Ubha, Neerose and Cahill, Sharon (2014) Building secure attachments for primary school children: a mixed methods study. Educational Psychology in Practice, 30 (3). pp. 272-292. ISSN 0266-7363

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Abstract

Despite the wide implications of attachment theory there remains a lack of research exploring interventions which encapsulate the principles of an attachment-based framework in the school context. The aim of this research was to address this gap by implementing an intervention for a group of five primary-aged pupils with identified insecure attachment styles, and a key adult figure in the school context. The 10 week intervention consisted of weekly sessions based in a mainstream primary school. The research adopted a mixed methodology, with a predominant qualitative focus. The perceptions of children in relation to attachment concepts were explored both before and following the intervention. The findings revealed positive changes in the children’s behaviours and experiences, in that the children’s Internal Working Models were positively shifted, and impacted on their social and emotional behaviours.

Item Type:	Article
Identifier:	10.1080/02667363.2014.920304
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology in Practice on 01/08/2019, available online: https://www.tandfonline.com/10.1080/02667363.2014.920304
Keywords:	attachment; primary school children; mixed methods; secure base; children’s drawings
Subjects:	Education
Depositing User:	Users 4141 not found.
Date Deposited:	27 Nov 2019 14:19
Last Modified:	04 Nov 2024 11:51
URI:	https://repository.uwl.ac.uk/id/eprint/6564

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