GoConqr has a new look! Let us know what you think.

Sign up free

Flashcards

attachment

megan trent Psychology English 68 cards

The STRANGE SITUATION

Cards in this deck (68)

  1. 1What is meant by a bond?It is a set of feelings that ties one person to another for example a parent often feels strongly bonded with their new born babies.
  2. 2What is meant by an Attachment?It is an emotional reciprocal tie or relationship between two people shown in their behaviour for example an infant and their caregiver.An attachment takes longer to develop than a bond.
  3. 3Attachment Behaviours-Seeking proximity
    -Separation distress
    -Joy on reunion
    -Stranger anxiety
    -General orientation towards the caregiver
  4. 4Seeking proximityA young baby may watch their caregiver carefully and cry if they move too far away. An older baby may crawl after their attachment figure.
  5. 5Separation distressA young infant may show distress when the caregiver leaves the room even for a short period.
  6. 6Joy on reunionA baby may welcome back their attachment figure by clinging on to them.
  7. 7Stranger anxietyThe baby will show a wariness of those not known to them.
  8. 8General orientation towards the caregiverThe baby may direct their attention towards their caregiver who will reciprocate so engaging each other in activities and interaction.
    These behaviours would also be seen in adults who have an attachment.
  9. 9Interaction between a carer and infant helps to...maintain and develop the attachment bond between them. Communication from the child may not necessarily occur via the use of language however communication occurs in a number of ways, which all help to fortify the attachment bond
  10. 10Interactional synchrony:When two people interact they tend to mirror what the other is doing in terms of their facial and body movements. This includes imitating emotions as well as behaviour. When the infant moves their body in tune with the rhythm of the carer this is known as synchrony.
  11. 11ReciprocityThe interaction that ocurs between the infant and the caregiver results in both parties responding to each other and eliciting a response from each other, therefore the interaction of similar behaviour patterns occurs between the infant and the carer.
  12. 12Bodily contact:physical interaction is particularly important in the period immediately after birth and helps to form the attachment bond between the infant and the caregiver.
  13. 13Reciprocity and interactional synchrony strengthsResearch by Meltzoff & Moore looked at interactional synchrony in infants and found that as young as 2 or 3 week old infants imitated specific facial and hand gestures. Overall they found that there was an association between infants behaviour and thier adult models.
    Klaus and Kennell (1976) investigated created an experimental group where mothers had an hour longer of skin-to-skin contact immediately after birth and then spent five hours longer with their babies over the next 3 days.They found that the experimental group formed closer bonds with their babies which produced noticeable differences in the degree of closeness between the child and the mother up to one year after birth.
  14. 14Reciprocity and interactional synchrony WeaknessesIndividual Differences – There is variation between infants interactional synchrony For example research by Isabella el at (1989) found that infant-caregiver pairs with stronger attachments demonstrated more interactional synchrony. So therefore a cause and effect can’t be established
    Lack of consistent evidence- further research has failed to replicate the findings of Meltzoff and Moore, this challenges the reliability of interactional synchrony as a key aspect in securing the attachment.
  15. 15The Formation of AttachmentsSchaffer and Emerson (1964) investigated the gradual development of attachments by studying 60 babies in Glasgow whom they visited monthly for their first year and again at 18 months. They used observation and interviews to conduct their research and used separation anxiety and stranger distress as their behavioural measurements.
    65% first attachment figure was their mother. 3% with their fathers. 27% to mum and dad at same time
  16. 16Asocial stage (0 to 6 weeks)Initially infants produce similar responses to all objects whether animate or inanimate. They have a bias towards human-like stimuli and prefer to look at faces and eyes.
  17. 17Indiscriminate attachments (6 weeks to 6 months)Babies become more sociable. They can tell apart familiar and unfamiliar people and prefer to be in human company. They allow strangers to look after them without becoming distressed as long as the stranger provides adequate care.
  18. 18Specific attachments (7 months onwards)This is characterised by behaviour such as separation anxiety, becoming distressed when parted from the attachment figure. Infants also may become fearful of strangers at this time. They tend to avoid closeness with unfamiliar people and some may cry or move away if the stranger tries to make direct contact with the baby.
  19. 19Multiple attachments (10/11 months onwards)This is when additional ties are formed with other main caregivers (eg fathers, grandparents) and non caregivers such as siblings. This depends upon how many consistent relationships the child has. Some believe the strongest attachment remains with the mother, others believe all attachments are equivalent
