This document discusses attachment theory and emotion coaching strategies to support children's learning and relationships. It begins by considering how attachment affects learning and outlines the Attachment Aware Schools project. It then discusses emotion coaching, a strategy involving 5 steps: 1) recognizing and empathizing with a child's feelings, 2) setting limits on behavior if needed, and 3) problem-solving with the child. The document provides information on how emotion coaching aligns with brain development and attachment theory to help children learn emotional regulation.
- Attachment theory proposes that secure attachment to caregivers in early childhood is important for long-term social-emotional development. John Bowlby and Mary Ainsworth were influential researchers.
- Ainsworth identified secure, avoidant, and ambivalent attachment styles based on children's responses in the "Strange Situation" experiment. Secure children were distressed when separated from but sought comfort from caregivers.
- Insecure attachment can result from inconsistent or neglectful caregiving and is associated with later relationship and mental health problems. Early attachment experiences strongly influence relationships in adulthood.
Attachment Theory Developmental PsychologyPatrick Conway
Attachment theory proposes that strong emotional bonds form between infants and their caregivers. Research in the 1950s found that infant monkeys separated from cloth mothers showed more distress than those separated from wire mothers, leading John Bowlby to theorize that infants have an innate need for emotional attachment. Mary Ainsworth later identified secure, anxious, avoidant, and disorganized attachment styles in infants based on their reactions in experimental separations from caregivers. Secure attachment is correlated with positive personality development while insecure attachments are linked to issues like low self-esteem.
The document discusses attachment development in children and the implications of insecure attachment, such as when children are separated from their primary caregivers before certain developmental phases. Insecure attachment can lead to problems with emotional regulation, relationships, self-worth, and accepting care or control from others according to the child's internal working model developed from their early experiences. Intervention approaches should focus on providing structure, engagement, nurturing experiences, and challenges to help change insecure internal working models over time.
Presentation on Child and Adult Attachment Theory. Also includes result of a small survey done with my friends. Part of the 'Personality and Development' course at IIT Delhi
Attachment, trauma, emotional regulation in school to make sense of 'nonsensi...Helen Oakwater
Poor attachments, trauma, developmental delay can cause children act in apparently "nonsensical ways" which can make managing classrooms very tricky. Seeing childrens behaviour through the trauma lens throws new light on old issues and helps teachers manage challenging children with more empathy, compassion and effective strategies
Attachment theory proposes that strong emotional bonds form between infants and their caregivers and that these bonds are important for survival. John Bowlby was the first major theorist of attachment, suggesting infants become attached to caregivers who are sensitive and responsive in order to feel safe and secure as they grow. Bowlby described four stages of attachment from birth through early childhood and proposed that attachment behaviors evolved to promote survival. Further research identified different styles of attachment in children, including secure, avoidant, ambivalent, and disorganized attachment.
Tina Bruce's theory of play posits that play is an active process driven by children rather than being goal-oriented. Bruce believes that children should direct their own play, making up rules and using simple found objects as props. Adults should facilitate but not control children's play. Bruce identified 12 features of play, including children using pretend and role-play, making their own rules, and being deeply engaged in coordinating their play agendas. Positives are that it allows child-led play without toys, and covers different learning areas, while negatives are that some points may not apply to all children and parts seem obvious.
- Attachment theory proposes that secure attachment to caregivers in early childhood is important for long-term social-emotional development. John Bowlby and Mary Ainsworth were influential researchers.
- Ainsworth identified secure, avoidant, and ambivalent attachment styles based on children's responses in the "Strange Situation" experiment. Secure children were distressed when separated from but sought comfort from caregivers.
- Insecure attachment can result from inconsistent or neglectful caregiving and is associated with later relationship and mental health problems. Early attachment experiences strongly influence relationships in adulthood.
Attachment Theory Developmental PsychologyPatrick Conway
Attachment theory proposes that strong emotional bonds form between infants and their caregivers. Research in the 1950s found that infant monkeys separated from cloth mothers showed more distress than those separated from wire mothers, leading John Bowlby to theorize that infants have an innate need for emotional attachment. Mary Ainsworth later identified secure, anxious, avoidant, and disorganized attachment styles in infants based on their reactions in experimental separations from caregivers. Secure attachment is correlated with positive personality development while insecure attachments are linked to issues like low self-esteem.
The document discusses attachment development in children and the implications of insecure attachment, such as when children are separated from their primary caregivers before certain developmental phases. Insecure attachment can lead to problems with emotional regulation, relationships, self-worth, and accepting care or control from others according to the child's internal working model developed from their early experiences. Intervention approaches should focus on providing structure, engagement, nurturing experiences, and challenges to help change insecure internal working models over time.
Presentation on Child and Adult Attachment Theory. Also includes result of a small survey done with my friends. Part of the 'Personality and Development' course at IIT Delhi
Attachment, trauma, emotional regulation in school to make sense of 'nonsensi...Helen Oakwater
Poor attachments, trauma, developmental delay can cause children act in apparently "nonsensical ways" which can make managing classrooms very tricky. Seeing childrens behaviour through the trauma lens throws new light on old issues and helps teachers manage challenging children with more empathy, compassion and effective strategies
Attachment theory proposes that strong emotional bonds form between infants and their caregivers and that these bonds are important for survival. John Bowlby was the first major theorist of attachment, suggesting infants become attached to caregivers who are sensitive and responsive in order to feel safe and secure as they grow. Bowlby described four stages of attachment from birth through early childhood and proposed that attachment behaviors evolved to promote survival. Further research identified different styles of attachment in children, including secure, avoidant, ambivalent, and disorganized attachment.
Tina Bruce's theory of play posits that play is an active process driven by children rather than being goal-oriented. Bruce believes that children should direct their own play, making up rules and using simple found objects as props. Adults should facilitate but not control children's play. Bruce identified 12 features of play, including children using pretend and role-play, making their own rules, and being deeply engaged in coordinating their play agendas. Positives are that it allows child-led play without toys, and covers different learning areas, while negatives are that some points may not apply to all children and parts seem obvious.
Attachment theory proposes that strong emotional bonds form between infants and their caregivers and that these bonds are important for survival. John Bowlby was the first major theorist of attachment, suggesting infants become attached to caregivers who are sensitive and responsive in order to feel safe and secure as they grow. Bowlby identified four stages of attachment from birth through early childhood and proposed styles of attachment including secure, avoidant, ambivalent, and disorganized. Attachment serves protective and exploratory functions critical to child development.
Attachment theory proposes that strong emotional bonds form between infants and their caregivers and are critical to development. John Bowlby applied ethology to infants and was influenced by Konrad Lorenz, proposing that infants' innate behaviors evolved to promote survival by ensuring attention from adults. Attachment has implications for infants' sense of security and their internal working models. Bowlby described four stages of attachment formation from birth to two years: pre-attachment, attachment-in-making, clear-cut attachment, and formation of a reciprocal relationship. Factors like caregiving quality, infant characteristics, and family circumstances can impact attachment patterns, which may be secure, insecure-avoidant, insecure-ambivalent, or disorganized.
- John Bowlby was a British psychiatrist who developed the theory of attachment, which proposes that the bonds formed between children and their caregivers have a significant impact that lasts throughout life.
- Key aspects of attachment theory include the four phases of attachment development from birth to 2 years old, the concept of an internal working model, and different styles of attachment identified in Ainsworth's Strange Situation experiments, including secure, avoidant, resistant, and disorganized attachment styles.
