mentor training babywatching in kindergarden and school a programme to prevent aggressive and...
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Mentor TrainingBabywatching
in Kindergarden and SchoolA Programme to Prevent Aggressive and
Anxious Behaviour Problems
Karl Heinz BrischDr. von Hauner Children‘s Hospital
Department of Pediatric Psychosomatic Medicine and Psychotherapy
Ludwig-Maximilians-Universität MunichKarl-Heinz.Brisch@med.uni-muenchen.de
www.base-babywatching.de
B.A.S.E.B.A.S.E. B.A.S.E.B.A.S.E.
Babywatching in
Kindergarten and SchoolB = Babywatching
A= Against Aggression and AnxietyS = For SensitivityE = For Empathy
www.base-babywatching.dewww.base-babywatching-uk.org
B.A.S.E.B.A.S.E. ®
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Homepage
www.khbrisch.de/en
• Downloads– Slides of presentation –
BASE_Mentor_London
• www.base-babywatching-uk.org
• www.base-babywathing.de
• www.base-babywatching-frankfurt.de
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Overview
• BASE-formation Stages
• Tasks of BASE Mentors
• Errors during Implementation of BASE
• Sensitivity Training
• Video Clips
• Roots of Empathy - Programme
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Training Stages of BASE
• Group Leader – leads BASE Groups
• Mentor – „Advisor" für BASE Groups
• Trainer – Teacher for BASE Group Leaders
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Mentor
• „Trusty Advisor"
• Tutor – helps first-year Students
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Requirements for Mentors
• Own experience with BASE– Implementation of Group– Participating in Group Watching
• Candidates for BASE Mentor– Group Leader– BASE Mothers? After Group Leader Training– Other Professional Groups after Participating in
Watching
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Tasks of Mentors
• Answering Questions regarding Theory
of Aggression according to Henri Parens– Development of Empathy– Sensitivity– Research Results
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Tasks of Mentors
• Advertisement for BASE– Approach Kindergardens and Schools– Motivation Phase– Distribute Information– Approach Group Leaders– Motivate to make BASE Formation
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Tasks of Mentors
• Guidance in Implementation of the Programme– Information and assistance during Parents‘ Evening
– Assistance in Information for Children
– Looking for a Mother/Father with Baby
– Counselling of Group Leaders during Start
– Help with correct Implementation of the Programme
– Feedback to the Group Leaders
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Tasks of Mentors
• Counselling of Group Leaders in Case of Problems with– Mother
– Baby
– Mother-Child-Interaction
– Children in the Watching Group
– „Difficult" Child
– Parents
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Aggression Theoryaccording to Henri Parens I
• Types of Aggression– Positive healthy Aggression as „Exploration“– Negative hostile Aggression against Others
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Aggression Theoryaccording to Henri Parens II
• Cause of Hostility– Massive Rejection and Disregard of Basic
Needs of the Child by Caregivers– Missing Empathy in Thoughts, Feelings and
Actions of Children
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Vital Needs
Relationship
Attachment
Self-efficacy
Avoidance of negative stimuli
Sensory-sexual
Stimulation
Physiological Needs
Exploration
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Window of Stress Tolerance and Affects
Hyperarousal Hyperarousal Parasympathetic Nervous System Parasympathetic Nervous System Dissociation Dissociation
RELAXATION/COLLAPSRELAXATION/COLLAPS
Hyperarousal Hyperarousal Sympathetic Nervous System Sympathetic Nervous System Dissociation Dissociation FREEZINGFREEZING
++
--
Modifiied according to Lutz Ulrich Besser © Copyright Besser 2008
PanicPanicFear of DeathFear of Death
Activated Bonding NeedActivated Bonding Need
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Kindergarden ProgrammeBabywatching I
• Group of Children watching an Infant in Interaction with his/her Mother
• Starting shortly after Birth till approx. End of first Year
• Up to autonomous Walking and first Words
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Prevention Programme
• Goals– Ability for Empathy– Preventing Hostility
• Modules for Pupils and Teachers– From Kindergarten to Grade 12
• Significant Reduction of aggressive Behaviour in Comparison to Control Groups
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Kindergarden ProgrammeBabywatching II
• Instruction for Babywatching by Educators• One Educator leads the Group, while another leads
the Watching• Monitoring of Protocol• Frequency
– 1 x weekly
– Circle of Chairs
• Duration approx. 20-30 minutes
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Results I
• Behaviour Assessment of the Children (N=50, Age M=50 Months) by– Educators– Parents
• Test at Start and Finish of Intervention• Comparison between Control Group
(without Intervention) and Intervention Group
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Results II
• Improvements in the Intervention Group– Assessed by Educators (CBCL)
• Boys– Less aggressive Behaviour
– Less oppositional Behaviour
– Improved Altertness
– Less social Withdrawal
– More emotional Reactivity
– Less „anxious-depressed“
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Results III
• Improvements in the Intervention Group– Assessed by Educators (CBCL)
• Girls– Less Sleeping Problems– Improved Alertness– Less social Withdrawal– More emotional Reactivity– Less „anxious-depressed“
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Results IV
• Improvements in the Intervention Group– Assessed by Parents (CBCL)
• Boys– Less aggressive Behaviour– Improved Alertness– Less social Withdrawal– More emotional Reactivity
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Results V
• Improvements in the Intervention Group– Assessed by Parents (CBCL)
• Girls– Less Sleeping Problems– Improved Alertness– Less social Withdrawal– More emotional Reactivity
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Results VI
• Additional Improvements in the Intervention Group
• Assessed by Educators– Attachment Behaviours
• Looking for Comfort from Caregiver
– Applying the Method of Babywatching and Sensitivity of Play with one Another
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Summary
• Overall positive Effect for both Boys and Girls
• Positive Changes of externalising and internalising Disturbances
• Similar positive Assessments made by Educators and Parents
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Summary II
• For all Involved, an emotionally positive Experience
• Noticeable Generalisation of the Mode of Babywatching during Play with one Another
• Preventive Intervention at minimal Cost
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Training of Empathy
• Sensitivity for other People‘s – Thoughts– Actions– Motivations– Feelings
• Self reflective Capacity of Mentalizing– „I think that you think that I think…“– „I feel that you feel that I feel…“
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Sensitivity (1)
• The Caregiver with the highest Sensitivity during Interaction will become the Infant‘s major Attachment Person.