  20. 20formation of attachments Evaluation:The methodology used was rich in detail and high in ecological validity as the babies were observed in their own homes and the mothers were asked about everyday situations. It may only reflect the 1960’s era however when mothers were less likely to work outside the home and fathers had a lesser role than today.
    Others have challenged the accuracy of this stage account as very young infants have been found to be far more social than was originally thought. Carrying out research with very young infants is also highly problematic as it involves interpreting their responses and behaviour.
  21. 21MULTIPLE ATTACHMENTS-Most children form multiple attachments
    -Each of these attachments has a different purpose
    -If a child has multiple attachments they will ben more likely to form and conduct social relationships
    - children form multiple attachments between 10 and 11 months
    -If a child has multiple attachments they will ben more likely to form and conduct social relationships and so therefore are at an advantage. In addition to this if they loose an attachment figure such as their father or mother they have severeal other attachment figures they can turn too
  22. 22MULTIPLE ATTACHMENTS supporting evidenceSchaffer and Emerson (see research above) has demonstrated that children form multiple attachments between 10 and 11 months. In follow up research, at the age of 18 months almost 31% of the children had multiple attachments to 5 or more attachments to a significant other such as, grandparents or siblings. Where as only 13% has a single attachment.
  23. 23THE ROLE OF THE FATHER-fathers are having a much more significant role in parenting than before.
    -their behavioural style is different to the mothers as they are more involved in play which is more stimulating and unpredictable
    -fathers structure talk around active play + encourage their infants to take risks
  24. 24THE ROLE OF THE FATHER strengthsGeiger (1996) support the notion that fathers are more like playmates and mothers are the caregivers as they found that fathers play interactions are more exciting and pleasurable than mothers, where as mothers are more nurturing and affectionate.
    Fathers have a positive influence on developmental outcomes as children with secure attachments to their fathers go on to have better relationships with peers , display less problem behaviour and are more able to regulate their emotions.
  25. 25THE ROLE OF THE FATHER weaknessesContradictory evidence by Golombok (2004) found that children who grow up in single or same-sex parent families do not develop any differently from those in two-parent hetrosexual families. This suggests that the father roles as a secondary attachment figure is not important.
    Hardy (1999) reported that fathers are less able to detect low level infant distress than mothers. This implies that males are less suitable as primary attachment figures.
  26. 26Lorenz (1935)-divided fertile goose eggs randomly into two groups.
    -Half placed under the mother and allowed to hatch naturally and the remaining eggs in incubator.
    -Lorenz made sure he was the first large, moving object to be seen by the incubator group
    -formation of rapid attachments “imprinting
    - imprinting was restricted to a very difinate period in the young animal’s life the critical period.
  27. 27Lorenz (1935) strengthsSupporting research – Guiton (1966) found that chicks that were exposed to a rubber glove for feeding during the first few weeks, became imprinted on the glove.This supports the notion that young animals imprint during the critical period to a moving object which means its not innate.
    The fact that imprinting only occurs within a brief, set time period influenced bowlbys idea of the critical period in human babies which is the specific time period within which an attachment between infants and carer must form.
  28. 28Lorenz (1935) weaknesses:Generalising animal research to humans– as human behaviour is governed by conscious decisions and animals are not, application of animal research to humans is challenged. Therefore, confirmation from research on humans is needed before application from animal research is carried out.
    As imprinting is irreversible, this suggests that it is biologically controlled as learned behaviours can be modified by experience
  29. 29Harlow and Harlow (1958)-demonstrated that ‘contact comfort’ was more important than food in the formation of attachments
    -Harlow created two wire monkeys that had different heads.
    - Over 165 days 8 rhesus monkeys were studied – for 4 of the monkeys the milk bottle was placed on the cloth –covered monkey and for the other 4 monkeys the milk bottle was placed on the wire mother monkey. monkeys spent a
    -majority of their time with the mother that was covered in cloth
  30. 30Harlow and Harlow (1958) StrengthsLong-lasting effects: Continued research on the monkeys highlighted the consequences of early attachment experiences. The motherless monkeys developed abnormally, for example, they froze or fled when approached by other monkeys and didn’t cradle their own babies.
    Unethical study justified – this research has clarified our understanding of attachment and has led to the assurance of better care for human infants. Therefore it could be argued that the benefits to society outweigh the costs to the monkeys involved.
