Title:
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Building the attachments between a group of withdrawn and passive children and a 'secure base' in the school : how can we shift a child's internal working model?
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The theory of attachment, proposed by Child Developmentalist John Bowlby,
has been one of the most successful paradigms introduced to psychology, with
the core hypotheses being widely supported (e.g., Cassidy & Shaver, 1999;
Goldberg, 2000; Grossmann, Grossmann & Waters, 2005; Sroufe, Egeland,
Carlson & Collins, 2005a). John Bowlby regarded attachment as a biological
instinct which evolves to ensure the survival of the vulnerable young (Bowlby,
1969).
In light of the implications of attachment theory and research for practice, there
remains a lack of research exploring interventions which encapsulate the
principles of an attachment-based framework in the school context. The
principle aim of this research was to address this gap in the literature by
implementing an intervention designed to focus upon building the attachment
between a group of five primary-aged pupils with identified insecure attachment
styles, and a key adult figure in the school context. The intervention hoped to
support the children to form a more positive sense of themselves and
themselves in relation to others.
The ten week intervention consisted of weekly one hour sessions based in a
mixed, Church of England mainstream primary school within an outer London
borough, in which the researcher worked as an Educational Psychologist. The
research adopted a mixed methodology, with a predominant qualitative
approach, with descriptive quantitative analysiS. The perceptions of children in
relation to attachment concepts were explored both before and following the
intervention using a semi-structured interview. The interviews were analysed
using thematic analysis. Quantitative tools were also used, including behaviour
rating scales completed by the children's class teachers, pre and post
intervention.
The findings revealed positive changes in the children's behaviours and
experiences following the attachment intervention. These observations gave
rise to theoretical and practical implications, foremost, that Internal Working
Models can be positively shifted to some degree, and have an impact on the
child's social and emotional behaviours.
Practical implications focussed on the implementation for developing
attachment-based interventions with adults in the school setting, in order to
enhance their sensitivity to children's attachment needs and facilitate children's
perceptions of the teacher and school context as a 'secure base'. Further
implications of the research discussed areas such as pre-service training for
teachers and partnerships with parents.
Future avenues of research in relation to this study were explored. The
research highlighted the essential role that adults in the school context can play
in the lives of vulnerable children with insecure attachment difficulties.
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