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Blackwood, Lisa; Farrow, Brenna – Support for Learning, 2023
Children and young adults who are 'looked after' can present teachers and teaching assistants with a variety of day-to-day classroom challenges and a range of complex behaviours due to adverse childhood environments. This group of vulnerable young people have very complex social and emotional behaviours that require a considered approach of…
Descriptors: Children, Foreign Countries, Foster Care, Knowledge Level
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Vandesande, Sien; Bosmans, Guy; Sterkenburg, Paula; Schuengel, Carlo; Maes, Bea – International Journal of Disability, Development and Education, 2023
Parents of children with severe disabilities have differing attachment-related support needs. An online vignette study with 25 experts, working in academia and/or clinical practice, was conducted to reflect upon the task of matching intervention components to families, based on their attachment strengths and needs. In two online rounds, the…
Descriptors: Parent Child Relationship, Attachment Behavior, Intervention, Severe Intellectual Disability
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Vandesande, Sien; Bosmans, Guy; Sterkenburg, Paula; Schuengel, Carlo; Maes, Bea – Journal of Intellectual Disabilities, 2023
Background: A digital micro-intervention offering attachment psychoeducational videos was explored regarding its feasibility in parents of children with severe disabilities. Method: A mixed-methods study (including daily diaries and one-time questionnaires) with 16 parents (75.0% female) of children with severe disabilities (up to 10 years of age)…
Descriptors: Video Technology, Parent Education, Intervention, Children
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Spence, Ruth; Kagan, Lisa; Kljakovic, Moja; Bifulco, Antonia – Educational & Child Psychology, 2021
Aim: Educational practitioners are increasingly aware of trauma experiences in students as a factor in child disturbance and schooling problems. This discussion paper aims to clarify definitions of trauma and differentiate them from other adverse childhood experiences (ACE), describe trauma impact in terms of clinical outcomes (PTSD, emotional and…
Descriptors: Trauma, Children, Adolescents, Educational Environment
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Robertson, Hannah; Goodall, Karen; Kay, Daniel – Psychology of Education Review, 2021
Adverse childhood experiences (ACEs) have been associated with a range of poorer health and educational outcomes. In response, many schools have adopted trauma-informed practice (TIP). Staff attitudes are postulated to play a central role in behaviour change, potentially facilitating or hindering system change towards TIP. However, little is known…
Descriptors: Foreign Countries, Teacher Attitudes, Trauma, Educational Practices
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Zsolnai, Anikó; Szabó, Lilla – Pastoral Care in Education, 2021
Primary attachment plays a fundamental role in children's social and emotional development and psychological well-being. Secure attachment correlates strongly with better social competence, self-regulation, well-being and school achievement. There is no full agreement among researchers investigating attachment as to what extent primary attachment…
Descriptors: Attachment Behavior, Teacher Student Relationship, Educational Environment, Child Development
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Balldin, Stina; Fisher, Philip A.; Wirtberg, Ingegerd – Research on Social Work Practice, 2018
Objective: Present a systematic analysis of the outcome research concerning video feedback (VF) programs. Method: Twenty-nine studies published between 1990 and 2014 were examined. They focused on children 0-12 years old and had at least one control group. Results: VF programs were similar in design, with interventions focusing on parental and…
Descriptors: Video Technology, Feedback (Response), Children, Intervention
Sroufe, L. Alan – ZERO TO THREE, 2021
The Minnesota Longitudinal Study of Risk and Adaptation, a 45-year study of children born into poverty, offers a number of lessons for practitioners. Among these are the potency of early relationship experiences for predicting developmental outcomes and the fate of early experience following developmental change. This article describes the…
Descriptors: Child Development, Developmental Stages, Poverty, At Risk Persons
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Verschueren, Karine – New Directions for Child and Adolescent Development, 2015
An increasing body of research points to the significance of teacher-child relationships in shaping children's development. Extending the research literature on early childhood, this review examines the value of an attachment perspective to the study of teacher-child relationships in middle childhood. First, we discuss the conceptualization and…
Descriptors: Children, Teachers, Teacher Student Relationship, Attachment Behavior
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Cunningham, Larissa; Hartwell, Brettany K.; Kreppner, Jana – Educational Psychology in Practice, 2019
Nurture Groups (NGs) are a short term, psychotherapeutic intervention aiming to provide reparative attachment experiences for children within an educational setting. The social skills of 16 children (aged between 6.0 and 9.75 years) were assessed through teacher ratings and children's self-report to hypothetical and challenging social situations.…
Descriptors: Social Support Groups, Psychotherapy, Children, Interpersonal Competence
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Rose, Jenny; O'Reilly, Bryn – Early Child Development and Care, 2017
Background: The link between disorders of attachment and psychopathology is well documented. Consequently, a person's attachment style has a profound effect on his or her development and psychological well-being. At-risk populations such as adopted children are more prone to developing pervasive patterns of attachment, given the maternal…
Descriptors: Foreign Countries, Attachment Behavior, Psychotherapy, At Risk Persons
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Tobias, Adele – Educational Psychology in Practice, 2018
This article explores the application of the genogram in educational psychology (EP) practice. It provides a brief overview of the historical and theoretical development of the genogram. It then reviews and critiques some of the current literature regarding clinical application of the genogram in casework with children and adolescents and their…
Descriptors: Educational Psychology, Counseling Techniques, Family Counseling, Family (Sociological Unit)
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Rose, J.; McGuire-Snieckus, R.; Gilbert, L.; McInnes, K. – Pastoral Care in Education, 2019
The Attachment Aware Schools (AAS) project was a targeted and collaborative intervention between academics and school-based practitioners. The aim of the project was to promote practitioner awareness of attachment in relation to child behaviours and learning. It focused on using relational-based strategies and interventions to address the needs of…
Descriptors: Intervention, Mental Health, Coaching (Performance), Children
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Salisbury, Susan – Emotional & Behavioural Difficulties, 2018
The study investigated whether 10 minutes of attachment enhancing play delivered daily over 2 weeks could improve adult-child relationships and whether this bettered the way they functioned socially and emotionally. The attachment enhancing play was based on Theraplay® principles and utilized the 4 dimensions of 'Structure, Engagement, Nurture,…
Descriptors: Attachment Behavior, Rating Scales, Measures (Individuals), Teacher Student Relationship
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Siller, Michael; Swanson, Meghan; Gerber, Alan; Hutman, Ted; Sigman, Marian – Journal of Autism and Developmental Disorders, 2014
The current study is a randomized clinical trial evaluating the efficacy of Focused Playtime Intervention (FPI) in a sample of 70 children with Autism Spectrum Disorder. This parent-mediated intervention has previously been shown to significantly increase responsive parental communication (Siller et al. in "J Autism Dev Disord"…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Intervention
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