Observing Children with Attachment Difficulties in School: A Tool for Identifying and Supporting Emotional and Social Difficulties

Overview

Emotional difficulties in children aged 5 — 11 can display themselves in a range of different behaviors, and it is important for staff in schools to be able to identify and address these problems, and to provide appropriate help.

This easy–to–use tool provides an observation checklist which enables staff to identify behavioral patterns in children with social and emotional difficulties, analyze the emotional difficulties underlying these behaviors and establish what kind of help...

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Overview

Emotional difficulties in children aged 5 — 11 can display themselves in a range of different behaviors, and it is important for staff in schools to be able to identify and address these problems, and to provide appropriate help.

This easy–to–use tool provides an observation checklist which enables staff to identify behavioral patterns in children with social and emotional difficulties, analyze the emotional difficulties underlying these behaviors and establish what kind of help and support the children need. Behavioral responses are categorized within clearly outlined topics, including behavior, play and relationship with peers, attachment behaviors, emotional state in the classroom and attitude to attendance. Checklists and diagrams identify different ’styles’ of relating (secure, avoidant, ambivalent), to help school staff who work with children and their families to respond appropriately to the individual needs of each child. A range of hand–outs include activities designed to provide emotional support, to focus and regulate behavior and enable the child to develop important social and emotional skills.

Suitable for use with children aged 5 — 11, this tool will be an invaluable resource for teachers, teaching assistants, learning support staff, school counselors and educational psychologists.

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Product Details

  • ISBN-13: 9781849053365
  • Publisher: Kingsley, Jessica Publishers
  • Publication date: 12/15/2012
  • Pages: 48
  • Product dimensions: 8.20 (w) x 10.90 (h) x 0.50 (d)

Meet the Author

Kim S. Golding is a consultant clinical psychologist with a special interest in parenting. She was involved in the setting up and evaluation of an inter–agency project in Worcestershire, UK, which is now part of the Integrated Service for Looked After Children (ISL).

Jain Fain is an early years practitioner for ISL, supporting the transition of children from early years settings into school.

Cathy Mills was a teacher for many years before retiring in 2011. She now works with the Greenfingers Project offering therapeutic gardening and art sessions to looked after children.

Helen Worrall is a support teacher for ISL, with over ten years’ experience teaching children with special needs.

Netty Roberts is a Foundation and Key Stage 1 teacher with ISL, with a special interest in working with children with special needs.

Eleanor Durrant is currently completing a Doctorate in Clinical Psychology, with a special interest in attachment.

Sian Templeton is an educational psychologist. Previously, she taught in primary education.

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Table of Contents

Acknowledgements. Biographies. Foreword. Introduction. 1. Recognising the Emotional Needs of Children in School. 2. Observation Checklist. 3. Notes to Accompany Observation checklist. 4. Developing Support to Meet the Emotional Needs of Children in School. 5. Challenges in Supporting the Emotional Needs of Children with Attachment Difficulties. Appendix 1. Attachment Theory and Schools. Appendix 2. Helping the Child with Attachment Difficulties in School. Appendix 3. Helping the Child with Different Attachment Styles in School. Appendix 4. Case Study 1. Appendix 5. Case Study 2. Appendix 6. Glossary. Appendix 7. Glossary for UK Education System. References.
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