Additional Information
Book Details
Abstract
Foundations for Attachment Training Resource is a six-session programme to help parents and carers to nurture attachments with their child. It is designed specifically for those caring for children whose capacity to emotionally connect has been compromised as a result of attachment problems, trauma, and loss or separation. Informed by attachment theory and Dyadic Developmental Psychotherapy (DDP), it consists of three core modules:
* Understanding Challenges of Parenting
* Therapeutic Parenting
* Looking After Self
It includes relevant theory and process notes for trainers, and a range of activities supported by electronic resources with downloadable activity sheets and handouts. This is a complete resource containing everything you need to run the sessions, and is perfect for any professionals involved in training foster carers, adoptive parents and kinship carers.
Kim Golding has eloquently distilled the essential elements of attuned parenting for children with histories of maltreatment for both facilitator and participant alike, strengthened by a body of evidence from well-thought-out pilot work.
Dr Ben Gurney-Smith, Chartered Consultant Clinical Psychologist, Adoptionplus & Research Coordinator UK for DDP Institute
In six sessions, knowledge about trauma, attachment and neurobiology is made easy to understand through practice-based exercises and handouts. This resource is highly recommended.
Julie Hudson, Chartered Clinical Psychologist, Associate Fellow of the British Psychological Society
Kim S. Golding is a consultant clinical psychologist with a special interest in parenting. She was involved in the setting up and evaluation of an inter-agency project in Worcestershire, UK, which is now part of the Integrated Service for Looked After Children (ISL). She is author of several books including bestsellers Creating Loving Attachments (co-authored with Daniel A. Hughes) and Nurturing Attachments, both published by Jessica Kingsley Publishers.
Foundations for Attachment adeptly explores both the inner lives of these children, and provides resources for the challenges of parenting. Certain to be welcomed by practitioners, its accessible style will enlighten attachment-focused parents too.
Ben Monaghan, Managing Director, Compass Seminars Australia
The group programme developed by Kim Golding offers parents and carers a bridge between learning the principles of attachment and how such attachment is experienced. A wonderful resource.
Dr Joe Tucci, CEO, Australian Childhood Foundation
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Foundations for Attachment Training Resource: The Six-Session Programme for Parents of Traumatized Children by Kim S. Golding | 3 | ||
| Foreword by Dan Hughes PhD | 13 | ||
| Acknowledgements | 17 | ||
| Introduction to the Foundations for Attachment Programme | 19 | ||
| Module One: Understanding Challenges of Parenting | 21 | ||
| Module Two: Therapeutic Parenting | 22 | ||
| Module Three: Looking After Self | 23 | ||
| Who is the group programme suitable for? | 23 | ||
| The Foundations for Attachment Programme and the Nurturing Attachments Programme | 25 | ||
| What experience do group facilitators need? | 25 | ||
| Delivering the Foundations for Attachment group | 26 | ||
| Using the Manual | 29 | ||
| Notes | 31 | ||
| Evidence for the effectiveness of the Foundations for Attachment Programme | 33 | ||
| Module One: Understanding Challenges of Parenting | 41 | ||
| Module One, Session One: Blocked Relationships | 43 | ||
| Aims of session | 43 | ||
| Summary of session | 43 | ||
| Session Plan | 45 | ||
| Trainer Notes | 46 | ||
| Understanding challenges of parenting | 46 | ||
| Parenting challenge one: Blocked trust (Baylin And Hughes 2016) | 48 | ||
| Fear of abandonment | 52 | ||
| Impact of blocked trust on the development of the nervous system | 54 | ||
| Parenting children experiencing blocked trust: comfort, curiosity and joy | 60 | ||
| Parenting challenge two: Fear of intersubjectivity | 62 | ||
| Parenting children who fear intersubjective connections | 64 | ||
| Suggestions for activities | 66 | ||
| Process Notes | 67 | ||
| Introductions | 67 | ||
| Understanding challenges of parenting | 67 | ||
| Parenting challenge one: Blocked trust | 70 | ||
| Fear of abandonment | 72 | ||
