Ainsworth and bowlby 1991

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Bringing practice into theory: Reflective practice and attachment theory Maree Foley, Mary Nash and Robyn Munford

Maree Foley is a PhD candidate in the Department of Management and International Business at the University of Auckland Business School, a NZ Registered Psychotherapist and full member of NZACAP.

Mary Nash is a Life Member of ANZASW and lectures at Massey University.

Robyn Munford is co-leader of a FRST-funded research project on young people’s pathways to resil- ience and works in the School of Health and Social Services, Massey University.

Abstract

The relationship between social work practice and attachment theory has been longstand- ing across decades. While much attention has been paid to the use of attachment theory within specific social work practice settings, less attention has been focused on the use of attachment theory to guide the social worker in their practice based reflections. This article explores the potential relevance of attachment theory for use within a reflective practice set- ting. This exploration is based on key findings from a recent study conducted in Aotearoa New Zealand. A proposed beginning framework of attachment theory informed reflective practice is offered for practitioners to explore in their reflective practice.

Introduction

Exploration of the relationship between theory and practice has been a longstanding endea- vour within many disciplines including social work (Longhofer & Floersch, 2004; D’Cruz, Gillingham, & Melendez, 2007, p.74). This paper explores the use of attachment theory to inform reflective practice and, in turn, to potentially inform social work practice. This explo- ration is based on a recent Aotearoa New Zealand Masters research study that explored the relationship between theory and practice, from the vantage point of the social worker (Foley, 2007). This paper begins by providing a brief overview of this study, including a review of current attachment theory literature for social work practitioner use. Next, a summary of the study’s findings is reported.

The remainder of this paper attends to the authors’ reflections on how the raw findings might usefully inform reflective practice. It is postulated that knowledge of attachment theory can be useful for the practitioner to increase understanding of both shared and unique protective and adaptive behaviours within a practice setting where their capacity to think, reflect and make meaningful connections may become compromised. Based on these postu-

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lations, an exploration of bringing key dynamics of social work practice with children and families into attachment theory is explored. This exploration is followed by the beginning formulations of an attachment theory informed reflective social work practice.

Overview of the study

This study began with a review of the literature on attachment theory and social work prac- tice, where it was clear that interest in attachment theory as a relevant social work practice theory has been sustained over a number of decades (Bowlby 1969, 1973 and 1980; Ainsworth & Bowlby, 1991; Cassidy and Shaver, 1999). As such a plethora of relevant literature for this study was found (Fahlberg, 1991; Howe, 2005; Howe, Brandon, Hinings & Schofield, 1999; Nash, Munford, & O’Donoghue, 2005; Atwool, 2006). Surprisingly, studies that investigated social work practitioners’ knowledge of attachment theory to inform their practice, found that attachment theory knowledge was not as prominent as expected (Hesse, 1982; Grigsby, 1994; Hendemark, 2004). In addition, recommendations from these social work practice specific studies each implied a view that advocating for increased attachment theory ori- ented education would equate with the capacity to use this theory in practice. As such there seemed to be an underlying assumption within the recommendations of these studies that theoretical knowledge equates with use, and use amidst the real time and moments of the social work-client relationship.

Given the above paradoxical findings above, Foley (2007) conducted a study that sought to gather Aotearoa New Zealand data regarding the practice status of attachment theory and research developments as experienced by social workers within their social work practice with children and their families. While keeping in mind socio-cultural- contextual issues, the primary focus of this study was the microsphere of practice. This study endeavoured to understand the journey of a theory, attachment theory, through the vehicle of the social worker in their practice descriptions of using attachment theory to inform their practice.