Distressed or Deliberately Defiant explores the basis for distressed or deliberately defiant behaviour as the neurological, physiological and behavioural outcomes of disorganised attachment due to prolonged exposure to trauma. This book provides practical advice to educators on ways that schools can effectively manage these students.
While the initial exploration of teacher beliefs is somewhat generalised, perpetuating some antiquated views such as ‘never smile during the first school term’, the author moves swiftly to the real purpose of the book, and that is to support ‘one of the most vulnerable and needy groups of young people in society’.
In Chapter 2 the author explores three main theories — child development, attachment, and trauma — with a considered and connected approach. After reflecting upon healthy attachment, the author examines the impact of complex trauma on young lives. The discussion is grounded in the early research of Bowlby and Ainsworth, two notable theorists in the area of attachment.
The author acknowledges the rapidly developing area of neuroscience and provides a compelling narrative about the effect of trauma and disorganised attachment on the child's brain and subsequent body systems. Chapter 3, colloquially termed ‘The science lesson’, leads the reader through a thoughtfully constructed, simply written neurological discussion that builds a foundational understanding of the link between a child's neurology, physiology and challenging behaviours.
Having established a basic theoretical understanding, the reader is invited to reflect on what is happening at a neurological and physiological level for these students within the school context. The remaining chapters investigate both proactive and reactive strategies, which feature behavioural supports that focus on relationships and emotional self-regulation. While the strategies are not new per se, these chapters are carefully structured to encourage the reader to view implementation of support through the lens of neuroscience, disorganised attachment and complex trauma.
The final chapter explores physiological and social concerns in adolescence and provides some valuable insight into empathising and working with parents and carers of an attachment disordered child or adolescent.
Overall, this publication is highly relevant for the teachers in 21st century schools. The author builds a solid theoretical foundation upon which the reader can explore practical positive approaches to foster supportive adult-student relationships and help students to learn how to self-regulate their emotions. Despite a fairly generalised view of teachers’ beliefs about students with challenging behaviour, the author is passionate about the vital role that schools can play in turning students’ lives around.
