Observing Children with Attachment Difficulties in School: A Tool for Identifying and Supporting Emotional and Social Difficulties in Children Aged 5-11

✍ Scribed by Kim S. Golding, Jane Fain, Ann Frost, Cathy Mills, Helen Worrall

• Publisher: Jessica Kingsley Pub
• Year: 2012
• Tongue: English
• Leaves: 162
• Edition: Illustrated
• Category: Library

✦ Synopsis

Emotional difficulties in children aged 5-11 can display themselves in a range of different behaviours, and it is important for staff in schools to be able to identify and address these problems, and to provide appropriate help.

This easy-to-use tool provides an observation checklist which enables staff to identify behavioural patterns in children with social and emotional difficulties, analyse the emotional difficulties underlying these behaviours and establish what kind of help and support the children need. Behavioural responses are categorised within clearly outlined topics, including behaviour, play and relationship with peers, attachment behaviours, emotional state in the classroom and attitude to attendance. Checklists and diagrams identify different 'styles' of relating (secure, avoidant, ambivalent), to help school staff who work with children and their families to respond appropriately to the individual needs of each child. A range of handouts include activities designed to provide emotional support, to focus and regulate behaviour and enable the child to develop important social and emotional skills.

Suitable for use with children aged 5-11, this tool will be an invaluable resource for teachers, teaching assistants, learning support staff, school counsellors and educational psychologists.

✦ Table of Contents

Improving Learning through Dynamic Assessment
Acknowledgements
Section 1: Introduction: How to use this resource
1.1 Summary of what is contained in this resource
1.2 With what age range of children can this resource be used?
1.3 How long does it take to put into practice?
1.4 What materials should be used when undertaking the assessment phase of Improving Learning Through Dynamic Assessment?
1.5 How are teachers involved in Improving Learning Through Dynamic Assessment?
1.6 How long does it typically take to run the intervention programme?
1.7 Can this resource be used when doing group work?
1.8 What are the optimal conditions for using this resource?
1.9 Conclusion
Section 2: Theory and Rationale
2.1 Why do educational psychologists assess?
2.2 Dynamic assessment and formative assessment
2.3 Dynamic assessment and empowerment
2.4 Dynamic assessment and the perceived advantages of including assistance in an assessment
2.5 Dynamic assessment and assessment in education
2.6 Conclusion
Section 3: Staged Process
3.1 Overview
3.2 Assessment
3.3 Feedback
3.4 Intervention
3.5 Review
3.6 Summary
Section 4: Intervention
4.1 Bank of Strategies: Cognitive
4.2 Bank of Strategies: Affective
4.3 INSET training and group work
Section 5: Materials
5.1 Checklist of Cognitive Learning Principles
5.2 Checklist of Affective Learning Principles
5.3 Learning Profile for
5.4 Child-friendly Cognitive Learning Principles
5.5 Child-friendly Affective Learning Principles
5.6 Bank of Strategies (cognitive): Resources
5.7 Bank of Strategies (affective): Resources
Dynamic Assessment
Appendix
Case study
References