Differentiated discipline for those recovering from adverse childhood experiences

REGULATE, A way of soothing

RELATE, A way of connecting

REASON, A way of reflecting

REPAIR, A way of re-connecting

Practical Strategies for Supporting Children with Attachment Difficulties in Schools

Inside I’m Hurting provides educational professionals with a much-needed classroom handbook of new strategies, practical tools and the confidence for supporting these children from an attachment perspective, thus promoting inclusion in the school system. Contents include: how attachment difficulties can affect a child’s ability to learn; providing an ‘additional attachment figure’ in schools; the benefits and challenges of getting alongside children who have experienced trauma and loss; transitions during the school day; permanency and constancy; being explicit; regulating arousal levels; handling conflict; wondering aloud; lowering the effects of shame; working with transition from primary to secondary phase; developing effective home/school partnership (includes a photocopiable initial meeting prompt card); providing staff support; recommendations for future action.

Inclusive Strategies to Support Pupils with Attachment Difficulties Make it Through the School Day

What would a genuinely supportive school day look like in real practice, for children who have experienced attachment difficulties and developmental vulnerability? What are the core features of an attachment-friendly school? How can we promote inclusion and positively affect learning outcomes amongst pupils in need, at risk, in care and adopted? Loiuse Bombèr, teacher, therapist, trainer and author of the critically acclaimed number one selling book on behavioural difficulties, Inside I’m Hurting, draws on her extensive experience in working with these children and young people.

Box Set of 5 Pocket Books

Attachment Aware School Series: Boxed set of 5 pocket guides.

Book 1: The Key Adult in School.

Book 2: The Senior Manager in School.

Book 3: The Key Teacher in School.

Book 4: Team Pupil in School.

Book 5: The Parent and Carer in School.

Settling troubled pupils to learn why relationships matter in schools

The way we teach our pupils and the way we run our schools is under scrutiny right now. In the midst of all the change going on, we often end up losing sight of the educative tool that is the most important of all – ourselves! Bomber and Hughes’ book gives educators permission to engage with pupils relationally. They provide alternative ways to the kinds of behaviourist models, fear-based approaches and increased levels of power, authority and control still exercised in many schools at present, which disturb already troubled pupils and further prevent them from accessing school.

Understanding and Assessing a Parent’s Capacity to Change within the Timescales of the Child

When family courts are making decisions about the best interests of children in legal proceedings there are often two conflicting questions posed in order to determine good outcomes: (i) Is change possible in the family within the timescales for the child? and (ii) Do the parents have the capacity to change? This terminology is used as though these two concepts were clearly defined and well-evidenced. With the move away from reliance on expert evidence in the court arena there is a need to provide practitioners in the social care and legal professions with a framework for formulating how the child s best interests can be met within their timescales and whether capacity to change is likely.