- Attachment theory has influenced research showing relationships between early attachment and later social/emotional development, as well as the importance of caregiver sensitivity and responsiveness in forming secure attachment. However, critics note it focuses primarily on the mother's role and evolutionary
Learn the history of attachment theory (known today as attachment parenting), and the benefits of creating a secure attachment with your infant and/or child.
"Using attachment theory to understand parent-child conflict in non-adopted boys" looks at three detailed cases of young boys who present with difficulties in social situations and asks if Attachment Theory can offer a useful lens for understanding their difficulties.
1. John Bowlby developed an evolutionary theory of attachment suggesting that children are biologically programmed to form attachments to help them survive.
2. Bowlby believed that attachment behaviors are activated by threats like separation or fear and help infants stay close to their mothers, with whom they form an innate primary bond.
3. Disrupting this primary attachment can have long-term cognitive, social, and emotional consequences for children, including increased aggression, depression, and affectionless psychopathy.
Positive Approaches to managing Behaviour in the Early yearsSammy Fugler
This document provides guidance for staff at Rainbow Nursery on addressing challenging behaviors. It emphasizes establishing clear expectations and a positive learning environment. It outlines types of unwanted behaviors like disengaged, disruptive and unacceptable and suggests strategies for responding, including distraction, eye contact, and moving a child. The document stresses the importance of responding positively, reviewing strategies, and helping children understand their behavior is their choice to develop self-control.
The document discusses cognitive development in preschool-aged children based on the theories of Piaget, information processing approaches, and Vygotsky. It covers topics like preoperational thinking, symbolic function, conservation, egocentrism, language development, the importance of social interaction and scaffolding. Research shows preschoolers have sophisticated language and number skills, though their memories can be susceptible to suggestion. Early education programs aim to promote cognitive growth.
You're not so smart - Cognitive BiasesOdair Faléco
This document discusses cognitive biases, which are systematic ways that the framing of information influences judgment and decision-making in ways that deviate from rational objectivity. It notes that while cognitive biases sometimes make thinking faster, they can also lead to errors. It then explores four problems that contribute to cognitive biases: there is too much information to consider everything; not enough meaning is derived from limited information; quick decisions are needed; and memory is limited so not everything can be remembered. Finally, it provides examples of specific cognitive biases like the availability heuristic and the bias blind spot.
The document discusses aggressive behavior in children from psychosocial, genetic, neural, hormonal, and psychiatric disorder perspectives. It notes that family, community, media, and genetic factors can increase risk for aggression. Neurologically, areas like the periaqueductal gray and hypothalamus mediate aggression, while neurotransmitters like serotonin and peptides influence it. Hormonally, the adrenergic-noradrenergic and glucocorticoid systems impact aggression. Finally, psychiatric disorders commonly associated with childhood aggression include conduct disorder, oppositional defiant disorder, ADHD, and mental retardation.
The document discusses attachment disorders and secure attachment in children. Secure attachment is formed through attuned interactions between caregiver and infant, which helps the infant feel safe and regulate their emotions and behaviors. Insecure attachment and attachment disorders can be caused by neglect, abuse, frequent caregiver changes and other traumatic experiences, and can impact brain development and lead to difficulties forming relationships and controlling emotions. Treatment focuses on forming a corrective attachment through structure, attunement, empathy, maintaining a positive effect, and supporting the development of reciprocity between child and caregiver.
Attachment theory proposes that strong emotional bonds form between infants and their caregivers in the first years of life. These attachments develop through interactions between the baby and caregiver and influence the child's social-emotional development and future relationships. John Bowlby's influential theory argued that both infants and caregivers are biologically predisposed to form attachments during a sensitive period in early development. Mary Ainsworth further studied infant attachments through her Strange Situation experiment and identified patterns of secure, avoidant, ambivalent, and disorganized attachment in children.
This document discusses attachment theory and its implications for therapy. It introduces John Bowlby and Mary Ainsworth's work identifying secure, insecure-preoccupied, insecure-avoidant, and insecure-disorganized attachment styles in infants based on their interactions with caregivers. Insecure attachment can stem from unpredictable, frightening, or dangerous caregiving or unresolved caregiver states. Attachment shapes biological systems in the body. Internal working models develop from early relationships. Adult romantic relationships and attachment-focused therapy can help develop secure attachment. The document then describes OnTrack's attachment-focused program which aims to build parenting capacity and reduce intergenerational trauma through assessment, therapy, and parenting coaching to reduce out-of-home placements.
Class 3: Integrative Parenting for Attachment Traumaatcnebraska
This document provides an overview of strategies for addressing challenging behaviors in children affected by attachment trauma. It discusses identifying triggers, vulnerabilities, and negative thoughts that lead to meltdowns. There are three phases to a meltdown - acting out, acting in, and repair - and strategies are provided for managing each phase with attuned responses. Other common "scary" behaviors like lying, defiance, stealing and their underlying causes are explored. The concept of a child's "dominoes" - the chain of events, emotions and sensations that can lead to a meltdown - is introduced to help understand triggers. The goal is to stay attuned to the child's experience and needs to de-escalate behaviors with calm, reassuring and emp
The document discusses strategies for dealing with teenagers in the 21st century. It notes that teens today experience earlier physical and cultural maturation compared to previous generations. Parents are encouraged to practice positive parenting by providing nurturing support and clear rules, spending quality time with their teens, monitoring their activities, and maintaining open communication. Following these strategies can help teens develop better social skills, academic performance, and mental wellbeing compared to teens who do not receive such support from parents.
This document discusses effective discipline strategies for parenting teens. It argues that physical punishment is psychologically damaging and teaches teens that violence is acceptable. Instead, discipline should involve clear rules that are consistently and respectfully enforced through logical consequences. Effective discipline is also balanced with warmth and respect. The goals are to teach responsibility while maintaining a healthy relationship between parent and teen.
A parenting style is a psychological construct representing standard strategies that parents use in their child rearing. The quality of parenting can be more essential than the quantity of time spent with the child. For instance, a parent can spend an entire afternoon with his or her child, yet the parent may be engaging in a different activity and not demonstrating enough interest towards the child. Parenting styles are the representation of how parents respond and demand to their children. Parenting practices are specific behaviors, while parenting styles represent broader patterns of parenting practices
This document discusses the impact of positive and negative parental relationships on children's development. It notes that children are greatly influenced by how their parents treat each other. Negative parental conflict can lead to behavioral, social, disciplinary, educational and emotional problems in children, while positive parental relationships provide social, behavioral and educational benefits. These include increased self-esteem, impulse control, problem solving skills, and academic achievement. The document provides tips for parents to improve their relationship with children such as spending quality time together, providing positive feedback, eating family dinners, and expressing love regularly.
Attachment, Emotional Well-being and the Developing Brain PresentationAndriaCampbell
This document discusses the development of the brain and factors that can influence attachment and relationships. It covers topics like brain development being influenced by experience, environment and genetics. Trauma, both physical and psychological, can impact attachment. The early years from birth to age 5 are critical windows for development, as the brain grows and forms connections rapidly during this time. Both positive and negative experiences during early childhood can have lasting effects on brain development, mental health, and well-being.
‘I have found it
really useful to help
children to understand
their emotions and how to
deal with them in a
positive way’.
‘It has helped me to
understand the child’s
perspective better and
respond in a more
constructive way’.
‘I have noticed a
reduction in
challenging
behaviour and
improvements in
relationships’.
