of alarm in the child. The parents of these children often have an autobiographical narrative finding, as revealed in the Adult Attachment Interview, of unresolved trauma or grief that appears as a disorientation in their narrative account of their childhoods. Such linguistic disorientation occurs during the discussion of loss or threat from childhood experiences. Lack of resolution appears to be associated with parental behaviors that are incompatible with an organized adaptation on the part of the child. Lack of resolution of trauma or grief in a parent can lead to parental behaviors that create "paradoxical", unsolvable, and problematic situations for the child. The attachment figure is intended to be the source of protection, soothing, connections, and joy. Instead, the experience of the child who develops a disorganized attachment is such that the caregiver is actually the source of terror and fear, of "fright without solution", and so the child cannot turn to the attachment figure to be soothed (Main & Hesse, 1990). There is not organized adaptation and the child's response to this unsolvable problem is disorganization (see Hesse et al., this volume).”

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“Evolutionarily, the function of attachment has been to protect the organism from danger. The attachment figure, an older, kinder, stronger, wiser other (Bowlby, 1982), functions as a safe base (Ainsworth et al., 1978), and is a presence that obviates fear and engenders a feeling of safety for the younger organism. The greater the feeling of safety, the wider the range of exploration and the more exuberant the exploratory drive (i.e., the higher the threshold before novelty turns into anxiety and fear). Thus, the fundamental tenet of attachment theory: security of attachment leads to an expanded range of exploration. Whereas fear constricts, safety expands the range of exploration. In the absence of dyadically constructed safety, the child has to contend with fear-potentiating aloneness. The child will devote energy to conservative, safety enhancing measures, that is, defense mechanisms, to compensate for what's missing. The focus on maintaining safety and managing fear drains energy from learning and exploration, stunts growth, and distorts personality development.”

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