the ADAM project

A list of tiddlers associated with the tag 'AAI'.

A list of tiddlers associated with the tag 'ADAM' (as in ADAM project).

The Assessment of Disorganised Attachment and Maltreatment project has been developed by Professor [[David Shemmings|http://www.kent.ac.uk/sspssr/staff/academic/shemmings.html]].

1. [[Background]]
2. [[Aims and Methods]]
3. [[Partners]]
4. [[Ethics]]
5. [[Training]]
6. [[Reference list]]

You need [[Training]] to use the Adult Attachment Interview (AAI).

[[How to do the AAI]]
[[Who can complete a AAI]]
[[Time to complete the methods]]
[[How to ask the questions]]
[[Focus of the questions (AAI)]]
[[Examples and prompts]]
[[Transcribing]]
[[Consent]]
[[Confidentiality]]
[[What if the carer wants details of the method first?]]
[[What if the carer wants details of the method afterwards?]]

You can find the [[AAI protocol|http://www.psychology.sunysb.edu/attachment/measures/content/aai_interview.pdf]] from the website of the psychology department of Stony Brook University.

The same department also provide a guide on '[[common errors in conducting the AAI|http://www.psychology.sunysb.edu/attachment/measures/content/aai_interviewing.pdf]]'.

If you have attended the ADAM project training, you will also have the password to be able to access further content from [[Yvonne Shemming's website|http://www.yvonneshemmings.co.uk/pwlcheck.asp]].

The primary aim of the ADAM project is to explore how the theory and research about disorganised attachment and key explanatory caregiving characteristics can be translated into child protection practice. 

The model below sets out how the caregiver characteristics are thought to interact and lead to disorganised attachment (this model was first published in [[Shemmings and Shemmings (2011)|http://www.amazon.co.uk/Understanding-Disorganized-Attachment-Practice-Children/dp/1849050449/ref=sr_1_1?ie=UTF8&qid=1312384377&sr=8-1]] and remains copyright protected). 

[img[Model of caregiver characteristics and disorganised attachment|http://img21.imageshack.us/img21/1605/modelye.png][http://img21.imageshack.us/img21/1605/modelye.png]]

Professor Shemmings and Yvonne Shemmings have provided a series of training events in order for child protection professionals to learn how to put these ideas into practice. As part of the training, professionals are taught about the following methods for assessing whether children may be presenting with disorganised attachment and / or whether carers are presenting with specific caregiving characteristics. 

__Caregiver characteristics
* Assessment of [[Low mentalisation/reflective function|http://www.box.net/shared/je6xqxb3l1qfimsr5456]] and [[unresolved loss or trauma|http://www.box.net/shared/qr7k4tmush6r27hzdbue]] using a modified [[Adult Attachment Interview|http://en.wikipedia.org/wiki/Attachment_measures#Adult_Attachment_Interview_.28AAI.29]]
* Assessment of Disconnected and extremely Insensitive Parenting (DIP) using the [[DIP measure|http://www.ncbi.nlm.nih.gov/pubmed/19946804]]

__Child's attachment behaviour or representation of attachment__
* ‘Naturally-occurring’ observable attachment behaviours (for use with all ages; see the [[Reference list]] for further reading on observation) 
* Assessment of attachment behaviour using a modified [[Strange Situation Procedure|http://en.wikipedia.org/wiki/Mary_Ainsworth#Strange_Situation]] (infants around 12-36 months) 
* Assessment of attachment representations using a modified [[Story Stem Assessment Profile|http://en.wikipedia.org/wiki/Attachment_measures#Narrative_story_stem_techniques]] (children between 4-9 years)
* Assessment of attachment representations using a modified [[Child Attachment Interview|http://en.wikipedia.org/wiki/Attachment_measures#Child_Attachment_Interview_.28CAI.29]] (children and young people between 8-15 years)

Once you have gathered some information using the approaches or methods of the [[ADAM project]], you will need to think about how to include the information in your written work. 

So far, we have the following list of DO's and DONT's:

DONT's:
1. Do not set yourself up as an expert in these techniques - this could lead to difficulties if you are challenged in Court
2. You do not need to specifically say that you used any of the methods (see [[Ethics]])
3. Do not "classify" the child as having any particular attachment style, even if you think they exhibited anything related to having a [[Disorganised attachment]]
4. Do not rely on ADAM methods as your only source of evidence.
5. Do not ignore other evidence that you have gathered, even where (especially where) it contradicts what you have seen via the use of ADAM methods. 
6. Do not quote the child directly, word for word - this would undermine the commitment you gave to the child about the [[Confidentiality]] of the session

DO's:
1. Do make reference to having undertaken direct work with the child
2. Do write about the themes that emerged from what the child told you in the session
3. Do draw links or parallels between what themes emerged from the sessions and what else you know from the rest of your assessment
4. Do talk about any unusual or concerning things you saw or heard through the use of ADAM methods and contrast this with how we know most children or adults respond to these methods - to do this you need to be able to confidently talk about the markers of disorganisation (or the [[Caregiver characteristics]]) that you will have learned about via the ADAM [[Training]]. 
6. Do make links between the difficulties the child may be having with relationships, the difficulties they may be having at school and the difficulties they have in controlling their emotions and / or behaviour with the themes that emerged from their sessions with you and, if applicable, link this to the maltreatment you think they have experienced. 

We have included some [[Examples]] to help you think about how you might write up your own assessments.

The ADAM project is based on attachment theory. 

Many of you will already be familiar with attachment theory but here is a quick summary to refresh your memory. 

For other information on attachment theory, see the [[Reference list]] or the [[Wikipedia attachment theory page|http://en.wikipedia.org/wiki/Attachment_theory]].

!Background
Attachment theory, initially developed by British psychiatrist John Bowlby (1907-1990), primarily concerns human relationships. The evidence suggests that early relationships between babies and infants and their carers are crucial for healthy development and have a long-lasting impact on the growing child. 

Human infants have an instinct to attach to a small number of primary carers and it seems likely that this instinct evolved as a way of obtainting protection at times of increased danger but also to enable the child to confidently explore the wider environment. Evidence shows that infants who feel the most secure in their primary relationships show more exploratory behaviour than other infants. 

!Attachment behaviour
When infants feel the need for protection, they use 'attachment behaviour' in order to obtain protection and comfort from a primary carer. Attachment behaviour is thus defined as anything that the child does in order to obtain protection or comfort during times of anxiety. 

