Attachment for Teachers: An Essential Handbook for Trainees and NQTs
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Attachment for Teachers: An Essential Handbook for Trainees and NQTs
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Cauffman, E et al. (2007) Gender differences in mental health symptoms among delinquent and community youths. Youth Violence and Juvenile Justice, 5(3) , pp.287-307 ( paywalled) Attachment theory is frequently cited as an important part of a teacher’s understanding of how to manage and understand behaviour in the classroom. This review draws together some evidence around effective school-based interventions that have demonstrable impact on outcomes for children with ACEs. Dartington Social Research Unit (2016) Transforming Children’s Services Conference ( set of YouTube videos) If parents are struggling with their own issues, it may make it harder for them to bond with their child and provide consistant and responsive care. They may have:
This study explores the effectiveness of using emotion coaching in professional practice within community settings. emotion coaching techniques to promote a more relational and skills-based approach to supporting children’s behaviour. Some of that “involves valuing the effort that the child puts in and not worrying or making them worry about the outcome,” he continues. “Very often we focus on the outcome and [not enough] on how we can achieve it.” Nurturing adult attachments provide children with protective, safe havens and secure bases from which to explore andengage with others and their environment (Bowlby 1988) This study of 29 students in seventh and eighth grade in the US examined the impact of the RAP Club, sessions led by teachers that incorporate psychoeducation, cognitive behavioral (CBT), and mindfulness strategies to focus on several areas: Parkinson, J (2012) Establishing a core set of national, sustainable mental health indicators for children and young people in Scotland: final report. NHS Health Scotland ( pdf)
This evidence suggests that such strategies provide longer-term solutions and are more cost-effective than many of the existing systems in place. As one deputy headteacher noted: You will know how to help the parenters develop an attachment with their child which is as strong as it can be.
The focus of this review was to identify evidence around ACEs and trauma-informed approaches to education and how ACEs can impact educational outcomes. Although we were unable to identify many studies that specifically identified ACEs as a reason for poor attainment and other educational outcomes, this may be due to the methodological difficulties associated with controlling for a wide range of variables in this context. A key policy or approach relating to ACEs in Scotland is Getting It Right For Every Child (GIRFEC) ( Scottish Government 2018). It connects ACEs like parental drug and alcohol abuse, parental incarceration, physical or sexual abuse or neglect, to poorer physical and mental health in adulthood, risky health behaviours, violence and homelessness. Indicators that a baby or toddler might not have a secure attachment with their caregiver will emerge as a pattern of behaviour over time, particularly during moments of stress or exploration. This pattern might include: Children can form attachments with more than one caregiver, but the bond with the people who have provided close care from early infancy is the most important and enduring (Bowlby, 1997) 2. Many children may display behaviour suggesting an insecure attachment type which may make it harder to form peer friendships, and this likely underlies an association between insecure and disorganised attachment and higher levels of behaviour problems. However, it’s not certain that differences in attachment are specifically the cause of behaviour problems. For example, a meta-analysis by Fearnon et al.(2) found that socioeconomic status accounted for a considerable portion of the variance in behaviour problems in childhood.Forming an attachment is something that develops over time for a child, but parents and carers can start to form an emotional bond with their child before they are born. Sometimes a parent or carer may have difficulty forming this bond, for example if they are experiencing mental health issues or don’t have an effective support network. If you are interested in some of the history and the origins of attachment theory, the work of John Bowlby and Mary Ainsworth are good places to start. There’s a nice summary in Inge Bretherton’s 1992 article ‘The origins of attachment theory’.(1) He also cautions against reading too much into early morning drop-off behaviour when it comes to younger children. As well as affecting attachment, experiencing trauma can have an impact on a child’s brain development. Children might need extra support to help strengthen the architecture of their brain. Praise publicly and criticize privately. For children who have experienced complex trauma, getting in trouble can sometimes mean either they or a parent will get hit. And for others, “I made a mistake” can mean “I’m entirely unlovable.” Hence, teachers need to be particularly sensitive when reprimanding these students.
Two year pilot used mixed methods. Participating institutions included 1 secondary, 4 primary schools, 4 children’s centres and 1 youth centre for Part 1 of the pilot (year 1) and 1 secondary school and 5 primary schools for Part 2 of the pilot (year 2). Think about all your previous experiences with the child and their caregivers, to help you build a clear picture of their relationships and recognise any concerning patterns of behaviour. The impact of trauma and attachment Dingwall, N and Sebba, J (2018) Evaluation of the attachment aware schools programme: final report. Rees Centre, University of Oxford ( pdf) It’s important that parents and carers are attuned and responsive to their baby’s needs and are able to provide appropriate care. This includes recognising if their baby is hungry, feeling unwell or in need of closeness and affection (Howe, 2011) 3.Garland, A et al. (2005) Racial and ethnic differences in utilization of mental health services among high-risk youths. American Journal of Psychiatry, 162(7), pp.1336–1343 ( author manuscript). OnLineTraining (OLT) is a continuing professional development (CPD) provider of blended learning courses and planning resources in special educational needs and disabilities (SEND). Our CPD courses are used by education services in the UK, and Australia, and have trained teachers, other professionals, and parents/carers in over 100 countries across the globe.
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