Book of the Month - October 2015 [The Teacher’s Introduction to Attachment]

The Teacher’s Introduction to Attachment: Practical Essentials for Teachers, Carers and School Support Staff by Nicola Marshall

Teaching colleagues and school support staff are frequently in search of knowledge, understanding and skills to assist them in meeting the needs of some of our most vulnerable children- those who have experienced early developmental trauma. 

Within education circles some would argue that meeting the needs of this group of children presents one of the greatest challenges to fostering an inclusive education system and to realising the aspirations of Getting it Right for Every Child.

Nicola Marshall’s book is a helpful addition to the range of resources designed to support staff and carers to respond positively to the often complex challenges presented by children with attachment difficulties. 

She describes her book as a “down to earth, practical and accessible look at the world of attachment and trauma, particularly in educational settings” – and that is precisely what it is. 

While drawing on the work of many well-known writers and practitioners in the field, notably Dan Hughes, Bruce Perry, Kate Cairns and Louise Bomber amongst others, Marshall expresses the hope that the reader will find that her book comes from a real place of experience. The experience she refers to is that of being the parent of three adopted children, who she describes as being the reason for the book; having given her the inspiration to try to help others understand the impact of early trauma on children.

                 “The key to most things in life is awareness and understanding.
                   Once you have that the strategies are easier to find”. 

While there can be little doubt of the truth of this statement, many teachers may assert that while the understanding is essential, it is not sufficient, and that what is needed in schools is the means to implement practical effective strategies on a day to day basis. The fact that Nicola Marshall manages to cover both theory and practical strategy, and more importantly link them meaningfully in a relatively short 147 pages should add to the appeal of this book for busy school staff. 

The book is divided into four parts. Part 1 looks at theory and starts from the perspective of some of the puzzling behaviours and responses of traumatised children, acknowledging that we need to ‘take a step back’ and look at what may have happened in the lives of children before they came to school, to really understand the feelings behind the behaviours they present. This is a fundamentally important point, highlighting as it does that effective support for children needs to look beyond and behind behaviour. Teachers and other school staff frequently report that ‘traditional’ and often tried and tested approaches are simply not effective and this can lead to frustration and hopelessness for staff and children alike.

This section covers trauma, its meaning and causes as well as describing the attachment cycle, brain development, the consequences of disrupted attachment and attachment styles. Marshall acknowledges that there is more to say on this subject but her hope is that there is sufficient information in this to allow an understanding and that readers will be inspired to seek a greater depth of understanding through the references and resources provided. Although I have some reservations about describing attachment styles in a resource such as this, as it can reinforce the risk of tendencies to ‘classify’ and label children, there is enough in the later sections of this book to counter- balance any such propensity.  

Part 2 focuses on the Guiding Principles of working to support children. In this section the principles outlined are – Relationships over Programmes, Emotional Age over Chronological Age, Structure over Chaos, Time in over Time out and Sensory Less over Sensory More.  These sound principles for working with children who have experienced trauma and disrupted attachment are helpful for practitioners not only in thinking about the needs of children but also in providing a framework for considering the application of supportive approaches in their particular context and setting.  As such they are useful in helping staff and carers to begin to think about the practical application of strategies with the children they work with on a day to day basis. 

Part 3 goes on to focus specifically on areas of concern in an effort to deepen understanding of the needs of children and some strategies which may be of benefit. This is a practical and helpful overview of some of the main issues and builds effectively of the previous sections covering toxic shame, identity, empathy, trust, control and self-reliance, self-regulation, memory and organisation and changes and transition. Each chapter considers the possible underlying causes of concern, examines the implications for the child and his/her development, the signs that the particular area may be a difficulty for the child and focuses on what can be done to help. It manages to give greater insight into the complex and puzzling behaviours which can perplex (and sometimes defeat staff and carers) as well as offering advice about effective strategies to support children to overcome early adversity and settle to learn. 

Marshall provides examples and weaves some of her own experiences throughout.  This gives the book the flavour of what she describes as ‘heart knowledge as well as head knowledge’ and as such will resonate with those experiencing the challenges of living with or working with traumatised children.
The final section of the book picks up some of the areas not readily captured by the previous parts and looks at, for example, the important issues of secondary stress, communication and triggers.  

It also has a short section on rewards in school – an area that can be especially difficult within a whole school context. Marshall suggests that there is a need for a conceptual shift towards a relational approach which focuses on encouraging expression and integration in order to help a child feel safe, nurtured and good about themselves. She also makes some important points about expectations of change and the resilience and tenacity needed by staff and carers to stick with children in their journey to overcome early adverse experience.

In summary, Nicola Marshall’s book is an easy to read and helpful contribution to the burgeoning resource for school staff and carers in their efforts to help children who have experienced trauma and disrupted attachment to flourish; and as its cover attests, will be a welcome addition to any school’s staff library.

Alison MacDonald
Principal Educational Psychologist  

---