For infants, attachment behaviour will often include crying, gazing, following, smiling, calling out (vocalising) and so on. 

As children grow older and into adulthood, they tend to adapt the attachment behaviour they use and they can also, at times, obtain protection and comfort without being in physically close proximity to a carer. Nevertheless, a person's attachment relationship(s) remain fundamental to their well-being throughout the life course. 

!Attachment patterns
By the age of 2, infants have usually started to understand how best to obtain care and attention from their primary carers - in other words, they have learned what types of behaviour and presentation are more likely to elicit protection and comfort. This learning is the basis of attachment patterns - the infant learns to behave towards their carer in the ways most likely to obtain the comfort they desire and they tend to reduce behaviours which are unsuccessful or even rejected. 

Evidence from experiments (often using the '[[Strange Situation Procedure|http://en.wikipedia.org/wiki/Mary_Ainsworth#Strange_Situation]]') has shown that there are 3 main infant attachment patterns - secure, insecure-avoidant and insecure-ambivalent. 

You may find it useful to watch the following three videos, all of which describe and to some extent show the Strange Situation Procedure in action - [[Video 1|http://www.youtube.com/watch?v=QTsewNrHUHU&feature=related]], [[Video 2|http://www.youtube.com/watch?v=DH1m_ZMO7GU]] and [[Video 3|http://www.youtube.com/watch?v=i5MudJ7yxkE&feature=related]].

*Secure
Infants with secure attachments to their carers learn that their attachment figure (the carer) is sensitive to their needs and comes to rely on them to provide comfort and protection when needed. These infants learn that they do not need to hide their emotions but can behave as they feel and the carer will often respond appropriately. Research into the 'most-sensitive' carers indicates that even this group 'only' correctly interprets their infant's signalling around 50% of the time - in other words, working with any carer, you would still expect to see many occasions when they appear to be insensitive.

See [[here|http://www.youtube.com/watch?v=_XjXv6zseA0&feature=mfu_in_order&list=UL]] for a brief video on the secure (or 'optimal') attachment pattern. 

*Insecure Avoidant
Infants with avoidant attachments to their carers learn that their attachment figure will respond best when they downplay any upset or distress they are experiencing. The infant learns to act as if they do not need protection and comfort because when they do express this need openly, the carer tends not to respond as the infant needs (by providing comfort and protection). Indeed, at times the carer will openly reject the infant if they do display their distress openly. 

These infants learn that to obtain proximity to their carer they need to behave as if they do not need proximity. However, experiments have been completed which demonstrate that infants with avoidant attachments experience just as much - if not more - anxiety from events such as separation in an unfamiliar environment that other infants (this was discovered by monitoring physiological signs in the infants, such as heart rate). 

See [[here|http://www.youtube.com/watch?v=qgYJ82kQIyg&feature=mfu_in_order&list=UL]] for a brief video on the avoidant attachment pattern. 

*Insecure Ambivalent
Infants with ambivalent attachments to their carers learn that their attachment figure only seems to respond when they exaggerate their distress or other emotions. However, even when they do this, the carer is unreliable in how they respond. Therefore, these infants learn that the best strategy is to exaggerate their feelings in the hope of eliciting some kind of response from the carer, even if the response might be inappropriate or haphazard. 

See [[here|http://www.youtube.com/watch?v=nGhZtUrpCuc&feature=mfu_in_order&list=UL]] for a brief video on the ambivalent attachment pattern.

More information on these infant attachment patterns, as well as a brief literature review and a discussion on some of the special areas of infant attachment research, can be found [[here|http://aspe.hhs.gov/daltcp/reports/inatrpt.htm#chapII]]. 

!Consequences of different attachment patterns

Bowlby started to develop his ideas about the importance of attachment based on several different sources of evidence, one of which was his observations of 'juvenile delinquents' - part of the original paper can be seen [[here|http://books.google.co.uk/books?hl=en&lr=&id=ApIQ6jcaHawC&oi=fnd&pg=PA35&dq=bowlby+juvenile+thieves&ots=DEBJZhVhs4&sig=BJKO5UGxSlL-SMWjJ8IPPOPIBIk#v=onepage&q=bowlby%20juvenile%20thieves&f=false]], via Google books. An interesting discussion of the importance of this study can be found [[here|http://www.crimeandjustice.org.uk/opus312.html]].

In retrospect, it is perhaps apparent that the issue that Bowlby was studying was that of disorganised attachment. However, it was not until the 1980s that attachment researchers were able to properly codify the presentation of disorganised attachment in infants via the Strange Situation Procedure. Therefore, the focus of much attachment literature (and of many child care professionals) has been on the need for children to develop secure attachments (and not insecure attachments). Indeed, even the most recent version of the London Child Protection Procedures states that "//The development of secure parent/caregiver–child attachments is critical to a child’s healthy development//" (section 9.3.14, page 10, [[London Child Protection Procedures version 4 - key changes|http://www.londonscb.gov.uk/procedures/]], November 2010).  

However, within attachment theory, if not the wider child-care profession, it has now been apparent for some time that both the secure and the two insecure patterns do at least evidence that the child has found their caregiving environment to be, to a large degree, predictable if not necessarily optimum.

This predictability has enabled the child to formulate a set of behaviours that for the most part and at significant points, does prompt the carer to provide some form of care and protection.

This is not to say that there is no difference between these patterns - the evidence is clear that the secure pattern is associated with the most positive outcomes. Nevertheless, the insecure patterns should not be considered as [[pathological|http://www.merriam-webster.com/dictionary/pathological]].

One of the best ways to demonstrate this is by reviewing the evidence from large, cross-cultural studies of infant and adult attachment patterns, which show that large minorities of the general population have insecure attachments to their carers but we can all understand that the very intense and significant difficulties that childcare professionals routinely encounter do not affect anywhere like the majority of people (thankfully).

For more background information on this topic see [[here|http://www.jstor.org/stable/1130396]]. 

!Disorganised attachment
The real focus should be on children with disorganised attachment patterns. This is for two reasons:

1. The consequences for children with disorganised attachment patterns are significantly impaired when compared with children with organised (secure or insecure) patterns and

2. There is strong evidence to suggest that one of the main causes of disorganised attachment in children is abuse and neglect.

For more information on the consequences of disorganised attachment in children, see [[here|http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=43645]].

This [[video podcast|http://itunes.apple.com/gb/podcast/lecture-8-attachment/id340972572?i=63548634]] gives an overview of attachment theory. To access it, you need to ensure that iTunes is correctly installed on your computer. This podcast has been produced by Missouri State University, USA. 