‘It has helped me to
reflect on my own
reactions and responses
to children’s emotions’.
‘It has helped me to
understand the child
better and build a
stronger relationship’.
‘I feel more confident
in my ability to handle
emotional situations
constructively’.
Attachment theory proposes that strong emotional bonds form between infants and their caregivers and that these bonds are important for survival. John Bowlby was the first major theorist of attachment, suggesting infants become attached to caregivers who are sensitive and responsive in order to feel safe and secure as they grow. Bowlby identified four stages of attachment from birth through early childhood and proposed styles of attachment including secure, avoidant, ambivalent, and disorganized. Attachment serves protective and exploratory functions critical to child development.
Attachment theory proposes that strong emotional bonds form between infants and their caregivers and are critical to development. John Bowlby applied ethology to infants and was influenced by Konrad Lorenz, proposing that infants' innate behaviors evolved to promote survival by ensuring attention from adults. Attachment has implications for infants' sense of security and their internal working models. Bowlby described four stages of attachment formation from birth to two years: pre-attachment, attachment-in-making, clear-cut attachment, and formation of a reciprocal relationship. Factors like caregiving quality, infant characteristics, and family circumstances can impact attachment patterns, which may be secure, insecure-avoidant, insecure-ambivalent, or disorganized.
- John Bowlby was a British psychiatrist who developed the theory of attachment, which proposes that the bonds formed between children and their caregivers have a significant impact that lasts throughout life.
- Key aspects of attachment theory include the four phases of attachment development from birth to 2 years old, the concept of an internal working model, and different styles of attachment identified in Ainsworth's Strange Situation experiments, including secure, avoidant, resistant, and disorganized attachment styles.
- Attachment theory has influenced research showing relationships between early attachment and later social/emotional development, as well as the importance of caregiver sensitivity and responsiveness in forming secure attachment. However, critics note it focuses primarily on the mother's role and evolutionary
Learn the history of attachment theory (known today as attachment parenting), and the benefits of creating a secure attachment with your infant and/or child.
"Using attachment theory to understand parent-child conflict in non-adopted boys" looks at three detailed cases of young boys who present with difficulties in social situations and asks if Attachment Theory can offer a useful lens for understanding their difficulties.
1. John Bowlby developed an evolutionary theory of attachment suggesting that children are biologically programmed to form attachments to help them survive.
2. Bowlby believed that attachment behaviors are activated by threats like separation or fear and help infants stay close to their mothers, with whom they form an innate primary bond.
3. Disrupting this primary attachment can have long-term cognitive, social, and emotional consequences for children, including increased aggression, depression, and affectionless psychopathy.
Positive Approaches to managing Behaviour in the Early yearsSammy Fugler
This document provides guidance for staff at Rainbow Nursery on addressing challenging behaviors. It emphasizes establishing clear expectations and a positive learning environment. It outlines types of unwanted behaviors like disengaged, disruptive and unacceptable and suggests strategies for responding, including distraction, eye contact, and moving a child. The document stresses the importance of responding positively, reviewing strategies, and helping children understand their behavior is their choice to develop self-control.
The document discusses cognitive development in preschool-aged children based on the theories of Piaget, information processing approaches, and Vygotsky. It covers topics like preoperational thinking, symbolic function, conservation, egocentrism, language development, the importance of social interaction and scaffolding. Research shows preschoolers have sophisticated language and number skills, though their memories can be susceptible to suggestion. Early education programs aim to promote cognitive growth.
You're not so smart - Cognitive BiasesOdair Faléco
This document discusses cognitive biases, which are systematic ways that the framing of information influences judgment and decision-making in ways that deviate from rational objectivity. It notes that while cognitive biases sometimes make thinking faster, they can also lead to errors. It then explores four problems that contribute to cognitive biases: there is too much information to consider everything; not enough meaning is derived from limited information; quick decisions are needed; and memory is limited so not everything can be remembered. Finally, it provides examples of specific cognitive biases like the availability heuristic and the bias blind spot.
The document discusses aggressive behavior in children from psychosocial, genetic, neural, hormonal, and psychiatric disorder perspectives. It notes that family, community, media, and genetic factors can increase risk for aggression. Neurologically, areas like the periaqueductal gray and hypothalamus mediate aggression, while neurotransmitters like serotonin and peptides influence it. Hormonally, the adrenergic-noradrenergic and glucocorticoid systems impact aggression. Finally, psychiatric disorders commonly associated with childhood aggression include conduct disorder, oppositional defiant disorder, ADHD, and mental retardation.
The document discusses attachment disorders and secure attachment in children. Secure attachment is formed through attuned interactions between caregiver and infant, which helps the infant feel safe and regulate their emotions and behaviors. Insecure attachment and attachment disorders can be caused by neglect, abuse, frequent caregiver changes and other traumatic experiences, and can impact brain development and lead to difficulties forming relationships and controlling emotions. Treatment focuses on forming a corrective attachment through structure, attunement, empathy, maintaining a positive effect, and supporting the development of reciprocity between child and caregiver.
Attachment theory proposes that strong emotional bonds form between infants and their caregivers in the first years of life. These attachments develop through interactions between the baby and caregiver and influence the child's social-emotional development and future relationships. John Bowlby's influential theory argued that both infants and caregivers are biologically predisposed to form attachments during a sensitive period in early development. Mary Ainsworth further studied infant attachments through her Strange Situation experiment and identified patterns of secure, avoidant, ambivalent, and disorganized attachment in children.
This document discusses attachment theory and its implications for therapy. It introduces John Bowlby and Mary Ainsworth's work identifying secure, insecure-preoccupied, insecure-avoidant, and insecure-disorganized attachment styles in infants based on their interactions with caregivers. Insecure attachment can stem from unpredictable, frightening, or dangerous caregiving or unresolved caregiver states. Attachment shapes biological systems in the body. Internal working models develop from early relationships. Adult romantic relationships and attachment-focused therapy can help develop secure attachment. The document then describes OnTrack's attachment-focused program which aims to build parenting capacity and reduce intergenerational trauma through assessment, therapy, and parenting coaching to reduce out-of-home placements.
Class 3: Integrative Parenting for Attachment Traumaatcnebraska
This document provides an overview of strategies for addressing challenging behaviors in children affected by attachment trauma. It discusses identifying triggers, vulnerabilities, and negative thoughts that lead to meltdowns. There are three phases to a meltdown - acting out, acting in, and repair - and strategies are provided for managing each phase with attuned responses. Other common "scary" behaviors like lying, defiance, stealing and their underlying causes are explored. The concept of a child's "dominoes" - the chain of events, emotions and sensations that can lead to a meltdown - is introduced to help understand triggers. The goal is to stay attuned to the child's experience and needs to de-escalate behaviors with calm, reassuring and emp
The document discusses strategies for dealing with teenagers in the 21st century. It notes that teens today experience earlier physical and cultural maturation compared to previous generations. Parents are encouraged to practice positive parenting by providing nurturing support and clear rules, spending quality time with their teens, monitoring their activities, and maintaining open communication. Following these strategies can help teens develop better social skills, academic performance, and mental wellbeing compared to teens who do not receive such support from parents.
This document discusses effective discipline strategies for parenting teens. It argues that physical punishment is psychologically damaging and teaches teens that violence is acceptable. Instead, discipline should involve clear rules that are consistently and respectfully enforced through logical consequences. Effective discipline is also balanced with warmth and respect. The goals are to teach responsibility while maintaining a healthy relationship between parent and teen.
