Home
Category
Cart
Menu

Find your desired course

Select Your Favourite
Category And Start Learning.

Course Content
Introduction
0/3
Our purpose
Overview
Introduction Survey
Learning To Trust
Before delving into the Secure Base Model and how to build a secure base at school, let's first get a deeper understanding of attachment theory and it's significance in our work! "Evidence is accumulating that human beings of all ages are happiest and able to deploy their talents to best advantage when they are confident that standing behind them, there are one or more trusted persons who will come to their aid should difficulty arise." We all like having people in our lives that we know will have our back when we face problems. It helps us face these challenges with more confidence and bravery, since we know that we aren't alone in our challenges, whether that means asking for advice about certain decisions we have to make, asking for help with practical things, or simply having someone to talk things through with and support us if we don't reach our goals. In this section we're going to explore the way that a child first starts to experience support and trust, which starts with the parents and/or primary caregivers. Let's go!
0/7
At School
Attachment Styles
Quiz - Attachment Styles
Benefits and Goals of a Secure Base Relationship
Quiz - A Secure Base Relationship
Neurobiology of Attachment
Quiz - Neurobiology
Secure Base Model
So far, we've explored attachment styles, we've come to understand what a secure attachment looks like, and we've seen the tanglible effect on the brain. We've also seen how we, as practitioners, aim to be Supportive Adults for the child we work with, While slightly different than an attachment figure, a Supportive Adult is also meant to have a secure-base relationship with the child. From first entering school, all children’s learning and development can be supported by secure base relationships with staff members – insecure children in particular will benefit but all children feel anxious at times. These relationships will build trust, provide reassurance, reduce anxiety and so enhance children’s capacity for learning. They also enhance children’s capacity to manage their feelings and behaviour, to build self-esteem and to form co-operative relationships with staff and peers. The secure model was developed by Professor Gillian Schofield and Dr Mary Beek in the Centre for Research on Children and Families and it involves 5 areas which we should focus on for children to have a secure base at school: - Availability - Sensitivity - Acceptance - Cooperation - School membership In order to build that secure relationship with the child, we need to be reflecting on our own thoughts and feelings, the child's thoughts and feelings, and each of our actions/reactions. We start by our own thinking and feeling. It can help to think of the child's behaviour as COMMUNICATION. Through their behaviour, the child is communicating with you what they need to learn! In the diagram above, you can see how it is the staff/teacher's thoughts and feelings that influence their response to the child's behaviour, ultimately affecting that behaviour in a positive or negative direction. While a child's behaviour is initially not dependent on our own behaviour, it is our thoughts, feelings, and consequent REACTIONS to the child's behaviour that affect it later on. Therefore, it is essential that throughout the school day we have clear intentions and priorities that we will focus on, which in turn will help us react to children's decisions and behaviour in a constructive, supportive, and positive manner. Next... In the following sections we're going to discuss what we need to be thinking of throughout the day and the questions we need to be asking ourselves so we respond to children in an appropriate way for each of the areas of the Secure Base Model at Schools..
0/5
Availability
Sensitivity
Acceptance
Cooperation
School Membership
Ending the relationship smoothly
When you enter into a supportive adult relationship with a child, you're committing to be a positive influence in their life. As a supportive adult, you have the ability to make a big difference in the child's life by providing guidance, support, and encouragement. However, eventually it is inevitable that this relationship comes to an end. It's important to recognize when this happens and take steps to terminate smoothly. Ending such a relationship can be difficult for both the adult and the child. When doing so, it's important to be honest with the child about what will happen and to give them the chance to express their feelings. It's also important to provide support and encouragement during this time of transition. By terminating the relationship smoothly, you can help ensure that the child is not left feeling abandoned or rejected. Instead, they will feel supported and cared for, even if the match did not work out as expected. Remember, as a supportive adult, your ultimate goal is to make a positive impact in the child's life, and that includes ending the relationship in a way that is respectful, kind, and compassionate.
0/4
The wrong way to do it
Explaining Your Role
Leaving the Right Way
Quiz - Ending a match
Building and Ending a Secure Base at School
About Lesson

 

Being there for the child

 

The most essential thing a child needs to feel in order for a supportive adult to build a secure relationship with them is that the person is available for them. This involves being there for them when they need help, supporting them when they’re struggling, and teaching them that they can ask for help in the first place. Ultimately, we want the child to feel that there is an adult they can turn to when they need help or feel anxious.

 

Additionally, it is essential to practice active listening skills when in conversation with a child. We can’t be on our phones or distracted if a child is asking us a question or telling us about their day. Show the child that you are focused, interested, and listening intently to what they have to share.

 

 

 

Cassidy’s Example

 

 

Cassidy, one of our Case Managers, shared a relevant example of a time when she was working as an Integration Teacher:

“Outside of academics, I made him feel like he could come tell me about conflicts with his peers. He would come to me and we would discuss what happened in a non-judgemental way. Even if he was the one who was in the wrong, I was there to support him without judging him for his mistakes, and I hope he felt that.”

 

 

 

 

 

 

 

Another example:

“I have a boy in my class at the moment and he can be very disruptive. But I’ve found that if I stand near his desk when I’m talking to the class and just give him that little bit of physical closeness, he’s often much more calm and attentive.”

 

 

 

 

 

When children feel that they are heard and understood, it allows them to build trust with the supportive adult. It is important for the adult to actively listen to the child, validate their feelings, and help them navigate through difficult situations. This not only helps the child feel secure, but also helps develop their emotional intelligence and problem-solving skills. By being available and responsive to the child’s needs, we can create a safe and nurturing environment for them to thrive in. It is through this secure relationship that children can develop into confident, resilient and compassionate individuals.

 

Previous
Next

In Collaboration With