By Gillian Schofield, Mary Beek
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Naming their own and others’ feelings ● Taking those feelings into account Whole group discussion Opportunities to help children think about the feelings of others occur frequently – when, for example, another child cries after falling over or is upset when first left at the playgroup by a parent. One of the most useful opportunities for learning is through stories. Caregivers wishing to help children be more “mind-minded”and understand the thoughts and feelings of others can use stories to help children think about feelings of all kinds.
Conclusion These core concepts of attachment theory help us to understand the development of both secure and insecure attachment. Children who come into foster care and adoption have often not experienced a secure base in their early relationships and they lack trust. They may have often felt overwhelmed by their feelings and have developed internal working models of themselves as unlovable and of others as unavailable, rejecting or even frightening. They need to have family experiences that help them to feel safe, help them to manage their feelings and enable them to believe that they can be loved and lovable and that others will not let them down.
Group C, who never won, may have felt angry with the trainers and wanted to give up – they may say that the game felt stupid and unfair. Note Ensure that Group C are offered a chocolate. At the end, state explicitly that this was just an exercise and now it has ended. Face cards for the slot machine exercise (available on the CD ROM) Row A Row B Row C ...... 28 Attachment for foster care and adoption 01 BAAF Attachment 22/05/06 4:53 pm Page 29 THEN make connections to the feelings of children in these different situations.
Attachment for foster care and adoption : a training programme by Gillian Schofield, Mary Beek