Bath Spa University Attachment

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Bath Spa University Attachment

As part of our continuing project, we are building links with trainers and experts across the country to deliver training on attachment to early years settings, schools, colleges and other professional groups.

We hope that this will eventually lead to a national network of trainers all working to the same, kitemarked standards.

Prior to commissioning attachment awareness training we would strongly encourage schools and settings to use an appropriate audit tool, and to discuss their training needs with their local Virtual School Headteacher.

You may find this model audit tool, developed in Stoke on Trent, useful.

Training

If you’d like to register an interest in attachment aware training, please email us at attachment@bathspa.ac.uk.

A child needs to make a secure attachment with the main significant adult or adults in its life from a very early stage, and then have consistent and warm relationships, from there onwards throughout childhood for emotional and psychological good health.

Most babies are able to make this attachment and most parents able to bond with their babies from the moment they are born. Some are not. On the strength and reliability, consistency and warmth of these bonds, much else depends for that child’s emotional health and wellbeing, for many years after infancy, possibly for life. The secure child will develop an internal model of themselves as lovable and of others as reliable and trustworthy – a crucial basis for self-esteem and resilience.

Social work and psychological theory and practice over many years have shown that where children have not been able to develop a secure attachment with significant adults in their life – a ‘secure base’- and do not gain such security later through caring relationships which address early harm, they can behave in ways that confuse, wrong foot, hurt and frustrate those who live, learn and work with them. Those witnessing or experiencing these swings between reasonable and unreasonable, mild and furious, open and withdrawn, may not know what this child has lived through, seeing only what results and being mystified. Such shifting behaviours may stretch across a child’s family, friends, schoolmates, teachers and other adults.