Attachment Theory and Disabled Children

By

TABLE OF CONTENTS

INTRODUCTION3

Disability perspective4

Aims and objectives4

Hypotheses4

THEORETICAL PERSPECTIVES6

Anti disability perspective6

Foundations Of Attachment Theory7

Wolfensburg theory of normalisation and its perspective to Attachment Theory8

Howe suggested about Attachment theory9

METHODOLOGY11

DATA ANALYSIS12

Attachment Theory and Disability12

Parenting Stress and Child Disability13

Attachment theory and social work14

REFERENCES15

INTRODUCTION

With Attachment Theory having such an influence on social work theory and practice, this thesis will consider how far Attachment Theory can be used and applied conceptually and practically to children with disabilities.

Over the years there have been modifications of Attachment Theory (since Bowlby (1969). Although the initial idea was that “children's patterns of attachment were determined by the characteristics of their care giving” (Howe 2005, page 95), it is now recognised that there are many factors which affect the manner in which an attachment style is expressed therefore demonstrating the limitations of Attachment Theory, especially in its application to working with disabilities. Rutter and O'Connor (1999) suggest Attachment Theory emphasises the importance of continuity and sensitivity in care-giving relationships rather than a behavioural approach on stimulation or reinforcement of child behaviour.

Parents who have children with disabilities encounter a range of challenges beyond those experienced by parents of typically developing children (Zola,2002b p.394). This is particularly true when a special needs child presents with two or more diagnostic conditions, or co-morbidity of disorders. Disabled (D) children are particularly prone to co-morbid diagnoses with rates associating learning disabilities and Attention Deficit Hyper-activity Disorder estimated to range from 10%-92% . The variability highlights the need for more information regarding co-morbidity and LD diagnoses (Scher et.al, 2001 p.515). Children with a learning disability frequently manifest difficulties in areas of psychosocial functioning, including a higher likelihood of developmental, behavioural, emotional and academic difficulties (Biringen et.al 2007 p.3701).

Disability perspective

One of the key components of the disability perspective is the understanding that the person who is inflicted with a disability is a survivor (Campbell, 2007 p.351). Meeting many physical, physiological and psychological problems, and then faced with the hostile attitude of the community at large, they face all the odds in their attempt to integrate successfully in the society (Howe 2005, page 95). These people have to work real hard in trying to build an image of being normal. They are discriminated against at all stages of life. Similar experiences are encountered by people who stand out in any respect, whether be race, culture, ethnic background, or similarly a persona facing discrimination on any account (Easterbrooks, 2005 p.291).

Aims and objectives

The study aims to:

Explain in detail the concept of attachment theory and its role in children with disability

Understand the significance of understanding attachment theory in assisting parents and care givers cope with the disability in children

Take into account the anti-disability perspective with regards to disabled children.

Give a framework to assist practitioners in social work in dealing with children with a disability

Hypotheses

Hypothesis (i): The application of Attachment theory to children with Disabilities creates certain problems that Social Workers should consider.

Hypothesis (ii): the application of Attachment Theory to children with disabilities shows that there are problems with ...