Post 16 Attachment, trauma, and resilience
Attachment
theory began to take shape in the 1950's with the work of John Bowlby and Mary Ainsworth. Bowlby's premise was that the relationship between infant and the primary caretaker is responsible for; shaping all future relationships; shaping an ability to focus, an awareness of feelings, an ability to calm and the ability to rebound from misfortune.
Trauma
can be as a result of a single event or a number of repeated stressful events, such as impersonal (e.g., hurricane), interpersonal (e.g., assault) and attachment trauma (e.g., physical, sexual, and psychological abuse).
In addition to any identified therapy, key contributors to supporting children to overcome some of the difficulties as a result of an insecure attachment and multiple traumas include:
- Positive, secure, and stable relationships
- Being able to express what has happened - create a narrative.
- Feeling safe and secure emotionally and physically
Successful intervention is based on providing a structured environment with firm boundaries and nurturing empathic relationships. From this secure foundation other areas - developing social skills, self-esteem, emotional literacy, autonomy, and self-identity can be developed. This in turn creates a readiness to learn.
Resilience
is the process of adapting well in the face of adversity, trauma, tragedy, threats, or significant sources of stress. People commonly demonstrate varying levels of resilience, being resilient does not mean that a person does not experience difficulty or distress. Resilience is not a trait that people either have or do not have. It involves behaviours, thoughts and actions that can be learned and developed in anyone.
Guidance: Mental health and behaviour in schools. Departmental advice for school staff. DfE, March 2016
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