• A high parental Sensitivity will enhance the Developmenht of a secure Attachment of the Infant.
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Sensitivity (2)
• The Caregiver has to – Perceive the Infant‘s Signals– Interpret correctly the Infant‘s Signals– React properly– React promptly
To the Infant‘s Signals
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
The Importance of Language between Mother/Father and
Infant• Enhancement of a secure Attachment
by Designation – Of the Infant‘s Actions– Of the „inner Feeling“ of the Infant– Of the Creation of Contexts
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Rhythm of Interaction in Action and Language
• Support of secure Attachment by – Reciprocal Change in Mother-Infant-Interaction
and Communication– Correction of Mismatches
• Insecure Attachment• Via hyper-synchronous Interaction and
Communication– Absolutely asynchronous Interaction
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Gaze
• Reciprocal Gaze with Affect Attunement between Infant and Caregiver promotes secure Attachment (Intersubjectivity)
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Touch
• Sensitive Touch/massage between Infant and Caregiver promotes secure Attachment
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Levels of Babywatching
• Behaviour
• Motivation
• Emotion
• Identification
• Empathy
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Level of Babywatching I
• Level of Behavour– What does the Baby do?– What does the Mother/Father do?
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Level of Babywatching II
• Level of Motivation– Why does the Baby behave in this Way?– Why does the Mother/Father behave in this
Way?
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Level of Babywatching III
• Level of Emotions– How does the Baby feel in this Situation?– How does the Mother/Father feel in this
Situation?
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Level of Babywatching IV
• Level of Identification with Behaviour– What would I do in this Situation, if I was the
Baby?– What would I do in this Situation, if I was the
Mother/Father?
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Level of Babywatching V
• Level of Identification with Emotions-
• Level of Empathy– How would I feel in this Situation, if I was the
Baby?– How would I feel in this Situation, if I was the
Mother/Father?
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Errors during Implementation
• Mother/Father sits on a Chair and puts Baby in the Middle of the Room for Watching
• No Mother/Father-Infant-Interaction• Children interact with Baby• Baby is passed around• Group Leader focuses on the Infant‘s
Behaviour, but not on Interaction
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Errors during Implementation
• Group Leader changes BASE to a developmental Psychology Course and retrieves Knowledge
• Children hop around the Group
• Restless, difficult children have to be cared for more intensively by the group leader: Eye Contact, Closeness, Follow-up Care
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Remember: Pitfall and failures
• No programme of developmental psychology• No teaching with blackboard• No teacher – caring for baby• No student – touching, holding, cudling the baby• No focus on baby only and developmental steps• BUT always: • Focus is on mother/father-infant-interactions
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Problems
• Mother/Father show psychological Strain• Postpartal Depression: Mother
– Does not talk, – Depressive Affect, – Does not interact with Infant– Looks bored
• Insensitive Mother/Father-Infant-Interaction• Help is needed• Referral to Mother-Child-Counselling
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Special Highlights
• Father attends Babywatching
• Especially sensitive Mother
• Infants experience first motor skills such as Turning, Crawling, Walking
• Infants experience their first Words
Roots of Empathy
• Canadian Programme – Mary Gordon• Infant Development• Teaching Book• Baby and Mother visit ones a months• Handling the baby, touching, cudling• Results – research papers
– No clear methods, results to doubt• See critical report in the internet
• Making money• Benefit not clear from research results– http://travisithompson.net/frequentquestions/page84/
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
DVD „Babywatching“
• BASE in Kindergarden
• BASE in School
• www.BASE-Babywatching.de
Information about the Formation
B.A.S.E.-Group Leader or Mentor
www.base-babywatching.net
B.A.S.E.B.A.S.E. ®
SAFE SAFE ATTACHMENT ATTACHMENT FORMATION FOR ECUCATORSFORMATION FOR ECUCATORS
June 3-6, 2013 Munich/GermanyJune 3-6, 2013 Munich/Germany A training program to enhance secure attachment between
parents and child
SAFESAFE
Karl Heinz BrischDr. von Hauner Children‘s Hospital
Department of Pediatric Psychosomatic Medicine and Psychotherapy
Ludwig-Maximilians-Universität MunichKarl-Heinz.Brisch@med.uni-muenchen.de
©
© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.
Multiplikatoren
• Formation in SAFE für persons who work with pregnant women, parents and infants.– Pregnancy consultants– Midwives and lactation consultants– Nurses– Obstetricians– Psychologists– Pediatricians– Child and Adolescent Psychotherapists– Speech Therapists
SAFE - MentorSAFE - Mentor -
International ConferenceOctober 11-13, 2013 in Munich/Germany
Attachment and Psychosomatics
Information and Programme
Email to:
geber-reusch@t-online.de
www.khbrisch.de
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