1. Supporting the education of looked after children – Attachment taster

2. 2 Attachment difficulties can affect: Anyone who has experienced a major loss and or change in their life Anyone who has had inconsistent care / been neglected Those who care for vulnerable children – carers, school staff, social workers etc

3. 3 What are attachment difficulties? Babies and children need a secure emotional relationship with a main caregiver Need to feel safe, protected and nurtured This can be missing because of a traumatic event or the caregiver cannot meet the child’s needs The attachment needs aren’t met This leads to difficulties socially, behaviourally and emotionally.

4. 4 http://www.youtube.com/watch?v=apz XGEbZht0 http://www.youtube.com/watch?v=apz XGEbZht0

5. 5 Why is it more difficult for looked after children to manage school life? They may experience many moves They have to cope with profound changes in their living environment They may suffer symptoms of post traumatic stress disorder (PTSD) They may have experienced developmental impairment as a result of maltreatment in infancy

6. 6 How might a child feel and behave? Acute physical and emotional distress – ‘traumatic injury’ Every behaviour is a communication Experience and response is unique Effects include: Physical effects Physiological effects Emotional effects Social effects

7. 7 Physical effects Headaches Digestive disorders Respiratory disorders Psychosomatic illnesses (panic attacks) Muscle tension Aching joints Clumsiness Altered spatial awareness

8. 8 Physiological effects Touch and smell may be powerful Hypervigilant Altered sleep and eating patterns Self harm Prone to misusing substances Avoid stressful situations

9. 9 Emotional effects May not be able to explain why behaving in a particular way Lack of empathy Very sensitive to others Limited range of emotions Loss of curiosity and joy Reciprocation or mutuality of anything good may be too much Lack of self-esteem Withdrawn or defiant Protector of others

10. 10 Social effects Not considering options Diminished impulse control May frighten others with terror or rage Social isolation Making friends not a priority Difficult to maintain friendships

11. 11 Case studies How a child might behave and why – read and think about the possible reasons and what strategies would you put in place. Read and discuss the case study. Think about the relevance of attachment issues in that case. What would you do as a school in this situation?

12. 12 The child’s internal working model of the world: the STIRS model When children are subject to developmental impairment they often have difficulty with: Stress Trust and empathy Impulse Rage Shame Unmet attachment need STIRS up the child. The child STIRS up other people.

13. 13 Why is it more difficult for schools to manage looked after children? Issues over changes of placement Lack of adequate information Lack of clarity about roles and responsibilities Lack of knowledge and skill to deal with traumatised children Difficulty of containing post traumatic behaviours in the school environment Effects of secondary traumatic stress

14. 14 What schools can do?  Be positive – don’t just focus on problems  Communication between professionals  Plan for difficult times  Acknowledgment of managing behaviour well  Help to recognise feelings  Plan in advance for changes – visits, supply teachers  Equipment in school / well informed carers  Safe place  Make it ok to feel angry  Don’t expect eye contact  Behaviour as communication