Building secure attachments for primary school children: a mixed methods study
Ubha, Neerose and Cahill, S. 2014. Building secure attachments for primary school children: a mixed methods study. Educational Psychology in Practice. 30 (3), pp. 272-292.
|Authors||Ubha, Neerose and Cahill, S.|
Despite the wide implications of attachment theory there remains a lack of research exploring interventions which encapsulate the principles of an attachment-based framework in the school context. The aim of this research was to address this gap by implementing an intervention for a group of five primary-aged pupils with identified insecure attachment styles, and a key adult figure in the school context. The 10 week intervention consisted of weekly sessions based in a mainstream primary school. The research adopted a mixed methodology, with a predominant qualitative focus. The perceptions of children in relation to attachment concepts were explored both before and following the intervention. The findings revealed positive changes in the children’s behaviours and experiences, in that the children’s Internal Working Models were positively shifted, and impacted on their social and emotional behaviours.
|Journal||Educational Psychology in Practice|
|Journal citation||30 (3), pp. 272-292|
|Publisher||Taylor & Francis|
|Digital Object Identifier (DOI)||doi:10.1080/02667363.2014.920304|
|Web address (URL)||https://doi.org/10.1080/02667363.2014.920304|
|Online||01 Aug 2014|
|Publication process dates|
|Deposited||17 Dec 2018|
|Copyright information||© 2014 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology in Practice on 01/08/2014, available online: http://www.tandfonline.com/10.1080/02667363.2014.920304.|
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