To continue with this topic, please see the section on [[Disorganised attachment]].

This site has been produced by [[Professor Shemmings|http://www.kent.ac.uk/sspssr/staff/academic/shemmings.html]] and [[David Wilkins|http://kent.academia.edu/DavidWilkins]]. 

No part of the site should be reproduced without the agreement of both authors.

The ADAM project has been developed by Professor [[David Shemmings|http://www.kent.ac.uk/sspssr/staff/academic/shemmings.html]] and [[Yvonne Shemmings|http://www.yvonneshemmings.co.uk/]], in partnership with the London Borough of Enfield, the London Borough of Lewisham, the London Borough of Merton and the London Borough of Tower Hamlets.

David and Yvonne Shemmings developed the ADAM project in response to the gaps that exist in our knowledge about child maltreatment - specifically, the gaps in what we know about the pathways that lead to some children being abused or neglected whilst others are not. 

In an [[interview|http://www.jkp.com/blog/2011/03/david-shemmings-and-yvonne-shemmings-understanding-disorganized-attachment/]] with the publishers, Jessica Kingsley, Yvonne and David argue that child protection professionals too often involve the wrong families in the child protection system and children who do need protection may be overlooked. 

This is a problem that Professor [[Eileen Munro|http://www2.lse.ac.uk/researchAndExpertise/Experts/e.munro@lse.ac.uk]] has also written about, most recently in her Government-sponsored Review of Child Protection 

In Part One - A Systems Analysis ([[pages 19 - 23|http://www.education.gov.uk/munroreview/]]), Munro writes about the difficult problem of false positives and false negatives (also known as [[Type I and Type II errors|http://en.wikipedia.org/wiki/Type_I_and_type_II_errors]]). A false positive in child protection work occurs when families are involved in the child protection system even though the child is not being abused or neglected and a false negative occurs when families are not involved in the child protection system, even though the child is being abused or neglected. 

However, as David and Yvonne are quick to point out, "//the UK has one of the lowest rates of child homicide at the hands of their carers"// and this is in large part due "//to the work of child protection professionals in helping to keep many children safe//"'.

Nevertheless, it is also the case that there are significant "//gaps in our knowledge about what leads to maltreatment. In its simplest terms, we over-concentrate on the lifestyle of the caregivers but overlook key factors explaining why some parents who take drugs, who have mental health problems, who were abused as children, who are single parents, etc., abuse their child/ren … while, clearly, others do not. Our review of the research showed us convincingly that the most accurate and reliable way of assessing whether a child is being maltreated is the presence of disorganised attachment in their behaviour//".

Having reached this conclusion, Yvonne and David developed the ADAM project, aiming to educate child protection professionals about the latest research on the indicators of abuse and neglect and to help return the focus of their work to relationships and relational-dynamics and on observing and understanding children's behaviour.

The 'breadcrumbs trail' is a list of all the Tiddlers opened during your session - this can help you find your way back to any previously viewed tiddler. 

The breadcrumbs trail is always displayed at the top of the page.

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A list of tiddlers associated with the tag 'CAI'

As in the model you can see in the [[Aims and Methods]] tiddly, the following caregiver characteristics are explanatory mechanisms for the presentation of disorganised attachment in children. 

The premise of the [[ADAM project]] is that carers who display significant 'amounts' of these characteristics are more likely (than carers who are not) to be maltreating their children which in turn, would result in the child presenting with signs of a [[Disorganised attachment]]. However, the model does not amount to a diagnostic tool and should not be thought of in those terms. 

!Unresolved loss or trauma
If loss and trauma are ‘resolved’, the original memory is eventually integrated within its original context in such a way that makes sense in the present. If the original memory remains disjointed and partitioned from the present, intrusive half-remembered images may return unannounced, often as a result of sights, smells and sounds alongside thoughts and emotions accompanied by physiological responses.

Trauma and loss over-sensitise individuals to stress, leaving them more vulnerable in situations that remind them consciously or unconsciously of the trigger events.  

Those who have attended the training will be familiar with Professor Shemmings' story of the man who observed a fire at a football ground and who later experienced a series of unexplained blackouts - he was later helped by a psychiatrist who identified that the sound of crisp packets being opened sounded very similar to sound of the fire. As the man was unresolved with regards to this trauma, the memory of it flooded back uncontrollably and overwhelmingly at the sound and this caused the man to pass out. 

You can view a power point presentation (written by Professor Shemmings) [[here|http://www.box.net/shared/qr7k4tmush6r27hzdbue]].

!Low mentalisation/reflective function
The gist of mentalising is ‘holding a mind in mind’. We are mentalising when we are aware of mental states in ourselves or others or when we are thinking about feelings.

"//More elaborately, we define mentalising as imaginatively perceiving or interpreting behaviour as conjoined with intentional mental states. You are mentalising when you’re aware of what’s going on in your mind or someone else’s. You’re mentalising when you puzzle, ‘Why did I do that?’ or wonder ‘Did I hurt her feelings when I said that?'//" (Taken from Allen, Fonagy and Bateman, 2008). 

You can view a power point presentation (written by Professor Shemmings) [[here|http://www.box.net/shared/je6xqxb3l1qfimsr5456]].

!Disconnected and / or extremely Insensitive Parenting (DIP)

Dorothy Out and colleagues have given the following definition of this characteristic:

"//The term ‘‘disconnected behavior’’ refers to...sudden change(s) in normal (and possibly sensitive) parenting behavior as well as to dissociative phenomena which may underlie these behaviors, causing the parent to be disconnected from the immediate environment. The second dimension, extreme insensitivity, includes...withdrawn and neglectful parenting as well as...intrusive, negative, and aggressive behavior//" (Out et al, 2009, p423).

You can view the [[coding manual|http://media.leidenuniv.nl/legacy/dipcodingsystem091207version3leidenuniversity.pdf]] for DIP. 

This [[video|http://www.youtube.com/watch?v=iGDqJYEi_Ks&feature=mfu_in_order&list=UL]] contains a discussion of dissociation and disorganised attachment. 

!Further reading
See the [[Reference list]] for further reading and supporting material.

You need [[Training]] to use the Child Attachment Interview (CAI).

[[How to do the CAI]]
[[Who can complete a CAI]]
[[Time to complete the methods]]
[[How to ask the questions]]
[[Focus of the questions (CAI)]]
[[Examples and prompts]]
[[Transcribing]]
[[Consent]]
[[Confidentiality]]
[[What if the child makes a disclosure?]]
[[What if the carer wants details of the method first?]]
[[What if the carer wants details of the method afterwards?]]

