Deirdre McConnellSpecialist Behaviour Needs Consultant

and Co-ordinator of Emotional and Trauma Support Team - ETS

Dr Jill BoltonEducational 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

0 1 2 3 7654

High

Low

Habitual ways of respondingLanguage

learningEmotional controlPeer 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

Teacher Task

Resilient

Confident

Self Esteem

Independent

Achieving

The different attachment patterns:Strange Situation

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

Teacher Task

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 spaceMaking school predictable, consistent, safe

Helping a child feel like they belong Welcoming them in the morning by nameEncouraging them to feel part of a

communityListening and valuing their opinion

Use positive language (6:1) Identifying a champion for a child Be good enough (not perfect) Nurture groups?

If you are interested in learning more?

Traded Services Training available

Monday the 3rd of October 2011 all day Or Monday the 14th 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