Deirdre McConnell Specialist Behaviour Needs Consultant and Co-ordinator of Emotional and Trauma Support Team - ETS Dr Jill Bolton Educational and Child Psychologist
To highlight the importance of early experiences on later development What is a healthy attachment and why is it important What does an unhealthy attachment look and feel like How can you as teachers help
Basic needs (hunger, thirst, toileting needs, warmth, shelter) Raw emotions (discomfort, fear, uncertainty)
Love/strong emotional bond Reassurance Responsive Reliable Attuned to baby’s needs Supportive Security Independence stimulation Attachment figure Secure base
6 ‘Sensitive periods’ in early brain development Binocular vision High Low Habitual ways of responding Language learning Emotional control Peer social skills Central auditory system P.O. Svanberg Sept 2010
Arousal Angry Crying Upset Relief Need Met Gratification Trust I’m OK Adults are ok Trust develops Need Hunger In Pain Uncomfortable
pupil TeacherTask Resilient Confident Self Esteem Independent Achieving
Secure Insecure and Avoidant attachment Insecure Ambivalent-Resistant Attachment Insecure Disorganised Attachment
Rage Angry Helpless Hopeless Lack of Relief Neglected Ignored Still in pain Trust I am not OK Adults are not OK The world is unsafe Need Hunger Lonely Uncomfortable In pain
These children tended to have experienced rejection, loss and separation in the past. They have internalised these feelings This has led them to learn to deny their need to feel loved and have a secure base. They fear being rejected further so will reject first A child who has an insecure and avoidant attachment style
pupil TeacherTask Indifferent Underachieving Sensitive to Teacher proximity Denial of the need for teacher support Hostility towards the teacher is directed towards the task Desire to be autonomous A child who has an insecure and avoidant attachment style in the classroom
These children have tended to experience carers that have not responded with clear and consistent boundaries The world feels unpredictable to them To manage this anxiety they like to control the adults and so become dependent and clingy Attendance and separation from their carer can be problematic for both. A child who has an ambivalent attachment style
pupil Teacher Task Highly anxious Underachieving Attention Seeking Poor Concentration Dependent on teacher support Fears Seperation Hostile towards teacher if frustrated A child who has an ambivalent attachment style in the classroom
Their early relationships may have felt stressful Possible history of neglect or child protection issues Carers may be overwhelmed by their own needs so they are not able to support and contain the child The child may feel physically or emotionally abandoned. A child who has a disorganised attachment style
pupil Teacher Task Controlling Intense Anxiety Underachieving Distrusting of Authority Likely to reject task or any educational challenge for fear of failing or not knowing A child who has a disorganised attachment style in the classroom
Think about what you have heard so far in relation to children in your school Does any of this resonate with your experience of particular children How did you feel having these children in the class? What successful strategies did you use?
Making school a safe space Making school predictable, consistent, safe Helping a child feel like they belong Welcoming them in the morning by name Encouraging them to feel part of a community Listening and valuing their opinion Use positive language (6:1) Identifying a champion for a child Be good enough (not perfect) Nurture groups?
Monday the 3 rd of October 2011 all day Or Monday the 14 th of May 2011all day Setting up a nurture group From next academic year Traded Services can help you set up nurture groups in your school
Thanks to the following people who have developed materials used in this presentation Judy Fletcher, Kate Bonser, Kathryn Pomerantz, Sarah Stainsby, Clair Lewoski