They still want their staff to follow
classroom style training programs delivered by professional training companies with
formal materials and some kind of
formal assessment and evaluation.
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive
styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the
classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired
formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.
Pale grey walls and floor - to - ceiling library shelves give the room a
formal feel, while a tailored navy blue sofa and
classroom -
style wooden drawers add to the scholastic scheme.