ida brandtzæg
stig torsteinson
guro øiestad
relasjonsarbeid og mentalisering på barnetrinnet
se eleven innenfra
ida brandtzæg, stig torsteinson og guro øiestad
se eleven innenfra
relasjonsarbeid og mentalisering på barnetrinnet
© Gyldendal Norsk Forlag AS 2016 1. utgave, 1. opplag 2016
ISBN 978-82-05-49151-9
Omslagsbilde: © Getty Images
Omslagsdesign: Kristin Berg Johnsen
Illustrasjoner: Ingunn Christensen: Figur 1.1, 5.3, 6.2, 6.3, 7.1, 7.2, 8.1, 8.2
Figurer: David Keeping: Figur 2.1, 5.2, 6.1, 7.3. Figur 3.1 og 3.2 er utviklet spesielt for denne boken og gjengitt med tillatelse fra Circle of Security International
Sats: have a book
Brødtekst: Minion 10,5/15 pkt
Papir: 90 g Amber Graphic
Trykk: Opolgraf, Polen 2016
Alle henvendelser om boken kan rettes til Gyldendal Akademisk
Postboks 6730 St. Olavs plass 0130 Oslo
www.gyldendal.no/akademisk akademisk@gyldendal.no
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Preface
By Dr. Kent Hoffman
Ida Brandtzæg, Stig Torsteinson and Guro Øiestad are ofering a tremendous learning opportunity for those who chose to work with children. Tis book is organized around a key developmental research paradigm known as attachment theory. More specifcally, a central approach utilized herein is based upon a particular paradigm within attachment research known as the Circle of Security Approach. Along with my colleagues Bert Powell and Glen Cooper, I have been formulating this approach for the past thirty years as a way to help parents and professionals make sense of the fundamental needs of children. At the crux of this approach is the understanding that all children share three inalienable needs:
1. Te predictable support of a caregiver who maintains authority in a kind way
2. Te presence of a caregiver who consistently honors the child’s need for autonomy
3. Te availability of a caregiver who is willing to welcome the child-as-explorer back into the comfort and warmth of caring presence.
In our decades of research we consistently fnd that children who experience the predictable and caring presence of adults capable of ofering these three capacities do far better than children who lack such grounding. Said simply, secure relationship precedes secure behavior.
As you are about to fnd out, the gifed authors of this remarkable guidebook for educators are ofering a way to not only understand the meaning of these core tenants of child development in the classroom, but also to help us make sense of what gets in the way of being able to meet them. Among its many gifs, attachment research has unearthed a common struggle that is shared by many of us, one that blocks us from meeting one or more of the fundamental needs in the children we
work with. Not surprisingly, many of us, when confronted with difcult behavior in the classroom, have certain points of view (states of mind) regarding a child’s needs that (non-consciously) block our capacity to recognize, honor, and respond in a way the supports security.
Fortunately, the solution is relatively simple: always remembering the central importance of the relationship we are ofering and a willingness to refect on how we are responding. Key, within this approach, is our willingness to recognize which specifc need is making us uncomfortable. Said directly: «During times of stress, can I refect on what I am able to ofer and not yet able to ofer this student? Can I see how I struggle with one or more of this child’s needs and, in this way, block his or her learning capacity?»
Te good news is that educators aren’t required to be perfect. Rather, we are asked to be our imperfect selves with a willingness to notice where we struggle and work with our students to repair the impact of these struggles. Central within this important volume is the prioritizing of the process of «rupture and repair,» ofering ofen unrecognized options for educators to deepen the bonds we share with students.
It is with deep gratitude for the work of these excellent authors that I wholeheartedly welcome and trust in the learning you are about to encounter within it’s pages.
Dr. Kent Hofman Co-Originator Circle of Security