| Impact of blocked trust on the development of the nervous system | 72 | ||
| Parenting children experiencing blocked trust: comfort, curiosity and joy | 73 | ||
| Parenting challenge two: Fear of intersubjectivity | 73 | ||
| Module One, Session Two: Hiding and Miscuing | 75 | ||
| Aims of session | 75 | ||
| Summary of session | 75 | ||
| Session Plan | 77 | ||
| Trainer Notes | 78 | ||
| Parenting challenge three: Shame | 78 | ||
| Parenting children living in shame | 80 | ||
| Parenting challenge four: Miscuing through hidden needs | 80 | ||
| Parenting children to meet hidden and expressed needs | 83 | ||
| Introducing a DDP-informed therapeutic parenting approach | 84 | ||
| Suggestions for Activities | 88 | ||
| Process Notes | 89 | ||
| Parenting challenge three: Shame | 89 | ||
| Parenting children living in shame | 89 | ||
| Parenting challenge four: Miscuing through hidden needs | 89 | ||
| Module Two: DDP-informed Therapeutic Parenting | 93 | ||
| Module Two, Session One: Building Connections | 95 | ||
| Aims of Session | 95 | ||
| Summary of Session | 95 | ||
| Session Plan | 96 | ||
| Trainer Notes | 97 | ||
| Therapeutic parenting | 97 | ||
| The ability to be mind-minded | 99 | ||
| Open and engaged or defensive | 101 | ||
| The ability to maintain an attitude of PACE | 103 | ||
| Suggestions for Activities | 110 | ||
| Process Notes | 112 | ||
| Therapeutic parenting | 112 | ||
| The ability to be mind-minded | 115 | ||
| Open and engaged and defensive | 116 | ||
| The ability to maintain an attitude of PACE | 117 | ||
| Module Two, Session Two: Supporting Behaviour | 121 | ||
| Aims of session | 121 | ||
| Summary of session | 121 | ||
| Session Plan | 123 | ||
| Trainer Notes | 124 | ||
| Difficulties for developmentally traumatized children when parents use traditional parenting strategies | 124 | ||
| Exploring behaviour support instead of behaviour management | 126 | ||
| Regulation-based parenting with PACE | 129 | ||
| Some parenting principles: ‘Connection with correction’ | 132 | ||
| Putting it all together, parenting the insecure child: Parenting in the moment | 138 | ||
| Suggestions for Activities | 141 | ||
| Process Notes | 143 | ||
| Exploring behaviour support | 143 | ||
| Considering connection with correction | 145 | ||
| Parenting principles | 145 | ||
| Open and engaged parenting | 146 | ||
| Parenting in the moment | 146 | ||
| PACE: Frequently Asked Questions | 148 | ||
| Module Three: Looking After Self | 155 | ||
| Module Three, Session One: Understanding Attachment History | 157 | ||
| Aims of session | 157 | ||
| Summary of session | 157 | ||
| Session Plan | 158 | ||
| Trainer Notes | 159 | ||
| Exploring past relationship and attachment history | 159 | ||
| Suggestions for Activities | 163 | ||
| Process Notes | 164 | ||
| Reflecting on early relationship experience | 165 | ||
| Moving from defensive to open and engaged | 165 | ||
| Module Three, Session Two: Self-Care and Blocked Care | 167 | ||
| Aims of session | 167 | ||
| Summary of session | 167 | ||
| Session Plan | 169 | ||
| Trainer Notes | 170 | ||
| Self-care | 170 | ||
| Blocked care | 171 | ||
| Suggestions for Activities | 179 | ||
| Process Notes | 180 | ||
| Self-care | 180 | ||
| What is blocked care? | 180 | ||
| Conclusion: Revisiting Foundations for Attachment Model | 182 | ||
| Glossary | 183 | ||
| References and Reading List | 195 | ||
| References | 195 | ||
| Additional Reading | 197 | ||
| Accompanying Resources | 199 | ||
| Module One, Session One | 201 | ||
| Module One, Session One: Activity Sheet 1 - Understanding a Child/Young Person | 202 | ||
| Module One, Session One: Activity Sheet 2 - Understanding a Child/Young Person (Blocked Trust and Fear of Connection) | 203 | ||
| Module One, Session One: Activity Sheet 3 - Understanding a Child: Case Study | 204 | ||
| Module One, Session One: Activity Sheet 4 - Understanding an Adolescent: Case Study | 205 | ||
| Module One, Session One: Handout 1 - Foundations for Attachment Model | 208 | ||
| Module One, Session One: Handout 2 - Parenting Challenge One: Loss of Trust in Infancy | 209 | ||
| Module One, Session One: Handout 3 - Brain, Biology and Mistrust | 210 | ||
| Module One, Session One: Handout 4: Parenting Challenge Two: Fear of Intersubjective Relationships | 212 | ||
| Module One, Session Two | 215 | ||
| Module One, Session Two: Activity Sheet 5 - Case Example: Andrew and Joseph | 216 | ||
