Training secondary school teachers on early attachment trauma and adolescent brain development: impact on empathy

Little, Stephanie; Maunder, Rachel

doi:10.1080/03055698.2020.1782847

Cited by 2 publications

(3 citation statements)

References 6 publications

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“…Upaya membangun kesadaran dilakuakan dengan intervensi mindfullness, dengan cara yang lebih konsisten dengan penekanan mindfulness pada istilah seperti "kesadaran" dan "menjadi" (Crawford, Sellman, and Joseph 2021). Pentingnya mengidentifikasi penelitian masa depan yang mengeksplorasi Awareness Training dapat diterapkan di sekolah untuk meningkatkan hasil yang positif bagi remaja (Little and Maunder 2022). Guru harus memiliki strategi dan pendekatan yang digunakan; hasil murid; fasilitator untuk implementasi; hambatan implementasi; dan pelatihan dan perbaikan (Jones and Harding 2023).…”

Section: Pendahuluanunclassified

Pengaruh Pembelajaran Awareness Training Berbasis Kognitif Sosial (ATEKSI) Terhadap Konsep Diri Siswa Kelas V di SD Negeri Krogowanan

Rasidi

Suryawan

2023

edukasi

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Students' self-concept is a view of themselves that represents experience and information so far and has an impact on the steps of success in living life. Not all students at SD N Krogowanan have a positive self-concept, so intervention is needed, one of which is through the implementation of learning according to the problems experienced by students about the need for learning that builds self-awareness and is socially oriented. The research objective was to determine the effect of the social cognitive-based Awareness Training learning model (ATEKSI) on students' self-concept. Research with a quantitative approach, pre-experimental design, using the type of one group pretest-posttest design. The research sample was 31 students of class V with a sampling technique, namely total sampling. The main instrument is a questionnaire whose indicators include: self-image, self-ideal, self-esteem, self-role, self-identity, observation instruments (support). Data analysis techniques using the t test with paired sample t test. The results showed that the mean pretest self-concept score was 81 with a percentage of 63% and posttest with a score of 117 with a percentage of 91%. Based on the results of the t test, it was obtained t count 21,528 > t table 2,042. Significance results were obtained sig 0.00 <0.05, this means that there is a significant difference and influence in the application of social cognitive-based Awareness Training (ATEKSI) learning on the self-concept of fifth grade students at SD Negeri Krogowanan.

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Section: Pendahuluanunclassified

Pengaruh Pembelajaran Awareness Training Berbasis Kognitif Sosial (ATEKSI) Terhadap Konsep Diri Siswa Kelas V di SD Negeri Krogowanan

Rasidi

Suryawan

2023

edukasi

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“…Research has shown that teacher responsiveness can become more positive when staff are given information that helps them to assess that the young person's response has a reason beyond the situation (Hart & DiPerna, 2017). Having an increased understanding of the neuroscience of challenging behaviour in young people does appear to help teachers to recalibrate their responses (Little & Maunder, 2020).…”

Section: Being 'Attachment Aware' In Schoolsmentioning

confidence: 99%

“…Empathy was used as a focal point in a small-scale school study exploring what happens when teachers are trained in attachment awareness (Little & Maunder, 2020).…”

Section: Being 'Attachment Aware' In Schoolsmentioning

confidence: 99%

Why we should train teachers on the impact of childhood trauma on classroom behaviour

Little¹,

Maunder²

2021

bpsecp

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Aim:This paper aims to discuss the link between childhood trauma and young people's disruptive behaviour in the classroom, and argues that teachers should receive training on ‘attachment aware’ approaches to help them respond effectively.Rationale:Two inter-connected problems affecting the UK education system are the number of young people who have experienced early trauma which impacts on their wellbeing and classroom behaviour, and the number of teachers who leave the profession. We propose that schools becoming more attachment-aware could help to address these issues.Findings:Through considering the evidence for what therapeutically supports young people to move out of a pattern of trauma-influenced coping, we show there is scope for schools to play a systemic part in building positive interpersonal relationships. We suggest that a fortuitous side effect of this is the evidence that it could be beneficial for adults in the education system to take an alternative approach, potentially acting as a buffer for professional burnout and aiding teacher retention.Limitations:The evidence base supporting attachment-aware approaches in schools is in its early stages, and there may be challenges aligning such relationally-orientated practices within a performative educational culture.Conclusions:Based on the material presented in the paper, we conclude that now is the time to prioritise relationships for education. attachment-aware approaches can provide a valuable starting point for schools.

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Training secondary school teachers on early attachment trauma and adolescent brain development: impact on empathy

Cited by 2 publications

References 6 publications

Pengaruh Pembelajaran Awareness Training Berbasis Kognitif Sosial (ATEKSI) Terhadap Konsep Diri Siswa Kelas V di SD Negeri Krogowanan

Pengaruh Pembelajaran Awareness Training Berbasis Kognitif Sosial (ATEKSI) Terhadap Konsep Diri Siswa Kelas V di SD Negeri Krogowanan

Why we should train teachers on the impact of childhood trauma on classroom behaviour

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