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

2. 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.

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

4. 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.

5. 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

6. 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

7. 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?

8. 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.

9. 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.

10. 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.

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

12. 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

13. 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

14. 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