Attachment for Teachers: An Essential Handbook for Trainees and NQTs

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The results of this systematic review have not yet been published, but will be shared on the Campbell Collaboration webpage for the study when they are available.

Insecure attachments develop if early interactions between a child and their parent or caregiver are more negative, more inconsistent or more insensitive. Additionally, girls are more likely to demonstrate mental health problems than boys ( Cauffman et al. These entail a range of key skills that enable children to focus, hold and manipulate information, solve problems, make decisions, persist at tasks, inhibit impulsive behaviour, set goals and monitor their progress. There has been a recent interest in approaches to education that support young people with Adverse Childhood Experiences (ACEs), including trauma informed and attachment approaches. What kinds of approaches have been effective in creating the conditions for positive educational outcomes?Dodds (2017) provides a set of slides giving the context to the ‘ACEs journey’ in Scotland so far linking to key policy documents. However, this is not based on a causal relationship between student-teacher relationships and drug (non)use. The study focused on outcomes identified by the initiatives that were believed to be successful, and sought to validate sites’ perceptions of effectiveness by examining changes in related outcomes with rigorous evaluation methods. Corrective attachment therapy: how to become attuned to the child's needs; the importance of displaying 'positive affect'; how to give support to the developmental needs and capabilities of the child; how to develop a positive reciprocal relationship between yourself and the child; how to understand a child's inner working model and core beliefs; helping the child to review key events from the past; how to help the child manage defence mechanisms so they don't become maladaptive. Specific recommendations are provided for designing and evaluating interventions in a school setting.

He is also senior and founding editor of the international journal Attachment and Human Development. This short report provides a potentially useful and clear outline defining trauma, identifying the potential impact of trauma and considering the benefits of multilayered systems of support (MTSS). Teachers should not confuse their role in loco parentis with being the primary caregiver for a child. When implementing consequences, remain unemotional and assume a tone that says, effectively, ‘That’s just the way business is done – nothing personal. The authors suggest that emotion coaching promotes children’s self-awareness of their emotions, positive self-regulation of their behaviour and generates nurturing relationships.Be really careful with the language you use with your student, so as to avoid them misinterpreting something you’ve said. Less controversial therapies involve counselling to address the issues that are affecting the carer’s relationship with the child and teaching parenting skills to help develop attachment. Focuses on strengthening caregiving relationships in early childhood and working with children and parents who have been exposed to trauma and other adverse experiences.

This mixed-methods study looks at the impact of an Attachment Aware Schools Programme run by Bath and NE Somerset Council, Bath Spa University and Kate Cairns Associates between October 2015-July 2016. The Trauma and Learning Policy Initiative argues that trauma-sensitive schools help children feel safe to learn. When you notice that a child might be having a difficult time, start by asking yourself, “What’s happening here? It includes recommendations of actions that can be taken to support young people to develop resilience. Steele adds: “It’s important, too, to just be aware that a child may have a secure attachment to one parent, and yet be insecure with the other.

The teacher isn’t in a position to either make the clinical judgement or investigate the cause of problematic behaviour they suspect may relate to a safeguarding concern. Findings in this report aim to inform the potential benefits to mental health in Wales of developing resilience both in children and adults to mitigate at least some of the detrimental impacts of experiencing ACEs. This can affect their sense of trust in others, self-worth and their confidence interacting with others (Bowlby, 1997) 2. So, whilst there’s reasonable evidence to suggest that these individual differences in attachment correlate to differences in behaviour within school, it is very important to note that these differences are not ‘pathological’ in a clinical sense. ly/TeachCare● “How to become a restorative school - part 1: the case for embracing it”, Tes, 2 March 2018, bit.