Recommended background reading on the CAI can be found [[here|http://www.ucl.ac.uk/psychoanalysis/research/cai.htm]].

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2008.04.15 [2.5.0] refresh tiddler containing comment macro after adding new comment to target tiddler (if different)
2008.04.14 [2.4.0] added optional tag list parameter for tagging the target tiddler when comments are written
2008.04.14 [2.3.0] if %2 (subject) or %3 (message) are omitted from format string, suppress display and validation of corresponding form elements.
2008.04.13 [2.2.0] added optional ~TiddlerName param to specify target tiddler for writing comments
2008.04.10 [2.1.0] converted from inline script to plugin
2008.04.05 [2.0.0] removed dependencies on NestedSlidersPlugin, MoveablePanelPlugin, ExpandSlidersScript
2007.10.24 [1.2.0] added config.options.txtCommentDateFormat
2007.07.05 [1.1.0] added 'view all/close all' toolbar item plus code cleanup
2007.06.28 [1.0.2] added tiddler.fields to saveTiddler() call (preserves custom fields)
2007.05.26 [1.0.1] added support for optional 'reverse' keyword.
2006.04.20 [1.0.0] initial release
<<<

The child needs to know that you would not show the video to their carer(s). Adults that you film will also need to be clear that the video will be kept private and will not be showed to other professionals involved with the same family.

However, you also need to explain that you will use the information to help with your assessment and this will include discussing the work you undertake with your line manager. As the information will then be included in your written work, you need to be clear with the family about who else will see the assessment. 

Further advice on confidentiality is given via the training. 

You also need to be mindful of your own agency's policies and guidelines on confidentiality.

!For children
If you want to use one of the methods with a child, the consent of an adult with 'parental responsibility' should be sought to meet individually with the child or young person - as it says in //[[Working Together to Safeguard Children|http://www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00305-2010]]// (2010), "the consent of children or their parents/caregivers, where appropriate, should be obtained...unless to do so would place a child at risk of suffering significant harm" (p135). . 

If parental consent is withheld, a distinction would need to be made as to whether the parent is objecting to you asking the child / young person these specific questions (questions about family relationships) or whether they are attempting to prevent you from having any contact with the child. In either case, this should be discussed with your line manager. 

!For adults
If you want to use one of the methods with an adult, then in most cases the adult him or herself could give consent. If you are concerned about whether the adult has the 'mental capacity' to consent to the use of one of these methods, you should seek advice from your line manager and it may be that a formal mental capacity assessment needs to be completed first.

None of the plugins used in this site were created by the authors. Please see below for a list of the plugins used and the credits for them:

*Breadcrumbs Plugin – Eric Shulman
*~InlineJavascript Plugin – Eric Shulman
*~LoadRemoteFileThroughProxy Plugin - ~BidiX
*~PasswordOptions Plugin - ~BidiX
*~RecentChanges Plugin – Eric Shulman
*~SimpleSearch Plugin - FND
*~TagCloud Plugin - Clint Checketts
*~TiddlyLock Plugin – Richard
*~TspotSetup Plugin - FND
*Upload Plugin - ~BidiX
*Comment and Discussion Plugin - Eric Shulman

The above plugins can be found at http://www.tiddlywiki.com/, http://tiddlywiki.bidix.info/ and http://tiddlyvault.tiddlyspot.com/.  

The overall theme of the site ('Mocha') was designed by Saq Imtiaz. 'Mocha' and other themes can be found at http://tiddlythemes.com/#Home.

[[Welcome]]

Part of the aim of this site to is help practitioners benefit from the experience and insight of other professionals. 

Every tiddler has two parts - page and discussion.

!Page
The page tab contains all the information in the tiddler, as written by the [[Authors]].

!Discussion
The discussion tab is a place for everyone to add comments about the particular tiddler being read. The idea is that as people try the tools and methods described in this guide, they will feedback their experiences for the benefit of others and to stimulate further discussion. 

Please join in! The ADAM project needs @@YOU!!@@

To add a point of discussion, ask a question and so on - simply click on the discussion tab and enter your comments. 

However, we would ask that you observe the [[Site etiquette]].

/***
|Name|DiscussionPluginInfo|
|Source|http://www.TiddlyTools.com/#DiscussionPlugin|
|Documentation|http://www.TiddlyTools.com/#DiscussionPluginInfo|
|Version|1.3.0|
|Author|Eric Shulman - ELS Design Studios|
|License|http://www.TiddlyTools.com/#LegalStatements <br>and [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|Documentation|
|Requires||
|Overrides||
|Description|Documentation for DiscussionPlugin|
!!!!!Usage
<<<
syntax:
{{{
<<discussion listformat reverse tags commentformat dateformat>>
}}}
where:
*''listformat'' //(optional)//<br>specifies the display format for each item in the summary list. //Note: when specifying additional macro parameters, you can use a blank value (e.g., {{{""}}}) as a 'placeholder' to allow the default item format to be used.//
*''reverse'' //(optional)//<br>by default, the comments in the discussion summary list are shown in date/time order, with the oldest item listed first.  The ''reverse'' keyword, when present, indicates the display order should be inverted so that the most recent item is listed first.
*''tags'' //(optional)//<br>specifies one or more space-separated tags to add to the target tiddler whenever a comment is written.  Note that the list of tags should be enclosed in "..." so that it is processed as a single parameter.  If you do not want tags added to the individual comment tiddlers, use a blank value (e.g., {{{""}}}) as a 'placeholder'.  Regardless of the tags that are specified, a tag of "comment" is always added to each target tiddler.  This is required in order to locate the tiddler when generating the dicussion summary list.
*''commentformat'' //(optional)//<br>specifies a custom output format to be used when inserting comments into the target tiddler, where: %when%=formatted date/timestamp, %who%=username, %subject%=comment subject text, and %message% is the body of the comment.  When present, this parameter overrides the default output format defined via {{{config.macros.comment.fmt}}}.  See the ''Configuration'' section below and in [[CommentPluginInfo]] for additional details.
*''dateformat'' //(optional)//<br>specifies a custom date/timestamp output used within the comment format above.  When present, this parameter overrides the default date/timestamp format defined via {{{config.macros.comment.datefmt}}}.  See the ''Configuration'' section below and in [[CommentPluginInfo]] for additional details.
<<<
!!!!!Configuration
<<<
When installed, [[DiscussionPlugin]] automatically modifies the default shadow [[ViewTemplate]] so that all tiddlers will be rendered with two tabs: "Page", and "Discussion".  The "Page" tab displays the regular tiddler content, while the "Discussion" tab displays the summary list of comments as well as an input form to enter new comments.  If you do //not// want the default [[ViewTemplate]] to be modfied, you can bypass this action by clearing the following checkbox or by setting the corresponding option value via javascript:
><<option chkDiscussionTemplate>> Automatically modify default shadow [[ViewTemplate]]
{{{
config.options.chkDiscussionTemplate=true;
OR
config.options.chkDiscussionTemplate=false;
}}}
Conversely, if you are already using a custom [[ViewTemplate]], you can alter that template to //manually add// the Page and Discussion tab display by changing this line:
{{{
<div class='viewer' macro='view text wikified'></div>
}}}
to
{{{
<div class='viewer' macro='tabs txtDiscussionTab
	Page Page CurrentTiddler Discussion Discussion DiscussionTiddler'></div>
}}}
Note: [[CurrentTiddler]] and [[DiscussionTiddler]] are special shadow tiddlers defined by the plugin.  [[CurrentTiddler]] enables the {{{<<tabs>>}}} macro used in the [[ViewTemplate]] to display the content for the current tiddler within a tab, while [[DiscussionTiddler]] simply invokes the default {{{<<discussion>>}}} macro without any extra parameters in order to render the corresponding discussion summary list and comment input form.  You can modify the [[DiscussionTiddler]] shadow definition to add macro parameters or other custom content that will automatically appear in the discussion tab when each tiddler is rendered.
  
