1 / 21

Attachment Theory: implications for the classroom

Attachment Theory: implications for the classroom. Deirdre McConnell Specialist Behaviour Needs Consultant and Co-ordinator of Emotional and Trauma Support Team - ETS Dr Jill Bolton Educational and Child Psychologist. Aims.

elijah-erickson
Download Presentation

Attachment Theory: implications for the classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Attachment Theory: implications for the classroom Deirdre McConnell Specialist Behaviour Needs Consultant and Co-ordinator of Emotional and Trauma Support Team - ETS Dr Jill Bolton Educational and Child Psychologist

  2. Aims • 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

  3. Early experiences • Basic needs (hunger, thirst, toileting needs, warmth, shelter) • Raw emotions (discomfort, fear, uncertainty)

  4. What the baby needs • Love/strong emotional bond • Reassurance • Responsive • Reliable • Attuned to baby’s needs • Supportive • Security • Independence • stimulation Attachment figure Secure base

  5. A film

  6. ‘Sensitive periods’ in early brain development Binocular vision Central auditory system Habitual ways of responding Language learning High Emotional control Peer social skills Sensitivity Low 1 2 3 4 5 6 7 0 6 P.O. Svanberg Sept 2010

  7. Healthy Attachment cycle

  8. The learning TriangleA securely Attached child pupil Resilient Confident Self Esteem Independent Achieving Teacher Task

  9. The different attachment patterns:Strange Situation • Secure • Insecure and Avoidant attachment • Insecure Ambivalent-Resistant Attachment • Insecure Disorganised Attachment

  10. Unhealthy Attachment Cycle

  11. 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

  12. 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

  13. 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.

  14. 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 Task Teacher

  15. 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.

  16. 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 Task Teacher

  17. Small group discussion • 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?

  18. What can the school do • 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?

  19. Any questions?

  20. 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

  21. Thank you! Thanks to the following people who have developed materials used in this presentationJudy Fletcher, Kate Bonser, Kathryn Pomerantz, Sarah Stainsby, Clair Lewoski

More Related