1. Attachment Theory Practical Strategies for Supporting Children With Attachment Difficulties Guy Clayton Trainee Educational Psychologist Suffolk Community Educational Psychology Service

2. Attachment theory has had significant implications: – Babies are no longer separated from their mothers at birth – Parents are accommodated in hospital with children needing treatment – Educationalists have a framework for understanding behaviour and from which, interventions can be based

3. Session Aims This session is not suggesting that staff need to become therapists or social workers. Instead it is to help school staff develop further insight as to why certain pupils behave as they do. Perhaps with a better understanding we can be in a better position to adapt our own responses in our relationships with these pupils

4. Session Content 1.A brief outline of Attachment Theory 2.General Interventions which can be applied in the classroom 3.Proposal for Key Adult Scheme

5. Molly Clayton

6. What happens when ‘Good Enough’ parenting is available Human infants are completely dependent upon others for survival We are therefore biologically predisposed to make strong emotional bonds with another, and to seek safety in their presence Baby soon develops a preference for contact and proximity with this person As capacity for mobility develops, the baby feels confident to explore

7. What happens when ‘Good Enough’ parenting is available Containment The baby, who has no experience of the future or the outside world, experiences needs as overwhelming. The good enough parent understands this desperation and can themselves bear the anxiety communicates her understanding As language begins to enter, words play a part in diminishing the anxiety and fear can be understood by communication and thinking. In short fear is transformed into thinkable thoughts The child learns that fears can be tolerated through thinking and through talking – a model for life

8. What happens when ‘Good Enough’ parenting is available Attunement Through ‘good enough’ parenting the significant other learns to read their babies signals, and responds appropriately. She soon knows when her child is too hot, too cold, hungry, tired, needing a nappy changed etc. Importantly the infants communications are taken on by another and lead to responses – the cry for hunger is met with a response of being fed etc. The infant learns about their own needs and feelings by the response s/he experiences. The a baby learns about themselves by being understood by another – the basis of empathy Once again, language will soon accompany these feelings and the developing child’s ability to have their needs met improves.

9. What happens when ‘Good Enough’ parenting is available Internal Working Model These early experiences provide a ‘blueprint’ in regards to what to expect from others, and from relationships. Thus good enough parenting leads the child to consider significant others (eg school staff) as available, responsive, and helpful. Further still, they will consider themselves loveable and valuable to others. They will approach the world with confidence and will tackle alarming situations effectively

10. What happens when ‘Good Enough’ parenting is available In Preschool: Children who had experienced ‘good enough’ parenting: High self esteem Less dependent Show more positive affect towards teachers More cooperative Respond well to challenges (Sroufe, 1983)

11. Reasons why Pre-birth stress, for example, mother self-harms or experiences domestic violence Alcohol and/or drug use during pregnancy Parental illness before or after birth, for example ante- or post-natal depression Parental mental health, e.g. depression, bipolar, personality disorder Premature baby Medical complications during growth in the womb and at birth Bereavements in family Baby having a disability Neglect Emotional abuse Sexual abuse Physical abuse Witnessing domestic violence Home instability Abandonment Multiple home or school placements in early years Parent or caregiver have attachment-based problems from their own childhood Teenage parenting Long hospitalization for either baby or parent which results in prolonged separation Poverty or extreme wealth Lack of stimulating environment Chaotic, stressful family environment

12. Video – ‘Still Face’ Experiment

13. Questions... What would happen if the mother’s response to her child was always like this? – What type of behaviours would you see at school? What if mum was sometimes like this, but at other times affectionate and responsive? – What type of behaviours would you see at school?

14. Attachment framework for understanding behaviour styles Secure Insecure and Avoidant attachment Insecure Ambivalent-Resistant Attachment Insecure Disorganised Attachment

15. http://www.youtube.com/watch?v=DH1m_ZMO7GU

16. Attachment Styles Secure: the child is usually distressed by the separation; on reunion they greet their parent, receive comfort if needed and continue playing (60%) Insecure-avoidant: the child shows little signs of distress on separation and ignores the mother on reunion; they are watchful and inhibited in their play. Depressed/ abusive parent(s) are common feature(15%) Insecure-ambivalent: highly distressed by separation and cannot be easily comforted on reunion – they seek contact, then resist eg by kicking; their play is limited and they continue to alternate between anger and clinging to their mother (15%) Insecure-disorganized: they show confused behaviour such as ‘freezing’, or stereotyped movements on reunion (most worrying style) (10%) Have you seen any of these styles in your classroom?

17. Pupil TeacherTask Resilient Confident Self Esteem Independent Achieving The Learning Triangle – Securely Attached

18. 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 Pupils who cant ask for help Insecure – Avoidant

19. Approach to school Apparent indifference to uncertainty in new situations Response to teacher Denial of need of support and help from the teacher Response to the task Need to be autonomous and independent of the teacher Hostility towards the teacher is directed towards the task The task operates as an emotional safety barrier between pupil and teacher

20. General Interventions -Avoidant Attachment The teacher is imbued with negative expectations – the child expects to be let down, or hurt. Thus... The relationship between the pupil and the teacher is thus made safe by the presence of the task Thus – Well delivered lesson plan, made clear at the start and clear, structured tasks which can be completed from little help from the teacher can reduce the threat of ‘not knowing’ something and feeling unsupported. Concrete structured activities, with little call for imagination are safest Writing can be difficult for these individuals. Structured assignments with boxes may be preferred The presence of another child can moderate the intensity of the teachers proximity. Pairs or groups may help the child experience close proximity to the teacher.