  31. 31Harlow and Harlow (1958) WeaknessesConfounding variables – the two mother monkeys varied in more ways than just being covered by cloth or not, they also had two different heads. It is possible that the reason the infant monkey preferred one mother to the other because the cloth covered monkey had a more attractive head. This means the implications of this study lack internal validity due to this confounding variable.
    Ethical issues – the infant monkeys experienced long lasting emotional harm as the monkeys had difficulty forming peer relations. Therefore although the study can not be carried out on humans due to protection of participants its questionable whether it should have be carried out on monkeys.
  32. 32LEARNING THEORY (also known as Behaviourism): Classical ConditioningIn attachment formation the stimulus of food (unconditioned stimulus) produces a response of pleasure (unconditioned response) in the baby. The person providing the food (usually the mother), who initially produces no response (neutral stimulus) overtime, becomes, associated with the food. Eventually the food-giver/mother becomes a conditioned stimulus, producing a conditioned response of pleasure
  33. 33Operant Conditioningwhen a new born baby cries in response to discomfort (e.g. Pain/hunger), the carer will try to comfort the child by cuddling them or by providing food. This means the baby is likely to stop crying and settle down. This acts as negative reinforcement for the child as the cuddling/food “switched off” the unpleasant discomfort. Overtime the baby learns the carer can remove discomfort
  34. 34Evaluation of Learning Theory strengthsThere is a great deal of research evidence to support the processes of classical and operant conditioning, therefore it is valid to apply this theory to attachment formation also.
    and Miller (1950) found babies are fed 2,000 times in their first year usually by their main caregiver. This provides great opportunity for an association between the caregiver and food/removal of hunger lending support for the processes of conditioning in attachment formation.
  35. 35Evaluation of Learning Theory weaknessesSchaffer and Emerson (1964) found it was not always the person that fed the child that became the primary attachment, suggesting learning to form an association between food and the mother is unlikely to be the only reason for attachment formation. Other factors must be important too.
    Harlow and Harlow (1958) demonstrated that ‘contact comfort’ was more important than food in the formation of attachments amongst a group of rhesus monkeys, again questioning the principles of the learning explanation of attachment. Suggests the role of food is too simplistic.
  36. 36BOWLBY’S MONOTROPHIC THEORY OF ATTACHMENT-infants display an innate tendency to become attached to one particular person
    - Babies are genetically programmed to produce social releasers (such as crying) to attract the attention of the caregiver. (adaptive)
    -monotropic bond (one special bond) (qualitatively different)
    - creates “internal working model” of relationships. Basis of what to expect from future relationships.
  37. 37BOWLBY’S MONOTROPHIC THEORY OF ATTACHMENT strengthsThere is much evidence for the existence of critical periods within development. If attachment is biologically programmed, it is likely to have an optimum time of development. Supported by case studies, such as Genie.
    There is research evidence to suggest security of attachment in infancy does affect later relationships (the continuity hypothesis and the internal working model) as Hazen & Shaver (1987) found there is a consistent relationship between early attachment type and later adult styles of romantic love. Black and Schutte (2006) provide further support with those recalling positive, loving, parental relationships being more trusting and open with their partners.
    The developmental milestone of “crawling” occurs on average at 9 months. The fact that discriminate attachment is seen approximately one month prior to this may support the evolutionary argument as these attachment behaviours would enhance survival.
  38. 38BOWLBY’S MONOTROPHIC THEORY OF ATTACHMENT weaknessesThe concept of monotropy has been questioned. Rutter (1981) found that infants show a range of attachment behaviours to a variety of attachment figures eg grand parents and that the behaviour does not differ to that shown towards the mother.
    In many cultures children have equivalent relationships with many caregivers and still develop into healthy adults. Thomas (1998) claims in Caribbean cultures multiple attachments are the norm.
    Case studies of children have shown attachment can occur after the critical period (e.g. Koluchova twins) therefore emotional damage at this stage is not necessarily permanent. A “sensitive period” may therefore be more applicable.
    Bowlby has also been criticised by research such as Howes et al (1994) who found the correlation between a child’s early and later relationships is quite low.
    The theory does not explain why some children are able to cope better than others with poor early attachment experiences. It could be innate temperament rather than the internal working model affecting their subsequent ability to form healthy relationships.
