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Attachment Concepts In The School Setting. What do we call them? The “troubled “ children Conduct DisorderedConduct Disordered Oppositional DefiantOppositional.

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Presentation on theme: "Attachment Concepts In The School Setting. What do we call them? The “troubled “ children Conduct DisorderedConduct Disordered Oppositional DefiantOppositional."— Presentation transcript:

1 Attachment Concepts In The School Setting

2 What do we call them? The “troubled “ children Conduct DisorderedConduct Disordered Oppositional DefiantOppositional Defiant AspergersAspergers NaughtyNaughty CrazyCrazy PsychoPsycho Having bad parentsHaving bad parents

3 Attachment Theory Attachment is the deep and enduring connection established between a child and caregiver in the first years of lifeAttachment 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 conditionProfoundly influences every component of the human condition Ongoing reciprocal relationship between child & caregiverOngoing reciprocal relationship between child & caregiver Infants instinctively seek a “secure base” to protect & nurture themInfants instinctively seek a “secure base” to protect & nurture them

4 Attachment theory Attachment process is a “mutual regulatory system”- infant & caregiver influencing one another over timeAttachment process is a “mutual regulatory system”- infant & caregiver influencing one another over time Helps develop our Internal Working ModelsHelps develop our Internal Working Models Begins before birth @ neurological & emotional levelBegins before birth @ neurological & emotional level Infants needs are met > Trust Cycle, Circle of SecurityInfants needs are met > Trust Cycle, Circle of Security

5 Secure Attachment Around 80% of pop. Learn adults can be relied upon, develop trust & reciprocity 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

6 Self-esteemSelf-esteem Independence & autonomyIndependence & autonomy ResilienceResilience Manage impulses & feelingsManage impulses & feelings Long-term friendshipsLong-term friendships Prosocial skillsProsocial skills Trust, intimacy & affection Empathy, compassion & conscience Behaviourial performance & academic success Promote secure attachment in their chn

7 Attachment Disorder Failure to develop a secure attachmentFailure to develop a secure attachment Chn who begin life with disrupted and compromised attachment are at risk of developing serious problemsChn 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 otherVary in severity, but show lack of ability to be genuinely affectionate with other Typically fail to develop a conscience & learn not to trustTypically fail to develop a conscience & learn not to trust

8 Traits & Symptoms Behaviour: defiant, oppositional, impulsive, lie (crazy), steal, cruel to animals, fire setting, aggressive, self-destructiveBehaviour: defiant, oppositional, impulsive, lie (crazy), steal, cruel to animals, fire setting, aggressive, self-destructive Emotions: intense ange & temper, sad, depressed, moody, fearful & anxious inappropriate emotional reactionsEmotions: intense ange & temper, sad, depressed, moody, fearful & anxious inappropriate emotional reactions Thoughts: negative internal working models, lack of cause & effect thinking, attention & learning problemsThoughts: 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 defensive Moral: lack of remorse, compassion & other prosocial values; identification with evil & dark side of life

9 Causes of Attachment Disorders 1.Caregivers: * abuse / neglect * abuse / neglect Ineffective careIneffective care Depression bipolorDepression bipolor Substance abuseSubstance abuse Prolonged absencesProlonged absences IntergenerationalIntergenerational Teenage parentingTeenage parenting Psychological disturbancePsychological disturbance 2. Child: Difficult temperament Premature birth Medical conditions Hospitalistions Failure to thrive Congenital/biological problems Genetic factors family histories

10 Causes of Attachment Disorders 3. Environmental PovertyPoverty Violence : victim or witnessViolence : victim or witness Lack of support to caregiverLack of support to caregiver Multiple out of home placementsMultiple out of home placements High stress: marital conflicts, family choas, violent communityHigh stress: marital conflicts, family choas, violent community Lack of stimulationLack of stimulation

11 So at school what do we do? Be aware of the behaviours & symptoms and discuss with school counsellor, LSTBe aware of the behaviours & symptoms and discuss with school counsellor, LST Students with attachment disorders are very controlling, manipulative & self-centredStudents with attachment disorders are very controlling, manipulative & self-centred They will attempt to control everyone around themThey will attempt to control everyone around them

12 Tips for Teachers Establish eye contact. When angry they will have excellent eye contactEstablish 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”Establish who is the boss: “That’s right I am the boss, but fair & good” Win control battles: Always give them a choiceWin 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 behaviour

13 Tips for Teachers Remain clam: they are in control when the teacher “looses it”Remain clam: they are in control when the teacher “looses it” Model and verbalise desired behaviourModel and verbalise desired behaviour Document interactions & observations: helps in planning & communication to parents; protects the teacherDocument interactions & observations: helps in planning & communication to parents; protects the teacher Request help: supportive staff esp. managementRequest help: supportive staff esp. management

14 Attachment Theory Provides a model to help understand behaviourProvides a model to help understand behaviour It is a behaviour style of relating to your child, not about love.It is a behaviour style of relating to your child, not about love. Traditional therapies aren’t very affectiveTraditional therapies aren’t very affective Three clients involved: parent-the relationship- childThree clients involved: parent-the relationship- child

15 The School Can be a secure baseCan be a secure base Can promote an understanding & reduce the blame of self & othersCan promote an understanding & reduce the blame of self & others Can help reduce negative patterns & conflicts, model language & behaviourCan help reduce negative patterns & conflicts, model language & behaviour Can increase positive interactionsCan increase positive interactions Can help reframe the parents’ concept of the child to one of the child being distressed/reacting and needing to learn controlCan help reframe the parents’ concept of the child to one of the child being distressed/reacting and needing to learn control

16 Fear leads to Anger Anger leads to Hate Hate Leads to Suffering


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