To configure the global defaults used by [[DiscussionPlugin]], you can place one or more of the following javascript statements in a tiddler tagged with <<tag systemConfig>>: //(note: the default values for each setting are shown)//
{{{
config.macros.discussion.listfmt="#<<slider [[]] [[%tiddler%]] [[%subject%]] [[posted by %who% on %when%]]>>\n";
}}}
>defines the output format for each item in the discussion summary list, where: %tiddler%=tiddler title of the individual comment tiddler, %subject%=subject text, %who%=username, and %when% is the formatted date/time of the comment.  These values are automatically stored in each comment tiddler by using a //hidden slice table//, so that this information can be easily retrieved when generating the summary list output.
{{{
config.macros.discussion.reverse=false;
}}}
>when set to {{{true}}}, the discussion summary list is displayed in a reverse chronological order.
{{{
config.macros.discussion.titlefmt="_%UTC%%random%";
}}}
>When comments are entered, they are written into separate target tiddlers whose titles are constructed by appending a generated suffix to the title of the tiddler containing the {{{<<discussion>>}}} macro.  By default, this suffix contains the current UTC timestamp (e.g., YYYYMMDD.HHMMSSMMM) plus a randomly generated number (e.g., .123456789) to ensure that all target tiddlers have unique titles while also associating each comment with the specific discussion summary.  The suffix is specified by using //substitution markers//, where: %UTC%=the UTC timestamp, %randome%=a random decimal number, %who%=username, and %subject% is the subject text entered into the comment form.
{{{
config.macros.discussion.tags="comment excludeLists";
}}}
>Target tiddlers are automatically tagged with "comment" so that the {{{<<discussion>>}}} macro can locate them when generating the summary list.  To reduce 'information clutter', target tiddlers are also tagged with "excludeLists" so that they don't automatically appear in the list of tiddlers shown in the sidebar tabs.  You can use this setting to specify an optional space-separated list of tags to be added to the target tiddler whenever a comment is written.  You can use a blank value (e.g., {{{""}}} if you do not want to add any extra tags to the target tiddler.  However, as noted above, regardless of the specified tags, target tiddlers will still be tagged with "comment" in order to ensure that the {{{<<discussion>>}}} macro includes them in the summary list.
{{{
config.macros.discussion.commentfmt="^^posted by %who% on %when%^^\n<<<\n%message%\n<<<\n";
}}}
>defines the comment output format to be inserted into the target tiddler, where: %when%=date/timestamp, %who%=username, %subject%=subject, and %message% is the body of the comment.  //Note: if you omit %subject% from the output format, the subject input field on the comment form will be automatically suppressed.  Similarly, omitting %message% from the output format suppresses the message input field.  This can be useful when using the {{{<<comment>>}}} macro to create simple activity logs that only require a short, one-line subject rather than entering extended message content.//
{{{
config.macros.comment.datefmt="DDD, MMM DDth, YYYY at hh12:0mm:0ss am";
}}}
>defines the date/timestamp output used within the comment format above.
<<<
!!!!!Revisions
<<<
2008.04.21 [1.4.0] replaced use of %n markers with special 'named' markers: %tiddler%, %UTC%, %random%, %who%, %when%, %subject% and %message% to avoid conflict with TW core processing of tiddler content.
2008.04.17 [1.3.0] added ability to customize generated 'comment tiddler' titles by using substitution parameters.
2008.04.17 [1.2.0] added ability to customize generated 'comment tiddler' titles by using substitution parameters.
2008.04.15 [1.1.1] in currentTiddler.handler(), prevent infinite recursion by removing {{{<<currentTiddler>>}}} from content being wikified.
2008.04.15 [1.1.0] added parameters for reverse, listformat, tags, commentformat, dateformat
2008.04.14 [1.0.0] initial prototype
<<<

This tiddly is focused on disorganised attachment. The background to this concept is [[Attachment theory]].

To give you a sense of what disorganised attachment can 'look like', we have included an extended extract from [[Understanding Disorganised Attachment: Theory and Practice for Working with Children and Adults|http://www.amazon.co.uk/Understanding-Disorganized-Attachment-Practice-Children/dp/1849050449/ref=sr_1_1?ie=UTF8&qid=1302516905&sr=8-1]] (Shemmings and Shemmings, 2011).

"//You are in a park, just watching the world go by. Two young boys, who don’t know each other and have never met before, have been taken to the park for the afternoon by their fathers. They are playing near each other on the swings and slides, in an enclosed space. Their fathers, who also don’t know each other, start to chat and then tell their sons to be ‘good boys’ while they quickly go and get a coffee from a stall round the corner, just out of sight of their sons (but the fathers can still see them). Suddenly a dog appears in the enclosure and starts barking. The two dads hear the commotion and run back. You notice that each toddler reacts very differently. The first child, clearly frightened and starting to cry, turns and runs towards his father, who has already moved towards his son and immediately picks him up and soothes him. After some reassurance from his father, the boy is looking back at the dog with renewed interest and excitement at the prospect of playing with it. The second boy’s reaction is markedly different: he turns to his father ... but as soon as he sees him, he stops in his tracks and looks down. His behaviour changes noticeably: his legs have frozen to the ground, his arms rise as if in slow motion and his hands turn slowly to his face, but never quite cover it//.

