Goodfriend is a bit worried about Harry. She describes the three styles of psychological attachment, which are ways that we learn to relate to others as children. These tend to stick with us through­ out our lives. She shows how Rawling has given each Harry, Ron, and Hermione one of these different styles and speculates what this might mean for each of their futures. WIND GOODFRIEND, PH.D. Attachment S1yles at Hogwarts From Infancy to Adulthood PICTURE LONDON DURING the height of World War II. The city was constantly threatened by bombings from above. Parents had only one greater fear than the fear of their own death: the death of their children. To keep its young ones safe, the B:ritish government evacuated children to the countryside. After the war, families were reunited. _Physically, the children were fine. However, an unforeseen side effect had occurred. The children had been separated from their parents at a crucial time in their development, and, as young adults, they began displaying a variety of psychological disorders. For many of these adolescents, a key problem among these issues was the in­ ability to form strong, loving ties with other people. From this phe­ nomenon, psychology researchers noticed and created. attachment theory. Attachment theory focuses on how the familial environment during one's formative years affects one's ability to begin and main­ tain normal, adult relationships-including romantic relationships. Psychologists have now identified tl;lree distinct attachment styles, 75 76 ~ THE PSYCHOLOGY OF HARRY POTTER or patterns of behavior relevant to how one interacts with potential romantic partners. Perhaps it is coincidental, but these three attach­ ment styles can be seen in almost perfect form in the three main char­ acters in the Harry Potter series: Hermione Granger, Ron Weasley, and Harry himself. · A BRIEF HISTORY OF ATTACHMENT THEORY Inspired by the emotional troubles caused by mass child evacuations in London, British psychologist John Bowlby began a long line of research into child-parent bonds. Bowlby observed infants with their primary caregivers (usually their mothers) and noted that the in­ fants grew upset when their mothers would leave, even temporarily. Bowlby began writing about the bond that exists between children and their parents and how disruptions of this bond can lead to emo­ tional problems later in the child's life. It was one of John Bowlby's students, Mary Ainsworth, who pio­ neered research showing that different people can have different at­ tachment styles. In other words, one child will respond to his or her parents in a very different way than another child. Ainsworth's re­ search, as well as the research of hundreds of people after her, showed that, for the most part, there are three main attachment styles: secure, anxious, and avoidant. Although modem researchers argue constantly about what to call these styles and how to measure them, there is a high level of agreement about what each style means in terms of behaviors. These behaviors are linked to two key times in life: (l) early childhood experiences with one's family, and (2) beginning and-maybe-maintaining adult relationships. Because romantic relationships are so important to our adult lives, the concentration of research has been in applying the attachment style formed in a person's early childhood to how that affects his or her romantic rela­ tionships (e.g., Hazan & Shaver). A good way to understand the different styles of attachment is to see how research psychologists measure them. Although many dif­ ferent measures exist, one of the most popular measures today is a scale called "Experiences in Close Relationships" (Brennan, Clark, & Shaver). Below is a brief version with ten sentences (the actual survey is much longer). How much do you agree with each sentence? Attachment Styles at Hogwarts 'C/(J 77 Anxiety I terns l. I'm afraid that I will lose my partner's love. 2. I often worry that my partner will not want to stay with me. 3. I often worry that my partner doesn't really love me. 4. I often wish my partner's feelings for me were as strong as my feelings for him/her. 5. When my partner is gone, I worry that he/she might become interested in someone else. Avoidance Items l. I prefer not to show a partner how I feel, deep down. 2. I find it difficult to depend on romantic partners. 3. I don't feel comfortable opening up to romantic partners. 4. I get uncomfortable when a partner wants to be very close. 5. I prefer not to be too close. The more sentences you agree with, the less secure you are. In other words, if you agree with items l-5, you would be classified as anxious. If you agree with items 6-10, you would be classified as avoidant. If you don't agree with any of the items, you can rest as­ sured you are secure. Although some people might argue that the children in Harry Potter are too young to use as examples of people in romantic rela­ tionships, I believe they are a perfect opportunity to see young adults attempting romance for the first time. How will they approach each other? How do they attempt to form emotional bonds? How will they end relationships? Fortunately for us, each of the three main charac­ ters is quite different, and each is an example of one of the three main styles of attachment. HERMIONE GRANGER: A CASE STUDY IN SECURITY All three attachment styles follow the same principle: the behaviors, self-esteem, and trust of others established in someone as a young child will follow that person for the rest of his or her life. The first attachment style identified by researchers is secure. Secure is, by far, the most common of the three styles, emerging in about two-thirds of children (Berscheid & Regan). This pattern or style is first estab- 78 "Cfb THE PSY-CHOLOGY ,.OF HARRY POTTER lished when a child's parents provide reliable, steady, sensitive care­ parents who are consistently responsible and loving (Berscheid &: Regan). Securely attached children are typically more socially gifted and more competent in social situations. Secure children have high self-esteem and are likely to tfl1St others. Hermione is a great example of a secure individual. Admittedly, we know the least about her early and family life, compared with the other two main characters. We never see her at home, and she spends little time at home past the age of eleven. However, what we do see is a stable, normal, supportive relationship with both parents. We know they are dentists who are not part of the magical world. However, when Hermione receives her invitation to attend Hogwarts School of Witchcraft and Wizardry, they recognize the opportunity for their daughter and trust that she will be all right entering this new and exciting world. They regularly accompany her to Diagon Alley for school supplies and attempt to get to know her friends' parents. They plan elaborate family trips during school breaks, such as to France and a skiing resort. We also see Hermione's love for her parents. Even though she is often away, she regularly sends letters home and always thinks of her parents in times of joy and sadness. For example, one of her first thoughts after she is named prefect of Gryffindor is to send a message to her parents. She is considerate of their feelings and knows they will be proud: '"They'll be really pleased-! mean, prefect is some­ thing they can understand'" (Harry Potter and the Order of the Phoenix 165). Hermione is understanding of their basic ignorance of the mag­ ical world but confident in their support. Another example is seen later in the same year. Hermione was planning to spend Christmas skiing with her parents, but she decides to stay at Sirius Black's house over the holidays after Mr. Weasley is injured. She explains to Harry, "'Mum and Dad are a bit disappointed, but I've told them that every­ one who's serious about the [O.WL.] exams is staying at Hogwarts to study. They want me to do well, they'll understand"' (Order of the Phoenix 498). Clearly, they are willing to support and trust Hermione in everything she does, while still showing her that they love her and want to spend time with her. When her parents finally get to see her at the end of the year on the train platform, we witness them "taking it in turns to hug" her (Order of the Phoenix 868). Attachment Styles at Hogwarts ~ 79 This is the parental pattern that results in a secure attachment style: loving and supportive, while encouraging exploration of one's own interests. As a result, Hermione displays classic secure behav­ iors. A nice comparison of Hermione, Ron, and Harry is seen at their first meeting: the Hogwarts Express. Harry attempts to find a com­ partment by himself. Ron sits with him but complains about his fam­ ily and is embarrassed about being poor. What is Hermione doing? She is helping Neville find his lost toad, confident and generous with someone who clearly needs help. Just hours later, Harry and Ron are both completely scared to try on the Sorting Hat that will decide their House assignment, but Hermione is eager and confident, practically running to the stool. And who can forget her secure confidence in all of her classes, always the first person to raise her hand? Hermione's general confidence is pretty clear. She does have mo­ ments of doubt (for example, waiting for her O.WL results), but her "doubt" is over not receiving excellent grades in every class-includ­ ing Divination, which she quit! For attachment theory, however, we must focus specifically on her romantic relationships and examine if this security follows her into that area.