| Module One, Session Two: Activity Sheet 6 - Understanding a Child/Young Person: Shame and Expressed/Hidden Needs | 219 | ||
| Module One, Session Two: Activity Sheet 7 - Exploring the DDP Principles in Parenting | 220 | ||
| Module One, Session Two: Handout 5 - Parenting Challenge Three: Living with Shame | 224 | ||
| Module One, Session Two: Handout 6 - Parenting Challenge Four: Miscuing through hidden needs | 225 | ||
| Module One, Session Two: Handout 7 - DDP Principles and Parenting Developmentally Traumatized Children | 227 | ||
| Module One, Session Two: Handout 8 - Reflections on the Scenarios using DDP Principles | 229 | ||
| Module Two, Session One | 233 | ||
| Module Two, Session One: Activity Sheet 8 - Dialogues | 234 | ||
| Module Two, Session One: Activity Sheet 9 - How Would You Make these Conversations Mind-Minded? | 237 | ||
| Module Two, Session One: Activity Sheet 10 - A Day in the Life Role Play: Child | 239 | ||
| Module Two, Session One: Activity Sheet 11 - A Day in the Life Role Play: Adolescent | 241 | ||
| Module Two, Session One: Activity Sheet 12 - Spot the Motive: PACE to do or to be? | 244 | ||
| Module Two, Session One: Activity Sheet 13 - How Might the Parent Respond with PACE to These Children? | 248 | ||
| Module Two, Session One: Activity Sheet 14 - Non- PACE and PACE Dialogue: Young Child | 250 | ||
| Module Two, Session One: Activity Sheet 15 - PACE and non-PACE Dialogue: Older Child | 251 | ||
| Module Two, Session One: Activity Sheet 16 - PACE with an Uncommunicative Adolescent in Foster Care | 254 | ||
| Module Two, Session One: Activity Sheet 17 - Non-PACE and PACE Dialogue: Adolescent Living in Residential Care | 258 | ||
| Module Two, Session One: Handout 9 - Mind-Minded Parenting, Supported by PACE | 262 | ||
| Module Two, Session One: Handout 10 - PACE | 263 | ||
| Module Two, Session One: Handout 11 - Parenting with Pace | 265 | ||
| Module Two, Session One: Handout 12 - Introducing PACE to Children | 267 | ||
| Module Two, Session One: Handout 13 - Reflections on Mind-minded Statements | 269 | ||
| Module Two, Session One: Handout 14. - Reflections on Spot the Motive Activity | 271 | ||
| Module Two, Session One: Handout 15 - Reflections on How the Parents Might Respond with PACE | 273 | ||
| Module 2, Session 2 | 275 | ||
| Module Two, Session Two: Activity Sheet 18 - PACE and Arousal State – Child | 276 | ||
| Module Two, Session Two: Activity Sheet 19 - PACE and Arousal State – Adolescent | 278 | ||
| Module Two, Session Two: Activity Sheet 20 - Behaviour Scenarios | 280 | ||
| Module Two, Session Two: Activity Sheet 21 - Lost in the Forest | 281 | ||
| Module Two, Session Two: Activity Sheet 22 - A Difficult Day at School | 282 | ||
| Module Two, Session Two: Handout 16 - Parenting Principles for Security | 286 | ||
| Module Two, Session Two: Handout 17 - Parenting in the Moment: ‘Connection with ‘Correction’ \nAn Attitude of PACE with Behaviour Support | 289 | ||
| Module Two, Session Two: Handout 18 - Reflections on PACE and Arousal State: Child | 290 | ||
| Module Two, Session Two: Handout 19 - Reflections on PACE and Arousal State: Adolescent | 291 | ||
| Module Two, Session Two: Handout 20 - Reflections on the Behaviour Scenarios | 292 | ||
| Module Three, Session One | 295 | ||
| Module Three, Session One: Activity Sheet 23 - How does my experience of past relationships impact on me as a parent? | 296 | ||
| Module Three, Session One: Activity Sheet 24 - What is your attachment state of mind? | 298 | ||
| Module Three, Session One: Handout 21 - Exploring Attachment History | 300 | ||
| Module 3, Session 2 | 301 | ||
| Module Three, Session Two: Activity Sheet 25 - How Well Do I Care for Myself? | 302 | ||
| Module Three, Session Two: Activity Sheet 26 - Am I at Risk of Developing Blocked Care? | 303 | ||
| Module Three, Session Two: Activity Sheet 27 - My Self-Care Plan | 304 | ||
| Module Three, Session Two: \x03Handout 22 | 306 | ||
| Module Three, Session Two: \x03Handout 22 - Self-Care | 306 | ||
| Module Three, Session Two: Handout 23 - Blocked Care | 307 | ||
| Module Three, Session Two: Handout 24 - Protection and Recovery from Blocked Care | 309 | ||
| Module Three, Session Two: Handout 25 - The House Model of Parenting | 310 | ||
| Glossary | 311 | ||
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