1. Attachment Disorder How does this affect our young people? How do we support young people affected by this?

2. What is attachment? FWTSA Behaviour Course Session 12 Attachment is a close emotional bond between two people

3. Bonding… ( a secure attachment) FWTSA Behaviour Course Session 13 Is made when a baby or child feels safe; they can rely on their caregiver for comfort whenever they feel frightened, threatened or in danger. Is made when a caregiver provides a reliable foundation for the child as it learns and figures out things on its own. Is made when the child becomes upset or unhappy when the caregiver leaves, but separates easily. Is made when the emotional and physical needs of the child are met by the caregiver.

4. Still face experiment https://www.youtube.com/watch?v=Btg9PiT0sZg FWTSA Behaviour Course Session 14

5. What prevents attachment? Which groups of young people will experience attachment issues? FWTSA Behaviour Course Session 15

6. Attachment Disorder Attachment Disorder is defined as the condition in which individuals have difficulty forming lasting relationships. They often show nearly a complete lack of ability to be genuinely affectionate with others. They typically fail to develop a conscience and do not learn to trust. They do not allow people to be in control of them due to this trust issue. This damage is done by being abused or physically or emotionally separated from one primary caregiver during the first 3 years of life. FWTSA Behaviour Course Session 16

7. Signs and symptoms of attachment disorder Detached Unresponsive or resistant to comforting Withdrawn Avoidant Shuns relationships with everyone Inappropriately familiar Attention seeking from anyone Displays inappropriate childish behaviour Frequently asks for help doing things Violates social boundaries Challenging, manipulative behaviour FWTSA Behaviour Course Session 17

8. Effects of attachment disorder. FWTSA Behaviour Course Session 18 Poor self-esteem Delayed physical growth or learning Challenging behaviour leading to exclusions Temper or anger problems Relationship problems Eating problems Depression and anxiety Substance and alcohol addiction Unemployment or frequent job changes Inappropriate sexual behaviours

9. My boys… Kieran FWTSA Behaviour Course Session 19 Kieran is one of the kindest, sweetest boys you could ever meet… when you get to know him and he trusts you that is. His mum died when he was three, he now lives with his dad and grandma. Before she died, she was very ill and had to spend a lot of time in bed. Kieran was looked after by dad. At school Kieran has low self-esteem and needs lots of adult help. He never touches or hugs me and finds praise very difficult to accept. He doesn’t ever believe in himself. He rarely talks about his dad, but if he does he is very negative. He rarely smiles and has the weight of the world on his shoulders. He is often withdrawn and becomes anxious when there is a holiday approaching. He is sad.

10. Thomas FWTSA Behaviour Course Session 110 Thomas is being fostered. He was removed from his parents because of their drug taking and neglect. At first, Thomas was fine, he enjoyed the regular food and warmth his new carers gave him. Now, the ‘Honeymoon’ period is over. Thomas misses his mum and dad a lot. His mum was caring and kind to him, but she just couldn’t parent him well enough. Thomas doesn’t understand this, he thought everything was fine. Thomas has learning difficulties, he is emotionally immature, has no resilience, gives up easily when things get tough, makes unbalanced friendships and gets very frustrated and angry. He is difficult and unpredictable to manage in school. He is sad.

11. How can we help? Recognise that each young person presents in a different way depending on their temperament, developmental age, learning style and belief system. Recognise that the young person may have faulty beliefs about themselves. Provide a key worker to build a bond of trust with the young person. Provide consistent boundaries and approaches to discipline. Remember that the young person has an emotional age of a toddler. Be explicit and clear about your good intentions. Aim to reduce anxiety. Remember – this is not about YOU! FWTSA Behaviour Course Session 111

12. Useful signposts Kate Cairns Associates www.katecairns.comwww.katecairns.com www.attachment.org/reactive-attachment-disorder http://socialwork.msu.edu/koehler/docs/Symptom. pdf http://socialwork.msu.edu/koehler/docs/Symptom. pdf FWTSA Behaviour Course Session 112

13. Attachment Disorder Superficially engaging & charming Lack of eye contact on parents’ terms Indiscriminately affectionate with strangers Not affectionate on parents’ terms (not ‘cuddly’) Destructive to self, others and material things (‘accident prone’) Anger and impulsivity FWTSA Behaviour Course Session 113

14. A word of caution about pupils with attachment disorders Pupils with AD require a different approach e.g. not given time out as the pupils may need to know that the teacher is a constant in their lives, when they have to leave give child with an object that belongs to the them. Seek psychologist advice. The analysis used in this course needs to bear this in mind they have difficulty trusting adults and push them away. However triggers are important, and learnt behaviour can be unlearned FWTSA Behaviour Course Session 114