What about me? An introduction to the strategies of Louise Bomber in supporting pupils with attachment difficulties in school.

The effects of developmental trauma The Trauma Tree ( Family Futures 2011) Clearly shows the areas affected by developmental trauma , read it from the roots upwards. Executive function involves the pre-frontal cortex of the brain and is a set of cognitive abilities that control and regulate other abilities and behaviours.

Executive Functioning Initiating Using working memory/recall Planning and organising Making Transitions Monitoring and evaluating Exercising emotional control and managing frustration Inhibiting inappropriate behaviour

Associated problems in school Initiating Starting a piece of work or task unaided Using working memory Remembering things learnt recently Difficulty doing more than 1 thing at once. Planning and Organising Organising self, being in the right place at the right time. Missing deadlines. Organising materials, PE kit, pencil case etc.

Monitoring and evaluating Making transitions Moving from task to task, lesson to lesson. Moving from an original plan Monitoring and evaluating Lacking an awareness of the need to check back or check out the impact they’re having on others Exercising emotional control Inappropriate reactions to frustration, anger and sadness. Inhibiting inappropriate behaviour Blocking out distractions Controlling impulses

Moving from one activity to another From one task to another From one space to another From one teaching style to another From routine to a change of plan From familiarity to the unknown

Self reflection ……how do you feel if you are being rushed on from one experience to another? What do you appreciate at times of transition?

What could you do to help? Emma is a year 7 pupil, who has just finished Maths and has French next in another building. Everyone else in the lesson has already packed up and is heading off. Emma is still sitting at her desk staring into space. Eddie is a year 4 pupil who has just been told by his teacher to stop what he is doing and line up. At first he carries on but when challenged ends up dropping his books and then becomes embroiled in an argument with another pupil as his books hit them as they fall.

Task Choose a child and identify the potential problems from their perspective. What could happen following this incident if it is not addressed? Next come up with ideas that could help, not just on this occasion but in helping when this situation arises again.

Transition rituals – the benefits Reducing the duration of any increased anxiety in response to imminent change. Giving the pupil a greater sense of control through being prepared. Helping the pupil build a routine that they can use in their life. Fostering greater self confidence.

Possible ingredients A planned strategy for key adults/teachers Reflective time Visual clues Checklists Memory cards On hand Supportive care More time for transition

The ‘BIG ASK ’ Everyday challenges in school. Separating from primary carers Being in a restricted space with many others Sharing the attention of someone important to them Understanding the motives and intentions of school staff Understanding the motives and intention of peers Trusting adults in school Following the lead of an adult Relinquishing control Knowing they can remain connected and kept in mind despite separation Being expected to organise themselves

Being able to relax into their environment Being able to settle to learn Having an integrated view of themselves Taking the risks necessary in learning Knowing how to repair relationships when they go wrong Having the confidence to go off and explore Understanding ‘who’ they are in terms of identity formation Coping with having missing pieces of their own personal history Moving between different spaces Moving between different class rooms and different class groups Negotiating adolescence

Making and keeping friends Managing sensory overload Managing stress Managing peer pressure Managing uncertainty Managing self consciousness and feeling different Being able to express what’s going on internally ( psychologically and physically ) Being able to respond appropriately and in a healthy way to their needs Being able to ask for help Resolving conflict