A parenting style is a psychological construct representing standard strategies that parents use in their child rearing. The quality of parenting can be more essential than the quantity of time spent with the child. For instance, a parent can spend an entire afternoon with his or her child, yet the parent may be engaging in a different activity and not demonstrating enough interest towards the child. Parenting styles are the representation of how parents respond and demand to their children. Parenting practices are specific behaviors, while parenting styles represent broader patterns of parenting practices
This document discusses the impact of positive and negative parental relationships on children's development. It notes that children are greatly influenced by how their parents treat each other. Negative parental conflict can lead to behavioral, social, disciplinary, educational and emotional problems in children, while positive parental relationships provide social, behavioral and educational benefits. These include increased self-esteem, impulse control, problem solving skills, and academic achievement. The document provides tips for parents to improve their relationship with children such as spending quality time together, providing positive feedback, eating family dinners, and expressing love regularly.
Attachment, Emotional Well-being and the Developing Brain PresentationAndriaCampbell
This document discusses the development of the brain and factors that can influence attachment and relationships. It covers topics like brain development being influenced by experience, environment and genetics. Trauma, both physical and psychological, can impact attachment. The early years from birth to age 5 are critical windows for development, as the brain grows and forms connections rapidly during this time. Both positive and negative experiences during early childhood can have lasting effects on brain development, mental health, and well-being.
‘I have found it
really useful to help
children to understand
their emotions and how to
deal with them in a
positive way’.
‘It has helped me to
understand the child’s
perspective better and
respond in a more
constructive way’.
‘I have noticed a
reduction in
challenging
behaviour and
improvements in
relationships’.
‘It has helped me to
reflect on my own
reactions and responses
to children’s emotions’.
‘It has helped me to
understand the child
better and build a
stronger relationship’.
‘I feel more confident
in my ability to handle
emotional situations
constructively’.
Attachment is a pattern of relationships that influences how children process information and respond to danger. There are various assessments of attachment at different developmental stages from infancy to adulthood. The Dynamic Maturational Model describes different memory systems involved in attachment, learning, and behavior. Schools can support children's sense of belonging and reshape insecure attachment patterns by nurturing relationships that promote learning and behavior, especially for vulnerable children. Meeting a spectrum of needs can improve learning outcomes and behavior. Secure attachment to teachers is linked to higher academic achievement, while insecure attachment is associated with challenges like lower emotional regulation and higher rates of issues like ADHD.
Session Two Presentation: Attachment TheoryAndriaCampbell
Attachment theory proposes that secure attachment to caregivers is essential to child development. John Bowlby's research found that infants develop internal working models of relationships based on interactions with primary caregivers. These models influence how children view themselves, relationships, and regulate emotions. Secure attachment arises from caregivers being consistently sensitive and responsive to children's needs and signals. This allows children to develop self-esteem, empathy, emotional regulation, and view caregivers as a secure base for exploration.
Session 1 Presentation: Attachment, Emotional Well-being and the Developing B...AndriaCampbell
This document provides information about a course on attachment, emotional well-being and the developing brain. It includes an introduction that discusses brain development, trauma, and factors influencing attachment. It outlines the session aims and provides various activities and resources for students. It also covers topics like the physiology of the brain, social constructivism, research informing government policy on early years, and approaches to mental health and well-being. Finally, it discusses key aspects of brain development in early childhood windows of opportunity from birth to 24 months.
This document outlines key aspects of attachment theory, including:
- Attachment is an evolutionary bond between caregiver and child that is crucial for development, well-being, and survival.
- Bowlby proposed that children need a warm, continuous relationship with their primary caregiver for healthy mental development.
- Attachment forms through interactions between caregiver and child in the first years, shaping the child's "internal working model" and expectations in relationships.
- Secure attachment, formed through caregiver sensitivity and responsiveness, promotes social/emotional competence and learning abilities while insecure attachments can hinder these.
- Practitioners can support children's learning by understanding attachment needs and how they impact behavior, self-regulation and relationships.
The document analyzes millions of tweets to identify the biggest mistakes in marketing and advertising, which it calls the "7 deadly sins". The sins are identified as marketing saturation, constant interruption, poor creative quality, poor targeting, deceptive claims, insensitivity and selfishness, and excessive repetition. For each sin, example tweets expressing frustration are provided, as well as recommendations for marketers to avoid the sin such as focusing on quality over quantity and avoiding disruption of the user experience.
El enfermero atendió a una gestante en trabajo de parto en un puesto de salud rural. La gestante presentaba signos vitales estables pero no colaboraba con el parto. El recién nacido salió deprimido y cianótico, requiriendo reanimación cardiopulmonar. Luego de varios minutos de esfuerzos, el recién nacido reaccionó y comenzó a llorar. Tanto la madre como el recién nacido fueron trasladados al hospital para su evaluación y monitoreo.
A empresa de tecnologia anunciou um novo sistema operacional para computadores pessoais. O novo sistema operacional tem uma interface simplificada e recursos aprimorados de segurança e privacidade para proteger os usuários. A nova versão será lançada globalmente no próximo ano e espera-se que seja bem recebida pelos consumidores preocupados com a segurança online.
Ascent Exports is a leading manufacturer and exporter of equestrian products based in Kanpur, India. They produce a wide range of products for horses, dogs, and their owners including rugs, saddles, bridles, blankets, boots, and more. The company was established in 2009 and employs between 26-50 people. They pride themselves on high quality craftsmanship and a commitment to meeting customer needs.
Fipp world media trends special report video reportTuan Anh Nguyen
This document provides an overview of global video trends in 2015. It discusses the exponential growth in video consumption across digital devices and regions. Video is becoming one of the biggest drivers of increased data usage, especially on mobile devices. Younger audiences are spending more time watching online video compared to traditional TV. Publishers face challenges in developing video strategies and operations to produce and monetize video. The report explores optimal video lengths, case studies of video at magazine companies, and growth in the use of devices for accessing video. It finds that video presents massive opportunities for publishers but requires significant resources to implement successfully.
DEVNET-1148 Leveraging Cisco OpenStack Private Cloud for DevelopersCisco DevNet
The document discusses developing applications on Cisco OpenStack Private Cloud. It describes setting up a development environment using CoreOS, Docker, Gitlab, Jenkins, Slack, and Ansible. The environment automates the deployment of load balancers, web servers, and other application components from source code commits using continuous integration and continuous delivery practices. Jenkins is configured to build Docker containers from code commits and deploy them to instances in the private cloud.
An interview on the potential and challenges of personalized medicine, published in Medisch Contact (a monthy journal for healthcare professionals). In Dutch.
Show and Tell: Building Applications on Cisco Open SDN Controller Cisco DevNet
The Cisco Open SDN Controller is based on the OpenDaylight SDN Controller and meets the need of Service Providers for a flexible, powerful, and commercially-supported multi-protocol controller. In this 60 minute session we will give an overview of the Cisco Open SDN Controller, explaining how the controller is packaged and the features it supports, and showing examples of applications that are supported by the controller. We will also outline the new features and applications that will be introduced in the next release of the controller. Taught by Giles Heron.
This document summarizes a training session on positive behavior management strategies for teachers. The session discussed how childhood stress and trauma can impact brain development and behavior. Various models of behavior were presented, including behavioral, humanistic, ecological, biological, systemic, social, and cognitive models. Teachers were given examples of strategies under each model and an activity to reflect on personal experiences with strong emotions and behavior. As homework, teachers were asked to analyze factors influencing behavior in two specific students using the theories covered.
