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Supporting Students with BESD and Attachment Issues

Supporting Students with BESD and Attachment Issues. March 2013. In Ashlawn. Number of students on role diagnosed with Attachment Disorder? Zero. Number of students previously on role with a diagnosis of Attachment Disorder? One. So why learn about it?.

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Supporting Students with BESD and Attachment Issues

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  1. Supporting Students with BESD and Attachment Issues March 2013

  2. In Ashlawn Number of students on role diagnosed with Attachment Disorder? Zero. Number of students previously on role with a diagnosis of Attachment Disorder? One.

  3. So why learn about it? Don’t focus on the diagnosis or ‘label’ Look instead at the behaviours your are presented with and consider whether any of these strategies would be suitable. Many of the strategies suggested will be successful with a range of BESD students.

  4. BESD Bingo! Think of 3 students who are highlighted for BESD (Behavioural, Emotional and Social Difficulties) on the SEND register

  5. Background to ‘attachment’

  6. Think for a moment… How did you learn how to behave?

  7. Potential causes ofAttachment Issues Neglect Abuse Separation from/Changes of the primary caregiver Frequent moves and/or placements Traumatic experiences Maternal issues – depression, drugs, alcohol Undiagnosed painful illnesses – colic, ear infections Lack of connection between mother and child Young or inexperienced mother with poor parenting skills

  8. Attachment Cycles – the basics

  9. Attachment Cycles – the basics

  10. Attachment Cycles – the basics

  11. What is ‘attachment disorder’ The chemical connections in the brain are forged in early years (0-6 months, then up to 2 years) If a child does not receive these secure attachments in their early years, then they will not have learned the ability to feel empathy, compassion, trust and love. It is not ‘hard-wired’ like ASD, but the wires are incredibly tangled!

  12. Two critical models of development

  13. Cycles of development

  14. Hierarchy of Needs(1990s 8-stage model based on Maslow)

  15. But… It would be unrealistic to focus solely on basic needs and early developmental stages, although it is important to pay particular attention to these in order that you can access some of the higher stages … students with attachment issues didn’t get (and aren’t getting?) that first bit!

  16. What are Attachment Issues?

  17. What are Attachment Issues? We all have them to a certain extent They can range from anxiety and specific situation security to extensive social and behavioural difficulties Many BESD children have attachment disorders to some extent

  18. Four main types of attachment

  19. Reactive Attachment Disorders(Sub-types to insecure attachments)

  20. Why so ‘explosive’? ‘Breaking Point’ ‘Balanced’ person With Attachment issues

  21. Characteristics – what we see There is crossover with other Special Educational Needs Intense control battles, bossy, argumentative, defiance, anger Resists affection on parental terms Lack of eye contact – but will look into your eyes when lying Manipulative – superficially charming and engaging Poor peer relationships Steals Lies about the obvious Lack of conscience – no remorse Destructive to property, self and/or others Lack of impulse control Hyper-vigilant/Hyperactive Learning lags/delays Speech and language difficulties Incessant chatter and/or questions Inappropriately demanding and/or clingy Food issues – hordes, gorges, refuses to eat, eats strange things, hides food Fascinated with fire, blood, gore, weapons, evil Very concerned about tiny hurts but brushes off big hurts Parents appear hostile and angry

  22. ASD…? There is crossover with other Special Educational Needs Intense control battles, bossy, argumentative, defiance, anger Resists affection on parental terms Lack of eye contact – but will look into your eyes when lying Manipulative – superficially charming and engaging Poor peer relationships Steals Lies about the obvious Lack of conscience – no remorse Destructive to property, self and/or others Lack of impulse control Hyper-vigilant/Hyperactive Learning lags/delays Speech and language difficulties Incessant chatter and/or questions Inappropriately demanding and/or clingy Food issues – hordes, gorges, refuses to eat, eats strange things, hides food Fascinated with fire, blood, gore, weapons, evil Very concerned about tiny hurts but brushes off big hurts Parents appear hostile and angry

  23. ADHD…? There is crossover with other Special Educational Needs Intense control battles, bossy, argumentative, defiance, anger Resists affection on parental terms Lack of eye contact – but will look into your eyes when lying Manipulative – superficially charming and engaging Poor peer relationships Steals Lies about the obvious Lack of conscience – no remorse Destructive to property, self and/or others Lack of impulse control Hyper-vigilant/Hyperactive Learning lags/delays Speech and language difficulties Incessant chatter and/or questions Inappropriately demanding and/or clingy Food issues – hordes, gorges, refuses to eat, eats strange things, hides food Fascinated with fire, blood, gore, weapons, evil Very concerned about tiny hurts but brushes off big hurts Parents appear hostile and angry

  24. The whole brain • Routines • No empty threats • This is a HUGE step! The primitive brain needs structure and certainty The emotional brain needs sensory stimulation, rewards and familiarity The higher cortex is then available for choices and reflection

  25. Strategies for supporting students with BESD and Attachment Issues

  26. Effective strategies Structure Clear ground rules and consequences Challenge/Reward Down time Regular review Routine Familiar language Be consistent with warnings

  27. Effective strategies Time One step at a time One instruction at a time Clear time frame – there must be an end in sight Take up time Warning time Modelling Do what you want them to

  28. Creating opportunities for ‘being’ • Special jobs and tasks • Check in times • Opportunities to share interests with an adult • Create ways to encourage a secure attachment • Opportunities should be unconditional and not earned or used as a sanction

  29. Creating opportunities to gain positive experience of success • Contrive opportunities that allow for success, including artistic, musical or physical expression • Reward effort with down-time • Reward good behaviour with responsibility • Opportunities should be rule bound, time structured and earned by responsible behaviour.

  30. Lightbulb moments! • We can support, we cannot cure • Full attendance = 17% of a student’s time each week Therefore, a lunch-time group is 1.56% of their week • Attention seeking Attention needing • Familiar responses create routine • ‘This always happens this way in this room’ • Traditional ‘talk’ or ‘play’ therapies do not work with these children, as this relies on the ability to develop a trusting relationship • Natural consequences, not lectures, work best. Their mind-set will be ‘you cannot hurt me any more than I already am’.

  31. Take something away from this… What aspect of your own behaviour do you need to change?

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