Attachment for Teachers: An Essential Handbook for Trainees and NQTs

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Sexual abuse: An adult, relative, family friend, or stranger who was at least 5 years older than you ever touched or fondled your body in a sexual way, made you touch his/her body in a sexual way, attempted to have any type of sexual intercourse with you. Findings in this report aim to inform the potential benefits to mental health in Wales of developing resilience both in children and adults to mitigate at least some of the detrimental impacts of experiencing ACEs. It includes recommendations of actions that can be taken to support young people to develop resilience. Rossen, E and Cowan, KC (2013) The role of schools in supporting traumatized students. Principal’s Research Review, 8(6), pp.1–7 ( pdf) A live and interactive online course, ask questions, make your observations, ‘Chat’ to other delegates. Open for you to attend from your home or workplace. Choose from one of the following dates to attend: If you had an early experience where you were neglected or maltreated, as some children are, then you get very confused about who you can trust and who you can’t trust,” says Fonagy. “And then you flip flop between not trusting anybody, being in a state of a kind of epistemic hypervigilance.

Adapt your classroom’s mindfulness practice. Mindfulness is a fabulous tool for counteracting the impact of trauma. However, it can also be threatening for children who have experienced trauma, as the practice may bring up scary and painful emotions and body sensations. It is also possible for a child to develop an attachment to someone who is maltreating them (Blizard & Bluhm, 1994) 2. Ambivalent attachment also manifests as distress on separation, but with this style the child does not feel they can depend on their family to support them. This evaluation aims to: provide an independent assessment of the outcomes of the Attachment Aware Schools Programme in developing knowledge and understanding of the effects of trauma and neglect on attachment and

Studies measuring the effectiveness of interventions to mitigate against ACEs

Children who have experienced abuse, neglect and trauma might develop coping strategies that can make it more complicated to recognise attachment issues. Holmes, P and Farnfield, S (2014) The Routledge handbook of attachment: implications and interventions ( ebook available through NHS Scotland)

There are individual differences in the behaviour related to attachment. Famous observation studies by Mary Ainsworth (who worked with John Bowlby during the 1950s) identified that in normal children there were a range of attachment types:Mental illness in household: A household member was depressed or mentally ill or a household member attempted suicide. This is sometimes referred to as the pre-attachment phase because the baby doesn’t appear to show an attachment to any specific caregiver. However, parents and carers who provide a nurturing environment and are responsive to their babies needs can lay the foundation for secure attachments to form (Bowlby, 1997) 4. 6 weeks until 6-8 months You will know how to help the parenters develop an attachment with their child which is as strong as it can be.