Promoting empathy and a sense of communityblantoncd
This chapter discusses how children have an innate capacity for empathy and sense of community that can be nurtured through parenting practices and high-quality childcare. It outlines how empathy develops from unconsciously mirroring emotions as babies to understanding others' perspectives as older children. A sense of community involves feelings of belonging, influence, having needs met, and shared emotional connections. The chapter provides strategies for teachers to promote empathy and community, such as using children's literature, role playing, and modeling behaviors.
The document discusses several key points about brain development and education:
1) The early years from birth to age 5 are critical for brain development, as skills learned during this time lay the foundation for future learning. Activities like reading, exploration, and social interaction are important.
2) The physical and social environment significantly impact cognition and learning. Factors like temperature, lighting, noise levels, seating, and relationships all influence brain function and academic performance.
3) Motivation and engagement are enhanced when learning incorporates emotions, rewards students intrinsically, and helps students adopt positive mindsets. Changing emotional states can improve receptiveness to new activities.
1. Emotions have a significant impact on learning as they act as an "on/off switch" for learning. Negative emotions like anxiety can impair memory and learning while positive emotions support learning.
2. Parents play a key role in shaping their children's emotional habits, which then impact academic performance and social connections. Principles like reinforcing effort, sparking curiosity, and monitoring growth can help parents foster optimism and positive emotions.
3. Teachers' social-emotional competencies are important for reducing burnout and improving student outcomes. Skills like managing emotions, building relationships, and handling challenges compassionately support teacher well-being and create optimal learning environments.
The document provides an overview of a training on promoting children's social and emotional development. It discusses building relationships and creating supportive environments. The training covers identifying strategies to build positive relationships, design supportive schedules and environments, and structure activities to engage children and encourage positive behaviors. The objectives are to help participants support children's social and emotional competence.
This document summarizes key points from a training on promoting children's social-emotional development and success. The training covered building positive relationships, creating supportive environments, and teaching social-emotional skills. Specific topics included making deposits in children's emotional banks through play, attention and home visits; designing classroom layouts and schedules; using visuals for routines and expectations; and providing ongoing positive attention for appropriate behaviors. The overall goal is for children to develop skills like emotional regulation, empathy and relationship building.
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
The document discusses how psychology influences curriculum development in several ways. It describes various psychological theories that provide a basis for curriculum, including behaviorism, cognitive development theories, and humanistic theories. Factors like the age, mental and physical development, interests, and needs of learners are discussed as influencing curriculum. The document also examines different learning theories and how they guide curriculum content and experiences. Overall, psychology is positioned as playing a vital role in curriculum development by providing concepts and theories that shape how learning and learners are understood.
Here are some strategies I would recommend for each case:
Case 1:
- Remain calm yourself
- Remove other children from the area for their safety
- Validate the child's feelings
- Set clear limits on the behavior in a firm but gentle tone
- Offer alternatives to help self-regulate like deep breathing
- Provide comfort once the tantrum subsides
Case 2:
- Create a safe space for Aliya in the classroom
- Check in with her regularly to offer reassurance
- Be flexible if she seems overwhelmed
- Praise her accomplishments to boost confidence
- Communicate with parents about how to support her at school
Case 3:
- Speak to Hamza privately
The document provides biographical information about Angela Searcy, who has over 20 years of experience in education and specialized training in neurosciences. She is the owner of Simple Solutions Educational Services and works as an educational consultant, professor, and speaker. The document discusses her expertise in developing behavior modification programs and professional development related to adult learning and neuroscience research.
Emotional awareness--What it is and how it can help people take charge of the...Jean Bernard
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Parenting & Role Modelling guide to parentsJamsheedHamza2
1. Islam considers children to be a sacred trust and obligates parents to raise children righteously.
2. Effective parenting and mentoring techniques include accompanying, sowing, catalyzing, showing, and harvesting. These involve actively participating in a child's learning process.
3. Parenting styles and the mentoring approach should depend on a child's situation, mindset, and teachable moments. The goal is to help guide their development from childhood to adulthood.
Self-regulation skills are important for children's academic and personal success. These skills include sensory regulation, attention regulation, emotional regulation, and impulse control. Both nature and nurture influence children's abilities to self-regulate. Teachers can support self-regulation by creating supportive classrooms, modeling behaviors, and helping children develop coping strategies for handling difficult experiences. When challenges occur, teachers should seek to understand triggers, help children problem-solve, and reflect on their own responses to build children's self-awareness and social emotional skills.
Building Resilient Children by Creating Compassionate SchoolsEducationNC
The document provides information about creating compassionate schools to build resilient children. It discusses Buncombe County Schools' profile and initiatives to address trauma and adversity experienced by students. These include grants, curriculum, data collection, and multi-tiered systems of support. The goals of compassionate schools are to develop students' self-regulation, resiliency, executive function, and social/emotional competencies. Strategies discussed include trauma-informed practices, building staff capacity, and strengthening school-community partnerships.
This document discusses a session on child development theories and their application to early years education. It covers several key topics:
- An overview of the session's agenda, including discussions of child development theories, how these link to assessment, and the importance of observation.
- Discussions of several theories of child development, including genetic, socio-cultural, cognitive, and humanist theories. Specific theorists mentioned include Piaget, Vygotsky, Bandura, Maslow, and Bruner.
- The importance of understanding child development for informing teaching practices and styles. Observation and ongoing formative assessment are also discussed as being integral to effective early years education.
This document discusses emotional literacy and challenging behaviors in children. It defines emotional literacy as developing awareness of one's own and others' emotions in order to make informed choices. Challenging behaviors in children are now viewed as emotional and behavioral difficulties rather than medical issues. Such behaviors stem from experiences like trauma, rejection, and low self-esteem. Effective emotional literacy programs in schools involve flexible teaching, trained staff, support for positive behaviors, and addressing the needs of the whole child. Teachers play a key role by maintaining structure, showing empathy, reinforcing success, and communicating with families.
This document discusses emotional intelligence and emotion coaching. It defines emotional intelligence as the ability to identify and understand one's own emotions, use emotions during social interactions, use emotional awareness to solve problems, deal with frustration, control how emotions are expressed, and keep distress from overwhelming thinking. Emotion coaching is described as a parenting technique where parents accept children's emotions, use emotional moments to teach life lessons, build trust, and help children develop strategies to handle ups and downs. The benefits of emotion coaching include helping children regulate emotions, problem solve, focus attention, and have healthier relationships.
This document discusses key understandings of the teenage brain and teaching strategies to address them. It explains that teenage brains are still developing connections and regulating emotions. Parts of the brain related to stress and seeking rewards are also very active. The document recommends teaching strategies like frequent review to reinforce learning before connections are pruned, making topics relevant to engage students emotionally, and lowering stress so teens can learn effectively.