//The first child showed organised attachment behaviour in his reaction to the dog: naturally, he is scared and so turns to a protective figure who comforts and reassures him, thus enabling his son to carry on being captivated and excited by the dog. The second child exhibited the signs of disorganised attachment behaviour. For a variety of reasons, he cannot use his father as an attachment figure most typically because, either consciously or unconsciously, his parenting style is abusively harsh or emotionally cold and helpless. The result is that the child is caught between Scylla and Charybdis, the ‘rock and a hard place’ of Greek legend: he is terrified simultaneously by the dog and his father; he is frightened by what should be his haven of safety; he experiences what Mary Main called ‘fear without solution’ ([[Main & Solomon, 1990|http://www.amazon.co.uk/Attachment-Preschool-Years-Intervention-Development/dp/0226306305/ref=sr_1_1?ie=UTF8&qid=1302517111&sr=8-1]]). Frightened in the park, the second boy’s father should have offered the solution to the child’s terror; instead, his dread of his own father leads to an unsolvable dilemma - ‘I need to go to my dad because I’m scared of the dog, but I can’t because my dad frightens me too’. Far from being a protective figure, the boy’s father is a source of danger. The child is truly in harm’s way ... but there are two ‘harms’, one of them a person who is supposed to be his protector from harm".//

You can see a video [[here|http://www.youtube.com/watch?v=rpQtPsuhLzc&feature=mfu_in_order&list=UL]] regarding the idea of 'fear without solution' in the context of a child's relationships.

You can see a video [[here|http://www.youtube.com/watch?v=gf9TQsCLt7Y]] regarding the idea of 'fear without solution' in the context of adult relationships - Professor [[Peter Fonagy|http://www.ucl.ac.uk/psychoanalysis/unit-staff/peter.htm]] explains how a person can have a negative view of the self and a negative view of the 'other' and that these two views can interfere with each other and cause the person to seek out close relationships but also to be afraid of them.

!The difference between the two children
Research shows that most children (like the first child in the example above) have predictable carers and develop organised attachment patterns (secure or insecure) - the child knows the best way to obtain protection and comfort from their carer in times of anxiety.

A minority of children and young people (like the second child in the example above) have very unpredictable and even frightening carers and so they are unable to work out the best way of obtaining protection and comfort. This will often result in moments of disorganised attachment. These children are likely to have been maltreated in some way. This is why the concept of disorganised attachment is potentially of such value to child protection professionals.

Apart from the links with maltreatment, children who present with signs of a disorganised attachment to a primary carer are likely to have behavioural difficulties at school, to have a poor ability to understand other people's mental states and to have poor social and relationship skills.

Without suitable help and intervention, these children are likely to continue to experience severe relationship problems into adulthood.

!What is the link between Disorganised Attachment and [[Maltreatment]]?
There is lots of research which demonstrates the link between disorganised attachment and maltreatment.

In samples of maltreated children, around 80% are found to have signs of a disorganised attachment to their abuser (when the abuser is one of their carers).

!Why do some children show signs of Disorganised Attachment ?
Other than the link with child maltreatment, there is strong evidence to suggest that certain [[Caregiver characteristics]] form a significant part of the 'pathway' leading to disorganised attachment in children.

A list of tiddlers associated with the tag '~DisorganisedAttachment'.

You can find information on the following specific ethical issues here:

[[Consent]]
[[Confidentiality]]

However, we have also tried to answer some of the questions that have been raised during training sessions and that we anticipate might be raised in future. 

*''What if the child's carer(s) / the child / other professionals want to see the video?''

//Essentially, carers and other professionals cannot see the video as this would breach the //[[Confidentiality]]// agreement you made with the child (i.e that no-one but you and your manager and / or colleagues would see the video). 

In practical terms, if the child thought that the video was to be shown to his or her carers, it could inhibit what they tell you or show you.//

*''What if the child's carer(s) / the child / other professionals want to see details of the methods before or after I have used them?''

//As with the question above, essentially carers cannot. Again, this is to do with the //[[Confidentiality]]// agreement you made with the child. Although this might seem less of an issue than showing the video, it may be that the carer asks the child, perfectly innocently, what they told you when you asked them about being hurt / for 3 words to describe them and so on

Although the carer would not know what the child said, the child may think that you had told the carer about the content of the session when you had told the child you would not do so. Therefore, it could still feel to the child as if you had breached their confidentiality. This would apply equally whether you told the carer before or afterwards. 

This may be less of an issue with other professionals although again, you would need to be clear that they did not then go on to ask the child about the session or use of the method. In other words, if they were asking out of general interest, you might choose to tell them more about it - if they were asking because they wanted to then go and interview the child themselves, it would not be advisable. 

We do realise that anyone so-minded could find out details of all of these methods from the Internet and there is obviously nothing we could do about a carer or professional who did so. However, you would not have breached confidentiality if they did this.// 

*''What if the child or the carer becomes really upset and traumatised during the methods?''

(TO BE UPDATED)

*''The child I am working with only has one carer / lives with gay or lesbian carers / has a different family composition than the 'one mother, one father' used in the Story Stems - what do I do?''

//The Story Stems are designed to be standard with every child using them - therefore, no allowance is made for different family compositions - the only thing that does change is that the gender of the child should be matched by the gender of the doll in the story (who is not __the__ child but does __represent__ the child).

Clearly, in no way should you suggest to the child that this set-up - mother, father and two children - is in anyway 'superior' to the family they live with at home. However, it is usually a simple matter of saying 'In this story, there is a mother, father and two children' and the child will be content with that, even if they comment that they, for example, have two fathers.//

*''Could I harm the child or carer by using these methods with them?''

//There is no evidence that these methods are harmful to children or adults. Essentially, if the child is abused, neglected or traumatised in some way, it is important to remember that they live with this everyday - the methods are not 'creating' new trauma for the child but offering them a way of showing you their trauma. It is only by knowing about the trauma that you can help - therefore, we feel absolutely that these methods have a good chance of enabling you to identify and help maltreated children who might not otherwise be helped. In this way, the positive of using them must outweigh the limited risks of upsetting a child for a short period of time.

