Roots of
Attachment
– an introduction
Monday 8th November 2010
Gareth D Morewood
Director of Curriculum Support
Introduction and Aims
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To understand the concept of
attachment as a foundation for
emotional and cognitive growth
To consider the role of the adult
(parent/carer/professional) in
promoting attachment/positive
relationships
To consider the behaviours you
may see in the classroom
Lets start thinking...
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Imagine you are in a dangerous
situation (Tsunami, Twin Towers...)
You have a mobile…who do you
phone?
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What makes this relationship
special?
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What are its positive
characteristics?
Attachment
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Attachment behaviour is there to ensure
the survival of the child
Attachment is an affectionate bond
between two individuals that endures
through space and time and serves to join
them emotionally
Attachment experiences are fundamental
to emotional/social/physical/cognitive
development
Good early attachments serve to promote
resilience to later traumatic experiences
Developing attachment
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The foundation of attachment is the early
main carer/child interaction.
Attunement refers to the interaction
between a parent and child when the
parent
 is available to the child
 is able to understand its needs
 responds appropriately to meet needs
 communicates that the child is valued,
understood, is able to effect change,
is safe
Consider the brain...
What does your brain look and
feel like?
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Your brain is the size of a large
grapefruit but it looks like a large pinkish
-gray walnut or cauliflower
There are many folds and creases and it
feels soft and squishy, with the
consistency of pate
It weighs about 1 pound at birth, 2
pounds at four years and 3 pounds as an
adult
A living brain is so soft that you could cut
it with a butter knife
The brain hierarchy
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The outermost and top layer of the
brain is the cerebral cortex
The cerebral cortex is the most
recently evolved and most complex
part of the brain
As one moves lower into the brain,
the parts have increasingly
primitive and basic functions and
are less likely to require conscious
control
The brain stem
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The brainstem, hind brain or
‘primitive brain’ is located at the
bottom of the brain, above the neck
where it connects to the spinal cord
It controls reflexes such as
sneezing, coughing and swallowing
It is responsible for automatic and
essential survival functions such as
breathing, heartbeat, digestion and
keeping your body alive while you
sleep
The Mid Brain - Cerebellum
and Limbic System
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Is involved in emotion, motivation
and emotional association with
long term memory
Controls muscle movement,
balance and co-ordination
Also controls emotion and impulse,
fight/flight or freeze responses
And regulates blood pressure,
hunger, thirst, sexual arousal and
sleep cycle
The cerebral cortex
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The cerebral cortex or front brain is the
largest part of the brain and is divided
into two sides called the right and left
hemispheres
The right hemisphere controls the left
side of the body; the left hemisphere
controls the right side [or does it?]
These two hemispheres are connected
by nerves through the Corpus Callosum
Processes hearing, speech and
language, vision and sensory stimuli and
is where thinking and problem solving
takes place
Impact on the brain
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The brain is developing rapidly during
early childhood – attachment
behaviours are the key
There are ‘critical periods’ or
‘windows of opportunity’
Neglect, stress or trauma can have a
profound effect on neurological
development
http://www.bbc.co.uk/science/humanbody/body/factfiles/brain/brain.shtml
Attachment Theory
Positive Attachment Cycle
NEED
AROUSAL
RELAXATION /
TRUST /
SECURITY
SATISFACTION
Secure attachment
67% of children are securely
attached
Young secure children protest
when separated from their mothers
but will accept comfort from her
when she returns and will soon
settle to exploratory behaviour
using her as a ‘secure base’.
Attachment helps the child to...
Attain full cognitive potential
“I am safe to explore, experiment, learn”
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To develop a healthy sense of self
“I am loved and valued”
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Develop emotional intelligence; i.e. to
understand feelings in self and others,
express feelings appropriately and
manage/regulate those feelings.
