Adapting the Solihull Approach for Whole School Presentation

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Adapting the Solihull Approach for Whole School
Presentation
Presentation by Cathy Leigh Specialist Teacher
for Behaviour Lisa Robertson Principal Social
Worker
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Adapting the Solihull Approach for Whole School
Presentation

• Background to the Project
• Development Day for Trainers led by Dr Hazel
  Douglas discussion around ways of extending
  and adapting the roll-out of the Solihull
  Approach in Kent to fill an identified need
  within schools
• An opportunity to plan, develop and Pilot a
  project in Dartford West and East LCSPs

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Adapting the Solihull Approach for Whole School
Presentation
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Adapting the Solihull Approach for Whole School
Presentation

• Programme
• Introduction
• What is the Solihull Approach?
• Why might the approach be useful in schools?
• Overview of the Theoretical Model
• Brain Development
• Overview of the latest theories
• DVD The Social Baby
• Activity how does these latest theories impact
  on school and the approaches we use?

• Session 1
• Introduction and Brain Development

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Adapting the Solihull Approach for Whole School
Presentation

• Programme
• Containment
• Background
• Links to Freud and Projection
• Links to Klein and Projective Identification
• Bion and the concept of Containment
• Activities and Discussions around how
  Containment is a useful concept to understand and
  use in schools

• Session 2
• Containment

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Containment

• Where does the idea come from?
• Founding theorist - Wilfred Bion
• British psychoanalyst
• Tavistock Clinic London
• Worked with Melanie Klein
• Influenced by Freud
• Linked to Winnicott paediatrician,
  psychoanalyst

