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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

School membership is indicated by the extent to which the child identifies with the school and participates in academic and non-academic school activities. While some of the children we work with are unlikely to participate in some activities, it is important for them that from their experience in school they develop a sense of acceptance and shared identity.

 

 

 

This inclusive environment not only helps children with special educational needs and disabilities feel like an integral part of the community, but it also fosters understanding, empathy, and acceptance among all students. By being exposed to a diverse range of abilities and perspectives from a young age, students in mainstream schools learn the importance of embracing differences and supporting one another. This not only prepares them to navigate a diverse world outside of school but also helps create a more compassionate and inclusive society for everyone.

 

 

Our role

 

Our role in that sense is making an effort to send verbal and non-verbal messages of inclusion in the community, whether that means encouraging children to play together, asking the teacher to call on your student, or ensuring they have a part in the school play,

 

When children of all abilities come together in a supportive and inclusive environment, they not only learn from each other but also grow together, creating a more harmonious and accepting community for all.

 

 

 

 

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