1. Supporting children with attachment difficulties in schools
Author and trainer Louise Michelle Bomber
Was part of the SEAD project, 2011

2. ‘What About Me?’
Children and young people who have experienced relational traumas and losses are at risk of being misunderstood, developing mental health difficulties and of exclusion.

3. Our Starting Point
‘Children are not slates from which the past can be rubbed by a duster or sponge, but human beings who carry their previous experiences with them and whose behaviour in the present is profoundly affected by what has gone before.’ Bowlby 1951, p.114

4. Behind The Behaviour Behaviour needs to be viewed as communication
Featues observed:-
*Unmet primary needs
*Developmental needs
*Toxic shame
*Trust issues
* High levels of anxiety
* Fear & panic

6. Secure Attachment
If a child is upset they know they can approach an adult directly and positively, knowing that their distress will be recognised and responded to unconditionally, with comfort and understanding.
“Resiliance”

8. Relational trauma and losses can impact:
Primitive brain reactions
Executive functioning skills
Sensory integration
Eating habits & diet/physical
Attachment with others
Shame levels
Need to control/hypervigilance
Anxiety levels

9. In class we are attempting to get alongside a pupil who:
Is terrified deep down of intimacy
Has a number of developmental vulnerabilities
Can become easily overwhelmed with toxic shame
Can get mixed up between the here & now and the past
Has a faulty alarm system inside
Is not that self aware
Doesn’t trust grown ups

10. Roy J Lewicki & Edward C Tomlinson
Distrust
‘Distrust is the confident expectation that another’s individual’s motives, intentions and behaviours are sinister and harmful to one’s own interests. In interdependent relationships this often entails a sense of fear and anticipation of discomfort or danger. Distrust normally prompts us to take steps that reduce our vulnerability in an attempt to protect our interests...’
Roy J Lewicki & Edward C Tomlinson
(Dec 2003)

11. We now need to explore how to best support children with an insecure or disorganised trauma.
Those who are distrustful, shamed to the point of it becoming toxic, hyper vigilant, struggle to settle, don’t trust and have to be in total control.

12. To acknowledge that behaviour is a means of communication stories Louise shares.
dinner time story
the run away

13. Chaos On paper write your routine prior to leaving for work.
Share it with another.
Was it the same?
Routines should be consistent to over come the prior chaos.
Routines should be clearly visable.
Routines should minimise change.

14. Toxic Shame
To maintain privacy to the child and adults in the room. A card on the desk instead of stuck on the wall.
Use a puppet to help the child understand rather than the child.

15. A game that helps the child be lead by another.
How long can I follow your pencil. Child and then adult.

16. Transferring support
The child doesn’t settle well and is troubled that their parent isnt with them. Write what you can do…….
Home to school.
School to home.

17. Key person to the child can provide a higher quality care
Key person to the child can provide a higher quality care.. Page 12, Attachment Relationships Early Childhood Open University Press
High quality care is care that is
Attentive, responsive, stimulating and affectionate.
Child will flourish, especially cognitively.
Small teams with a key person is an ideal.
Time in for the child, time out for the adult.

18. Translation
Two people. One has a toy. The other needs to describe the other using sentences that start with
‘You or your…’
Add to your sentence any emotions the other person displays.
Swop

19. Hypervigilance
If any change then verbalise it to the child prior or on entry.
Verbalise how safe we are to show you understand.
Activity that supports focus.
Short bursts of learning.
Lots of sensory activity.

20. Reading and Courses Louise Bomber Team Teach at Springwell CAMHS
Play therapists
Voluntary groups such as Chrysalis, Adoption Yorkshire

21. Remember me
Build a genuine relationship with me
Tell me as it is
I’m watching
Can I trust you?
Advocate for me
Don’t just tell me. Show me.
Remember my starting point
Join with me
Are you going to hurt me too?
Don’t assume anything
Give me some space but not too much
Stick in there with me though I push you away

22. The Positive Impact Of Attachment Support On Pupils
Sense of belonging
Sense of worth, value & dignity
Self awareness & control
Settling to learn
Contributing
Improved educational outcomes
Well being
Healthy relating
The family can concentrate on home issues knowing that school can be trusted to support their child.
The child is more likely to reach their potential.
Staff cascade training to other staff and use with children at risk, in care or adopted.

23. The Positive Impact Of Attachment Support On Teachers
Lower incidences of stress
Job satisfaction
Freed up to ‘teach’
Increased tool bank
Better understanding of the direct connection between emotional growth & learning
The family can concentrate on home issues knowing that school can be trusted to support their child.
The child is more likely to reach their potential.
Staff cascade training to other staff and use with children at risk, in care or adopted.

24. The Positive Impact Of Attachment Support on Parents & Carers
Partnership rather than isolation
Advocacy on behalf of their child
Reduced stress
Increased placement stability
Increased tool bank as strategies are shared between home & school
The family can concentrate on home issues knowing that school can be trusted to support their child.
The child is more likely to reach their potential.
Staff cascade training to other staff and use with children at risk, in care or adopted.