21. pupil Teacher Task Highly anxious Underachieving Attention Seeking Poor Concentration/ ignore the task Dependent on teacher support Fears Separation Hostile towards teacher if frustrated Pupils who fear separation – Ambivalent

22.  These children have tended to experience carer’s that have not responded with clear and consistent boundaries and have not been consistent with their care. Often the attachment figure’s needs have led the relationship.  The world feels unpredictable to them  To manage this anxiety these children often attempt to control the adults and so become dependent and clingy  Poor school attendance is often a good indication of this style of attachment. Transition into secondary school is a vulnerable moment. A child who has an ambivalent attachment style

23. Approach to school High level of anxiety Response to teacher Need to hold on to the attention of the teacher Apparent dependence on teacher in order to engage in learning Expressed hostility towards the teacher when frustrated Response to the task Difficulties attempting the task if unsupported Unable to focus on the task for fear of losing teacher’s attention

24. General Interventions –Ambivalent Attachment The child is preoccupied with their relationship with the adult and in being ‘held in mind’. To begin the process of change the child needs to engage with the task... Small independent steps Modelling of turn taking A timer to indicate when the task is over and the relationship can continue Special objects Explicit comments across the classroom Small group work which facilitates working with others Warnings of changes and class movements

25. 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 The Most Worrying Pupils – Disorganised Attachment

26. Whereas the Avoidant or Ambivalent infants have developed consistent patters of response, there are others who have not appeared to developed consistent strategies for dealing with stress. In the home there may have been: – High levels of stress and distress – Neglect or actual harm – A parent(s) who frighten the child – Emotional/ physical or sexual abuse – Drug abuse “It’s like being starving, but faced with a ‘poisoned cake’” (Hopkins 90)

27. The Most Worrying Pupils – Disorganised Attachment As a consequence of their early experiences, the child is on constant alert for immediate danger; hyper-vigilant, but exhausted. The nature of their behaviour appears irrational, as though it cannot possibly be explained These children often view themselves as unworthy of anyone’s care; undeserving and of little value They have an absence of trust in the authority of adults Insensitive to others feelings Extremely sensitive to criticism and implied humiliation Place considerable importance on objects, rather than relationships

28. Approach to school Intense anxiety expressed as controlling and omnipotent Response to teacher Great difficulty experiencing trust in the authority of the teacher but may submit to the authority of the head of the school May be unable to accept being taught Response to the task The task may be conceived as a challenge to their fears of incompetence – triggering fears of ‘not knowing’ Difficulty accepting ‘not knowing’

29. General Interventions –Disorganised Attachment These children are highly vulnerable; they will need to experience sufficient containment, both physical and emotional. Care typically involves: Reliable and predictable routine A physical container or ‘secure base’ Regular praise and positive feedback Safety routines Concrete objectives such as counting, colouring sorting, building structures, sequencing objects, copying etc.

30. This presentation has focussed on general classroom interventions for attachment difficulties. For the more extreme cases of attachment difficulty here at Hillside Primary School, I would like to propose intervention at the inter-personal level; in the form of a Key Adult Scheme. A key worker is.... What it Involves.... What support EPS can offer...

31. The presence of a significant other in school can meliorate the adverse experiences in primary relationships Through access to an adult who will take a special interest in them, the child can experience their emotional states being contained and regulated by someone else. They will be soothed and freed up to learn. Once a child understands their own needs, views and feelings, they can become sensitive to the needs, views and feelings of others.

32. Key Person Key Person Role 1.Develop trust 2.Manage the child’s feelings 3.Increase the child’s self esteem 4.Be an advocate for the child Who can do it Owing to complex dynamics of sharing and jealousy, it is not advisable that the teacher is the key adult, instead TA’s, who are personable and interested are well placed to take on the responsibility

33. Key Person Whilst the role is demanding their are possible benefits – Learn about child development – through practical work, and in monthly support group sessions – Become skilful in getting alongside children with attachment difficulties – Be in demand from schools as valuable assets to the school community – Know that you have made a real difference in child’s life

34. Skills Developed During Scheme: 1.Key strategies for developing the relationship 2.Being explicit in our communication 3.How to develop a child’s independence 4.Building the child’s self awareness and ability to self-regulate 5.Supporting children to make and maintain friendships 6.Lowering the powerful effects of shame 7.Resolving conflicts 8.Supporting through transitions

35. Support on offer from Community Educational Psychology Service Monthly meetings with me, with the aim of discussing issues as they arise and covering new learning points Video Interactive Guidance (VIG) with two EP’s from the CEPS

36. Overall message; Seek to respond to the meaning of behaviour rather than react to difficult feelings