03370nam a22005055i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001400153072001600167072002300183072001500206100007800221245010000299250001800399264007900417300003300496336002600529337002600555338003600581347002400617490005800641505071000699520092701409650002702336650001302363650002702376650002302403650002502426650002702451650002602478650002802504650002302532650003702555710003402592773002602626776003602652776003602688776003602724830005802760856004602818978-3-031-59208-9DE-He21320251030112624.0cr nn 008mamaa240712s2024    sz |    s    |||| 0|eng d  a97830315920897 a10.1007/978-3-031-59208-92doi 4aLC46-46.8 7aJNF2bicssc 7aEDU0000002bisacsh 7aJNF2thema1 aParker, Richard.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aAttachment Aware Schoolsh[electronic resource] :bA Critical Perspective /cby Richard Parker.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXX, 236 p.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aPalgrave Studies in Alternative Education,x2946-50440 aPart 1: Literature, Theory and Policy Issues -- Chapter 1:- Introduction: The Challenge of Attachment Aware Schools -- Chapter 2: Attachment Awareness in Schools -- Chapter 3: From Attachment Awareness to Attachment Aware Schools 2010-2020 -- Chapter 4: Widening Understanding of Attachment, Trauma and the Impact of COVID -- Chapter 5: If Attachment Aware Schools Are So Good, Why Isn’t Everyone Doing It? -- Part 2: AAS: Findings from an Empirical Research Project -- Chapter 6: Origins of the Study -- Chapter 7: Putting Attachment Aware Schools into Practice -- Chapter 8: Attachment Aware Schools in Society -- Chapter 9: Conclusion: Attachment Aware Schools: Changing Education or Social Control?.  aThis book offers a unique exploration of attachment aware schools, bringing together empirical teacher views along with wider theoretical and policy perspectives. Attachment aware schooling demonstrates an understanding of the emotional and behavioural needs of children and young people which go beyond training and experience, in order to promote better learning and health outcomes. The author reviews the key principles of attachment theory, the features of attachment aware schools and the tensions that exist in current education policy in England. He then explores issues around gender, social justice and social policy in relation to trauma-informed and attachment aware practice. The book will be of interest to academics and students in the fields of alternative education, the sociology of education, education policy and social psychology. Richard Parker is Visiting Research Fellow at Bath Spa University, UK. 0aAlternative Education. 0aSchools. 0aEducational sociology. 0aSocial psychology. 0aEducation and state.14aAlternative Education.24aSchool and Schooling.24aSociology of Education.24aSocial Psychology.24aEducational Policy and Politics.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303159207208iPrinted edition:z978303159209608iPrinted edition:z9783031592102 0aPalgrave Studies in Alternative Education,x2946-504440uhttps://doi.org/10.1007/978-3-031-59208-9