ABSTRACT
Chapter 6 gives a detailed discussion of the three insecure attachment patterns and their implications for learning, teaching and relationships:
The avoidant child – who tends to avoid feelings and closeness.
The resistant/ambivalent child – who tends to cling and resist.
The chaotic/disorganised child – who tends to panic and disrupt.
Understanding the typical causes for each pattern, and the inner and outer tendencies of such children can enable school staff to understand something of a child’s predicament, and think (and plan together) helpfully about children who worry and puzzle them.
Many detailed, precise and practical suggestions for teachers and school staff are linked to each pattern. The chapter considers the opportunity of giving children who need it a second-chance attachment experience at school through reliable attuned significant relationships with staff, or through a significant one-to-one relationship with a secure resilient adult (Chapter 7 considers the challenges and practicalities of this).
Although children can sometimes show features of more than one pattern, in my experience teachers and school staff have found this knowledge key to understanding and working helpfully with vulnerable children. It can also be helpful when writing reports and recommendations.
