| Description |
1 online resource (361 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of boxes; List of case studies; Acknowledgements; Foreword; Preface; Learning from experience; The opportunity for teachers and school staff; Notes; Part I; Chapter 1: Introduction to attachment theory; Ambivalence; Separation; Joy and delight; Language; Difficult, insecure and traumatic beginnings; Notes; Chapter 2: Useful neuroscience: a simple introduction for school staff and child workers; Three brains; Early brain development; Moving on; Trauma and the brain; Notes |
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Chapter 3: The effects of unsupported traumaResponses to trauma; Intergenerational transmission; Shame; Looked-after children; Domestic abuse; Some links between inner and outer worlds in children who have experienced domestic abuse; Understanding and responding helpfully to children who have experienced domestic abuse in school; Some practical suggestions for school staff; Notes; Chapter 4: Understanding unconscious processes; Acting out; Some unconscious defences against anxiety (sometimes called defence mechanisms); Transference and countertransference; Professionalism; Notes |
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Chapter 5: Emotional containmentEmotional containment in school; A few notes for schools on counselling, play therapy and psychotherapy for children and young people in school; Notes; Part II; Chapter 6: Insecure attachment categories: understanding and responding helpfully; The avoidant child; The resistant/ambivalent child; The chaotic/disorganised child; Notes; Chapter 7: Children stuck in early developmental stages; 'Children's learning is understood developmentally' (nurture principle 1); Nurture groups; Baby stage: bonding, trust and dependency |
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Toddler stage: involvement with explorationThe latency stage (5-12 years); Notes; Chapter 8: The importance of a secure base; 'The classroom offers a safe base' (nurture principle 2); The problem of insecurity; The crucial importance of a secure base in school for insecure children; Notes; Chapter 9: Behaviour as unconscious communication; 'All behaviour is communication' (nurture principle 5); Understanding behaviour as communication; Some practical responses to behavioural communications: a relationship-based approach; Summary; Notes |
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Chapter 10: Learning inhibitions as possible unconscious communicationsPossible (unconscious) meanings of children's learning behaviours; Notes; Chapter 11: Relating and relationships: using relationships as a healing vehicle; Ways of relating and talking with vulnerable and challenging children: 'language is a vital means of communication' (nurture principle 4); Circle time: fostering children's sharing, relating and emotional literacy skills; PACE; Basic listening skills; The helpfulness of putting things into words; Empathy; Some thoughtful ways of responding |
| Summary |
In times of increasing pressure on schools and teachers, it is essential that teachers are equipped to understand the emotional and relational factors in learning and teaching. Vulnerable and disaffected children need understanding and nurture rather than reactive management, which can easily exacerbate their difficulties, leaving them unheard and defensive, and even undermine teacher confidence and effectiveness. Understanding, Nurturing and Working Effectively with Vulnerable Children in Schools offers a comprehensive and accessible exploration of the difficulties faced by teachers and schools from at-risk and disaffected children, including repeated trauma and insecure attachment patterns. The book describes how a thoughtful relationship-based' approach can both alleviate such difficulties and offer a second chance attachment experience, enabling students to discover it might be safe to let down their all consuming defences a little; thus freeing them to begin to learn. It offers: practical suggestions in note form - making them easy to use, refer to and assimilate; numerous case examples and teacher friendly theoretical background material; awealth of ideas for ways forward, including differentiated responses to children in the light of their particular patterns, developmental stages and unmet needs. Written from extensive professional experience, this is an essential handbook and resource book for trainers, schools, teachers and school staff, and also for educational psychologists and those in children's services working with vulnerable children in pre and primary schools, as well as those in special schools and units |
| Notes |
Secure, reliable, usable relationships |
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Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force. WlAbNL |
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Print version record |
| Subject |
Problem children -- Education.
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EDUCATION -- General.
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Problem children -- Education
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| Form |
Electronic book
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| ISBN |
9780429658136 |
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0429658133 |
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9780429025259 |
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0429025254 |
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9780429653254 |
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0429653255 |
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9780429655692 |
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042965569X |
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