|Event/course Code||SFVSS 18/078
|Event/course type||Training course|
|Event Introduction||This series of three courses will focus upon how an improved understanding of attachment strategies can inform work with children, young people and families, and offer an additional lens through which to attempt to understand their behaviour in the home, in placements, and in educational settings. The courses will also introduce ideas of how workers and carers for vulnerable children and young people can adapt their ways of working in order to promote best outcomes for the children.
This course follows on from Attachment: An Introduction- Level 1. It will look in further detail at attachment theory and how to use your understanding of attachment to best support children and young people. The main focus of Level 2 will be the ways in which workers and carers for vulnerable children and young people can adapt their ways of working in order to use their relationships to promote best outcomes for the children.
This is multi-agency training suitable for professionals working with children and young people who have a solid understanding of attachment theory (in particular, Patricia Crittenden’s Dynamic Maturational Model) or who have attended the level 1 course.
|Event Content||Attachment theory is concerned with how human beings unconsciously adopt self-protective strategies within relationships at times of perceived threat. Our attachment system enables us to maximise the availability of comfort, safety, proximity and predictability.
This session will cover the following areas:
• Exploring the neurobiological roots of attachment behaviour; how the developing infant’s brain may be affected by stress and danger.
• Learning more about the neurobiology of attachment, based upon Dan Siegel’s “brain in the hand” model.
• Reflecting upon our own attachment strategies, and how to use this knowledge to become more effective, flexible and resilient workers.
• Understanding how unresolved trauma and loss can impact upon the development of secure attachment strategies, for both adults and children.
• Learning more about how to increase predictability and attunement within the professional or caring relationship, with a focus upon Kim Golding’s approach to working with young people who have experienced traumatic events or losses.
• Introducing the “Secure Base Model”, developed by Gillian Schofield and Mary Beek, as a means of putting attachment theory into practice.
This training is delivered by Lydia Guthrie, who has studied extensively in Attachment Theory. Lydia Guthrie completed an MSc in Attachment Theory (Distinction) in 2015 at Roehampton University, and has been trained in the Strange Situation Procedure, Care Index, and the Adult Attachment Interview.
Lydia Guthrie has extensive experience of delivering training events in attachment theory and attachment based practice, across the UK and internationally. She has designed and delivered events for very diverse audiences of professionals from a range of disciplines (mental health, social work, criminal justice, health, education, early years intervention hubs, etc) and for people working directly with vulnerable children, young people and adults. She is a qualified social worker, and is in training as a systemic psychotherapist/family therapist.
|Event Learning Outcomes||At the end of this session, participants will be able to;
• Identify ways of adapting their practice to suit the likely attachment strategies of their clients. For example, helping children using Type A strategies to identify their dismissed feelings; helping children using Type C strategies to develop more ordered stories which balance thoughts and feelings.
• Describe the ways in which their working practices are already consistent with the Secure Base Model.
• Describe additional strategies which they can implement in their relationships with children, young people and families.
• For those working in educational settings: To be able to offer attachment-informed interpretations of children’s behaviour in the classroom, and to use these to develop a range of interventions and responses which focus upon predictability and attunement from workers, in order to help the child to feel safe.
• Work in a more trauma-informed style, by incorporating knowledge of the impact of trauma and loss upon children, young people and adults.
• Describe the impact of perceived danger upon the brain, and to have an increased range of strategies for promoting safety within relationships.
|Course categories||Emotional Wellbeing and Mental Health|
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