Year 11 students have embarked on an exploration of the "Dyadic Relationship and Attachment Theory", delving into the core question: “What are the effects of our early life experiences?”

The journey into understanding the intricate layers of self-building within individuals began with a revisit to the Nesting Dolls: a symbol that is central to the Human Technologies course. This metaphor paved the way for grasping the profound significance of early development, epitomised by the pink doll. This crucial phase introduces the concept of representations of interactive generalisations (RIGs), originating from Daniel Stern's work, which illuminates how the ongoing interactions between caregiver and infant intricately shape a child's perception of themselves and the world around them.

As our Year 11 students have grown and reached a stage of emotional and intellectual maturity, we feel they are now ready to grasp the relevance of these early experiences in shaping their sense of self and outlook on the world. This “readiness” was presented to them through the framework of 8 stages of development, which, according to Erikson, students have entered the fifth phase: Identity versus Role Confusion. This stage revolves around self-discovery and establishing a sense of identity, emphasising the influence of early experiences on individual growth. 

To deepen this exploration, students finally ventured into the realm of John Bowlby's Attachment Theory, a psychological framework underscoring the vital role of young children forming bonds with primary caregivers for healthy social and emotional growth. Within this theory lies the concept that caregivers' responses during these formative years give rise to attachment patterns, eventually culminating in internal working models that influence an individual's emotions, thoughts, and expectations in future relationships.

By intertwining the notions of RIGs from Daniel Stern's work and the attachment patterns delineated by John Bowlby, students embarked on a comprehensive journey delving into the intricate tapestry of early experiences, which help to shed light on how the dynamic interplay between caregiver interactions and attachment formation shapes the foundation of an individual's worldview and relational dynamics as they navigate through life's complexities.

The core message from these theories is one of hope and empowerment. Just as Daniel Stern's RIGs and John Bowlby's attachment patterns can be reshaped, Erikson's stages offer a path to resolving developmental challenges at any point in life. 

The key takeaway is clear: our past experiences do not dictate our future. By reflecting on our perceptions and behaviors, we can embark on a journey of self-discovery and growth. Through mindful introspection, stepping out of comfort zones, and cultivating new habits, we have the power to rewire ourselves and foster positive change.

In simpler terms, we might think of it as enhancing our cognitive and social skills to improve communication and relationships. One of the reasons we often find it difficult to understand others is because we don’t really understand ourselves. By understanding ourselves better, we equip ourselves with the tools to navigate life more effectively, empowering us to cultivate healthier habits and enrich our interactions with others.

For anyone who is interested in learning more about childhood and its impact on adult behaviors and relationships, this recent episode from Dr. Rangeen Chaterree’s Feel Better, Live More podcast is well worth a listen. His guest, Alain de Botton, the esteemed founder of The School of Life (a resource that features regularly in our course), shares his insights on how we can live a fulfilling life. The episode contains many nuggets of wisdom but, from the get go, Alain emphasises the importance of love, empathy, and tolerance in addressing societal issues, highlighting the significance of 'attuned care' in childhood. By encouraging inner reflection and emphasising effective communication, Alain provides practical tools, including journaling exercises and communication strategies, that we can readily implement in our lives. Many of the technologies that he recommends have been shared and practised with our students and are showcased in their creative writings which demonstrate both their empathy and practical application of their learnings. Their insightful responses highlight their ability to apply attachment theory concepts in real-life scenarios, and we are thrilled to present a glimpse of their remarkable work.