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Introduction
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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!
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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..
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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.
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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

If you are fading out…

 

 

Arrange at least 2 months in advance

 

If you are planning on fading out, make sure to arrange at least 2 months in advance to ensure there is enough time for the child to transition smoothly, and that we are being sensitive to their feelings.

 

This period allows for open communication with the child, helping them understand the upcoming changes and gradually adapt to the new routine. Consistency, patience, and understanding are key elements in ensuring a successful transition for the child.

 

Remember, each child is unique, so tailor your approach to suit their needs and pace. By being proactive and compassionate, you can help make the fading out process a positive experience for both you and the child.

 

Involve them in the conversation

 

The child should know the reason that you’re leaving. They should understand that you were here to help them with 1, 2, and 3 and that they have grown and learned so much that they are now able to do these things on their own.

 

Encourage them to feel proud of how far they’ve come and reassure them that you will always be there to support and cheer them on, even from afar. Celebrate their progress and independence together, and remind them that they are capable of achieving great things with their newfound skills.

 

 

 

Empower them to ask for help

 

Children often don’t know how to ask for help, or don’t know when they need it. This could, for example, be due to us not leaving them to be independent. Therefore, make sure you are actively and intentionally empowering the child to ask for help and support when they need it, and that you are taching them who to go to and when to ask.

 

Encourage them to recognize their limitations and understand that it’s perfectly okay to ask for help. By setting a positive example and creating a safe space for dialogue, we can help them develop the confidence to reach out when they require support. Teaching them who to turn to and when is essential in guiding them towards building healthy relationships and promoting their overall well-being. Remember, empowering children to seek help is a valuable skill that will serve them well throughout their lives.

 

Ensure they have support

 

Openly discuss the transition with the parents, class teacher, and other students. This can help to ensure that they each have a role in supporting the child when you are no longer there to help them, and that the child knows they have someone supportive available to them at all times.

 

This collaborative approach fosters a sense of community and shared responsibility, ultimately benefiting the child as they navigate this new chapter in their academic journey. Remember, communication is key when it comes to providing the best support for a child’s development and well-being.

 

 

 

 

Cassidy’s Example

 

Cassidy shares how she faded out when the child she was working with no longer needed the support:

 

“I included him in the conversation about it the whole time and tried to make it as rewarding as possible. He was 11 so it was easy to include him. I faded out really slowly, it was over probably 6 months which made it really smooth. He was good in math so i faded out first there. Including his teacher and table mates was super helpful to encourage him to not feel alone when i wasn’t there. Everytime he would do something by himself i would maek a huge deal about it and I was lucky to work with a class teacher who would do that would the class teacher

 

A huge thing was teaching him to ask for help so he doesnt have to have someone sitting next to him, he can just go ask for help. When I was working with him i could never give him my number, but when I left i gave it to him. We’ve met up a couple times afterwards, but it depends on the parents and we text sometimes because he is older.

 

 

 

 

If you are handing over to another School Integration Teacher…

 

Arrange at least 1 month in advance

 

According to our policy, any end-of-match arrangements must be made at least one month in advance. This timeframe allows for a seamless handover, proper communication with the child, and a smooth transition to new matches for both you and the child. Your commitment to following this schedule showcases your dedication to the child’s well-being and serves as a positive role model for others in the program.

 

 

 

 

Involve the child in the process

 

If you are handing over to another school integration teacher, make sure that the child is aware that you will soon be leaving and that someone else will take your place. Make sure to communicate to the child that you know this might be difficult, that the reason you’re leaving has nothing to do with how much you care about them. We want to avoid having the child feel abandoned or isolated in any way.

 

It’s important to provide reassurance to the child during this transition period. Let them know that change can be challenging, but it also brings new opportunities for growth and learning. Encourage the child to express their feelings and ask any questions they may have about the change. Offer support and guidance as they adjust to the new school integration teacher, emphasizing that the new teacher is there to help them succeed just like you were. By maintaining open communication and showing empathy, we can help the child feel more comfortable and secure during this time of change.

 

 

 

Ensure enough time for a handover

 

If you are handing over to another school integration teacher, handover thoroughly by ensuring th enew SIT is aware of everything htey need to know. They should know the important school policies or rules, the dynamics between different stakeholders like parents, teachers, school counselors, etc. and of course they should know the child’s personality traits, current abilities, and their challenges.

 

Additionally, it’s crucial to update the new SIT on the strategies that you’ve used in the past, whether successful or unsuccessful, and the accommodations and strategies you’re currently working with.

 

By providing this detailed handover, you are not only facilitating a smooth transition but also ensuring continuity of care and support for the student.

 

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