Table of Contents

Acknowledgements. Foreword by Louise Bombèr. 1. Introduction: About this Resource. 1. Child Development in the Early Years. 2. Recognising the Emotional Needs of Children in School. 3. Understanding Emotional Needs through Knowledge of Attachment Theory. 4. Introducing the Observation Checklist. 5. Detailed Guidance for Completing the Checklist Section by Section. 6. Worked Examples of the Observation Checklist: Chloe and Jacob. 7. Analysis of Information: Interpreting the Completed Checklist. 8. Worked Examples of Interpreting the Checklist and Support Plans: Chloe and Jacob. 9. Helping the Child with Attachment Difficulties in School. 10. Helping the Child with Different Attachment Styles in School. 11. Supporting the Emotional Needs of Children with Attachment Difficulties. 12. Supporting Children with Multiple Difficulties. Appendix 1. Observation Checklist. Appendix 2.  Attachment Theory and Schools. Appendix 3. Glossary. Appendix 4. Glossary for UK Education System. Appendix 5. Bibliography and Websites. References.

Promotional Information

An observation resource for identifying behavioural patterns in children with social and emotional difficulties, analysing what underpins these behaviours and establishing what kind of support the children need

About the Author

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 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 is 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 in the UK 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.

Jane 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.

Reviews

This book is well written and beautifully presented, overfilling with useful information. It is an excellent resource for teachers, teaching assistants, educational psychologists and play therapists to help understand the sensitive emotional needs of children and identify what kind of support to put in place.
*Play for Life*

[W]ith increasing numbers of [staff] now becoming aware of the impact of relational trauma and loss upon the capacities of children in their care, tools such as those recommended here are welcomed. This book provides clear descriptors of some of the possible vulnerabilities around for these children and a framework through which to make sense of these vulnerabilities with an attachment focus... Dr Golding and her colleagues have made a significant contribution to inclusive practice by contributing this book'

Much of what these children need to learn can't be learnt alone through text books. They need you and me. Relationships matter. Let's take up our responsibility in ensuring that these children experience healthy secure attachment in our care so that they can be all that they can and want to be, making valuable contributions towards our shared society.
*From the Foreword by Louise Bombèr, Attachment Support Teacher Therapist*

Building on its excellent companion book for preschool settings, Kim Golding et al beautifully demonstrate how to use their Observation Checklist for understanding and developing support and action programs in school settings for children from age 5 to 11. They clearly describe attachment theory and its implications for understanding the emotional and social difficulties that often emerge from attachment difficulties and insecure attachment styles. They provide a context for understanding the child's behavioural challenges which will greatly assist in developing relationship-focused interventions. Finally, with this core attachment perspective they show how to use their Checklist to develop a specific profile of the child and an action program that best meets his unique developmental needs. In short, the authors' Observational Checklist and the action plans that are certain to emerge from its use, will enable the educator to develop very sensitive and sophisticated interventions to best meet the child's attachment, emotional, and social needs.
*Daniel A. Hughes, Ph.D., Licenced Psychologist and author of Building the Bonds of Attachment, 2nd edition*