000 01632nab a2200301Ia 4500
100 _9728
_aAtwool, Nicola R.
650 2 7 _9103
_aCHILD ABUSE
999 _c2240
_d2240
001 111222
005 20250625151158.0
008 110331s1999 eng
022 _a0028-8276
040 _aWSS
_dAFV
245 _aAttachment in the school setting
_cAtwool, Nicola
260 _c1999
365 _a00
_b0
500 _aNew Zealand Journal of Educational Studies 34(2) 1999 : 309-322
520 _aThe author of this article examines the relationship between attachment theory and children's behaviour in school. Attachment theory is reviewed, including a description of the types of attachment styles and how these contribute to differences in children's behaviour. Children who have experienced abuse or neglect are categorised as displaying 'disorganised' attachment style. Children with this style of attachment often do not trust adults or comply with instructions, so teachers view these children as hostile, anti-social or withdrawn. Implications for educators are discussed, such as the unique position of teachers to modify a child's perception of adults, and provide positive experiences for the child.
650 2 7 _2FVC
_aATTACHMENT
_969
650 2 7 _aBEHAVIOURAL DIFFICULTIES
_980
650 2 7 _aCHILD BEHAVIOUR
_9105
650 2 7 _2FVC
_aCHILD NEGLECT
_9114
650 2 7 _2FVC
_aCHILDREN
_9127
650 2 7 _2FVC
_aEDUCATION
_9218
650 2 7 _2FVC
_aFAMILIES
_9238
773 0 _tNew Zealand Journal of Educational Studies 34(2) 1999 : 309-322
830 _aNew Zealand Journal of Educational Studies
_96425
942 _2ddc
_cARTICLE