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Containment
Containment is linked to Freuds concept of
Projection
We disown them . but then attribute them to
someone else. We safely distance ourselves from
these negative feelings but then criticise them
in other people
What is projection? A human defence mechanism We
have the capacity to ignore things we do not like
about ourselves. We use a mechanism called
splitting off to do this We disown and
externalise uncomfortable and unpleasant feelings
I dont like him. Hes a very angry person!
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Containment
Containment is linked to Kleins concept of
Projective Identification
This is a two-way process We unconsciously
project an aspect of ourselves into someone
else. Why? Either to get rid of it Or as way of
communicating a particularly painful or difficult
feeling
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Containment
Containment is linked to Kleins concept of
Projective Identification
For example A mother who has herself been
unloved may project her feelings of unlovableness
into her child and then identify with the child
as unloved and unlovable.
It is so painful for me to feel unloved and
unlovable I will get rid of these feelings by
giving them to you. At the same time, that will
help you understand how I feel. In return, I may
feel slightly less unlovable and can blame on you
any feelings of coldness or dislike which I may
feel towards you.
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Containment
Projective identification
I dont want to be angry you have it. You have
this anger to understand how I feel. Now I dont
have to feel so angry and I can criticise you for
being angry. I might take on some of your
feelings of hopelessness. a pupil?
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Containment
Projective identification
I dont want to be angry you have it. You have
this anger to understand how I feel. Now I dont
have to feel so angry and I can criticise you for
being angry. I might take on some of your
feelings of hopelessness. a parent?
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Containment
Projective identification
I dont want to be angry you have it. You have
this anger to understand how I feel. Now I dont
have to feel so angry and I can criticise you for
being angry. I might take on some of your
feelings of hopelessness. a colleague or you?
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Containment
Projective identification is take a step further
in the theory of Containment
Containment is the notion of another person being
able to hold onto these feelings, and then give
them back detoxified and bearable. This relies
on the person doing the containing having a
certain amount of self-knowledge and the ability
to know what is mine and what is anothers.
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Containment
Containment is the notion of another person being
able to hold onto these feelings, and then give
them back detoxified and bearable.
Ahh I see whats happening here. Its not me
feeling angry the anger I am feeling is being
projected on me by the person I am with. They
are doing this because they are finding the
feeling too unbearable to handle. They want me
to know how they feel. They want to feel a bit
less angry. They want me to help them find a way
to manage these feelings.
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Containment
Containment is the notion of another person being
able to hold onto these feelings, and then give
them back detoxified and bearable.
What I need to do is know these are not my
feelings. I need to be available and strong
enough to hold the feelings for them and then
hand them back in a detoxified and bearable
form. I need a balance outlook.
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Containment
Containment is the notion of another person being
able to hold onto these feelings, and then give
them back detoxified and bearable.
I need to be mentally and emotionally available
to receive the worries, disappointments and
hostility. I know that some children, parents
(and colleagues) will deflect their hostility and
anger at others at me!
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Containment
It is important to know that it is for adults to
Contain the children and NOT the other way
round. Adults can Contain one another Sometimes
we can find it easier to Contain someone else
than it is to Contain ourselves even when face by
the same situation!
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Containment
How adults Contain children
Adults can help a child cope with anxiety and
emotions so they are not overwhelmed or disable
by the intensity of the feelings.
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Containment
How adults Contain children
Adults can help a child cope with anxiety and
emotions so they are not overwhelmed or disable
by the intensity of the feelings.
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Containment
How adults Contain children
Adults can help a child cope with anxiety and
emotions so they are not overwhelmed or disable
by the intensity of the feelings.
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Containment
How adults Contain children
Adults can help a child cope with anxiety and
emotions so they are not overwhelmed or disable
by the intensity of the feelings.
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Containment
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Containment
When Mum is having problems Containing baby. Dad
(or another person) can help to Contain mum thus
giving mum the capacity to then Contain the
baby. The same pattern of one person helping
Contain another so that they can then Contain
within another relationship is very common and
useful.
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Containment
If we seek Containment from someone who is not
able to give it - at best we end up feeling no
better sometimes they leave us feeling
worse even more overwhelmed.and less able to
help!
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Containment
When might adults in schools find Containment
difficult to offer?
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Containment
How do we feel when we are Un-Contained?
ACTIVITY In twos or threes think of all the
words, phrases, similes that come to mind when
you feel overwhelmed by a problem.
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Containment
How do we feel when we are Un-Contained?
I start to get angry and shout at anyone who
comes near me!
Blind panic! I cant think! Filled with
dread! Helpless Like a child
I cant take any more of this! I will
explode! HELP!!!!!
It's like Im stuck in head-lights I freeze I
cant see.. I flail around wildly looking but not
seeing!
I think everything is going wrong and its my
fault Im stupid and useless why does it
happen to me!
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Containment
How do you know you have been Contained?
ACTIVITY Part 1 In pairs tell each other about a
time when you felt overwhelmed by something and
you went to someone seeking help but DID NOT
receive it! What was it that they did that made
you either continue to feel overwhelmed or feel
even MORE overwhelmed?
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Containment
How do you know you have been Contained?
ACTIVITY Part 2 In pairs tell each other about a
time when you felt overwhelmed by something and
you went to someone seeking help and they
DID? What was it that they did that made you
feel so much better?
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Containment

• A person good at Containing others is
• Receptive
• Able to hold on to another persons difficult
  feelings without being overwhelmed by them
  themselves
• Makes calm and thoughtful attempts to understand
  the problem
• Can convey a feeling that what the other person
  is feeling is tolerable and meaningful and
  manageable.

Oh dear, whats the matter? Youre probably
tired, or maybe its your tummy.
Oh God, I dont know what she wants and I cant
stop her crying!
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Containment
How might the notion of Containment be helpful in
schools?
Activity Jade Story
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Containment
Who helps you to be a person able to Contain
others? What do we need as professionals to keep
ourselves emotionally safe and well Contained?
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Adapting the Solihull Approach for Whole School
Presentation

• Programme
• Reciprocity
• Background Brazelton
• The Dance of Reciprocity
• DVD Clips including Baby Ethan
• Links to Winnicott and Bowlby
• Reciprocity and its links to communication,
  social relationships, language acquisition
• Activities linking Reciprocity to learning and
  life in School

• Session 3
• Reciprocity

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Reciprocity
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Reciprocity
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Reciprocity

• The Dance of Reciprocity is the basis of all
  healthy relationships
• Baby and Parent
• Husband and Wife
• Teacher and Pupil
• Teacher and Parent
• Colleague to Colleague
• Friend to Friend

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Reciprocity

• Reciprocity is important for
• Self-regulation
• Good attachment
• Resilience to change and transition
• Sense of self
• Language Development
• Social Skills
• It is the blue-print for ALL relationships
• Linked to Brain Development