Similar to Session 3 Presentation: Attachment Aware Schools and Strategies (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. Session Aims
In this session we will work to:
•consider attachment theory in relation to learning
contexts
•review the Attachment Aware Schools project
•identify the key processes of Emotion Coaching
as a strategy for supporting children’s attachment
relationships and learning
•highlight the significance of relational models of
behaviour management
3. Pattern of attachment
•(Relationship)
Pattern of processing information
•(Transformations of information)
A strategy for identifying and responding
to danger
•(Mental and behavioral strategies)
International Association for the Study of
Attachment Resource Link
Attachment is…
4. Strange Situation: infancy
Preschool Assessment of Attachment (PAA): 2-5 y
School-Age Assessment of Attachment (SAA): 6-13 y
Transition to Adulthood Att. Interview (TAAI): 16-25 y
Adult Attachment Interview: adulthood
Parents Interview
Attachment Assessments
5. Memory systems involved in attachment,
learning and behaviour:
•Procedural Memory (Knowing how)
•Imaged Memory (Knowing where)
•Semantic Memory (Knowing that)
•Connotative Language (Knowing in what way)
•Episodic Memory (Knowing what happened)
•Integrative reflection (Understanding)
Dynamic Maturational Model
6. What we can do?
Lead practice so that:
•Nurturing relationships promote children’s learning and
behaviour particularly for vulnerable or high-risk children
and helps to satisfy children’s innate need to have a ‘sense
of belonging’
•Support practitioners to be secondary attachment figures
who can help to reshape the insecure IWM of the child to a
more secure IWM
•Be child-centred and acknowledge one size does not fit
all – in the same way we create additional infrastructures
for children with physical impairments, we need to do the
same for children with emotional and behavioural
impairments
8. Attachment Relationships – How we can Lead
Practice in Schools
• “Attachment influences students’ school success. This is true of
students’ attachment to their parents, as well as to their teachers.
Secure attachment is associated with higher grades and
standardized test scores compared to insecure attachment. Secure
attachment is also associated with greater emotional regulation,
social competence, and willingness to take on challenges, and with
lower levels of ADHD and delinquency, each of which in turn is
associated with higher achievement” (Bergin and Bergin, 2009)
• “Emotional well-being must be a larger part of any learning, and by
association, the educational agenda…. Schools may be the optimum
sites for buffering the impact of stress, building resilience and
enhancing individual capacities for learning” (Nagel, 2009)
• ‘Teaching is a social, interpersonal, attachment-based endeavour’
(Conzolino, 2013).
9. Interestingly:
•Dr Geoff Taggart at Reading University has
highlighted how leadership styles can be affected by
attachment styles
•For example, leaders who have avoidant
attachment styles often depend on achievement for
their self-esteem which invariably leads to stress-
related ‘burn out’
•Research into leadership and attachment styles
found that ‘secure-base’ leadership did not lead to
burn out, with leaders maintaining a healthy balance
of stress and other hormones in their system
(Kohlrieser 2012). 9
Attachment and Leadership
10. 1. What are the links between attachment
and educational attainment?
2. What does your school do to help pupils:
– promote emotional resilience?
– enhance individual capacities for learning?
– develop nurturing relationships?
– manage transitions?
1. Are schools currently fulfilling their public
duty to support the needs of all children?
10
Pause for thought
11. The Emotion Coaching
Project
Research aim:
‘To support the development of
resilience and community well-being by
integrating emotion coaching into
everyday practice in work with children
and young people’.
16. The Connectome - neuronal network
linking up the areas of brain
Denser network = quicker, faster, more reliable
connections because ‘the sum of the parts is better
than the parts alone’
17. Plasticity – the ability to adopt and
adapt to stimulus
Neuronal networks are continuously shaped by
genetic, environmental and experiential stimulus and
strengthened through repetition. Brain plasticity
reduces as we age
18. Mirror Neurones - encode information
about the external world and goal-directed
behaviour
They enable humans to emulate others and thereby
empathise & understand intent– essential for the
socialization of children
20. The Double Act
Networks between amygdala and frontal
lobes (OMPFC, anterior cingulate, insula) involved
with fear conditioning, emotional regulation
and attachment schema
More connections between amygdala and
frontal lobes than any other part of brain
21. “The vagal system allows us to maintain continued social
engagement by modulating and fine-tuning sympathetic
arousal during emotional interpersonal exchanges”
The Vagus Nerve: Runs from the brain throughout the body
and acts on all organs.
22. Vagal Tone
Good Vagal Tone
• Highly responsive:
• Respond quicker,
process information
faster, concentrate
better
• More appropriate and
effective responses to
stimuli
• Return faster to a
normal‘resting state’
Poor Vagal Tone
• Low responsiveness:
• Responds and
process information
not as quickly, less
able to concentrate.
• Less appropriate and
effective responses to
stimuli
• Difficulty returning to
normal ‘resting state
23. How does Emotion Coaching work with
the brain and body?
1. Provides a stimulus for triggering
the vagus nerve
2. Triggers an empathic mirror
system
3. Helps child to feel safe and calm
down
4. Provides a narrative for connecting
emotional and cognitive processes
5. Stimulates neural connections
between amygdala/limbic system
and frontal lobes (especially
OMPFC and corpus callosum)
6. Creates a process of co-regulation
and ‘repair’ (helping implicit
memories become explicit)
Helps child to learn to self-
sooth
Helps child to learn to self-
regulate
Helps child to learn to
resolve problems
Helps child to learn they can
survive adversity (or
thwarted
wishes/desires/needs)
Helps child to learn about
empathy and pro-social
behaviour
24. PART 2
What is emotion coaching?
• Based on research by John Gottman (1997) in
America.
• Research suggests it is a key to happy,
resilient, and well-adjusted children and young
people.
Emotion coaching is helping children and
young people to understand the
different emotions they experience, why
they occur, and how to handle them.
27. 5 Steps of emotion coaching
1. Be aware of child’s responses
2. Recognize emotional times as
opportunities for intimacy and
teaching
3. Listen empathetically and validate
child’s feelings
4. Help child to verbally label emotions
– helps sooth the nervous system
and recovery rate
5. Set limits while helping child to
problem-solve
28. What This Means in Practice:
STEP 1:
Recognising, empathising, validating the
feelings and labeling them
STEP 2 (if needed):
Setting limits on behaviour
STEP 3:
Problem-solving with the child/young person
29. Emotion Coaching Involves:
• Teaching children/young people
about the world of emotion ‘in
the moment’
• Giving children strategies to
deal with ups and downs
• Accepting negative emotions as
normal
• Using moments of negative
behaviour to as opportunities
for teaching
• Building trusting and respectful
relationships with
children/young people
30. Emotion coaching is a set of
processes that include:
talking to the child about the emotions
helping the child to verbally label the
emotions being felt
respecting and accepting the child’s
emotions
discussing the situations that elicited the
emotions
having goals and strategies for coping with
these situations (Gottman, 1997).
31. Lessons Learned
To empathize
To read others’ emotions and
social cues
To control impulses
(self-sooth and self-regulate)
To delay gratification
To motivate themselves
To cope with life’s ups and
downs (be resilient)
• To pay attention!
32. When it Goes Wrong
Children who are not emotion coached:
•Lack the ability to self-sooth
•Are less able to control their emotions
•Find alternative outlets for
dealing with their emotions
•Are less sensitive to social cues
•Have more trouble with school work
•Have more trouble getting along
with other children
•Have more behaviour problems with
teachers
•Have more stress-related hormones
•Have more illnesses (Gottman, 1997 & Goleman, 1995).
33. How Schools can Help
• “Schools are becoming emotional buffering
zones for the growing number of children hurt by
divorce, poverty, and neglect” (Goleman, 1995).
• Neurological resilience to self-sooth is fostered
by the emotional climate in the classroom.
35. Feelings Matter
Clip to View:
Are you disrespecting me?
Whilst watching:
Identify the feelings going on underneath the
behaviour in
a) The pupil
b) The teacher
The importance of a meta-emotion
philosophy (Gottman, 1997)
36. Emotion Coaching Style
“Much of today’s popular advice
ignores the world of emotions.