However, we would not wish to sound flippant about any distress caused to a child and it is important that you think about what you might do if the child was distressed - we would advise that you plan some light, fun activities for afterwards, perhaps taking the child to a park for a run around and an ice-cream, so they get a chance to 'normalise' themselves again before going home / returning to their carers.

Much the same argument would apply to adults.//

!
It is anticipated that an article on the ethics of the ADAM project will be produced in the near future and once completed, a link to that article will also be provided here.

We have included two examples that may be helpful when thinking about writing up your assessments. 

They are both based on a film which you will have seen if you attended the training.

The first [[example|http://davidwilkins.vpweb.co.uk/upload/Assessment%20example%201.pdf]] includes a core assessment-based report as well as an illustration of the '[[Signs of Safety|http://www.signsofsafety.net/]]' approach as applied to the child and his family (the 'Signs of Safety' approach was recently commended in the Munro report).

The second [[example|http://davidwilkins.vpweb.co.uk/upload/Assessment%20example%202.pdf]] uses what we have termed a "child's eye view assessment".

!!NB. You will need the password to access these example assessments. The password is provided during the [[training course]].

!For both the CAI and AAI:

In order to use the CAI or AAI effectively, it is important that you give the interviewee the chance to provide examples (if they can) to support their answers. It is also important you prompt them appropriately, to see whether they are not providing examples because you have not asked (or because they have not understood) or because they are unable to access the memories, feeling states and so on that a person with an organised attachment would. 

!!!Examples

If the interviewee provides a word to describe themselves or their carers or tells you about an interaction between them, make sure you ask them for an example of the last time this happened. 

For example, if the interviewee says their relationship with their mother is 'happy' - ask them for an example of the last time they felt it was happy. 

If the interviewee says when they were ill, their father looked after them - ask them to tell you about the last time they were unwell and what happened. 

!!!Prompts

When the interviewee gives you examples, it is important that you ask them to describe how they felt and how they think the other people involved felt. 

For example, if the interviewee tells you about a time they went away to school camp - ask them how they felt at the camp and how they felt when they saw their carer(s) again - ask them how they think their carer(s) felt at the same time.  

!For Story Stems:

!!!Examples

You should ensure that you are clear in your instructions that the child should "show and tell" you what happens next (as opposed to just telling or just showing). 

!!!Prompts

You should ensure that you only use the prompts outlined in the guidance you have been given via the ADAM project training - for example, in the first story you should make sure you prompt (if necessary) by saying "but what about the noise?" - you should not say "but what about the crying?"

If the child stops talking, you may (after a suitable pause) prompt by asking "does anything else happen in the story?" rather than assuming the child has necessarily finished.

A list of tiddlers associated with the tag '~FAQs'

The focus of the questions should ideally be on the adult's earlier memories of their attachment relationships with their main carers. 

For example, if the person asks whether you want them to talk about home or somewhere else, ask them for an example from home. 

If the person gives a recent example, ask if they can think of their earliest memory of the same thing - e.g. the person says "I remember my mother being loving last week when she..." - you might say "Can you think of the earliest memory you have of your mother being loving" (but bear in mind the [[Examples and prompts]]).

The focus of the questions should ideally be the child's main carers. 

For example, if the child asks whether you want them to talk about home or somewhere else, ask them for an example from home. 

If the child gives an example from school (e.g. saying the last time they were hurt, their teacher looked after them), ask them what happened when they went home and told their carer(s) about it and / or ask for another example from home (but bear in mind the [[Examples and prompts]] guidance.

Unlike in the Child Attachment Interview, there is no need to try and prompt the child to tell stories about home life or any other particular aspect. 

As long as you have correctly explained the 'Stem' to the child, it is then their story to tell - other than the specified prompts in the guidance, you should not ask questions such as "but what about mummy and daddy - where are they in this story?"

In this section, we have tried to gather together the most commonly asked questions from previously held training sessions - you can also find some frequently asked questions related to [[Ethics]]:

*''What if I think the child or carer is showing worrying signs from the use of the methods but all the other information I have about them seems to be positive?''

//In essence, you would need to use your judgement as a practitioner, in consultation with your line manager and potentially with other professionals as well. However, the research does strongly suggest that if a child is showing signs of [[Disorganised attachment]], then they must be having some significant relationship difficulties with a close carer, even if they are not experiencing [[Maltreatment]]. Again, the same holds true for carers who show signs of the explanatory [[Caregiver characteristics]]. We would also wonder whether there might be other areas you need to investigate as it is difficult to imagine many, if any, situations in which a child presented with a Disorganised attachment and yet// nothing //else was significantly problematic in their home and family life.//

*''What if I go to Court and the carer(s) find an expert witness in the use of these methods who says I am wrong?''

//In our experience, social workers are frequently challenged by 'expert witnesses' in Court already, regardless of the work they have done beforehand. 

Essentially, we would advise that you read the section on [[Assessments]] and also review the examples of written work we have included there. Remember, you are not claiming to be an expert in these methods - what you would be inviting the Court to do is consider what the child has shown or told you (or what the carer has shown or told you) and to draw inferences from this in combination with what else you know about the family. This point is really crucial - ADAM methods are designed to be used in support of other social work methods of assessment and intervention, not instead of them. 

Remember too that you are not qualified to write Court reports, based on these modified methods, as an 'expert witness' might. The point of using these modified methods is so that you can raise your concerns (if any) with the carer - therefore, the question as to your expertise is less important that your openness and honesty in working with the family and with individuals.//

*''What if my manager questions the value of using these methods?''

//Your manager is welcome to attend ADAM project [[Training]] him or herself - this would give them the necessary information and evidence to make an informed judgement about the value of these methods. However, as an interim measure, they might also like to read the information on this site or read [[Understanding Disorganised Attachment: Theory and Practice for Working with Children and Adults|http://www.amazon.co.uk/Understanding-Disorganized-Attachment-Practice-Children/dp/1849050449/ref=sr_1_1?ie=UTF8&qid=1302204151&sr=8-1]] by Professor David Shemmings and Yvonne Shemmings.//

*''What if the carer refuses to allow me to use the methods at all?''

//We would advise that you think carefully about why the carer might be refusing:
- Do they have enough information about the methods you wish to use?
- Have they had a chance to think about what they want to do (i.e. have they been given enough time to go away and think about it)? 
- Are they happy to work with you in other ways (i.e. is it ADAM methods they are particularly objecting to) or are they refusing to engage with you at all?
- Is it something else?

