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| Acknowledgements | |
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| Introduction | |
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| Attachment Theory | |
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| Overview of Attachment Theory | |
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| What is attachment theory? | |
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| Why are attachment relationships important? | |
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| What happens when attachment relationships are insecure, unavailable or frightening? | |
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| What happens as the child grows older? | |
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| Attachment Theory: Caregiving and its Impact on Attachment and Exploration | |
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| Characteristics of the attachment relationship | |
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| Attachment and exploratory behaviour | |
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| Dimensions of caregiving | |
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| How attachment behaviour changes through childhood | |
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| The internal working model | |
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| Attachment Theory: Patterns of Attachment | |
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| The secure attachment pattern | |
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| The organized insecure attachment patterns | |
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| The disorganized/controlling attachment pattern | |
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| Non-attachment | |
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| Difficulties in Development: The Impact of Loss and Trauma | |
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| The attachment relationship and development | |
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| Moving into foster and adoptive homes | |
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| Supporting children with the experience of loss and separation | |
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| Helping children recover from the trauma of early adverse parenting | |
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| Safe place visualization | |
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| Parenting Children with Difficulties Experiencing Relationships as Secure | |
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| How can an understanding of attachment theory influence parenting? | |
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| How can we increase feelings of safety for the child? | |
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| Therapeutic help | |
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| Parenting and Patterns of Attachment | |
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| Parenting the child with an ambivalent attachment pattern of relating | |
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| Parenting the child with an avoidant attachment pattern of relating | |
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| Parenting the child with a disorganized/controlling attachment pattern of relating | |
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| Parenting the child who has not learnt to selectively attach | |
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| A Model for Parenting the Child with Difficulties in Attachment Relationships: Providing a Secure Base | |
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| Introduction to the Model and Creating a Secure Base | |
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| The challenge of parenting children with difficult attachment relationship histories | |
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| Empathy and Support from the Secure Base | |
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| What is empathy? | |
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| Supporting internal experience and managing behaviour | |
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| Understanding the impact of past experience on parenting | |
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| Understanding your own attachment history | |
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| Attunement and Empathy | |
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| What is meant by attunement? | |
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| Managing difficult behaviour within attuned relationships | |
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| How to help children experience attunement through relationship-based play | |
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| Helping children develop understanding through attuned relationships | |
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| Protecting the Family Atmosphere and the Development of Emotional Regulation | |
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| What is a family atmosphere? | |
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| Developing emotional regulation | |
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| Additional theory: The process of attachment and the developing brain | |
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| Creating a Feeling of Belonging for the Child | |
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| The use of family rituals and claiming behaviours to help children feel that they belong | |
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| Helping children who are angry | |
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| Looking After Yourself | |
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| Making time for reflection and relaxation | |
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| Stress and coping | |
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| Making changes | |
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| Stress thermometer | |
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| A Model for Parenting the Child with Difficulties in Attachment Relationships: Building Relationships and Managing Behaviour | |
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| Helping the Child to Enjoy Being Part of the Family | |
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| Enjoyment and belonging | |
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| Additional theory: Socialization and shame | |
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| Learning to Parent with PACE and Building Relationships with Stories | |
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| What is meant by PACE? | |
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| Building relationships with stories | |
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| Stories written for children | |
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| Providing Structure and Supervision | |
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| Using structure and supervision to help the child feel secure | |
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| Managing Confrontation and Coercive Interactions | |
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| How to step aside from confrontation | |
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| Coercive patterns | |
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| Helping children develop problem-solving abilities | |
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| Thinking, Feeling and Behavioural Choices | |
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| Thinking, feeling and behaving | |
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| The ABC of behaviour | |
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| Rewards | |
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| The use of choices and logical consequences | |
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| Managing Special Difficulties: Lying, Stealing and Self-harm | |
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| Children and young people who self-harm | |
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| Managing risk of suicide | |
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| Creating a safety plan | |
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| Helping the child who lies and steals | |
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| Conclusion | |
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| The house complete | |
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| References | |
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| Further Reading | |
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| Glossary | |
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| Subject Index | |
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| Author Index | |