Instead, it relies on child-rearing
theories that address the
children’s behaviour, but
disregard the feelings that
underlie that behaviour” (Gottman,
1997).
37. Building a Power Base
“Proposing solutions before empathising is like
trying to build the frame of a house before you lay a
firm foundation” (Gottman).
•Emotional first aid is needed first.
•In this way, emotion coaching builds a power base
that is an emotional bond.
•This creates a safe haven, a place of trust, a place
of respect, a place of acceptance, a sense of self
etc.
•This in turn leads to children and young people giving
back respect, acceptance of boundaries etc.
38. What Emotion Coaching is
NOT
• A quick fix
• A panacea
• A substitute for
specific interventions
• A therapy
It is also not disapproving or dismissing any
emotions.
39. Disapproving style
• Disapproves of negative emotions – viewed as
a sign of weakness, lack of control,
unconstructive
• Lacks empathy, noticeably critical and intolerant
• Tries to get rid of negative emotions via
discipline, reprimand, punishment
• Focuses on the behaviour rather than the
emotions generating the behaviour
• More likely to view negative emotional displays as
a form of manipulation, lack of obedience, sign of
bad character
• Often motivated by need to control and regain
power and/or to ‘toughen up’ child
40. Dismissing Style
• Despite good intentions (wants to make child feel
better) but is uncomfortable with negative emotions
• Views negative emotions as toxic and so must be
‘got over quickly’
• Considers paying attention to such emotions will make them worse,
prolong them
• Tries to stop negative emotions by reducing/ minimising/ making
light of their importance/significance
e.g. it’s no big deal, don’t worry about it, be a big girl, that’s
life, you’ll be fine
• Often motivated by need to rescue and make things better, fix
the problem e.g. have a biscuit, I’ll buy a new one, you need to do
this
• Focuses on getting rid of the emotion with logic or distraction
rather than understanding the feelings
41. What we think about disapproving and dismissing
signifies to child…
“It works so it must be good!”
BUT the actual message is…
•What you are feeling is not right, your assessment of the
problem is wrong, you must not feel this way
•Child does not learn to trust own feelings affecting decision-
making
•Not given opportunities to experience emotions and deal with
them effectively so grow up unprepared for life’s challenges
•Not given opportunities to self-regulate or problem-solve
•Can lead to suppression of natural emotions, less or lack of
self-regulation, reliance on distraction to get rid of emotion
•Generates more negative feelings - resentment, guilt, shame,
anger
42. The Cross we Bear
Emotion Coaching
Disapproving
High empathy Low empathy
High guidance High guidance
Laissez Faire Dismissive
High empathy Low empathy
Low guidance Low guidance
Parenting Counts Resource Link
43. Emotion Coaching Messages
• We all have feelings and need to recognize them in
ourselves as well as others
• We are not alone and we are accepted, supported,
valid, cared about, understood, trustworthy and
respected – this is then returned
• We are empowered and it’s safe to engage in problem-
solving
• All feelings are normal but need to be regulated and
expressed constructively
• Problems and conflicts can be resolved
peacefully!
44. Part 3
How do we do Emotion Coaching?
• Having emotional awareness of own emotions
(Meta-Emotion Philosophy)
“Put on your oxygen mask first
before putting it on the child”
• Recognising the power and purpose
of emotions
• Empathising
• Active listening/Rapport building
• Scaffolding /Problem solving together
• Role-modelling
45. Emotion Coaching
STEP 1:
Recognising, empathising, validating the
feelings and labeling them
STEP 2 (if needed):
Setting limits on behaviour
STEP 3:
Problem-solving with the child/young person
49. Step 1- Empathise, Validate and Label
• Recognise all emotions as being natural and normal and not always
a matter of choice
• Recognise behaviour as communication (relational vs behavioural
model)
• Look for physical and verbal signs of the emotion being felt
• Take on the child’s perspective (mentalising/mind-mindedness)
• Use words to reflect back child’s emotion and help child/young person
to label emotion
• Affirm and empathise, allowing to calm down
• Provide a narrative/translation for the emotional experience (creating
cognitive links)
50. Emotion Coaching Scripts
• ‘I can see that you get angry when that happens. I
would feel angry if that happened to me. It’s
normal to feel like that’
• ‘I can see you’re frowning and you’re kicking the
wall and you’re expressing a lot of energy. I would
be feeling like that too if I didn’t want to do
something’
• ‘I noticed you looking around at the other who are
working on their projects. I think you might be
feeling nervous right now about whether your work
will be ok. Have I got that right?’
Step 1: Examples
51. Step 2 : Setting Limits (if needed)
• State the boundary limits of acceptable behaviour
• Make it clear certain behaviours cannot be
accepted
• But retain the child’s self-dignity (crucial for
responsive behaviour and well-being)
52. Emotion Coaching Scripts
Step 2: Examples
• ‘These are the rules that we have to follow.
Doing that is not ok’
• ‘We can’t behave like that even though you
are feeling annoyed because it is not safe’
• ‘You didn’t put the ball away as we agreed.
You’re probably angry that you can’t play
with Billy now because you have to stop
now’
53. Step 3: Problem Solving with the Child
• When the child is calm and in a relaxed, rational state:
• Explore the feelings that give rise to the
behavior/problem/incident
• Scaffold alternative ideas and actions that could lead to
more appropriate and productive outcomes
• Empower the child to believe s/he can overcome
difficulties and manage feelings/behaviour
54. Emotion Coaching Scripts
Step 3: Examples
• ‘This is not a safe place to be angry. Let’s go to a
safe place and then we can talk’.
• ‘Next time you’re feeling like this, what could you
do? How do you think you will react next time or if
this happens again’.
• ‘You need to sit either by Ruth or sit by
your key adult in front of me – which
do you want to do?’
55. Emotion Coached Children
Achieve more academically in school
Are more popular
Have fewer behavioural
problems
Have fewer infectious illnesses
Are more emotionally
stable
Are more resilient
57. A Moment in time:
• Regularly came to school
emotionally charged
• Argumentative/disruptive/
sabotage class
• Escalate to huge
tantrums, scream, swear,
slam doors, walk out, etc.
• My approach: punish and
reprimand
58. ‘Teacher’ Perspective
‘I felt the need to punish
negative behaviour because
my own experiences of school
taught me that that regains control
and establishes authority’.
Research shows teachers perceive a need to be
punitive in an attempt to stop problematic
behaviour (Liljequist & Renk, 2007).
My Teacher Perspective
59. My initial concerns
• I felt it seemed weak, it
seemed to put the child in
control
• Was it condoning or
encouraging the behaviour I
wanted her to stop?
60. Gottman’s Coaching
• “Negative feelings dissipate when
children can talk about their emotions,
label them and feel understood”
• “Children need to understand that their
feelings are not the problem, their
behaviour is”
61. Happily ever after …
• Once I adopted an emotion coaching approach
she started to slowly change her behaviour
• She no longer has so many tantrums
• She got on better with her peers and staff
• She cooperated more in the classroom
• She developed her own strategies for calming
herself down and was able to talk about how
she was feeling instead of resorting
to disruptive behaviour .
