Attachment

This summary explores the evidence around Adverse Childhood Experiences (ACEs), their impact on educational outcomes and what interventions may be effective in supporting young people with ACEs in educational contexts. It draws on evidence from social care, health and education to provide background information and identify examples interventions with identifiable outcomes for young people, and examples of good practice around ACEs- and trauma-informed approaches that may be relevant in Scotland. It also identifies some key limitations of the evidence around ACEs and the application of the concept in the educational context.

This Outline explores the impact of parental substance misuse on children and identifies evidence around effective methods of intervention for social workers.

Professor Helen Minnis talks to David Woodier, a teacher, adoptive parent and blogger about ‘Why attachment matters'.

Dan Hughes, Clinical Psychologist, from U.S.A., is the originator of dyadic developmental psychotherapy (DDP) and also attachment-focused family therapy. He is an internationally acclaimed therapist and author of ground-breaking books on attachment and emotional recovery.

Edwina Grant talks to Christine Gordon and Karen Wallace of Adapt Scotland about caring for those who care for children who exhibit violent or aggressive behaviour.

Edwina Grant, Sheila Lavery and Roberta Manners talk about Theraplay, a child and family therapy aimed at enhancing and building attachment, self-esteem, trust in others, and joyful engagement.

Scotland Director of the WAVE Trust, talks to members of Scottish Attachment in Action about collaborating and the politics of making a difference.

Presentations from Tam Baillie, Judy Furnivall, Helen Minnis, Sally Wassell and Paul Gilroy on various topics including brain development, attachment, evidence in practice, professionalism, and randomised control trials.

Tuhinul did voluntary work with street children and the children of sex workers in Bangladesh. He talks about bridging the gap between academia and practice.