Towards the Nurturing City

1. Towards the Nurturing City An introduction to attachment theory and the nurturing principles Jenni Kerr (Nurture Development Officer) Attachment and nurture 2018

2. ATTACHMENT: A young child needs to develop a relationship with at least one primary caregiver for social and emotional development to occur normally Attachment and nurture 2018

3. The attachment process Anxiety attachment comfort reduction behaviours from in anxiety caregiver internal working model of the relationship Attachment and nurture 2018

4. Cycle of Secure Attachment Necessary Input: (a) Eye Contact (b) Touch (c) Movement (d) Smiles Trust Security Attachment Attachment and nurture 2018

5. Secure Attachments Take Place When: • The adult is readily available, sensitive to the child’s signals and responsive when the child seeks protection or comfort • The adult is consistent, reliable and predictable and provides a secure base for the child to explore from and return to. • The child is confident that their parent/carer will be available, responsive and helpful should s/he encounter adverse or frightening situations. Attachment and nurture 2018

6. Securely attached children/YP … • Are better able to learn • Children with a positive experience of attachment will be able to make new attachments more readily (e.g. to their teachers) • Will be ready to seek help when experiencing difficulties (academic or social) • Are willing to share the attention of adults with their peers Attachment and nurture 2018

7. Cycle of Insecure Attachment Mistrust Insecure Unattached Attachment and nurture 2018

8. Risk Factors for Poor Attachment • Pre-birth stress • Alcohol and/or drug taking during pregnancy • Parental illness before/after birth • Premature • Medical complications during growth in womb • Bereavements in family • Neglect • Emotional, sexual, physical abuse • Domestic violence • Home instability • Poverty • Mental health difficulties in care givers • Multiple home and school placements during the early years Attachment and nurture 2018

9. When The Attachment Process Is Insecure: • Defences are learnt which can give protection from disappointment • The child becomes uncertain that their needs will be met • Exploration is not safe (the child has to look after themselves without knowing the risks) • Learning is risky as the child has not learnt through appropriate risk taking • Internal models of how adults are: they are unpredictable, unreliable, not interested • Internal models of themselves: they are worthless, uninteresting, unlovable Attachment and nurture 2018

10. What attachment difficulty can look like • Find it hard to maintain pupil-staff boundaries • Overly dependent on the teacher • Feel rejected easily • Never enough positive attention (things are not fair!) • Leads to difficulty with peer relations • Rip work before it gets marked or looked at • Appear hyper vigilant • Explode into a temper with no apparent trigger • Can be abusive to staff and pupils • Behaviour a result of fear and anxiety possibly linked to early trauma • They expect the worst to happen Attachment and nurture 2018

11. Nurturing Principles • 1 Children and young people’s learning is understood developmentally • 2. The environment offers a safe base • 3. The importance of nurture for the development of wellbeing • 4. Language is a vital means of communication • 5. All behaviour is communication • 6. The importance of transition in young people’s lives Attachment and nurture 2018

12. 1. Children and young people’s learning is understood developmentally Staff have training about attachment and brain development There is a belief that relationships can bring about meaningful change Modelling of nurturing relationships with appropriate communication style by all staff Understanding of where the young person is developmentally - differentiated opportunities for social and emotional aspects of learning Think stage not age Avoid “should” assumptions Attachment and nurture 2018

13. Attachment and brain development • All infants experience stress but this is regulated by an attachment figure • Young children who are neglected or abused develop pathways that are related to stress and fear rather than trust, soothing or pleasure • The neuronal pathways that are most used are those associated with stress, alarm and fear. • If an infant’s experience is predominantly of neglect or fear then they will be in a state of unregulated stress. This impacts on learning. Attachment and nurture 2018

14. 2. The envionment offers a safe base Basic needs are met Welcoming and safe environment for young people, staff, parents/carers and visitors Clear, fair boundaries delivered sensitively – clear emphasis on keeping the young person safe De-escalation strategies are used with staff being attuned to the young persons state Good provision of safe spaces, inside and out, to support emotional regulation and feelings of safety and security Additional structure and supervision at key times for young people Maintaining and promoting key nurturing relationships, particularly for vulnerable young people Attachment and nurture 2018

15. Creating a safe place • Controlled emotional atmosphere • Clear playroom and establishment rules • Visual timetable • Its ok to make mistakes • Options for praise • De-escalation not confrontation - Offering a way out • Available adults • Think about how to start the day to help young people feel safe coming into the playroom Attachment and nurture 2018

16. 3. The importance of nurture for the development of wellbeing Praise, reinforcement and feedback for all – learning buddies, formative assessment, alternatives to verbal praise Rewarding progress and effort Identification and sharing of personal achievements of young people Opportunities for social and emotional development – based on developmental level Support to challenge negative beliefs about themselves to build resilience There is a balance of supporting self esteem and building resilience Use ‘struggle’ examples Attachment and nurture 2018

17. 4. Language as a vital means of communication Staff and children work with a model of nurturing relationships - respectful, consistent and positive interactions Young people are helped to understand and express their feelings – opportunity for extended conversation s if needed Staff model expected behaviours and young people are able to develop these – listening, showing empathy, caring and having positive regard The following is communicated to young people: You are welcome here You are safe here You belong here I will help you understand Your feelings are okay with me I like you You can explore and learn Attachment and nurture 2018

18. 5. All behaviour is communication Staff are attentive to the relevance of young people’s non verbal language Understanding what language is consistent with de-escalation Understanding of the function of negative behaviour - good systems for exploring the functions of more challenging behaviours Restorative approaches used Staff understand that their behaviour is communication too! Attachment and nurture 2018

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20. 6. The importance of transition Awareness of transitions and disruptions in the lives of young people in the planning for meeting needs Transition points well managed with multiagency and family involvement where appropriate Clear welcome routines at transition points Opportunities to touch base with staff early in the day Changes to routines are discussed with young people and there is support to cope when required Attachment and nurture 2018

21. Towards the Nurturing City A nurturing school is a place where our young people and children can say - “We are listened to” “We know we are valued” “We feel we belong” Attachment and nurture 2018