Classic Research
The Psychodynamic Approach
Background Information: The Maternal Deprivation Hypothesis
Bowlby proposed the Maternal Deprivation hypothesis:
This focuses on the continuous relationship between the infant and the caregiver (not
necessarily the mother). Interruption of this relationship can lead to instability
The development of this relationship must occur during a critical period – the first 12
months. If the relationship is disrupted during the first 2 ½ years of the child’s life, the
child is likely to become emotionally disturbed and cognitive development may be
delayed
This risk carries on up to the age of 5. After this, the child is, according to Bowlby,
more likely to be able to cope with disruption of the relationship
The child has a need to form a relationship with one primary caregiver (monotropy) for
healthy emotional development
Support for the Maternal Deprivation Hypothesis
Goldfarb (1943) studied two groups of children from age 6 months to 3 ½ years:
Group one were raised in institutions
Group two were raised in foster homes
By age 3, group one lagged behind on a range of measures such as rule following and
sociability. Between the ages of 10 and 14 group one continued to perform more poorly
and their IQ scores were lower than group two.
Bowlby identified two serious consequences of the failure to form an attachment or of
serious disruption of the relationship with the main caregiver in the sensitive period:
1. Affectionless psychopathy: inability to experience guilt or deep feeling for other
people. This can lead to delinquency and criminality in later life.
2. Developmental retardation: Bowlby argues that there is a critical period for
intellectual development and that if children are deprived of a stable relationship
with their caregiver they might not develop a “normal” level of intelligence.
Bowlby, J. (1944) Forty-four juvenile thieves: Their characters and
home-life. International Journal of Psychoanalysis, 25 (19-52), 107-127
Exam Focus
Describe the procedures of Bowlby’s (1944) research ‘Forty-four juvenile thieves: their
characters and home-life’ [10]
, Participants and Procedures
Bowlby investigated the relationship between disrupted childhood development and
juvenile delinquency, using a series of case studies. A sample of 44 children (31 _____
and 13 ______) was obtained. The children attended the London Child Guidance Clinic
after being described as ‘thieves’ because stealing was one of their ‘symptoms’. Many
were too young to have been formally charged in court. The children, aged between 5 and
_____ years old, were placed into categories based on the severity of their stealing.
Grade I- one theft- consisted of _____ children.
Grade II- a few thefts- consisted of ____ children.
Grade III- persistent but irregular mild pilfering
over a long period consisted of _____ children.
Grade IV – chronic and serious thieving for
lengthy periods- consisted of ____ children.
The majority of the sample were regarded as
habitual thieves.
The majority of the sample of thieves were considered to have average intelligence with
_____ having an IQ score of between 85 and 114. Two participants had a score of ____
than 85, whereas, fifteen participants scored _______ than 114.
A further 44 children acted as a ________ group and were matched as far as possible on
______, ___________ and IQ. There was ______ boys and _____ girls in the control
group. This group were also considered _____________ _____________ however did not
steal.
The mothers of all 88 children involved were __________ to provide a case history of the
children’s lives. Participants were obtained using an _______________ sample.
An initial examination was given to each child on arrival at the clinic. The _________
________ was used to assess intelligence by a psychologist who also noted the child’s
emotional attitude. A social worker interviewed the mothers and recorded details of their
child’s early psychiatric history. The recordings taken were then reported to Bowlby (acting
as a psychiatrist) who then interviewed the child and mother. The team then collectively
considered school reports and other medical reports and discussed conclusions. For a
period of six months or more, the children met weekly with the psychiatrist whilst their
The Psychodynamic Approach
Background Information: The Maternal Deprivation Hypothesis
Bowlby proposed the Maternal Deprivation hypothesis:
This focuses on the continuous relationship between the infant and the caregiver (not
necessarily the mother). Interruption of this relationship can lead to instability
The development of this relationship must occur during a critical period – the first 12
months. If the relationship is disrupted during the first 2 ½ years of the child’s life, the
child is likely to become emotionally disturbed and cognitive development may be
delayed
This risk carries on up to the age of 5. After this, the child is, according to Bowlby,
more likely to be able to cope with disruption of the relationship
The child has a need to form a relationship with one primary caregiver (monotropy) for
healthy emotional development
Support for the Maternal Deprivation Hypothesis
Goldfarb (1943) studied two groups of children from age 6 months to 3 ½ years:
Group one were raised in institutions
Group two were raised in foster homes
By age 3, group one lagged behind on a range of measures such as rule following and
sociability. Between the ages of 10 and 14 group one continued to perform more poorly
and their IQ scores were lower than group two.
Bowlby identified two serious consequences of the failure to form an attachment or of
serious disruption of the relationship with the main caregiver in the sensitive period:
1. Affectionless psychopathy: inability to experience guilt or deep feeling for other
people. This can lead to delinquency and criminality in later life.
2. Developmental retardation: Bowlby argues that there is a critical period for
intellectual development and that if children are deprived of a stable relationship
with their caregiver they might not develop a “normal” level of intelligence.
Bowlby, J. (1944) Forty-four juvenile thieves: Their characters and
home-life. International Journal of Psychoanalysis, 25 (19-52), 107-127
Exam Focus
Describe the procedures of Bowlby’s (1944) research ‘Forty-four juvenile thieves: their
characters and home-life’ [10]
, Participants and Procedures
Bowlby investigated the relationship between disrupted childhood development and
juvenile delinquency, using a series of case studies. A sample of 44 children (31 _____
and 13 ______) was obtained. The children attended the London Child Guidance Clinic
after being described as ‘thieves’ because stealing was one of their ‘symptoms’. Many
were too young to have been formally charged in court. The children, aged between 5 and
_____ years old, were placed into categories based on the severity of their stealing.
Grade I- one theft- consisted of _____ children.
Grade II- a few thefts- consisted of ____ children.
Grade III- persistent but irregular mild pilfering
over a long period consisted of _____ children.
Grade IV – chronic and serious thieving for
lengthy periods- consisted of ____ children.
The majority of the sample were regarded as
habitual thieves.
The majority of the sample of thieves were considered to have average intelligence with
_____ having an IQ score of between 85 and 114. Two participants had a score of ____
than 85, whereas, fifteen participants scored _______ than 114.
A further 44 children acted as a ________ group and were matched as far as possible on
______, ___________ and IQ. There was ______ boys and _____ girls in the control
group. This group were also considered _____________ _____________ however did not
steal.
The mothers of all 88 children involved were __________ to provide a case history of the
children’s lives. Participants were obtained using an _______________ sample.
An initial examination was given to each child on arrival at the clinic. The _________
________ was used to assess intelligence by a psychologist who also noted the child’s
emotional attitude. A social worker interviewed the mothers and recorded details of their
child’s early psychiatric history. The recordings taken were then reported to Bowlby (acting
as a psychiatrist) who then interviewed the child and mother. The team then collectively
considered school reports and other medical reports and discussed conclusions. For a
period of six months or more, the children met weekly with the psychiatrist whilst their