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Reciprocity
Basic Definition It begins a the moment of
birth. From this moment on something like a dance
occurs in the normal mother-child relationship
signal/response using sight, sound, and
touch. The parent (usually mother) shows
sensitivity to the needs and feelings of the
child AND the child responds to the parent. It
is a TWO-WAY flow of communication.
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Reciprocity
Watch the video of Baby Ethan Ethan is 11
minutes old in this video!
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Reciprocity
You can be in tune .
with each other
Or you can be OUT of tune
with each other!
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Reciprocity
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Reciprocity
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Reciprocity
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Reciprocity
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Reciprocity
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Reciprocity
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Reciprocity
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Reciprocity
See video extracts of Reciprocity in action. The
Social Baby
ACTIVITY How do adults show Reciprocity to one
another? How do teenagers show Reciprocity to one
another? Do you see it in your relationship with
you pet dog!?
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Reciprocity
Reciprocity is the key to emotional regulation
and is therefore the key-stone of
social-emotional development of young children
Reciprocity helps with the initiation of
interactions and the regulation of interactions
and therefore
Reciprocity is the key to the development of all
communication and therefore the development of
Language Skills
Reciprocity is the key to childrens ability to
fit in with mutually accepted and predictable
rhythms can predict and make sense of other
peoples behaviour
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Reciprocity
Reciprocity

• Reciprocity develops in a child the ability to
  manage
• Separation and.
• moves through the developmental stages
• Sleep alone
• Solid foods
• Toilet training
• Having to wait for something
• Having an adult say no to them

• and as they get older
• Going to school
• Sharing
• Becoming independent
• Showing consideration
• Confidence to fail
• Confidence to try new things
• Ability to adapt to change

Activity What are the stages you at school take
children through?
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Reciprocity

• Reciprocity develops in a child the ability to
  manage
• Separation and.
• moves through the developmental stages
• Sleep alone
• Solid foods
• Toilet training
• Having to wait for something
• Having an adult say no to them

• and as they get older
• Going to school
• Sharing
• Becoming independent
• Showing consideration
• Confidence to fail
• Confidence to try new things
• Ability to adapt to change

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Reciprocity
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Adapting the Solihull Approach for Whole School
Presentation

• Programme
• Summary
• Brain Development
• Containment
• Reciprocity
• Behaviour Management
• General definition
• Background Pavlov, Watson, Skinner
• Operant Conditioning
• Solihull Approach bring it all together and who
  it can apply in a school setting
• Activity and Discussion

• Session 4
• Final Session

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Behaviorists-see people as controlled by
environments

• Ivan Pavlov 1849-1936-Conditioning
• John B. Watson 1878-1958-Behaviorism
• B. F. Skinner 19041990-operant conditioning
• Clark Hull-internal drives
• John Dollard Neal Miller-Social Learning Theory
• Robert Sears-Patterns Child rearing Personality

Skinner 1904 - 1990
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Skinners Theory

• All we need to know in order to describe and
  explain behaviour is this actions followed by
  good outcomes are likely to recur , and actions
  followed by bad outcomes are less likely to
  recur. (Skinner, 1953)

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Operant Conditioning (ABC)

• Developed by Skinner
• Behaviour (B) is changed by consequences (C)
• Manipulate/change the environment - changes the
  behaviour (A Antecedents)
• By shaping successive approximations to desired
  behaviour (a step by step behaviour modification)

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Back in the classroom!
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Activity Bringing it all together
What can we do to promote good CONTAINMENT in our
school?
What can we do to promote good RECIPTOCITY in our
school?
What can we do to promote good BEHAVIOUR
MANAGMENT in our school?
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Evaluation of the Project
Positive Comments
It was different and new and let me see things
differently I can see how I can deal with
things differently
Puts theory and practice together
Really interesting and worthwhile
Helped me see how I can react to situations
helpfully and unhelpfully
We were all talking about Containment for the
rest of the week and still are!
Lots of practical applications
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Evaluation of the Project
Suggestion for change
Because they we split up I missed two sessions!
Quite intense to do at the end of a hectic day
Have the sessions closer together
There was a lot to take in perhaps more time
for activities and discussion
A whole day course would be better