E L Complex learners of today 21 st P century challenges: - PowerPoint PPT Presentation

Training session 4 E L Complex learners of today – 21 st P century challenges: co-morbidity, M A attachment and mental health S Presenter’s Name X X . X X . X X Sample material from DIY training pack SEND for Classroom Teachers by Gareth D Morewood. Order from www.optimus-education . com /shop 1

Aims of the session Understanding that many learners may have ‘co - morbid’ • E SEND (co-morbidity in this context is the presence of one or L more disorders, disabilities, or SEN), and will therefore need a personalised approach to their provision. P Understanding the basics of attachment theory and how M • negative attachments can affect learning in the classroom. A Gaining awareness of the mental health difficulties that pupils • S may face and what we can do to support those pupils. Knowing how to structure learning that supports complex • needs. Being able to identify how to take learning to the next level • and support understanding of complex needs. 2

21 st century children (1) E The young people in our schools are very different now, to 15 • years ago. L P Neo-natal survival rates mean more children are surviving • with complex needs and are now in our classes. M Learning and teaching is different now; it has to be… so we • A have to evolve too. S In addition we have more and more young people in our • schools who have experienced traumatic early childhood. These negative attachments can mean increased risks. • 3

21 st century children (2) The modern generation of children and young people includes E some with: L rare chromosomal disorders • P some who survived extreme prematurity or multiple disabilities • M at birth A and those affected by prenatal drug and alcohol abuse. • S These children have complex learning difficulties and disabilities (CLDD). They learn and respond differently to previous generations of children with profound and multiple or severe learning difficulties. 4

Considering attachment… Have you heard about attachment? • E What do you think it is? • L Imagine you are in a dangerous situation (Tsunami, Twin • P Towers, plane crash...) M You have a mobile and can make one call… • A Who do you phone? • S What makes this relationship special? • What are its positive characteristics? • 5

So what is attachment? (1) Attachment behaviour is there to ensure the survival of the • E child. L Attachment is an affectionate bond between two individuals • P that endures through space and time and serves to join them M emotionally. A Attachment experiences are fundamental to emotional, • social, physical and cognitive development. S Good early attachments serve to promote resilience to later • traumatic experiences. Bad (negative) early attachments can have a significant • impact on individual trust and resilience. 6

So what is attachment? (2) Attachment is a special emotional relationship that involves an E exchange of comfort, care, and pleasure. L P Attachment is the …lasting psychological connectedness M between human beings. A The propensity to make strong emotional bonds to particular S individuals [is] a basic component of human nature. Bowlby, 1988 7

So what is attachment? (3) The brain is developing rapidly during early childhood – • E attachment behaviours are the key. L P There are ‘critical periods’ or ‘windows of opportunity’. • M A Neglect, stress or trauma can have a profound effect on • neurological development and the ability to learn. S 8

Characteristics of attachment… Proximity E maintenance L P M Safe A Separation Attachment haven distress S Secure base 9

Characteristics of negative attachment Inability to regulate emotions • E (rage, panic, depression, L impulsivity). P Basic mistrust (if someone is • M nice it must be a trick). Low self-esteem/high shame (I A • am bad, I deserve to be hurt). S Need for control (I need to take • care of myself, I don’t trust/understand others). Learning difficulties • (concentration, self-belief, dissociation). 10

Characteristics of positive attachment Are able to emotionally regulate. • E Are able to be separated from • L parents or carers. P Seek comfort from parents or • M carers when frightened or in need of reassurance. A Greets the return of parents or • S carers with positive emotions. Prefers parents or carers to • strangers. Are able to trust appropriate • adults – teachers or friends of parents or carers. 11

Types of attachment… Avoidant. • E Resistant/ambivalent. • Disorganised/disorientated. • L P Research indicates that attachment aids children to develop: M physically • A emotionally • socially S • morally • …and thus enables them to cope with change, stress, separation and loss, to become independent and develop future relationships. 12

Profile for avoidant attachment Response to the task: Need to be autonomous and E independent. Approach to school/classroom: L Hostility towards teacher is directed Apparent indifference to towards task. P uncertainty in new situations. Task operates as an emotional M safety barrier between pupil and teacher. A S Response to the teacher: Skills and difficulties: Denial of need for support and Limited use of creativity. help. Likely to be underachieving. Sensitivity to proximity of the Limited use of language. teacher. 13

Profile for resistant/ambivalent attachment E Response to task: Approach to school or L classroom : Difficulties attempting task if P unsupported. Intense anxiety which may be expressed as controlling and Unable to focus on task for fear of M omnipotent. losing teacher’s attention. A S Response to teacher: Skills and difficulties: Need to hold onto attention of Likely to be underachieving. teacher. Language may be well developed Apparent dependence on teacher but not consistent with levels of in order to engage in learning. achievement. Expressed hostility to teacher Numeracy may be weak. when frustrated. 14

Profile for disorganised/ disorientated attachment E Response to task: Task may seem like challenge to L Approach to school or fears of incompetence – feelings classroom: P of humiliation and task rejection. High level of anxiety and Difficulty accepting ‘not knowing’. M uncertainty. May appear omnipotent and to know everything already. A S Response to teacher: Skills and difficulties: Great difficulty in experiencing May seem unimaginative and trust in authority of teacher (may uncreative, and find conceptual submit to Head of school). thought difficult. May be unable to accept being Likely to be underachieving and taught and/or unable to ‘permit’ possibly at a very immature stage the teacher to know more than of learning. they do. 15

So what works in the classroom? Structure : clear and consistent routines, boundaries, • E task completion, rituals, claiming behaviours. L P Engagement : positive non- verbal praise, using child’s • M name, early games. A S Nurture : soothing, supportive, non-verbal, positive • care routines. Challenge : learning new skills in small steps with • support and consistency. 16

What can we do? Key elements of successful provision include: E • Humour • Buddy systems L • Warmth • Mentors P • Attention • Quiet rooms M • Praise • Social skills training A • Reward • Counselling S • Acknowledgement • Work with parents • Respect • Self-esteem building. • Circle time 17

Key themes to develop… E We need to develop settings that allow pupils to L experience: P • a safe place M • flexible provision to meet the child’s needs A S • a non-judgemental approach • systems and routines that are fair and consistent. 18

Complexities and co- morbidity… Few 21 st century children will have discrete, separate needs. • E More and more young people have co-morbid needs (the • L presence of one or more disorders, disabilities or SEN). P Think of some of the wider issues – sensory sensitivity, sleep • M issues, issues with emotional regulation, memory etc. A Communication is key – between staff but also with parents • S or carers. Having shared aims and goals that are measured with positive • outcomes also provides a really useful structure to learning and participation. 19

Considering mental health… What do you think mental health is? • How would you describe it? E • What does mental health include? • L P Mental health problems affect about one in ten children and • young people. M They include depression, anxiety and conduct disorder, and • A are often a direct response to what is happening in their lives. S The emotional wellbeing of children is just as important as • their physical health. Good mental health allows children and young people to • develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults. 20

E L RESILIENCE P M A RISK S 21