Challenging behaviour and insecure attachment

Clegg, Jennifer; Sheard, Charlotte

doi:10.1046/j.1365-2788.2002.00420.x

Cited by 39 publications

(40 citation statements)

References 7 publications

(6 reference statements)

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“…The stress-attachment model, devised by Janssen et al (2002), suggests that challenging behaviour in thiis group serves a regulatory function for high levels of stress. This, in some ways, is an extension of the view that challenging behaviour is a protest response that aims to establish contact with the secure regulatory base (Clegg and Lansdall-Welfare, 1995;Clegg and Sheard, 2002). Furthermore, the despair phase of separation can be characterised by loss of abilities, loss of appetite and complete withdrawal.…”

Section: Separation Responses Of People With Profound Learning Disabimentioning

confidence: 99%

“…The prevalence of separation anxiety is therefore higher than in their typically developing peers (Emerson, 2003). A weaving of interactional factors may give rise to this, including affect dysregulation, psychopathology (Schuengel et al, 2006) and insecure attachment relationships (Clegg and Sheard, 2002;Clements and Barnett, 2002). This combination, within the wider context of societal and cultural issues affecting people with LD, is believed to contribute to significant difficulties with loss experiences (Blackman, 2016).…”

Section: Attachment and Learning Disabilitiesmentioning

confidence: 99%

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Loss and profound intellectual disabilities: the significance of early separation responses

Young

2016

AMHID

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Purpose Intellectual disabilities (ID) may complicate the experience of bereavement and loss, in those with communicative impairments compounded by complex healthcare needs and sensori-motor limitations. Whilst theorists have argued that the cognitive difficulties of people with profound ID impede mourning reactions, none have attempted to make sense of the responses they do exhibit. The current paper discusses this. Design/methodology/approach A select review considers the neurobiology underlying attachment bonds, complications in attachment formation and affect regulation in people with ID, and separation responses of people with profound ID. Findings The current paper demonstrates that by recognising the affective nature of separation distress, an understanding beyond a cognitive conceptualisation is possible. Research limitations/implications It is worth questioning whether people with profound ID are incapable of any meaningful form of person permanence. A critical review could deal with this comparatively by drawing on research of person and object permanence in typically developing children. Practical implications Of specific interest, the bio-behavioural regulators of relationships may help us to appreciate the importance of routine physical health and social care for emotional wellbeing in this group. Originality/value It is argued that by appreciating the basic emotional and regulatory functions of relationships, we can achieve a greater insight into the loss experiences of people with profound ID that will offer therapeutic direction.

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Section: Separation Responses Of People With Profound Learning Disabimentioning

confidence: 99%

Section: Attachment and Learning Disabilitiesmentioning

confidence: 99%

Loss and profound intellectual disabilities: the significance of early separation responses

Young

2016

AMHID

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“…Most young children want to please the significant adults in their lives starting with their parents. The parent-student relationship forms the basis for the teacher-student relationship (Clegg & Sheard, 2002;Venet, et al, 2007).…”

Section: Parentsmentioning

confidence: 99%

“…The active participation of parents in meetings and acknowledgment of their children's assets and achievements increases the value of the program to students (Clegg & Sheard, 2002;Pogoloff, 2004;Venet, et al, 2007). programs at either the intervention or home school.…”

Section: Parental Input and Interestmentioning

confidence: 99%

Timely Intervention – Before It’s Too Hard

Clarke¹

2012

Reflections on Learning, Life and Work

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Students who have difficulty conforming to school rules and expected school behavioural norms are at risk of being excluded from their own schools, and possibly from further education. Failure to complete twelve years of schooling places the students at a social and economic disadvantage for the rest of their lives.Intervention programs attempt to address students' behavioural and social issues and assist them to maintain their connection with education. This thesis examines an intervention program in Melbourne, Australia which is staffed by special education teachers and located away from the home schools of the students.Inappropriate student behaviours were identified from a review of the intervention unit's historical records. These behaviours were then compared and aligned with earlier analyses of difficult behaviours, in particular the categories from the Achenbach Child Behaviour Check List.Quantitative analysis methods were used to validate the Behaviour Rating Scale that was developed to measure pre and post intervention behaviour. The Behaviour Rating Scale outcomes were used in conjunction with a Sessional Evaluation Measure (SEM) to assess the effectiveness of the off-site intervention program.The thesis concludes with a model identifying key elements of effective intervention programs based on both investigations undertaken and the literature reviewed.iv

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“…Huebner and Thomas (1995) found evidence that if children with developmental delays had insecure attachments to their mothers, they were two to four times more likely to show psychopathology later in life. Likewise, Clegg and Sheard (2002) found that children and adults with intellectual disabilities who had insecure attachments with their parents were more likely to exhibit challenging behaviors, and Wellemsen-Swinkels, Bakermans-Kranenburg, Buitelaar, Van IJzendoorn, and England (2000) found that children with pervasive developmental disorders who had secure attachments scored higher on measures of social skills.…”

Section: Attachment In Children With Developmental Delaysmentioning

confidence: 99%

Mother-Child Attachment and Preschool Behavior Problems in Children with Developmental Delays

Peacock¹,

LaMont²

2009

PsycEXTRA Dataset

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Secure mother-child attachment has been found to be an important factor in the healthy emotional development of children and has been shown to have effects on child, adolescent, and adult behavior. Previous research has primarily focused on attachment in children who are typically developing. However, little research has been conducted in populations of children with developmental delays. The research thus far has suggested that medical situations, child disabilities and maternal emotions may affect interaction patterns between the mother and the child which may in turn influence the security of the mother-child attachment in children with developmental delays. This study contributes to the literature now available. Seventy-four mothers of 1½-to 2-year-old children in an early intervention program completed a series of questionnaires. Two previously developed pencil-paper measures of attachment behaviors were selected for use in the study due to ease of administration and replication and the need for generalization of

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Challenging behaviour and insecure attachment

Abstract: These preliminary results justify more detailed and longitudinal research into the relationship between attachment status and challenging behaviour.

Cited by 39 publications

References 7 publications

Loss and profound intellectual disabilities: the significance of early separation responses

Loss and profound intellectual disabilities: the significance of early separation responses

Timely Intervention – Before It’s Too Hard

Mother-Child Attachment and Preschool Behavior Problems in Children with Developmental Delays

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