Observing Children with Attachment Difficulties in School: A Tool for Identifying and Supporting Emotional and Social Difficulties in Children Aged 5-11
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This easy-to-use tool provides an observation checklist which enables staff to identify behavioural patterns in children with social and emotional difficulties, analyse the emotional difficulties underlying these behaviours and establish what kind of help and support the children need. Behavioural responses are categorised within clearly outlined topics, including behaviour, play and relationship with peers, attachment behaviours, 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 handouts include activities designed to provide emotional support, to focus and regulate behaviour 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 counsellors and educational psychologists.
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Helen Worrall is a support teacher for ISL, with over ten years' experience teaching children with special needs.
Sian Templeton is an educational psychologist. Previously, she taught in primary education.
Netty Roberts is a Foundation and Key Stage 1 teacher with ISL, with a special interest in working with children with special needs.
Ann Frost works in Early Years and Education for ISL, supporting looked after and adopted children by raising awareness of their additional needs in schools and early years settings.
Kim S. Golding CBE, BSc, MSc, D. Clin. Psy. AFBPsS is a clinical psychologist who works in Worcestershire, England where she was influential in the founding of the Integrated Service for Looked After Children - a multi-agency, holistic service providing support for foster, adoptive and residential parents, schools and the range of professionals supporting children growing up in care or in adoptive families. Kim was trained and mentored by Dan Hughes in the use of Dyadic Developmental Psychotherapy (DDP). She was formerly on the board of the Dyadic Developmental Psychotherapy Institute supporting the use of DDP in Europe, USA and Canada. She accredits and trains professionals in the approach and has been invited to speak about this work internationally.
Eleanor Durrant is currently completing a Doctorate in Clinical Psychology, with a special interest in attachment.
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.
