| What is an Incomplete Attachment and what does it | | | | others who appear to develop typically. Because of an |
| look like? One only needs to look at any child, | | | | Incomplete Attachment, he has not had the benefit of |
| adolescent or adult on the autism spectrum continuum | | | | integrating those parts that are dissociated. Dissociation |
| to answer this question. The behaviors one sees with | | | | does not give us the complete picture. From a broader |
| such individuals seem to be confusing and do not | | | | perspective, one can say that the child on the autism |
| make sense. No two individuals with autism seem | | | | continuum has a lack of a completed attachment, has |
| similar or manifest the same behaviors. If one thinks | | | | a dissociated sense of self, has developed coping |
| about autism from the perspective of an Incomplete | | | | mechanisms to manage the situation, is unable to use |
| Attachment then the developmental delays and the | | | | one's self in relationship to others, seems to lack the |
| children will make sense. | | | | knowledge of his own emotions and is unable to |
| From this perspective, the child has not had the benefit | | | | access those dissociated emotions and finally uses |
| of a completed attachment. As all infants, he is born | | | | indirect mechanisms to grow in relationship to others. |
| into the unconscious ready to be brought out in | | | | The treatments that seem to help this population are |
| relationship to the caregiver, but this does not happen. | | | | actually helping the child to become more and more |
| Why this child does not develop an attachment will be | | | | conscious and integrated as a human being. Below is a |
| unique to that particular child. It is not the fault of the | | | | table that compares the developing child with autism to |
| child or the caregivers. Because of the Incomplete | | | | the developing typical child. |
| Attachment the child remains in a waiting state of | | | | Difference Between the Typical Child and a Child with |
| existence. He or she is waiting for a completed | | | | Autism |
| attachment. Thus the behaviors that one sees in the | | | | Difference Between the "typical" child and an autistic |
| child with autism are the result of not having had a | | | | child |
| completed attachment. The behaviors are what can | | | | "Typical" Child |
| be called coping and state of existence behaviors. | | | | Autistic Child |
| Each child will cope differently to the circumstance and | | | | On a continuum - from partial sense of self to a well |
| thus will have different behaviors as compared to | | | | integrated sense of self |
| another child. A key point to mention is that because | | | | Varying degrees of dissociated sense of self. |
| of the Incomplete Attachment the child is left without | | | | Attachment has occurred |
| the ability to use herself both in body (lacks | | | | Lack of a completed attachment |
| self-agency) and mind (lacks theory of mind). The | | | | Ability to use oneself to get needs met. The degree |
| ability to use one's self will vary from child to child. | | | | that the individual can do this will vary widely |
| Some children will be more conscious of themselves | | | | On a continuum - from no ability to use oneself in |
| and thus have more access to use themselves in | | | | relationship to another to ability to use oneself on a |
| relationship to others. Thus we have a continuum of | | | | limited basis |
| ability, which is typically known as the functioning level | | | | Knowledge and ability to know one's emotional feelings |
| of the individual on the spectrum (low functioning, high | | | | Lacks knowledge of one's emotional feelings |
| functioning and Aspergers). | | | | On a continuum has access to use one's emotions in |
| To explain it in a little more depth, the behaviors one | | | | response to the other |
| sees in individuals with autism are unconscious | | | | Does not have access or ability to use dissociated |
| behaviors that have been dissociated or separated | | | | emotions |
| within the child. It is like the child is of two minds, the | | | | Transference occurs in the relationship in a way that is |
| conscious mind and the unconscious mind. This is true | | | | typically understood |
| of all human beings. Within the child with autism he is | | | | Transference expressed in ways unfamiliar to most |
| more dissociated and split from his emotions than | | | | (indirect). |