  39. 39The STRANGE SITUATIONThe STRANGE SITUATION
  40. 40Type A: Insecure Avoidant(22%)
    -separation anxiety -their play was hardly affected whether she was present or absent. Very little stress shown on the mother’s departure.
    -Stranger anxiety -They responded to the mother and stranger in the same way, ignoring/ rejecting the stranger’s attempts to comfort them.
    -Reunion behaviour - did not seek comfort from the mother on her return. keeping distance and avoiding closeness.
  41. 41Type B: Secure66%
    -Separation anxiety-Mother was used as a safe base from which to explore. Distress was shown by crying when she left.
    -Stranger anxiety-Wary of the stranger (treated very differently). The stranger could provide small amount of comfort
    -Reunion behaviour-They welcomed the mother back on her return and settled back down to play quickly.
  42. 42Type C: Insecure Resistant12%
    -Separation anxiety - babies are wary even with the mother present and tend to fuss for her attention. On departure very distressed and cry.
    -Stranger anxiety- not interested in the stranger and reject the strangers’ attempts to give comfort.
    -Reunion behaviour-On return they want contact but at the same time show anger and resist contact
  43. 43Strange Situation strengthsThe findings suggest that the strange situation is measuring something important and meaningful therefore it is a useful tool, giving a great deal of information in a short space of time.
    De Wolff and Van Ijzendoorn (1997) found a weak positive correlation between carer sensitivity and secure attachment (0.24). Although weak, it does support the view that security is related to sensitivity.
    The attachment classification system used (i.e. Type A, type B and type C) has been found to be reliable. For example, when living conditions remain the same an infants attachment type rarely changes over the long-term (Waters, 1978).
    Secure infants have been rated by nursery school teachers as being less aggressive, more popular and having higher self-esteem. This suggest that secure attachment is correlated with more optimal (positive) types of behaviour. This also suggests that the strange situation procedure has predictive validity.
    The use of a structured observation method helps control for extraneous variables and provides a technique which can be applied to all infants in the same way
  44. 44Strange Situation weaknessesKagan (1982) has argued that attachment type is not necessarily determined by the way the mother responds to the infant (maternal responsiveness), but could instead be explained by innate personality or temperament. This suggests that the child may be born with a personality which determines its attachment type and that the mother is not responsible for the infants behaviour in the strange situation.
    The participant sample used by Ainsworth and Bell has been criticised for being unrepresentative, as they used only white middle class American babies. This sample does not reflect the entire American population or infants in other countries, meaning the results may not be cross-culturally valid.
    The procedure was devised by Ainsworth in the USA using American children. The test is therefore culturally biased. Desirable attachments in the USA may not be seen as desirable elsewhere. Nevertheless the test has been used worldwide and used to judge infants in other cultures. This is an example of imposed etic when we create a theory or test in one culture (usually Western) and impose it
  45. 45Van Ijzendoorn & Kroonenberg (1988)- carried out a meta-analysis of 32 different studies carried out in 8 different countries that used the strange situation methodology.
    -Secure attachment was the most common
    -Type A (Avoidant Attachment) more common in western cultures.The highest % was in Germany (35%).
    - Type C (Resistant Attachment) was more common in non-western cultures (such as Israel, China and Japan) .The highest % was in Israel (29%).
    -There was more variation within cultures (1.5 times greater variation) than across cultures
  46. 46Fox (1977)-studied child rearing practises in a kibbutz in Israel.
    - babies at 4 days old and cared for primarily by a nurse (parents spend about 3 hours a day with their child)
    -When placed in the strange situation, they protested equally when either the mother or nurse left but were more comforted by their mothers at reunion
    -Despite having multiple carers, the infants still had one special relationship (quality is more important)
  47. 47Evaluation of cross-cultural researchThe Strange Situation methodology has received much criticism (see evaluations of the strange situation).
    Its use is based on the assumption that willingness to explore is a sin of secure attachment and separation anxiety means the same in all cultures which may not be true:
    Japanese children rarely leave their mother. Therefore, the anxiety could be due to this very unusual experience rather than because the infants were showing insecure resistant attachment. This means dependence rather than independence is a sign of secure attachment.
    Van Ijzendoorn & Kroonenberg’s review of studies on German children: high proportion of infants found to be insecure avoidant attachment. This could be due to the importance placed on independence – ie “avoidance” – by caregivers in Germany
