Download Attachment Concepts In The School Setting

yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Document related concepts

Child psychopathology wikipedia, lookup

Separation anxiety disorder wikipedia, lookup

Factitious disorder imposed on another wikipedia, lookup

Reactive attachment disorder wikipedia, lookup

Maternal deprivation wikipedia, lookup

Attachment in children wikipedia, lookup

History of attachment theory wikipedia, lookup

Attachment disorder wikipedia, lookup

Attachment measures wikipedia, lookup

Attachment theory wikipedia, lookup

Attachment in adults wikipedia, lookup

Attachment Concepts In
The School Setting
What do we call them?
The “troubled “ children
Conduct Disordered
Oppositional Defiant
Having bad parents
Attachment Theory
• Attachment is the deep and enduring connection
established between a child and caregiver in the
first years of life
• Profoundly influences every component of the
human condition
• Ongoing reciprocal relationship between child &
• Infants instinctively seek a “secure base” to
protect & nurture them
Attachment theory
• Attachment process is a “mutual regulatory
system”- infant & caregiver influencing one
another over time
• Helps develop our Internal Working Models
• Begins before birth @ neurological & emotional
• Infants needs are met > Trust Cycle, Circle of
Secure Attachment
• Around 80% of pop.
• Learn adults can be relied upon, develop trust &
• Create foundation for identity
• Develop resourcefulness & resilience
• Learn how to communicate
• Handle frustration & distress better
• Have better self esteem & empathy
• Better understanding of negative emotions
Secure Attachment
• Self-esteem
• Independence &
• Resilience
• Manage impulses &
• Long-term friendships
• Prosocial skills
• Trust, intimacy &
• Empathy, compassion &
• Behaviourial
performance & academic
• Promote secure
attachment in their chn
Attachment Disorder
• Failure to develop a secure attachment
• Chn who begin life with disrupted and
compromised attachment are at risk of
developing serious problems
• Vary in severity, but show lack of ability to be
genuinely affectionate with other
• Typically fail to develop a conscience & learn
not to trust
Traits & Symptoms
• Behaviour: defiant, oppositional,
impulsive, lie (crazy), steal, cruel to
animals, fire setting, aggressive,
• Emotions: intense ange & temper,
sad, depressed, moody, fearful &
anxious inappropriate emotional
• Thoughts: negative internal
working models, lack of cause &
effect thinking, attention &
learning problems
• Relationships: lack of trust,
controlling, manipulative, blame
other for mistakes, vitimises,
indiscriminately affectionate with
strangers, trouble giving &
receiving love & affection
• Physical: poor hygiene, accident
prone, high pain tolerance,
enuresis& encopresis, tactilely
• Moral: lack of remorse,
compassion & other prosocial
values; identification with evil &
dark side of life
Causes of Attachment Disorders
1. Caregivers:
* abuse / neglect
• Ineffective care
• Depression bipolor
• Substance abuse
• Prolonged absences
• Intergenerational
• Teenage parenting
• Psychological disturbance
2. Child:
• Difficult temperament
• Premature birth
• Medical conditions
• Hospitalistions
• Failure to thrive
• Congenital/biological
• Genetic factors family
Causes of Attachment Disorders
3. Environmental
• Poverty
• Violence : victim or witness
• Lack of support to caregiver
• Multiple out of home placements
• High stress: marital conflicts, family choas,
violent community
• Lack of stimulation
So at school what do we do?
• Be aware of the behaviours & symptoms and
discuss with school counsellor, LST
• Students with attachment disorders are very
controlling, manipulative & self-centred
• They will attempt to control everyone around
Tips for Teachers
• Establish eye contact. When
angry they will have excellent
eye contact
• Establish who is the boss:
“That’s right I am the boss,
but fair & good”
• Win control battles: Always
give them a choice
• Recognise attempts to
control:They will do “little
things” to put themselves in
control of every situation
• Allow the child to accept
responsibility: to experience
natural consequences
• Be consistent: confront each
misbehaviour-support good
Tips for Teachers
• Remain clam: they are in control when the
teacher “looses it”
• Model and verbalise desired behaviour
• Document interactions & observations: helps in
planning & communication to parents; protects
the teacher
• Request help: supportive staff esp. management
Attachment Theory
• Provides a model to help understand behaviour
• It is a behaviour style of relating to your child,
not about love.
• Traditional therapies aren’t very affective
• Three clients involved: parent-the relationshipchild
The School
• Can be a secure base
• Can promote an understanding & reduce the blame of
self & others
• Can help reduce negative patterns & conflicts, model
language & behaviour
• Can increase positive interactions
• Can help reframe the parents’ concept of the child to
one of the child being distressed/reacting and needing
to learn control
Fear leads to Anger
Anger leads to Hate
Hate Leads to Suffering