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Mentor Training Babywatching in Kindergarden and School A Programme to Prevent Aggressive and Anxious Behaviour Problems Karl Heinz Brisch Dr. von Hauner Children‘s Hospital Department of Pediatric Psychosomatic Medicine and Psychotherapy Ludwig-Maximilians-Universität Munich [email protected] www.base-babywatching.de B.A.S.E. B.A.S.E. B.A.S.E. B.A.S.E.
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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 [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

© 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 [email protected]

©

© 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:

[email protected]

www.khbrisch.de

© Copyright K. H. Brisch Munich/Germany 2013. All rights reserved.

Future Prospects

• More Propagation and Testing

• Testing in inner-city Areas

• Testing with other Age Groups

• Scientific Supervision

• Research


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