    The number of infants involved in each study within the Van Ijzendoorn meta-analysis were quite small in some cases eg only 36 infants from China
    The use of the term “culture” is misleading
  48. 48Aviezer et al (1994)examined the kibbutzim sleeping arrangements where babies and young children sleep in large dormitories and concluded that the children were more likely to have insecure resistant attachments. Implications: practice is now changing so that children are cared for communally during the day but return to parents to sleep in the family house at night.
  49. 49DEPRIVATIONoccurs when a child has experienced substantial periods of separation, to the extent that the attachment bond is broken.
  50. 50The value of maternal care:-Bowlby believed that children need a warm, intimate and continuous relationship with a mother to ensure continuing normal mental health.
    -If this type of care is not provided for children due to frequent or prolonged separation they can become emotionally disturbed (only if during critical period)
  51. 51Bowlbys theory of maternal deprivation strengthsSupport for long term effects – research suggests that maternal deprivation increases the likelihood of people experiencing mental health issues in late life. Antonia Bifulco et al (1992) found that 25% of women who had experience meternal deprivation due to maternal death or separation of more than a year, developed depression or an anxiety disorder. This was greater in those who had experienced separation before the age of 6 years, which supports Bowlbys critical period. Where as only 15% who has never experienced separation suffered with a mental health issue.
    Real world application – Bowlbys theory has had a significant impact on child rearing practises and how children are looked after in hospital. For example, visiting children use to be discouraged or even forbidden. Children’s wards now encourage parental visits, there is usually provision for parents to stay overnight with their children and parents are more involved in the planning of their child’s care programme.
  52. 52Bowlbys theory of maternal deprivation WeaknessesPsychological separation can also lead to deprivation – Marian Radke-Yarrow et al (1985) studied mothers who has severe depression and found that 55% of their children were insecurely attached , compared with 29% in the non-depressed group.
    Individual differences – Evidence suggests that not all children are affected by emotional disruption in the same way. Some children cope better due to being more securely attached and therefore more resilient where as insecurely attached children become distressed when separated (Barrett, 1997).
    Research suggests other factors may influence the outcome of early maternal deprivation. Lewis (1954) found that prolonged early separation from the mother didn’t predict criminality or difficulty in forming close relationships. This study was a replication of bowlbys 44 theives research but on a larger scale.
  53. 53Key study: 44 Juvenile thieves Bowlby (1944).-to investigate whether frequent early separations led to behavioural and emotional disorders. examined 88 Participants aged 5-16yrs. 44 were referred for anti-social behaviours (‘thieves’) of which some were categorised as ‘Affectionless Psychopaths’. 44 were referred for emotional problems rather than antisocial behaviours of which none were Affectionless Psychopaths . The other half (44) were a control group.
  54. 54Key study: 44 Juvenile thieves findingsOf the ‘thieves’ who were Affectionless Psychopaths, 86% (12 out of the 14) had early & prolonged separations. Of the remaining ‘thieves’ 17% (5 out of the 30) had early & prolonged separations and only 4% of the control group had experienced early & prolonged separations
  55. 5544 Juvenile thieves evaluation- Only correlational data (can’t determine cause & effect) therefore other factors (eg family discord or poverty) may cause delinquent behaviour not prolonged separations.
    - Inadequate control group used (emotional problems) and retrospective data.
  56. 56Rutter et al (2007)-an ongoing longitudinal study for the past decade examining Romanian orphans who were adopted by UK families.
    (been compared to a control group of UK born adoptees who were placed with families before the age of 6 months.)
    -The Romanian orphans had been held in extremely poor institutional conditions. 58 of them had been adopted before 6 months old, 59 between 6 – 24 months of age and 48 between 2 – 4 years old who were classed as late adoptees
  57. 57Rutter et al (2007) findings-Disinhibited attachments are most likely in children who have spent longer in institutions
    -The disinhibited behaviour pattern was still evident in many adoptees. Of 83 Romanian children demonstrating this behaviour aged 6, 54% were still showing this 5 years later. Also some of this group were receiving special educational help
  58. 58Zeanah et al (2005)Attachment was assessed in 90 1-2.5 year old children of which 90% had spend most their life in institutional care. These children were compared to 50 children who had never lived in institutional care. They measured their attachment type using the strange situation and carers were asked whether any disinhibited attachment behaviour was displayed by the children such as clinginess or attention seeking behaviour directed inappropriately at adults (disinhibibited attachments)
