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PAS DE TROIS An intervention model for teenagers with learning
disabilities and insecure attachment EDOARDO BRACAGLIA - MONICA
TERUZZI 26/04/2014
OUR CLIENTS Adolescents and pre-adolescents (11 - 19) With A
family history that may lead to insecure attachment School
difficulties or risk of drop-out involving: Learning disabilities
Attention lacks Oppositional behaviours EDOARDO BRACAGLIA - MONICA
TERUZZI 26/04/2014
WHY THEM? Adolescence: a period of strong changes for The body
Feelings and emotions Self-perception How the others look at us The
expectations in, from and toward the context The adult self-image
(Ill never be like you) EDOARDO BRACAGLIA - MONICA TERUZZI
26/04/2014
Choices, Changes: nothing will be the same The need to explore
new solutions, new ways, new identities becomes imperative. The
adolescent tries to test them OR The need of protection, the search
of a shelter from the risk of going through new frustrations
becomes the first priority: the adolescent needs to avoid new
failures and the separation from Child Self-image Family and others
relations and bonds EDOARDO BRACAGLIA - MONICA TERUZZI
26/04/2014
THEORETICAL FRAMEWORK LIOTTIS MOTIVATIONAL SYSTEMS Attachment
System and Exploratory System: Dialectic Relation Between the two
systems Attachment System ON (Alerted) Exploratory System OFF
Exploratory System ON Attachment System OFF (idle) Predominance
Attachment System predominance over Exploratory System Service
Function The Exploratory System SERVE the others Motivational
Systems To SEEK protection and care To trigger off the Caregiving
System in the Caregiver EDOARDO BRACAGLIA - MONICA TERUZZI
26/04/2014
THEORETICAL FRAMEWORK LIOTTIS MOTIVATIONAL SYSTEMS Distress
signals mobilize attachment behaviours that re-establish proximity
to attachment figures. Under optimal conditions children are able
to return to exploratory activities with confidence, knowing
attachment figures will be available when needed. The use of
attachment figures as a base for exploration was described and
named by Mary Ainsworth, one of Bowlby's closest collaborators, as
the secure base phenomenon. (Cortina, M., Liotti, G., Building on
Attachment Theory: Toward a Multi-motivational and Intersubjective
Model of Human Nature, Paper presented on June 11, 2005, at the
Annual Meeting of the Rapaport-Klein Study Group) EDOARDO BRACAGLIA
- MONICA TERUZZI 26/04/2014
THEORETICAL FRAMEWORK LIOTTIS MOTIVATIONAL SYSTEMS Children use
a secure base for exploring the world with confidence. Besides the
establishment of a secure base, other basic functions regulated
directly or indirectly through attachment relationship, include: A
basic feeling of confidence in relation to the world (Erikson's
basic trust; Bowlby's and Ainsworth's concept of a secure base The
regulation of emotion, stimulation, tension and impulse control
(Shore, 1994, 2003; Sroufe, 1996) Conscious and unconscious
appraisals of others and of the world (that are interwoven with
emotional content) Social and emotional development. The capacity
of the infant to explore the world with confidence has direct (and
indirect) effects on the capacity to feel effective and competent
in the interpersonal world (Sroufe et al., 2005; Weinfield et al.,
1999). (Cortina, Liotti, 2005, op. cit.) EDOARDO BRACAGLIA - MONICA
TERUZZI 26/04/2014
THEORETICAL FRAMEWORK ATTACHMENT THEORY: P. CRITTENDEN The
Adolescent Have to figure himself out as a symmetric caregiver to
the partner while as a child he gets cares from the attachment
figure in asymmetrical relationship To do that: need of Self-esteem
Self-efficacy Trusting Relationships Reorganization of strategies,
new strategies EDOARDO BRACAGLIA - MONICA TERUZZI 26/04/2014
THEORETICAL FRAME: SYSTEMIC A phenomenon cannot be understood
until the observation field gets wide enough to include the
elements related to it Importance of the relational field: Parents
/ Caregivers School and Teachers Peer groups and self-perception
EDOARDO BRACAGLIA - MONICA TERUZZI 26/04/2014
OUR HYPOTHESIS Link between attachment and LD Attachment holds
Exploratory in check Failure of self-esteem because of Comparison
with peers LD diagnosis labeling perspectives about the future Need
to receive help and get special needs treatment EDOARDO BRACAGLIA -
MONICA TERUZZI 26/04/2014
OUR MODEL Secure Base vs. Exploratory: Two Operators for Two
Motivational Systems Empathy, Authenticity, Curiosity Reflective
Function EDOARDO BRACAGLIA - MONICA TERUZZI 26/04/2014
MONICA TERUZZI Video 1: The Secure Base Operators experience
26/04/2014EDOARDO BRACAGLIA - MONICA TERUZZI
WHY TWO OPERATORS Attachment quiet Freedom of the Exploratory
System Strengthening of the self Freedom to develop, use and
improve the Mentalizing abilities Exploratory System in action
Increased risk of frustration, disappointment, anxiety Allows to
