Attachment theory and the teacher-student relationship : a practical guide for teachers, teacher educators and school leaders / Philip Riley.

Enhanced descriptions from Syndetics:

How teachers form and maintain classroom and staffroom relationships is crucial to the success of their work. A teacher who is able to accurately interpret the underlying relationship processes can learn to proactively, rather than reactively, influence the dynamics of any class. These are skills that can be taught. This invaluable text explains how adult attachment theory offers new ways to examine professional teaching relationships, classroom management and collegial harmony: equally important information for school leaders, teacher mentors and proteges.

Attachment Theory and the Teacher-Student Relationship addresses three significant gaps in the current literature on classroom management:

Based on recent developments in adult attachment theory, this book highlights the key aspects of teacher-student relationships that teachers and teacher educators should know. As such, it will be of great interest to educational researchers, teacher educators, students and training teachers.

Table of contents provided by Syndetics

• List of illustrations (p. x)
• Acknowledgements (p. xi)
• Foreword (p. xiii)
• A note about gender (p. xiii)
• A note about educational leadership (p. xiii)
• A note about the case stories (p. xiv)
• Intrduction: Why teachers need to know about attachment theory (p. 1)
• The 3Rs: relationship, relationship, relationship (p. 1)
• Is anger a ôthing-to-be-managedö? (p. 4)
• Brief outline of the book (p. 5)
• Expanding the 3Rs (p. 6)
• A brief word about methodology (p. 6)
• Part I Attachment theory (p. 9)
• I Attachment theory and the classroom: Overlapping space (p. 11)
• The attachment behavioural system (p. 11)
• Emotional response sets: scaffolding and attachments: the internal context of teaching (p. 21)
• 2 Adult attachment theory and the teacher-student relationship (p. 23)
• Adult attachment: from a three category to a four category model (p. 24)
• The four adult attachment styles (p. 26)
• Nonattachment (p. 27)
• Attachment needs become elusive (p. 28)
• Adult attachment: from a categorical to a continuous model (p. 28)
• Stability and change of attachment styles (p. 28)
• The teacher-student relationship: teachers as alloattachment figures (p. 29)
• Summary (p. 38)
• 3 The emotionality of teaching (p. 40)
• Teachers have feelings too (p. 41)
• Attachment and emotional labour (p. 42)
• Who makes the decisions? The external context of teaching (p. 43)
• Stress (p. 44)
• Relational stress on the frontline: links with emotional labour (p. 45)
• Accountability and emotional labour (p. 45)
• Stress takes its toll (p. 47)
• Attachment provides a framework for dealing with complex problems (p. 48)
• Aggression to preserve the inner working model (p. 50)
• Shared internal working models: persuasion, manipulation and aggression (p. 51)
• Attachment behaviours in adults only appear in times of stress (p. 52)
• Unconscious motivation (p. 53)
• Providing a secure base through professional development (p. 54)
• Bringing unconscious motivation to consciousness (p. 54)
• Unchallenged assumptions (p. 55)
• Summary (p. 55)
• Part II Researching teachers' attachments (p. 57)
• 4 Does time in the classroom effect attachment style? Does attachment style effect time in the classroom? (p. 59)
• Teachers' attachment styles (p. 59)
• Usefulness of self-report measures of attachment for teachers (p. 60)
• The findings (p. 60)
• Pre-service teachers' feelings of anger toward students (p. 63)
• 5 Contextual Insight-Navigated Discussion (p. 66)
• The qualitative investigation (p. 66)
• The psychodynamic interview method (p. 67)
• CIND: the basic structure (p. 68)
• The basic principles of CIND as a brief, time-limited investigation (p. 69)
• The elements of CIND (p. 70)
• The use of story (p. 74)
• Advantages of this methodology (p. 75)
• Contextual Insight-Navigated Discussions with teachers (p. 75)
• Summary (p. 89)
• 6 CIND mentoring: Supporting transitions and early career retentions (p. 93)
• Walking out or working through: learning about relationships the hard way (p. 93)
• Tools of the trade: the working alliance (p. 99)
• Methods and techniques (p. 99)
• CIND mentoring outcomes (p. 100)
• Part III New directions for practice (p. 105)
• 7 The implications of new knowledge: Old wine in new bottles? (p. 107)
• The more things go around the more they come around (p. 107)
• Questions revisited (p. 108)
• Implications for pre-service teacher education (p. 112)
• Implications for professional development in classroom management and mentoring (p. 115)
• Implications for school leadership (p. 116)
• Suggestions for future research (p. 118)
• New wine in old bottles or old wine in new bottles? (p. 118)
• Conclusions and recommendations (p. 119)
• Breaking hundred year old habits (p. 119)
• 8 Further into attachment theory (p. 121)
• Attachment theory (p. 121)
• Predicting attachment behaviour: the Adult Attachment Interview and self-reports (p. 128)
• Notes (p. 132)
• References and selected bibliography (p. 134)
• Index (p. 179)

Author notes provided by Syndetics