“I am understood, its safe to express
feelings”
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To develop interpersonal skills
“I can communicate”
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Attachment Theory
Negative Attachment Cycle
NEED
Arousal
HYPERAROUSAL or
DISSOCIATION
REJECTION
Characteristics of negative
attachment
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Inability to regulate emotions. (rage,
panic, depression, impulsivity)
Basic mistrust (if someone is nice it
must be a trick)
Low self esteem/high shame (I am
bad, I deserve to be hurt)
Need for control (I need to take care
of myself, I don’t trust/understand
others)
Learning difficulties (concentration,
self belief, dissociation)
Exceptions
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Not all children who show disturbed
attachment behaviours have
experienced abusive or inadequate
parenting
Some children have temperamental
traits or neurological or physical
difficulties which affects their behaviour
For some children their attachment has
been affected by experiences outside
of the family such as exposure to
trauma or separation
Attachment styles
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Avoidant
Resistant / Ambivalent
Disorganised / Disorientated
Learning profile – avoidant attachment
Response to the task:
Approach to
school/classroom:
•Need to be autonomous and
independent
•Apparent indifference to
uncertainty in new
situations
•Hostility towards teacher is
directed towards task
Skills and difficulties:
•Limited use of creativity
•Likely to be underachieving
•Limited use of language
•Task operates as an emotional
safety barrier between pupil and
teacher
Response to the
teacher:
•Denial of need for
support and help
•Sensitivity to proximity
of the teacher
Learning profile – resistant/ambivalent attachment
Approach to
school/classroom:
•high level of anxiety and
uncertainty
Response to task:
•difficulties attempting task if
unsupported
•Unable to focus on task for fear
of losing teacher’s attention
Response to teacher:
•Need to hold onto attention
of teacher
•Apparent dependence on
teacher in order to engage in
learning
•Expressed hostility to
teacher when frustrated
Skills and Difficulties:
•likely to be underachieving
•Language may be well
developed but not consistent
with levels of achievement
•Numeracy may be weak
Learning profile – disorganised/disorientated
attachment
Approach to
school/classroom:
•Intense anxiety which may
be expressed as controlling
and omnipotent
Response to the teacher:
•Great difficulty in
experiencing trust in
authority of teacher (may
submit to Head of School)
•May be unable to accept
being taught and/or unable
to “permit” the teacher to
know more than they do
Response to task:
•Task may seem like challenge to fears
of incompetence – feelings of humiliation
and task rejection.
•Difficulty accepting “not knowing”
•May appear omnipotent and to know
everything already.
Skills and Difficulties:
•May seem unimaginative and
uncreative, and find conceptual thought
difficult
•Likely to be underachieving and
possibly at a very immature stage of
learning
Promoting positive attachment
and building resilience
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Some children fare better than others
despite attachment difficulties / neglect /
abuse
Whilst it is not always possible to provide
an ideal home environment for children,
strengthening their protective factors,
promoting their positive attachments and
boosting their resilience can enhance the
likelihood of a better long-term outcome
Key factors associated
with resilience:
- a sense of self esteem and confidence
- a belief in own self-efficacy (the belief that
you can influence your own thoughts and
behaviours)
- an ability to cope with change and a
range of problem solving approaches
Factors that improve resilience include:
- a good educational experience
- a key supportive adult
- talents and interests
School resilience factors
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Female
Sense of competence
Internal locus of control
Empathy
Problem solving skills
Communication skills
Significant adult relationship
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Sociable
Independent
Reflective
Ability to concentrate
Emotional expressiveness
Sense of humour
Hobbies
Autonomy
Role models
What worked for you?
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Structure: routines, boundaries, task
completion, rituals, claiming behaviours
Engagement: Non verbal, using child’s
name, early games
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Nurture: soothing, rocking, non-verbal,
care routines (feeding, dressing, bath
times etc)
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Challenge: learning new skills/small
steps/support
What can we do?
Humour
Warmth
Attention
Praise
Reward
Acknowledge
Respect
Circle Time
Buddy systems
Mentors
Quiet rooms
Social skills training
Counselling
Work with parents
Self esteem building
Therapeutic experiences?
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Relaxation
Bringing arousal levels down
Laughter and humour
Solution focussed thinking - what
went well rather than what went
wrong
Visualisation
References/further reading
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Works by John Bowlby, Vera
Fahlberg etc
The Science of Parenting by
Margot Sutherland, DK Publishing,
2006
Attachment in the Classroom, by
Heather Geddes, Worth
Publishing, 2006
http://www.bbc.co.uk/science/hum
anbody/body/factfiles/brain/brain.s
html
Thanks for listening
[and your understanding!!!!]
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Remember, if you want to know
more, just ask, we can find
answers to almost anything!!
Thanks for your ongoing hard work
and support in ensuring some of
our most vulnerable learners get a
decent chance.