Name: Taryn Robyn
Surname: Moses
Student Number:
63518023
Module: Introduction to
personal and social
wellbeing (IPS1501)
Assignment: 3
Unique Number: 817560
Submit Date: 29 July 2021
, QUESTION 1
1.1) Rebecca appears to be in the Insecure-avoidant attachment type. She has no
distress when the educator leaves the class. she did not seek comfort at first
from her teacher.
1.2) Based on Bowlby’s theory, Rebecca has caregivers at home who are
unresponsive and dismissive. The teacher has observed and taken note of
Rebecca’s behaviour. For example, she notices that Rebecca does not hug
her, feels inferior when answering a question incorrectly and when she is in
distress. The educator tries to find a solution by reacting or responding quickly
and positively to Rebecca’s needs and making her feel safe and secure.
Rebecca is never happy or in distress when the teacher leaves or returns to
the classroom and does not seek comfort from the teacher.
1.3) Rebecca’s teacher reacts quickly and positively to Rebecca’s needs. She is
responsive to Rebecca’s needs; therefore, the attachment type is secure.
1.4) Rebecca’s teacher reached out to her and has seen the need in helping or
caring for Rebecca, the educator gave Rebecca more attention and the
educator gave Rebecca chance to speak her mind and answer questions
without being interrupted or disturbed.
1.5) Rebecca’s educator saw that she was a learner that need lots of attention and
has the insecure type of attachment. The educator showed that she cared and
displayed the secure type of caregiver’s behaviours. Erikson talks about the
establishment of basic trust in others, whilst Bowlby talks about how secure
attachment will help with feelings of safety and survival. Rebecca then
becomes more responsive to the teacher and listens attentively to the teacher
and makes eye contact.
1.6) The secure behaviour type contributed to Rebecca being able to initiate a
friendly conversation with her classmates. When the teacher reacted to
Rebecca’s needs, Rebecca felt safe, secure, and confident enough to express
her feeling and thoughts to those around her. Also, the teacher reacts quickly
when Rebecca’s peers talk over her giving her the opportunity to express
herself with further contribution to her confidence to now engage with her
classmates.
1.7) Secure attachment. Rebecca is distress, she cried when she found out that
her teacher will be leaving. She seeks comfort from the teacher by standing
close to her and allows the teacher to hug her.
Surname: Moses
Student Number:
63518023
Module: Introduction to
personal and social
wellbeing (IPS1501)
Assignment: 3
Unique Number: 817560
Submit Date: 29 July 2021
, QUESTION 1
1.1) Rebecca appears to be in the Insecure-avoidant attachment type. She has no
distress when the educator leaves the class. she did not seek comfort at first
from her teacher.
1.2) Based on Bowlby’s theory, Rebecca has caregivers at home who are
unresponsive and dismissive. The teacher has observed and taken note of
Rebecca’s behaviour. For example, she notices that Rebecca does not hug
her, feels inferior when answering a question incorrectly and when she is in
distress. The educator tries to find a solution by reacting or responding quickly
and positively to Rebecca’s needs and making her feel safe and secure.
Rebecca is never happy or in distress when the teacher leaves or returns to
the classroom and does not seek comfort from the teacher.
1.3) Rebecca’s teacher reacts quickly and positively to Rebecca’s needs. She is
responsive to Rebecca’s needs; therefore, the attachment type is secure.
1.4) Rebecca’s teacher reached out to her and has seen the need in helping or
caring for Rebecca, the educator gave Rebecca more attention and the
educator gave Rebecca chance to speak her mind and answer questions
without being interrupted or disturbed.
1.5) Rebecca’s educator saw that she was a learner that need lots of attention and
has the insecure type of attachment. The educator showed that she cared and
displayed the secure type of caregiver’s behaviours. Erikson talks about the
establishment of basic trust in others, whilst Bowlby talks about how secure
attachment will help with feelings of safety and survival. Rebecca then
becomes more responsive to the teacher and listens attentively to the teacher
and makes eye contact.
1.6) The secure behaviour type contributed to Rebecca being able to initiate a
friendly conversation with her classmates. When the teacher reacted to
Rebecca’s needs, Rebecca felt safe, secure, and confident enough to express
her feeling and thoughts to those around her. Also, the teacher reacts quickly
when Rebecca’s peers talk over her giving her the opportunity to express
herself with further contribution to her confidence to now engage with her
classmates.
1.7) Secure attachment. Rebecca is distress, she cried when she found out that
her teacher will be leaving. She seeks comfort from the teacher by standing
close to her and allows the teacher to hug her.
