Attachment Theory: implications for the classroom

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Attachment Theory implications for the classroom

• Deirdre McConnell
• Specialist Behaviour Needs Consultant
• and Co-ordinator of Emotional and Trauma Support
  Team - ETS
• Dr Jill Bolton
• Educational and Child Psychologist

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Aims

• To highlight the importance of early experiences
  on later development
• What is a healthy attachment and why is it
  important
• What does an unhealthy attachment look and feel
  like
• How can you as teachers help

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Early experiences

• Basic needs (hunger, thirst, toileting needs,
  warmth, shelter)
• Raw emotions (discomfort, fear, uncertainty)

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What the baby needs

• Love/strong emotional bond
• Reassurance
• Responsive
• Reliable
• Attuned to babys needs
• Supportive
• Security
• Independence
• stimulation

Attachment figure Secure base
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A film
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Sensitive periods in early brain development
Binocular vision
Central auditory system
Habitual ways of responding
Language learning
High
Emotional control
Peer social skills
Sensitivity
Low
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7
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0
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P.O. Svanberg Sept 2010
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Healthy Attachment cycle
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The learning TriangleA securely Attached child
pupil
Resilient Confident Self Esteem Independent Achiev
ing
Teacher
Task
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The different attachment patternsStrange
Situation

• Secure
• Insecure and Avoidant attachment
• Insecure Ambivalent-Resistant Attachment
• Insecure Disorganised Attachment

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Unhealthy Attachment Cycle
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A child who has an insecure and avoidant
attachment style

• These children tended to have experienced
  rejection, loss and separation in the past.
• They have internalised these feelings
• This has led them to learn to deny their need to
  feel loved and have a secure base.
• They fear being rejected further so will reject
  first

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A child who has an insecure and avoidant
attachment style in the classroom
pupil
Indifferent Underachieving Sensitive to Teacher
proximity Denial of the need for teacher
support Hostility towards the teacher is directed
towards the task Desire to be autonomous
Teacher
Task
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A child who has an ambivalent attachment style

• These children have tended to experience carers
  that have not responded with clear and consistent
  boundaries
• The world feels unpredictable to them
• To manage this anxiety they like to control the
  adults and so become dependent and clingy
• Attendance and separation from their carer can be
  problematic for both.

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A child who has an ambivalent attachment style in
the classroom
pupil
Highly anxious Underachieving Attention
Seeking Poor Concentration Dependent on teacher
support Fears Seperation Hostile towards teacher
if frustrated
Task
Teacher
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A child who has a disorganised attachment style

• Their early relationships may have felt stressful
• Possible history of neglect or child protection
  issues
• Carers may be overwhelmed by their own needs so
  they are not able to support and contain the
  child
• The child may feel physically or emotionally
  abandoned.

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A child who has a disorganised attachment style
in the classroom
pupil
Controlling Intense Anxiety Underachieving Distrus
ting of Authority Likely to reject task or any
educational challenge for fear of failing or not
knowing
Task
Teacher
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Small group discussion

• Think about what you have heard so far in
  relation to children in your school
• Does any of this resonate with your experience of
  particular children
• How did you feel having these children in the
  class?
• What successful strategies did you use?

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What can the school do

• Making school a safe space
• Making school predictable, consistent, safe
• Helping a child feel like they belong
• Welcoming them in the morning by name
• Encouraging them to feel part of a community
• Listening and valuing their opinion
• Use positive language (61)
• Identifying a champion for a child
• Be good enough (not perfect)
• Nurture groups?

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Any questions?
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If you are interested in learning more? Traded
Services Training available

• Monday the 3rd of October 2011 all day
• Or
• Monday the 14th of May 2011all day
• Setting up a nurture group
• From next academic year Traded Services can help
  you set up nurture groups in your school

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Thank you!
Thanks to the following people who have developed
materials used in this presentationJudy
Fletcher, Kate Bonser, Kathryn Pomerantz, Sarah
Stainsby, Clair Lewoski