test and find out effective strategies EDOARDO BRACAGLIA - MONICA
TERUZZI 26/04/2014
DIALECTICAL RELATIONSHIP BETWEEN MOTIVATIONAL SYSTEMS DIALECTIC
BETWEEN OPERATORS When attachment raises the volume, the
exploratory calm down and lead to secure base When exploratory
takes the wheel, the secure base counselor provides support and a
safe place Mutual support to mentalization between operators, even
in high arousal conditions (thats unavoidable adolescents very
effective strategies!) EDOARDO BRACAGLIA - MONICA TERUZZI
26/04/2014
PAS DE DEUX The Secure Base Counselor Contains Listens to Goes
hand-in-hand Co-constructs meanings and stories The Exploratory
Counselor Listens to Goes hand-in-hand Explore together
Co-constructs strategies and outlooks EDOARDO BRACAGLIA - MONICA
TERUZZI 26/04/2014
PAS DE TROIS The adolescent with the two operators Bounds to
each operator in a different way To Secure Base, to elaborate their
past (personal history and attachment relationship) and their
frustrations (including the need to ask for help and the anger
towards the Exploratory) To the exploratory, to face here-and-now
challenges (perceived injustices locus of control, self-esteem work
acknowledgement beyond results, not feeling alone facing a task
(cost = shared merits; benefits = shared frustrations and possible
anger against the operator) EDOARDO BRACAGLIA - MONICA TERUZZI
26/04/2014
PAS DE TROIS The adolescent with the two operators
Co-constructs both relationship and personal path Asks for more
attention and presence to one of the operators Capitalizes with one
operator what had been done/achieved with the other (working on
ones personal history self-esteem and self-image metacognitive
awareness) EDOARDO BRACAGLIA - MONICA TERUZZI 26/04/2014
PAS DE TROIS TOWARD RESILIENCE Detect and activate Resources
and processes Individual resources Aptitudes, talents,
intelligences visual-spatial, musical Metacognition, reflectiveness
(cognitive, emotional), Self-esteem and self-image Awareness,
self-awareness, emotional regulation and mentalizing abilities
Family, relatives resources Parents, other dormant agents in the
family Social and relational resources Teachers, classmates, other
people with LD (importance of not to be alone, but also
acknowledgment of the differences) Groups and relations not too
narrowed neither unaffordable or inaccessible Online services,
books, PDFs, technology exploitable in learning processes EDOARDO
BRACAGLIA - MONICA TERUZZI 26/04/2014
WHAT SHOULD NOT HAPPEN EDOARDO BRACAGLIA - MONICA TERUZZI
26/04/2014
WHEN THINGS ARE GOING BETTER EDOARDO BRACAGLIA - MONICA TERUZZI
26/04/2014
THE RELATIONSHIP CONTEXT Working with the parents To avoid the
labelling support positive outlooks and reasonable expectations To
prevent drop-out To facilitate the parents understanding and
support of their sons uniqueness To foster the talents of the
adolescent To co-construct outlooks and perspectives EDOARDO
BRACAGLIA - MONICA TERUZZI 26/04/2014
THE RELATIONSHIP CONTEXT The School To balance the support
actions (special measures) little as possible impact on: Self
esteem and self image Peer relationship: need to limit risks of
discrimination and exclusion To prevent drop-out EDOARDO BRACAGLIA
- MONICA TERUZZI 26/04/2014
THE RELATIONSHIP CONTEXT Social and leisure circles To enhance
Resiliency Resources Self-esteem and self-image peers
relationships: interaction opportunities that do not involve LD to
encourage physical activities and sports arousal control, coping
EDOARDO BRACAGLIA - MONICA TERUZZI 26/04/2014
THE MODEL IN ACTION Who provides Secure Base High availability
and emotional mirroring Building together with Sofia new strategies
Planned sessions (but not too often) Second operator
presentification of second operator Who provides Exploratory High
availability and frequent proves of reality Self-esteem booster and
acknowledgment of current strategies legitimation Presentification
of the other operator soon after path-related themes arise,
validating and welcoming feelings, mirroring, empathy but selective
issues exchange (i.e. map of the differences between friendship,
simple acquaintance, familiar relationships) EDOARDO BRACAGLIA -
MONICA TERUZZI 26/04/2014
CURRENT SITUATION Zero debts High School Degree (Languages) in
June 2014 Passion for arts and photography Active socialization
Autonomy Self-esteem social relationship, perspectives, future
EDOARDO BRACAGLIA - MONICA TERUZZI 26/04/2014
OUR OBJECTIVES To speak about people, not about disturbs To
work with people, not with disturbs To challenge the self-realizing
prophecy in young peoples life To keep on supporting the effort
needed by the gift To support these young people and reduce their
bad feelings about: STIGMA and diversity they wouldnt have or
experience Mark of Cain (positive or negative meanings) A deep
sense of inadequacy EDOARDO BRACAGLIA - MONICA TERUZZI
26/04/2014