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Oct 2007 Jul Jun May Apr Mar Feb Jan Dec 2006 Nov30/07/2007: Recovery of traumatised children with attachment difficulties
Understanding theories of attachment goes well beyond any residential setting; and lies at the heart of all childcare. Caring for children, whether in hospital, nursery, school, family centre or any setting, where adults work in ‘loco parentis’, requires more than just a desire to do so. Much published literate is conclusive in evidencing how a child experiences his first relationships will have a profound effect on him for the rest of his life anyone who offers substitute care for children, even for short periods of time, need to have an appreciation of this.
It is well documented that all children develop selective attachment relationship with their main carer and it is the quality and character of the attachment that is important. This is often key to understanding children’s behaviour, mental states and evelopmental prospects. Howe (2003: 375) argues that attachment is more than just another perspective, but that it offers a theoretical framework within which to make sense of the complex relationship between the quality of parenting, children’s development and the character of the environment.
It is also further recognised that children who have experienced disturbed patterns of attachment have a profound effect on their carers. Therefore, attachment behaviour does not only affect children, but individuals for care for these children. Adults come into the work with their own patterns of learnt attachment behaviour that can be provoked by anxiety. Caring for children damaged by their early history is probably one of the most anxiety provoking experiences that anyone could endure. Often the displaying attachment behaviour triggered in the adult needs to be understood if we are not to repeat this cycle that is imprint the child has already become locked into. Carers need support to continually be in tune with their own attachment behaviour to further affect the child. Even in the most favourable conditions a child cannot easily attach himself (Fraiberg 1977 cited in Fahlberg 1991:46).
Carers will need to pay particular attention to both the way in which the child conducts himself and also the way that he make the carers feel. In the ‘paying attention’ to feelings provoked, the carers should be able to make links to the child’s past. It is not a suggestion that this is easy. A thoughtful and thorough assessment process will need to consider both the care of the child alongside the support of the carers.
Children with the most disturbed attachment relationships need specialised assessments that will sensitively explore their history, family and patterns of behaviour within relationships. Gathering information is important. Planning a way of helping them to adopt a new pattern of behaviour that is built on trust, empathy and positive regard is the key to success.
The benefits of a fully integrated approach where everyone comes together to ‘think about’ a child and plan for his care is well documented. The ‘experts’ in the assessment are not external to the Childs care but are the people who live with the child. The lead carer’s skill is in helping the team to gather their collective thoughts and feelings and help them to see how they can be used to plan for change. An effective assessment will lead to a detailed plan of the child’s care which should remain alive and subject to change where necessary.
It is in the detail of the child’s day to day living that we begin to enable the child to attach; first to the boundaries, routines and rhythms of the home and subsequently to his carers. Some children may not go beyond attaching to the environment and culture in the home, finding comfort in the safety of group living. It is a first step. Others will fight against attachment leaving carers on the brink of despair.
Repairing the damage caused in the disruption of the attachment relationship can take years. Zeigler (2001) believes it can take seven years of concentrated commitment to bring about change for the most damaged of our children, and with others of course we will fail. Success is dependent on the right interventions being offered at appropriate times. The way to do this is through in depth planning.
Lorraine Easterbrook
Deputy Director
References:
Fahlberg, V. (1979), Attachment and Separation,
Michigan: Department of Social Services
Fahlberg, V. (1991), A Child’s Journey Through Placement, London
and Indianapolis: BAFF
Howe, D. (2003), ‘Assessments Using an Attachment Perspective’
in Calder
Zeigler, D. (2000), Raising Children who Refuse to be Raised,
Los Altos: Acacia Press
