Attachment and Emotional Development in the Classroom

Attachment and Emotional Development in the Classroom : Theory and Practice

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Description

As of 2016 the Department for Education (DfE) want to ensure all trainee teachers have an understanding of emotional development and attachment, and so this book presents the key concepts that are essential for training in this area to ensure all teachers are up to date.

Attachment issues and mental health have a huge impact on pupils' performance and so an understanding of young people's emotional development is crucial for any teacher. Increasing teachers understanding and skills around emotional development can prevent many long term mental health difficulties in our schools and in our communities.

Key topics such as attachment theory, emotion coaching, tackling disruptive behaviour and the trauma continuum are introduced and explained, with advice and tips for a classroom setting offered throughout. The experiences of practitioners in the field are presented alongside those of researchers, offering a range of diverse perspectives including education, psychology and health. This is an essential text for trainee and practising teachers.
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Product details

  • Paperback | 336 pages
  • 156 x 231 x 19mm | 480g
  • London, United Kingdom
  • English
  • 1785921347
  • 9781785921346
  • 1,042,261

Table of contents

Foreword by Professor Barry Carpenter; Introduction - David Colley (Oxford Brookes University) and Paul Cooper (Brunel University); 1. Models of Emotional Development - David Colley and Paul Cooper; 2. Attachment Behaviour and Learning - Heather Geddes (Caspari, UK); 3. Neuroscience and Emotional Development: the basics explained - Maisie Satchwell-Hirst (Oxford University); 4. Attachment Aware Schools - Janet Rose (Norland College) and Louise Gilbert (Bath Spa University); 5. Emotion Coaching - Licette Gus and Felicia Wood (Kate Cairns Associates); 6. Promoting Resilience in Schools: The importance of both training and reflection for teachers and school staff - Mike Solomon (Tavistock Clinic, London); 7. Emotional Development and Missed Early Experiences: The Nurture Group Appraoch - David Colley; 8. Understanding the Impact of Trauma on Children in the Classroom - Betsy de Thierry (Trauma Recovery); 9. People meet in a classroom and say 'hello': a psychoanalytic perspective on the emotional relationship between the teacher and student - Peter Wilson (Place2Be); 10. A Psychoanalytic Understanding of Change and Transition in Education - Biddy Youell (Tavistock Clinic, London); 11. Supporting children and young people with social, emotional and mental health difficulties: working in a multi-agency team - Kathy Evans and Erica Pavord (University of South Wales); 12. Emotional Development and Children in Care: the Virtual School perspective - Tony Clifford and Anne-Marie McBlain (Virtual Schools Team, Stoke on Trent); 13. Social Pedagogy in the Classroom: supporting children and young people in care - Emma Black, (South Tyneside Educational Psychology Service), Michael Bettencourt, (Virtual School Head, South Tyneside) and Claire Cameron, (University College London); 14. Including Children with Disorganised Attachment in Mainstream Primary Schools - Maggie Swarbrick (Treatment Foster Care Oregon, Oxford, UK); 15. The importance of professional supervision for all staff in schools - Dave Roberts (Mulberry Bush School, Oxfordshire); 16. Emotional Development and approaches to Classroom Management - Jon Reid (Oxford Brookes University); 17. Disruptive Behaviour and Unsolved Problems - Poppy Nash (York University); 18. Classroom behaviour: finding what works for you - John Visser (Northampton University); 19. Supporting the Emotional Development of Teenagers - Janice Cahill (Pendlebury Centre PRU); 20. Conclusion: Drawing Together the Threads - David Colley and Paul Cooper; Author biographies; Subject index; Author index
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Review quote

An informative, thought-provoking book seamlessly linking theory to practice. A must have for any newly qualified teacher during their first experiences with their very own class to help them to bridge gaps in the understanding of children with complex needs and guide their development more effectively. -- Verity Tamhne, NQT Colley and Cooper's new book is very timely. With teachers facing ever-mounting pressures to deliver results, the understanding of the barriers to learning has never been more important. Covering both evidence and impact, this book is desired reading for teaching staff who want to know more about the children in their classrooms and how they learn. -- Kevin Kibble, Chief Executive of The Nurture Group Network This is an important book. David Colley and Paul Cooper have brought together an important and highly engaging set of contributions to the topic of attachment and emotional development in the classroom. The text grounds recent research in the reality of classroom activity and it will make a very important contribution to the development of practice in schools and the reflections of those who are preparing for professional engagement with some of the most vulnerable young people in our society. -- Professor Harry Daniels, Department of Education, Oxford University
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About Barry Carpenter

Paul Cooper is Professor of Education at the School of Education, University of Leicester, UK. Paul is also Co-chair of ENSEC, and the ENSEC representative at the European Centre for Educational Resilience and Socio-Emotional Health, University of Malta. Betsy de Thierry is a mum of four brilliant boys, a practising psychotherapist and a qualified primary school teacher who has founded several charities that work directly with troubled families. She is a trauma specialist who is highly sought after to train and consult for teachers, therapists, psychologists, paediatricians, social workers, parenting support workers and the police. Betsy has authored several books including Teaching the Child on the Trauma Continuum and The Simple Guide to Child Trauma.

Betsy is the Founding Director of the Trauma Recovery Centre (www.trc-uk.org), which is a charity for traumatised children who find mainstream school too overwhelming, with therapy centres, alternative education centres and training centres across the UK. She is also the CEO of BdT Ltd (www.betsytraininguk.co.uk) Trauma Training, Consultancy and Leadership, which supports professionals who work with traumatised children in the UK.

Claire Cameron PhD is Professor of Social Pedagogy and Deputy Director of the Thomas Coram Research Unit at the Institute of Education, University College London. Previously a social worker, her research contributes to the development of the children's workforce and the quality of life of children and young people attending care and education services, particularly looked after children.
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