Formative interventions.pptx
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This document discusses the differences between formative and summative interventions with children. Formative interventions focus on a child's development and inner instincts, addressing their unmet needs through relationships. Summative interventions focus on behavior and consequences. The document advocates for formative attachment pedagogy, where counseling creates a context for emotional maturation by addressing a child's needs for safety, co-regulation of feelings, and freedom from daily frustrations. Behavior may indicate what is missing for a child, such as feelings of safety from alarming feelings or pursuit of co-regulation. Development nurtures children but does not teach them skills to manage feelings without proper attachment.
![Seminal Works
! Ainsworth, M.D., Blehar, M.C., Waters, E. & Wall, S.N. (1978). Patterns of
attachment: A psychological study of the strange situation. New York:
Routledge.
! Watson, J.B. (1930). Behaviorism. Chicago: University of Chicago Press.
! Bowlby, J. (1969). Attachment and loss vol.1. London: Random House.
! Bowlby, J. (1998). Attachment and loss vol.2: Separation- anger and anxiety.
London: Random House.
! Bowlby, J. (1980). Attachment and loss vol.3: Loss, sadness and depression.
London: Random House.
! Neufeld, G. (2007). Neufeld’s intensive one: Making sense of kids [DVD].
http://www.neufeldinstitute.com
! Powell, B., Cooper, G., Hoffman, K. & Marvin, B. (2014). The circle of
security intervention: Enhancing attachment in early parent-child
relationships. New York: The Guilford Press.
! Winnicott, D.W. (1971). Playing and reality. New York: Routledge.](https://image.slidesharecdn.com/formativeinterventions-160120015951/85/Formative-interventions-pptx-6-320.jpg)
Formative interventions.pptx
- 1. Formative Interventions with Children or why behavior should not be our focal point (applied Attachment Theory) Devon Wolfe
- 2. Attachment pedagogy is rooted in development (Bowlby, 1969) Development demands formative intervention ! Assumes inner instinctual interest & initiative ! Focus on antecedents ! Key to child is insight ! Address unmet needs in ecologies of the child ! Context to work with child is relationship Behavior demands summative intervention ! Assumes outer sources direct interest & initiative ! Focus on consequences ! Key to child is skill ! Address inappropriate behavior of the child ! Context to work with child is the incident
- 3. Counseling becomes formative work to create a context for emotional maturation so a child can: (Neufeld, 2007, part ii) • Learn from trial & error • Transcend handicaps or disabilities • Benefit from having errors, mistakes & failures pointed out • Learn from consequences • Accept what doesn’t work and try something different • Resourcefully resolve conflicts • Avoid trouble with others • Accept limits & restrictions • “Let go” of what doesn’t work • Not be easily provoked
- 4. Attachment pedagogy addresses attunement Instructs us to have an authentic relationship with a child based on attunement not role. Then child can avoid behavior meant to: ! attract attention ! gain power ! Be first/best to win approval ! demand to be special ! impress to be esteemed ! being nice only to be liked ! measure up to be valued ! seek status to be recognized (Neufeld, 2007, part v) ! Attunement creates a context to work within. ! Attunement adjusts our perceptions to see what is missing for the child. ! Could a child be missing: 1. Adequate freedom from alarming feelings? 2. Adequate freedom from daily frustrations? 3. Adequate freedom from pursuit of co-regulation?
- 5. How can we see what is missing? Behavior speaks but doesn’t communicate ! Child uses extremes of hyper or hypo styles of interacting and behaving ! Child is almost always irritable, easily upset, easily provoked, mad, ruminating or worried ! Child turtles, hides, whines, clings, crawls, wants to sleep or curl up in a fetal position Development nurtures but doesn’t teach ! Child is missing feelings of co-regulation necessary to manage feelings of alarm ! Child is missing feelings of safety in attunement to frame and solve multiple frustrations ! Child is missing feelings of being grounded and centered possible only through Attachment (Powell, et al., 2014)
- 6. Seminal Works ! Ainsworth, M.D., Blehar, M.C., Waters, E. & Wall, S.N. (1978). Patterns of attachment: A psychological study of the strange situation. New York: Routledge. ! Watson, J.B. (1930). Behaviorism. Chicago: University of Chicago Press. ! Bowlby, J. (1969). Attachment and loss vol.1. London: Random House. ! Bowlby, J. (1998). Attachment and loss vol.2: Separation- anger and anxiety. London: Random House. ! Bowlby, J. (1980). Attachment and loss vol.3: Loss, sadness and depression. London: Random House. ! Neufeld, G. (2007). Neufeld’s intensive one: Making sense of kids [DVD]. http://www.neufeldinstitute.com ! Powell, B., Cooper, G., Hoffman, K. & Marvin, B. (2014). The circle of security intervention: Enhancing attachment in early parent-child relationships. New York: The Guilford Press. ! Winnicott, D.W. (1971). Playing and reality. New York: Routledge.