that attachment theory is mechanistic, non-dynamic in its quality and that it’s misrepresenting psychoanalytical concepts. Overarching themes within the critique include that the theory simplifies the unconscious motivational system underpinning behaviour and the emphasis is on early life. Additionally, that the theory ignores biological vulnerabilities of the infant other than those rooted in the primary caregiver (p. 449). That it fails to consider aspects of the parent-child relationship beyond separation and loss. However, there is recognition of the strength of attachment theory in describing representational systems that mediate relational behaviour. Additional criticisms towards attachment theory specific to education are also towards the negative discourse and constraining young people looked ‘within child’ after with 2007). It could be argued that there is a need ‘vulnerability’ labels (Slater, for schools to create deficits for CYPLA to justify resources and provision. A move towards a strength based resiliency model when considering how some young people overcome and achieve despite their adversity seems to go against current attachment based educational approaches. 2.3 Being in school- the importance of relationships Studies in the area of CYPLA and the importance of relationships have highlighted the importance of the quality of relationships and the positive impact of having an attachment figure in school (Geddes, 1996). Recently there has been an increased emphasis on the importance of schools and education staff making a difference in the lives of children who have experienced trauma and loss. As well as the importance of the attachment figure helping the child to regulate their emotional responses thus reducing stress behaviours, there is also an emphasis on them helping children to build on friendships and peer relationships. The importance of peer relationships within a developmental framework is examined further in this section but it also needs to be acknowledged that there is a dearth in research when examining this area and the experiences of CYPLA. There seems to be an over emphasis on the adult child relationship and reliance on adult child interventions which are essential in supporting the trajectory of resilience. However, there is under representation of research in peer relationships for CYPLA given the heavy emphasis on this within general developmental child psychology.
that attachment theory is mechanistic, non-dynamic in its quality and that it’s misrepresenting psychoanalytical concepts. Overarching themes within the critique include that the theory simplifies the unconscious motivational system underpinning behaviour and the emphasis is on early life. Additionally, that the theory ignores biological vulnerabilities of the infant other than those rooted in the primary caregiver (p. 449). That it fails to consider aspects of the parent-child relationship beyond separation and loss. However, there is recognition of the strength of attachment theory in describing representational systems that mediate relational behaviour. Additional criticisms towards attachment theory specific to education are also towards the negative ‘within child’ discourse and constraining young people looked after with ‘vulnerability’ labels (Slater, 2007). It could be argued that there is a need for schools to create deficits for CYPLA to justify resources and provision. A move towards a strength based resiliency model when considering how some young people overcome and achieve despite their adversity seems to go against current attachment based educational approaches. 2.3 Being in school- the importance of relationships Studies in the area of CYPLA and the importance of relationships have highlighted the importance of the quality of relationships and the positive impact of having an attachment figure in school (Geddes, 1996). Recently there has been an increased emphasis on the importance of schools and education staff making a difference in the lives of children who have experienced trauma and loss. As well as the importance of the attachment figure helping the child to regulate their emotional responses thus reducing stress behaviours, there is also an emphasis on them helping children to build on friendships and peer relationships. The importance of peer relationships within a developmental framework is examined further in this section but it also needs to be acknowledged that there is a dearth in research when examining this area and the experiences of CYPLA. There seems to be an over emphasis on the adult child relationship and reliance on adult child interventions which are essential in supporting the trajectory of resilience. However, there is under representation of research in peer relationships for CYPLA given the heavy emphasis on this within general developmental child psychology.
FINAL%20THESIS%2022.06.2017.docx