62. PERSPECTIVES OF IMPACT
23 generalised positive statements
Emotion coaching…
• “is a useful tool
• helps children to regulate, improve and take ownership of their
behaviour
• helps children to calm down
• helps children to better understand their emotions
• makes practitioners more sensitive to children’s needs
• helps to create more consistent responses to children’s behaviour
• helps practitioners to feel more ‘in control’ during incidents
• provides practitioners with a ‘script’
• makes practitioners less dismissive of children’s feelings
• has become embedded into practice and will continue
• should be used by all practitioners”
63.
64. Practitioners’ Quotes
‘It makes the children feel
more secure and gives
them a vocabulary to talk
about how they are feeling
instead of just acting out .
This helps them to be more
positive and happier’.
‘It makes the children feel
more secure and gives
them a vocabulary to talk
about how they are feeling
instead of just acting out .
This helps them to be more
positive and happier’.
‘I know now that
empathy is an
important part of
teaching’.
‘I know now that
empathy is an
important part of
teaching’.
65. ‘These are the kids that
drive you nuts but I’m now
very aware that I switch
something on and I’m
going to go through those
stages in a considered
way. I can be calmer and
then that helps the child
to calm down’.
‘These are the kids that
drive you nuts but I’m now
very aware that I switch
something on and I’m
going to go through those
stages in a considered
way. I can be calmer and
then that helps the child
to calm down’.
‘Children have
trust with their
teachers and it
impacts on
everything … they
have this
resilience to think
they can cope with
this, they don’t
have to fly off the
handle’.
‘Children have
trust with their
teachers and it
impacts on
everything … they
have this
resilience to think
they can cope with
this, they don’t
have to fly off the
handle’.
Practitioners’ Quotes
66. Young People’s Quotes
It calms you down a lot really.
If the teachers did that more
often that would probably help
us, because then we won’t go
back in messing around. We’ll
be, like all nice and calm.
Because if teachers just send us
out and just shouts at us we’ll
just carry on messing around
most of the time. If teachers just
asks us how we’re feeling and
what happened and everything,
we’re going to go in to have the
rest of the lesson nice and
peaceful and quiet
(Boy aged 13)
It calms you down a lot really.
If the teachers did that more
often that would probably help
us, because then we won’t go
back in messing around. We’ll
be, like all nice and calm.
Because if teachers just send us
out and just shouts at us we’ll
just carry on messing around
most of the time. If teachers just
asks us how we’re feeling and
what happened and everything,
we’re going to go in to have the
rest of the lesson nice and
peaceful and quiet
(Boy aged 13)
When people, like, take
the mick out of me, like,
in class I just get angry
and I just hit ‘em. Now
the teachers talks to me
and it calms me down –
the other kids don’t really
pick on me now because
they know that I don’t
react
(Boy aged 13)
When people, like, take
the mick out of me, like,
in class I just get angry
and I just hit ‘em. Now
the teachers talks to me
and it calms me down –
the other kids don’t really
pick on me now because
they know that I don’t
react
(Boy aged 13)
67. I would, like, walk off, I
used to kick off and get
excluded again. Now
someone tries to, like,
calm me down and
now I calm down and
regret it after. I will go
back and say sorry
(Girl aged 15)
I would, like, walk off, I
used to kick off and get
excluded again. Now
someone tries to, like,
calm me down and
now I calm down and
regret it after. I will go
back and say sorry
(Girl aged 15)
They listen to you
and make sure
that you’re OK
and, like, trying to
make sure you’re
stable and stuff
and all of this
helps you (Girl
aged 15)
They listen to you
and make sure
that you’re OK
and, like, trying to
make sure you’re
stable and stuff
and all of this
helps you (Girl
aged 15)
Young People’s Quotes
69. Case Study – Marked reduction in Calls Outs and Internal
Exclusions for 6 Young Boys at risk of permanent exclusion
Internal exclusions: 2010/11 2011/12
Young Person 1 6 5
Young Person 2 4 1
Young Person 3 5 5
Young Person 4 0 1
Young Person 5 2 1
Young Person 6 4 0
Calls out: 2010/11 2011/12
Young Person 1 23 20
Young Person 2 9 3
Young Person 3 15 6
Young Person 4 12 2
Young Person 5 16 3
Young Person 6 9 2
Reduction in
Call Outs:
84 to 36
Reduction in
Internal
Exclusions:
21 to 13
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Editor's Notes
Connectome, Project, mirror neurones,
epigenetics, plasticity, temperament,
multi-sensory stimuli, attention, memory & motivation, pruning,
The Physiology of the physicality : innate & universal emotional response, the autonomic nervous system and Vagal Tone
Social constructivism includes:Internal working model of control, Attachment theory & empathy, enabling environments, evidence based practice
Typical physiological increase and the effects of experience and environment
Their studies were based on previous findings that specific parts of an area of the brain called the anterior cingulate cortex (ACC)--a center for so-called "executive" control of neural processing--are connected to the amygdala. The amygdala is the brain's major center for processing emotional events. The experimental challenge for Etkin, Hirsch, and colleagues was to determine whether this region of the ACC was responsible merely for "monitoring" conflict between cognitive and emotional processing or for actively "resolving" that conflict. Etkin, Hirsch, and colleagues found that the emotional stimuli activated the amygdala as expected. For any emotion, sensations come into our brain from outside and inside, and emotional responses result, responses that we don't have to learn. Culture teaches us different meanings to what other people say and do and different norms for how we should express our emotions, but all the emotions we have are shared by almost all humans because parts of our brain are all wired up the same way. Neuroscientists know that sensations from the outside world, from the spinal cord on up, go to the back part of our brainstem and back part of our cerebral cortex, from where they don't converge on some mythical decision center, but are relayed forward to trigger emotional responses out of the limbic system, including the amygdala, and more symbolic responses out of the more recent parts of our cortex like speech areas.It's not like all that happens independently, though. The idea that we have a war in us between emotion and reason is a typically human oversimplification of many different conflicts between our biology and our culture. It's a war in the minds of some, in the software, but not in their brains, the hardware, where the limbic system and neocortex are thoroughly connected, so most of us do OK at talking about our emotions. At the same time, how we talk about things influences the emotions our limbic system drives. It's not like one exists without the other.None of these places constitute a control center for emotional responses When you feel angry, there is a lot of autonomic and somatic motor activity that tells you you're angry. You feel a surge of energy. You might feel your heart beat faster and the warmth to your skin as your sympathetic nervous system gets ready to be active. Your somatic motor connections cause your muscles to tense everywhere, with your face tensing up in a way everyone would say is angry from looking at it.
– ‘a vagabond’
Link to previous slide and vagal tone result of vagus
CLIP- ttp://www.youtube.com/watch?v=6GdALwuYtG8&feature=related
Children need to learn how their bodies and brain work
Label the emotion, empathised, set limit.
N = 71
‘It makes the children feel more secure and gives them a vocabulary to talk about how they are feeling instead of just acting act . This helps them to be more positive and happier’.
‘I know now that empathy is an important part of teaching’.
‘These are the kids that drive you nuts but I’m now very aware that I switch something on and I’m going to go through those stages in a considered way. I can be calmer and then that helps the child to calm down’.
‘Children have trust with their teachers and it impacts on everything … they have this resilience to think they can cope with this, they don’t have to fly off the handle’.
‘It makes the children feel more secure and gives them a vocabulary to talk about how they are feeling instead of just acting act . This helps them to be more positive and happier’.
‘I know now that empathy is an important part of teaching’.
‘It makes the children feel more secure and gives them a vocabulary to talk about how they are feeling instead of just acting act . This helps them to be more positive and happier’.
‘I know now that empathy is an important part of teaching’.