Psychology of Performance – 20 – Early Attachment and Adult Performance Implications

Our early attachments to our primary caregivers may have significant implications for our ability to perform throughout our lives. The good news is that there are mindfulness techniques that can help integrate the information and energy associated with the various attachment categories so that as adults our performance does not have to be limited by the early learning associated with these attachments.

Siegel &  Hartzell, M.Ed., (2003, p.102-112) in their book, Parenting from the Inside Out, describe four patterns of attachment derived from the work of researchers such as Mary Ainsworth, Mary Main, and Erik Hesse, among others. As infants we most likely have one of the following patterns (which can vary by caregiver): Secure, Insecure-Avoidant, Insecure-Anxious/Ambivalent, or Insecure-Disorganized.

Secure attachments are described as having a parental interactive pattern characterized by the parent being emotionally available, perceptive, and responsive. The child sees the parent as being a source of comfort during times of distress, a safe haven, being available, and a secure base. This creates a sense of well being from which the child can go into the world to “explore and make new connections with others” (p.104).

Insecure-Avoidant patterns are associated with parents who are emotionally unavailable, imperceptive, unresponsive, and rejecting. These children avoid closeness and emotional connections to the parent (p.104).

Insecure-Ambivalent patterns are described as having parents who are inconsistently available, perceptive, and responsive and intrusive. The child cannot depend on the parent for attunement and connection. The child develops a sense of anxiety and uncertainty about whether they can depend on their parents (p.105).

Insecure-Disorganization patterns are created by parents who are frightening, frightened, chaotic, disorienting, and alarming to the child. This pattern is often associated with abuse. This creates a situation in which abuse is incompatible with a sense of security. The child develops coping responses that lead to difficulties in regulating emotions, trouble in social communication, difficulties with academic reasoning tasks, a tendency toward interpersonal violence, and a predisposition to dissociation – a process in which normally integrated cognition becomes fragmented (p. 106).

The good news is that for those with insecure attachments there are mindfulness techniques described in Siegel’s book, Mindsight, that can help the individual integrate the insecure attachment memories, patterns, and information in a manner that frees them up from “automatically or habitually” engaging in the pattern in their adult relationships.

The implications of early attachment for the psychology of performance are significant. Secure attachments allow for a base of security which in adulthood can manifest in collaborative interactions in the business environment, for example. The social psychology of group performance is enhanced when members can communicate directly and problem solve from a position of trust. Contrast this with an avoidant attachment pattern in which a team member has a fundamental approach to relationships that is one of distrust and self-reliance. This team member is there in name only and will be perceived as not cooperating, being a maverick, and “not playing well in the sand box.” The anxious attachment style may show up as an accommodating or pleasing style. This person sacrifices their own opinions so as to fit in, may frequently be checking in with the “boss” for approval and reassurance. The group loses this person’s gifts as the person may give in rather than be proactive on a decision point. The disorganized attachment style may contribute to significant disruption in a work group or team’s performance because the person will become overwhelmed during a conflict with either a chaotic or rigid response, either of which can disrupt the flow of energy and information needed for higher performance.

The culture of an organization often is set by the leader of the organization. Part of the definition of culture is the shared set of assumptions as to how we do business. From this, it is possible to see how the impact of the leader’s attachment could influence the culture of the organization. For example, if the leader has an anxious attachment, the organization may have a strong press to accommodate customers, resulting in a high emphasis on customer service which could range from being useful to problematic if taken to a dysfunctional level.

Have a day filled with mindful integration,

Robert A. Mines, Ph.D.
CEO & Psychologist

Effects of 2010 Gulf Oil Spill and Mental Health

We’ve begun to see editorials, videos and news stories about the effects of the Gulf Oil Spill on behavioral health.  Most recently I watched an expose about the effects of Exxon-Valdez on alcohol and substance abuse, increases in divorce rates and suicide attempts and how experts warned of the same fallout from the Gulf crisis.  Additionally, mental health experts are warning that the current crisis could dredge up unresolved feelings from Hurricane Katrina.   Here is a link to the story and video:

http://www.wlox.com/Global/story.asp?S=12548123

We wish the best to all those impacted by the gulf oil spill. 

Posted by Ian Holtz (Sales @ MINES and Associates)

How to Save 25-50% from Previous Years Claims

I am almost as excited as our clients to announce that after the pass of the first quarter we’ve been able to demonstrate to our new self-funded clients a savings of up to 50% from the previous year’s quarter on behavioral health and substance abuse claims.

Providing our clients with cost-containment mechanisms to counter the effects of the Mental Health Parity and Addiction Equity Act has been, in their words, “a major relief.”

For some groups this isn’t a big deal.  But if it is for you – ASK ME HOW?

Posted By Ian H.

(303) 953-4083
Sales, MINES and Associates

Seasonal Affective Disorder in the Summer?

With all this summer time rain I wonder if anybody is showing signs of Seasonal Affective Disorder in the summer months.  Just in case here is an excerpt from an interesting article about how SAD can affect our children:

Maggie started off her junior year of high school with great energy. She had no trouble keeping up with her schoolwork and was involved in several after-school activities. But after the Thanksgiving break, she began to have difficulty getting through her assigned reading and had to work harder to apply herself. She couldn’t concentrate in class, and after school all she wanted to do was sleep.

Maggie’s grades began to drop and she rarely felt like socializing. Even though Maggie was always punctual before, she began to have trouble getting up on time and was absent or late from school many days during the winter.

At first, Maggie’s parents thought she was slacking off. They were upset with her, but figured it was just a phase — especially since her energy finally seemed to return in the spring. But when the same thing happened the following November, they took Maggie to the doctor, who diagnosed her with a type of depression called seasonal affective disorder.

What Is Seasonal Affective Disorder?

Seasonal affective disorder (SAD) is a form of depression that appears at the same time each year.

Visit this link for the entire article.

http://kidshealth.org/teen/your_mind/mental_health/sad.html