Mentor Training Babywatching in Kindergarden and School A Programme to Prevent Aggressive and...

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 [email protected]

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


Overview

• BASE-formation Stages

• Tasks of BASE Mentors

• Errors during Implementation of BASE

• Sensitivity Training

• Video Clips

• Roots of Empathy - Programme


Training Stages of BASE

• Group Leader – leads BASE Groups

• Mentor – „Advisor" für BASE Groups

• Trainer – Teacher for BASE Group Leaders


Mentor

• „Trusty Advisor"

• Tutor – helps first-year Students


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


Tasks of Mentors

• Answering Questions regarding Theory

of Aggression according to Henri Parens– Development of Empathy– Sensitivity– Research Results


Tasks of Mentors

• Advertisement for BASE– Approach Kindergardens and Schools– Motivation Phase– Distribute Information– Approach Group Leaders– Motivate to make BASE Formation


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


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


Aggression Theoryaccording to Henri Parens I

• Types of Aggression– Positive healthy Aggression as „Exploration“– Negative hostile Aggression against Others


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


Vital Needs

Relationship

Attachment

Self-efficacy

Avoidance of negative stimuli

Sensory-sexual

Stimulation

Physiological Needs

Exploration


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


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


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


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


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


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“


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“


Results IV

• Improvements in the Intervention Group– Assessed by Parents (CBCL)

• Boys– Less aggressive Behaviour– Improved Alertness– Less social Withdrawal– More emotional Reactivity


Results V

• Improvements in the Intervention Group– Assessed by Parents (CBCL)

• Girls– Less Sleeping Problems– Improved Alertness– Less social Withdrawal– More emotional Reactivity


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


Summary

• Overall positive Effect for both Boys and Girls

• Positive Changes of externalising and internalising Disturbances

• Similar positive Assessments made by Educators and Parents


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


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…“


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.


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


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


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


Gaze

• Reciprocal Gaze with Affect Attunement between Infant and Caregiver promotes secure Attachment (Intersubjectivity)


Touch

• Sensitive Touch/massage between Infant and Caregiver promotes secure Attachment


Levels of Babywatching

• Behaviour

• Motivation

• Emotion

• Identification

• Empathy


Level of Babywatching I

• Level of Behavour– What does the Baby do?– What does the Mother/Father do?


Level of Babywatching II

• Level of Motivation– Why does the Baby behave in this Way?– Why does the Mother/Father behave in this

Way?


Level of Babywatching III

• Level of Emotions– How does the Baby feel in this Situation?– How does the Mother/Father feel in this

Situation?


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?


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?


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


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


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


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


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/



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 [email protected]

©


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:

[email protected]

www.khbrisch.de


Future Prospects

• More Propagation and Testing

• Testing in inner-city Areas

• Testing with other Age Groups

• Scientific Supervision

• Research

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Mentor Training Babywatching in Kindergarden and School A Programme to Prevent Aggressive and...

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