Review
------
This book is well written and beautifully presented, overfilling with useful information. It is an excellent
resource for teachers, teaching assistants, educational psychologists and play therapists to help understand the
sensitive emotional needs of children and identify what kind of support to put in place. -- Play for Life [W]ith
increasing numbers of [staff] now becoming aware of the impact of relational trauma and loss upon the capacities of
children in their care, tools such as those recommended here are welcomed. This book provides clear descriptors of some
of the possible vulnerabilities around for these children and a framework through which to make sense of these
vulnerabilities with an attachment focus... Dr Golding and her colleagues have made a significant contribution to
inclusive practice by contributing this book' Much of what these children need to learn can't be learnt alone through
text books. They need you and me. Relationships matter. Let's take up our responsibility in ensuring that these children
experience y secure attachment in our care so that they can be all that they can and want to be, making valuable
contributions towards our shared society. -- From the Foreword by Louise Bomber, Attachment Support Teacher Therapist
Building on its excellent companion book for preschool settings, Kim Golding et al beautifully demonstrate how to use
their Observation Checklist for understanding and developing support and action programs in school settings for children
from age 5 to 11. They clearly describe attachment theory and its implications for understanding the emotional and
social difficulties that often emerge from attachment difficulties and insecure attachment styles. They provide a
context for understanding the child's behavioural challenges which will greatly assist in developing
relationship-focused interventions. Finally, with this core attachment perspective they show how to use their Checklist
to develop a specific profile of the child and an action program that best meets his unique developmental needs. In
short, the authors' Observational Checklist and the action plans that are certain to emerge from its use, will enable
the educator to develop very sensitive and sophisticated interventions to best meet the child's attachment, emotional,
and social needs. -- Daniel A. Hughes, Ph.D., Licenced Psychologist and author of Building the Bonds of Attachment, 2nd
edition
Review
------
This book is well written and beautifully presented, overfilling with useful information. It is an excellent
resource for teachers, teaching assistants, educational psychologists and play therapists to help understand the
sensitive emotional needs of children and identify what kind of support to put in place. (Play for Life)
[W]ith increasing numbers of [staff] now becoming aware of the impact of relational trauma and loss upon the capacities
of children in their care, tools such as those recommended here are welcomed. This book provides clear descriptors of
some of the possible vulnerabilities around for these children and a framework through which to make sense of these
vulnerabilities with an attachment focus... Dr Golding and her colleagues have made a significant contribution to
inclusive practice by contributing this book'
Much of what these children need to learn can't be learnt alone through text books. They need you and me. Relationships
matter. Let's take up our responsibility in ensuring that these children experience y secure attachment in our
care so that they can be all that they can and want to be, making valuable contributions towards our shared society.
(From the Foreword by Louise Bombèr, Attachment Support Teacher Therapist)
Building on its excellent companion book for preschool settings, Kim Golding et al beautifully demonstrate how to use
their Observation Checklist for understanding and developing support and action programs in school settings for children
from age 5 to 11. They clearly describe attachment theory and its implications for understanding the emotional and
social difficulties that often emerge from attachment difficulties and insecure attachment styles. They provide a
context for understanding the child's behavioural challenges which will greatly assist in developing
relationship-focused interventions. Finally, with this core attachment perspective they show how to use their Checklist
to develop a specific profile of the child and an action program that best meets his unique developmental needs. In
short, the authors' Observational Checklist and the action plans that are certain to emerge from its use, will enable
the educator to develop very sensitive and sophisticated interventions to best meet the child's attachment, emotional,
and social needs. (Daniel A. Hughes, Ph.D., Licenced Psychologist and author of Building the Bonds of Attachment, 2nd
edition)