  59. 59Zeanah et al (2005) findings74% of the control group were found to be securely attached where as only 19% of the institutional group were securely attached in the strange situation. Of the institutionalised children 44% fitted the description of disinhibited attachment where as only 20% of the control group fitted this description.
  60. 60EFFECTS OF INSTITUTIONALISATION: Disinhibited Attachments:Children who have been raised in institutions such as orphanages or children’s homes show highly unusual behaviour, as they are equally affectionate to people they know well and people they have just met for the first time. This is evidence of disinhibited attachements as most children demonstrate stranger anxiety from an early age. This is supported by Rutter (2006)
  61. 61EFFECTS OF INSTITUTIONALISATION: Mental Retardation:Institutionalisation can cause damage to intellectual development as well as emotional development, however if adoption takes place before the age of 6 months development can be recovered.
  62. 62Evalutation of Romanian studies: strengthsReal life application – This research has resulted in improvements in the way children are cared for in institutions. Children who live in children homes now have a key worker and are looked after by a smaller amount of carers. This is because we have a better understanding of the effects of institutionalisation as a result of studying Romanian orphans and as a result can reduce the chances of them being disinhibited in their attachments.
    Supporting evidence – research suggests rutters results are reliable. Similar findings were found with a group of Romanian Orphans adopted by Canadian adoptive parents (Morison and Elwood, 2005).
  63. 63Evalutation of Romanian studies: weaknessesLacks Generalisability – Romanian orphanages provided a very low standard of care particularly when it came to forming relationships with the children and providing intellectual stimulation. Therefore, due to the situational variable within the Romanian orphan studies the results cant be applied to other orphanages and increase our understanding the impact of better quality institutional care.
    Ethical Issues – In Zeanah’s research children were randomly allocated to institutional care or foster care to avoid the confounding variable of children being picked by parents because they were more sociable.
  64. 64THE ROLE OF THE INTERNAL WORKING MODELBowlby suggested tha children’s first relationship with their primary attachment figure forms a mental representation in which all future relationships are based on. This template will have a significant impact on the nature of their future relationships
  65. 65Attachment and childhood relationships:- Kerns (1994) found that securely attached infants tend to form the best quality childhood attachments and those who are insecurely attached have difficulties with friendships.
    - Youngblade and Belsky (1992) found that 3-5 year olds who were securely attached got along better with other children and were more likely to form close relationships than insecurely attached children
  66. 66Attachment and adult relationshipsHazen and shaver (1987) carried out a love quiz to examine if attachment type in childhood is linked to love in adulthood. The quiz asked them about their current attachment experience and early childhood attachment to identify their attachment type for both.here was a positive correlation between attachment type and love experiences. Adults who were securely attached described their love experiences in a positive way and their relationships were more enduring lasting on average of 10 years and were less likely to get divorced
  67. 67Evaluation of the influence of early attachment: strengthsSupporting research by Belsky (1999) – found that women who were insecurely attached experienced more conflict with husbands on topics related to time spent together and house hold division of labour than securely attached women.
    Support for the internal working models by McCarthy (1999) found that women who were insecure avoidant attachment types had less successful adult romantic relationships. Those who were insecure resistant had problems forming non-romantic adult friendships.
  68. 68Evaluation of the influence of early attachment weaknessesOverly deterministic – the implication is that early experiences of attachment will inevitability effect later adult relationships. This means that children who are insecurely attached are doomed to experience unsatisfactory/ overly emotional relationships in adulthood. However, various research has found that those who are insecurely attached have gone onto develop healthy adult relationships (Simpson et al, 2007)
    The research that links the internal working model/ early attachment with later adult experiences is correlational but not experimental therefore a cause and effect between early attachment and later adult relationships cant be established. It needs to be considered that innate temperament affects both early and later attachments as they can influence the way the parent interacts with the child. This makes innate temperament an interfering variable.

Information

Description
Psychology Flashcards on attachment , created by megan trent on 02/06/2018.
Created by
megan trent
Views
0
Rating

Feedback

What is it about?

What do you think of the new look?

How do you like it?