Two major areas to help students include: 1) become more connected and successful and 2) contain and reduce the amount of stress from the school setting being carried to the home settling. Many attachment interventions emphasize parent inclusion and support as an important part of meeting the child and family needs (James, 1994; Hughes 2001). Read more about Dan Hughes approaches
The APSAC Task Force Chaffin et. al, (2006) noted good evidence support for beneficial elements of successful approaches for both non-clinical and clinical studies with attachment issues that included being short-term in duration, more focused overall, and goal directed. Theories that are generally accepted for attachment and trauma issue correction and viewed as research supported Chaffin et. al, (2006) included two effective areas of focus: increasing positive quality of relationships with parents and improving stability of environment and functioning. Researchers in childhood trauma and abuse also recommend primary emphasis on establishing a sense of safety through social support and the development of ways to manage fear and anxiety (van der Kolk, 2003). read more on Complex- PTSD
Other summary research literature notes established support for cognitive-behavioral based interventions focused on trauma related issues that include elements of stress management, psychoeducation about reactions of victims, parental participation, and cognitive processing or reframing (Kaufman Report 2004).
Additional Chaffin et. al, (2006) conclusions included current field research supporting a helping style or approaches to child’s attachment-trauma problems in a manner that is calm, sensitive, non-threatening, non-intrusive, patient, predictable, and nurturing. WJSD emphasizes incorporation of these critical “how to deliver” issues for intervention that are of equal importance “what to deliver” issues (assuming interventions are grounded in attachment theory). Incorporating and adapting these prevention and intervention approaches for school issues presents a challenge because students are placed in a variety of classroom or program situations and have other approaches in place already.
Information, strategies, and activities from this book can be adapted to a variety of situations to assist school professionals to incorporate an attachment perspective, build relationships and strategies in challenging situations, and also monitor attachment-trauma related symptoms and traits.
The above research and theory was incorporated into a model for Student Attachment and Trauma issues playing out in the the school setting read more. The model was also the basis for the School Attachment Trauma Rating (SATR) scale read more
Contact Dr. Ottavi email link here about further correspondence on School Attachment-Trauma Issues and also Workshops read more
Contact Dr. Ottavi email link here about further correspondence on School Attachment-Trauma Issues and also Workshops read more
Two major areas to help students include: 1) become more connected and successful and 2) contain and reduce the amount of stress from the school setting being carried to the home settling. Many attachment interventions emphasize parent inclusion and support as an important part of meeting the child and family needs (James, 1994; Hughes 2001). Read more about Dan Hughes approaches
The APSAC Task Force Chaffin et. al, (2006) noted good evidence support for beneficial elements of successful approaches for both non-clinical and clinical studies with attachment issues that included being short-term in duration, more focused overall, and goal directed. Theories that are generally accepted for attachment and trauma issue correction and viewed as research supported Chaffin et. al, (2006) included two effective areas of focus: increasing positive quality of relationships with parents and improving stability of environment and functioning. Researchers in childhood trauma and abuse also recommend primary emphasis on establishing a sense of safety through social support and the development of ways to manage fear and anxiety (van der Kolk, 2003). read more on Complex- PTSD
Other summary research literature notes established support for cognitive-behavioral based interventions focused on trauma related issues that include elements of stress management, psychoeducation about reactions of victims, parental participation, and cognitive processing or reframing (Kaufman Report 2004).
Additional Chaffin et. al, (2006) conclusions included current field research supporting a helping style or approaches to child’s attachment-trauma problems in a manner that is calm, sensitive, non-threatening, non-intrusive, patient, predictable, and nurturing. WJSD emphasizes incorporation of these critical “how to deliver” issues for intervention that are of equal importance “what to deliver” issues (assuming interventions are grounded in attachment theory). Incorporating and adapting these prevention and intervention approaches for school issues presents a challenge because students are placed in a variety of classroom or program situations and have other approaches in place already.
Information, strategies, and activities from this book can be adapted to a variety of situations to assist school professionals to incorporate an attachment perspective, build relationships and strategies in challenging situations, and also monitor attachment-trauma related symptoms and traits.
The above research and theory was incorporated into a model for Student Attachment and Trauma issues playing out in the the school setting read more. The model was also the basis for the School Attachment Trauma Rating (SATR) scale read more
Contact Dr. Ottavi email link here about further correspondence on School Attachment-Trauma Issues and also Workshops read more
Contact Dr. Ottavi email link here about further correspondence on School Attachment-Trauma Issues and also Workshops read more