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Fundamental aspects of bonding theory should first be examined. Because without being aware of these theoretical foundations, bonding-sensitive action is hardly possible. Attention must also be paid to the framework conditions of home education. In recent years, especially in the type of housing, this has developed into a versatile aid for education. This also raises the question of which alternatives to classical residential groups can be found and whether these would not be more usefully suited for the accommodation of insecurely bound or traumatized children and adolescents.
However, it is also important to present the demands on the pedagogical specialists, which result from a paper based on bonding theory. Is it even possible to become a bonding person in everyday life at home? What qualifications are needed for pedagogical action? And what personal skills should specialists in home education have?
In order to understand the influence of early bonds on the development of the child, the bonding theory is theoretically presented in the second chapter of this thesis. Thus, aspects such as bonding, bonding behavior and the concept of the secure basis are explained as well as the emergence of the first bonding relationship and the inner working model. Afterwards, attention is paid to the bonding quality. The different types of bonding behavior are considered across the cv.
Chapter three is used to present various bonding disorders as categorized according to international statistical classification. However, since these groups are very general, this thesis will continue to refer to the diagnosis and typology of bonding disorders of the child and adolescent psychiatrist and psychotherapist Karl-Heinz Brisch.
The fourth chapter deals with the framework and legal foundations of home education. This provides an overview of various forms of care and living (partial) inpatient accommodation. The Child and Youth Welfare Act then serves as a basis for presenting legal framework conditions.
Table of Contents
1. Introduction
2. Bonding-theoretical foundations
2.1 The bonding theory according to John Bowlby
2.1.1 Bonding
2.1.2 Bonding behavior
2.1.3 The secure basis
2.1.4 Bond development
2.1.5 The inner working model
2.2 Bonding quality
2.2.1 Secure bonding
2.2.2 The unsafe-avoiding bond
2.2.3 The uncertain-ambivalent bond
2.2.4 Disorganized/disoriented bonding
3. Bonding disorders
3.1 Classification of bonding disorders according to ICD-10-GM
3.2 Diagnosis and typology of bonding disorders according to Brisch
4. Home education
4.1 Definitions of the terms home and home education
4.2 Forms of care for home education
4.3 Legal basis
5. Bonding disorders and home education
5.1 The role of the educator
5.2 Pedagogical action depending on the different types of bonding
5.2.1 On the correctability of internal working models
5.2.2 Accommodation recommendation
5.2.3 Dealing with children and adolescents who are insecure of bonding
5.2.4 Dealing with unorganised children and adolescents
Objectives and Topics
The primary objective of this thesis is to explore pedagogical approaches within home education settings for children and adolescents suffering from insecure or disorganized bonding patterns, while underscoring the crucial role of attachment theory in inpatient youth welfare.
- Theoretical foundations of attachment and bonding behavior.
- Classification and diagnosis of pathological bonding disorders.
- Analysis of the legal and structural frameworks governing home education.
- Pedagogical strategies for professional educators working with insecurely bonded children.
- The role of residential environments, psychotherapy, and reference educators in supporting developmental recovery.
Excerpt from the book
1. Introduction
„Eine sichere Bindungsentwicklung und das damit verbundene Urvertrauen wirken wie ein großer Schatz auf seiner anstehenden Reise“ (Brisch, 2010, quoted from Leitner and Schmieder, 2013, p. 2).
Unfortunately, a child can not always fall back on the treasure mentioned by Brisch. Especially children in care have often had to experience negative bonding experiences. Through neglect and rejection, but also abuse, it was not possible for them to build up this basic trust. Instead of being in sheltered conditions, they grew up mostly in a traumatizing environment in which safety was unable to be found. For these or other reasons, which are mostly based on negative experiences, these children and adolescents were placed in a home.
Summary of Chapters
1. Introduction: Presents the central research interest regarding the pedagogical support of children with bonding disorders in institutional care settings.
2. Bonding-theoretical foundations: Outlines the core principles of attachment theory, including the development of bonding behavior and the formation of internal working models.
3. Bonding disorders: Details the classification and psychological typology of severe bonding disturbances based on clinical standards and research by Karl-Heinz Brisch.
4. Home education: Examines the institutional definitions, practical care forms, and the legal foundations within the German Child and Youth Welfare Act.
5. Bonding disorders and home education: Synthesizes the theoretical knowledge to define professional pedagogical actions, the role of reference educators, and specific strategies for different bonding types.
Keywords
Attachment theory, Home education, Bonding disorders, Internal working models, Inpatient youth welfare, Pedagogical action, Insecure bonding, Disorganized bonding, Reference educator, Child protection, Psychotherapy, Attachment figures, Developmental psychology, Trauma, Child welfare law.
Frequently Asked Questions
What is the primary focus of this work?
The thesis explores how pedagogical professionals in residential care can identify and effectively support children and adolescents who have developed insecure or disorganized bonding patterns due to early traumatic experiences.
What are the core thematic fields covered?
The work covers attachment theory, the clinical classification of bonding disorders, the legal and structural requirements of German youth welfare institutions, and specialized pedagogical intervention strategies.
What is the central research question?
The question is how children and adolescents who are insecurely or disorganizationally bonded can be addressed pedagogically in home education practice to facilitate a secure attachment concept within the existing legal framework.
Which scientific methods are applied?
The thesis follows a theory-based analytical approach, reviewing existing psychological literature, clinical classifications (ICD-10-GM), and educational research to derive actionable strategies for pedagogical practice.
What content is addressed in the main part of the thesis?
The main part details Bowlby’s attachment theory, the diagnostic criteria for various bonding disorders, the specific logistics of different residential care forms, and direct interventions for children exhibiting avoidant, ambivalent, or disorganized bond types.
Which keywords characterize this paper?
Key terms include Attachment Theory, Home Education, Bonding Disorders, Internal Working Models, and Pedagogical Action.
How does the concept of a "reference educator" contribute to the care of bonded children?
The reference educator acts as a consistent primary contact person for the child, providing the stability and reliable availability necessary to compensate for shift-work structures and create a "safe base" for developmental exploration.
How should educators handle "hostile" behavior from children with bonding disorders?
The thesis advises educators not to take such behavior personally, but to interpret it as an expression of the child's inner conflict and protective mechanism, subsequently responding with sensitivity that contradicts the child's negative expectations.
- Citation du texte
- Rebecca Romana Schaus (Auteur), 2014, Bonding Disorder and Residential Care. Children and adolescents with insecure and disorganized bonding in residential care settings, Munich, GRIN Verlag, https://www.grin.com/document/1470321
