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

‘Sensitive periods’ in early brain development

High Binocular vision Central auditory system Habitual ways of responding Language learning Emotional control Peer social skills Low 0 1 2 3 4

P.O. Svanberg Sept 2010

5 6 7

6

Need

•Hunger •In Pain •Uncomfortable

Arousal

•Angry •Crying •Upset

Trust

•I’m OK •Adults are ok •Trust develops

Relief

•Need Met •Gratification

Teacher pupil

Resilient Confident Self Esteem Independent Achieving

Task

The different attachment patterns: Strange Situation

 Secure  Insecure and Avoidant attachment  Insecure Ambivalent-Resistant Attachment  Insecure Disorganised Attachment

Need

•Hunger •Lonely •Uncomfortable •In pain

Rage

•Angry •Helpless •Hopeless

Trust

•I am not OK •Adults are not OK •The world is unsafe

Lack of Relief

•Neglected •Ignored •Still in pain

A child who has an insecure and avoidant attachment style

 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 in the classroom

pupil

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

Teacher Task

A child who has an ambivalent attachment style

 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 in the classroom pupil

Highly anxious Underachieving Attention Seeking Poor Concentration Dependent on teacher support Fears Seperation Hostile towards teacher if frustrated

Teacher Task

A child who has a disorganised attachment style

 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 in the classroom pupil

Controlling Intense Anxiety Underachieving Distrusting of Authority Likely to reject task or any educational challenge for fear of failing or not knowing

Teacher Task

 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?

If you are interested in learning more?

Traded Services Training available

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