When foster placements are under pressure it can be difficult, for all sorts of reason for carers to attend training.
“Learning that is based on the premise that the more specific and context related learning is to the job or task, the more an individual is motivated to learn
If organisations make critical learning available close to the moment of need, an inherent “teachable moment” – an ideal time to leverage learning without having to remove the learner from the work – is created”.
Littlejohn, M (2006) Learning. Is it ‘Learning’ or is it ‘Work’? T + D; 60, 2 ProQuest
Using up-to-date DVD media illustrating attachment and child development I offer flexible consultations in carers homes and can cover the following activities and topics.
1. The impact of early experience on brain development
2. Understanding attachment, attachment behaviour, and attachment styles
3. Complex trauma and development domains affected by disrupted early experience
4. “I Thou moments” the chemistry of adult child interactions. Does this child allow me to care for them in the way that I want to or expected to? Calming stress filled moments.
5. Planning day-to-day care and interactions in a way that helps children recover from trauma and disrupted attachment
6. Planning for stability and security
The sequence of sessions is flexible to allow for response to presenting needs. Continuing contact with carers can be negotiated
· Helping children feel safe emotionally and physically is fundamental and foundational to progress.
· Intersubjective experience between carer and child that provides acceptance and order has precedence over behaviour management.
· Relationships that proactively meet a child’s need for acceptance, understanding, order and co-regulation are rewarding and socially reinforcing.
· Anticipating children’s needs and meeting these proactively before the child demonstrates the need through extreme behaviour is crucial.
· A team approach where all the adults meet -regularly to share experience with the developing child are central to recovery care. Carers are a core part of that team.
· Professional staff may sometimes need to meet as a separate group to think through issues and plan.
· The ‘template’ for recovery work can be paralleled with similar emotional intensity as parenting an infant.
· Children, like adults are not always conscious of their actions.