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First Steps

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Gabriela Lobo

on 21 April 2015

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Transcript of First Steps

Making the First Steps
Our Plan
Implementing an attachment program to enhance attachment relationships between teenage mothers and their babies at M Place.

Your role as teachers
Your participation
is really important to us and is considered the most
integral part
of our program.
Potential Benefits
It is well understood that Secure Attachment is beneficial in all the different aspects of life

Our program with
help can contribute in the development of more secure attachment styles

Changes will be beneficial eventually for
the individuals taking part in this program

are the change that these young mothers need and
are the the solution to break this maladaptive trajectory.
First Steps
First steps is a consultant organisation aimed to promote healthy relationships between adolescent mothers and their babies. We provide the highest standard of care for young mothers and their babies.
By providing psycho-education the intellectual understanding of attachment is fostered, while promoting secure attachment relationships based on evidence based attachment strategies and activities.
1. Summer Training Program
3. Feeding

4.Speaker's Corner

5. Outings

6. No Phones
Days: 4 day workshop (Mon - Thur)
Time: 9:00am - 12:00pm

During these four days the "Promoting First Relationships" Program will be implemented.
In addition to that, the basic theories supporting it will be presented
1. Development Theories
2. Attachment Theory
as for you to be able to help improve or restore the girl's attachment with their babies.
2. Integrate "Interactive Time"
(this will take place during the week of the school year's plan preparation)
We plan on changing the "quality time" to "Interactive time", where the girls will have more time and space to promote their child-mother relationships.
We will promote a more intimate and constructive feeding time and highlight to the teenage mothers the meaning and the benefits of that.
We will provide the mothers with access to information from clinicians/experts in order for their preoccupations and concerns to be addressed.
Mandatory requirement to attend a minimum of outings, which will give them the opportunity to experience and test their benefits in an out of the school setting (natural setting)
We suggest that the feeding rooms and the nursery prohibits the use of cell phones, to promote the child-mother interaction without any external distractions.
We ask from you to attend to the Summer Training Program that will provide you with the tools to apply and teach these changes to the girls
Attachment refers to the bonding that the baby develops with their care giver.

It is a very important factor for the baby's healthy cognitive, emotional and mental development.
help we could create an opportunity for these girls to learn how to balance their lives, have better parenting skills and promote their relationship with their babies to enhance their quality of life.
could help us promote a safer environment for them and encourage their positive development in every way.
Potential negative effects that insecure parent-child attachment can have on the student's academic achievement can be preventive by a quality teacher-student relationship, which acts as a buffer (O'Connor & McCartney, 2007).

High quality relationships between teenage mothers and their teachers could actually function as protective factor as mothers try to balance the demands and the challenges of school and parenthood. These relationships could convert the school environment to an "arena of comfort" and source of power (Mortimer & Call, 2001).
The relationships between you and the girls will become stronger.
Teenage mothers show higher rates of insecure attachment styles than older mothers (Figueiredo et al., 2006).

It is rather common for the young mothers to feel more difficult to attain their academic and occupational aspirations (Farber, 1989).
Maternal attachment and child's peer relationships influence:
1) achievement
2) participation in the classroom
3) engagement

We need your collaboration in order for us to build a safe and reciprocal relationship. We will work as a team and we will provide you with all the information and support that you need. We will stand next to you,in the same way that we would like you to be next to the girls. We know that this is a great responsibility for you, but we know that the results from this initiative will be beneficial for the overall course of M Place.
Surveys results show that
is enlisted amongst the "high stress" professions.

Almost one quarter of school teachers believe that teaching in extremely

Negative feelings deriving from work that triggers emotions of anger, frustration, tension and/or depression can threaten the professional's sense of well-being

Between the main sources of burnout is:
a) teaching to pupils that lack motivation and,
b) the difficult classroom environment
(Kyriacou, 2001).
By learning about attachment and internalizing it, better relationships will be developed not only between the teachers and students but also within the staff, which both can act as counterweights to Burnout.
It is expected that girls will enhance their interpersonal relationships with the rest of the group, hence a more quality classroom environment will be developed.
Secure attachment is the best foundation for:

Securely attached children are:
more flexible in their way of response in difficult situations
more appropriate in the way the seek help from adults
more persistent and enthusiastic
more competent in their interaction with peers
more capable in understanding their self and the other's emotions
Throughout the life:

create stronger social networks
develop strong and stable relationships with their partners
cope with stressful events
be more independent
more sensitive both towards themselves and the others
(Miller&Commons, 2010)
Thank you...
Teenage moms often find it difficult to cope with the demands of the parenting. They are in a position, where they have to take care of another human being while wanting to still be teenagers and enjoy themselves. This constant struggle to keep a balance puts a lot of pressure on them some of them without having someone to rely on and who can teach them how to deal with their situations.
(Buhs et al., 2006).

Bowlby, J. (1969). Attachment and loss, volume i: Attachment.
Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?. Journal of educational psychology, 98(1), 1.
Farber, N. B. (1989). The significance of aspirations among unmarried adolescent mothers. The Social Service Review, 518-532.
Figueiredo, B., Pacheco, A., & Costa, R. (2007). Depression during pregnancy and the postpartum period in adolescent and adult Portuguese mothers. Archives of women's mental health, 10(3), 103-109.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational review, 53(1), 27-35.
Miller, P. M., & Commons, M. L. (2010). The benefits of attachment parenting for infants and children: A behavioral developmental view. Behavioral Development Bulletin, 16(1), 1.
Mortimer, J. T., & Call, K. T. (2001). Arenas of comfort in adolescence: A study of adjustment in context. Psychology Press.
O’Connor, E., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340-369.
(Bowlby, 1969)
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