Ultimately, you cannot compel a carer to consent to ADAM methods but understanding why they are refusing might go some way to either persuading them to give their consent or help you assess whether the risk to the child is increased by their refusal to engage with you.// 

*''What if the carer refuses to allow me to video-tape them or their child?''

//As with the answer above, it is important to think about why this might be:
- Are they worried about who will see the video?
- Are they worried about what their child might say?
- Are they camera shy?
- Is it something else?

Again, you cannot compel a carer to consent to the use of video. However, it is important that they understand the methods are far less useful without video-taping.//

*''Can I use the methods without video-taping them?''

//As mentioned above, the methods are far less likely to be useful without video-taping them. This is because without the use of video, you are relying on your own memory or note-taking skills to record what happened and their are two problems with this. Firstly, research indicates that relying on memory and / or note-taking are poor ways of recording what exactly has happened and secondly, by taking notes or being concerned about remembering important details during a session means that inevitably, you will not be able to focus on the client as much as would otherwise be the case.

However, the techniques used in the ADAM project are very focused upon specific observable behaviour and workers can recognise these very quickly when trained. As already mentioned above, if these behaviours are observed, the point is then to raise them with the carer, so the level of detail is less important than the openness and honesty with which you work with the family and with individuals.//

*''The child seemed to get bored during the Story Stems so I did not do all of the stories - does this matter?''

//Not necessarily although clearly it is better if you can complete all of them. It is important to be clear that your technique is as engaging and child-focused as possible. Also, you need to ensure you remain very focused on the child during the sessions and that you give the indication of being interested for the whole duration.

Any sense that you are bored / nervous / uncomfortable etc will likely be noticed by the child and could contribute to similar feelings in them. Good planning before the session (ensuring you will not be interrupted, having a good grasp of the Stems and the prompts, clearing away other toys or potential sources of distraction) is also crucial. 

We have found that most children can manage all of the Stems but clearly, this will not be the case for all children.//

*''I changed the order of the Story Stems / the questions in the Adult Attachment Interview / Child Attachment Interview - does this matter?''

//Potentially, yes. It depends what questions and how you have moved them around. For example, by asking a child to tell you about their family (at the start of the Child Attachment Interview) allows you to see how the child 'normally' talks about generally unthreatening topics. This allows you to compare this 'type' of conversation with how they talk about potentially more 'threatening' topics, such as what happens when they get hurt or when their mother or father is cross with them. 

In general, we would strongly advise that you stick to the order of the questions as laid out in the training material. If you feel strongly about changing the order or you experience a situation in which you felt you had to change the order of questions, we would be interested in hearing from you about this.//

*''I am working with a disabled child - can I still use these methods with him or her?''

//Yes, absolutely. Essentially, we would suggest that the age bands for the methods need to be understood as referring to the cognitive or developmental age of the child, rather than their chronological age. Therefore, if you are working with a child with a learning disability who is, say, 12 years old but cognitively, he or she functions at the level of an 8 year old, you could use Story Stems instead of the Child Attachment Interview.//

*''Could using these methods potentially affect any current or future criminal investigations?''

//We do not believe so. None of the methods use leading questions in terms of asking the child directly about maltreatment. Therefore, if the child does talk about abuse or neglect, it will have been introduced by the child and not by you. As long as you respond by asking non-leading questions, we cannot see why this would be problematic. You might find it useful to read [[What if the child makes a disclosure?]] as well.//

*''What if I am working with a family from a different culture - what I call maltreatment might just be their way of parenting?''

//Our view is that this is a challenge for child protection social workers per se and not simply for the ADAM project. In other words, whenever one is assessing a child who might be at risk of significant harm, one needs to be conscious of the difficulty highlighted in this question. 
!

In the [[World Health Organisation report on violence and health|http://www.who.int/violence_injury_prevention/violence/world_report/chapters/en/index.html]], it says "Any global approach to child abuse needs to take into account differing standards and expectations for parenting behaviour...culture helps define the generally accepted principles of child-rearing and care of children" (p59, Chapter 3).

The report also notes that researchers have found that despite different cultures emphasising different aspects of parenting behaviour, there is general agreement across cultures that child abuse should not be allowed and there is also a virtual unanimity that very harsh disciplinary practices and sexual abuse should also be forbidden. From a social worker's perspective in the UK, this is helpful indicating that although families from different cultures will have different ideas about raising children, it appears that no culture would object to the prevention of child abuse. 
!

Specifically in the UK, the government's [[Working Together to Safeguard Children (2010)|https://www.education.gov.uk/publications/standard/publicationdetail/page1/DCSF-00305-2010]] says (in chapter 10) that children from all cultures may be subject to abuse and neglect and while professionals should be sensitive to differing family patterns and lifestyles, they must be clear that child abuse cannot be condoned for religious or cultural reasons.

On pages 286 - 287, Working Together goes on to give the following advice:

10.11 The assessment process should maintain a focus on the needs of the individual
child. It should always include consideration of the way religious beliefs and cultural
traditions in different racial, ethnic and cultural groups influence their values,
attitudes and behaviour and the way in which family and community life is
structured and organised. Cultural and religious factors should not be regarded as
acceptable explanations for child abuse or neglect and are not acceptable grounds
for inaction when there are concerns that a child is or may be suffering or likely to
suffer harm. Professionals should be aware of, and work with, the strengths and
support systems available within families, ethnic groups and communities, which
can be built on to help safeguard children and promote their welfare.

10.12 Professionals should guard against myths and stereotypes – both positive and
negative – of black and minority ethnic families. Anxiety about being accused of
racist practice should not prevent the necessary action being taken to safeguard
and promote a child’s welfare. Careful assessment – based on evidence – of a child’s 
and a family’s strengths and difficulties, understood in the context of the
wider social environment, will help to avoid any distorting effect of these influences
on professional judgements.

10.13 All children, whatever their religious or cultural background, must receive the same
care and safeguards with regard to abuse and neglect.
!

We also found the following advice (taken from ~McIntyre & Silva (1992). Beyond Behavior, Volume 4(1), p8-12) to be helpful (originally written for teachers, we have adapted it slightly for social workers):

If you should discover or suspect non-standard disciplinary practices (i.e. behaviour that you think might be maltreating but you are unsure), this can place you in a difficult position. Your professional values should ensure that you respect practices and values different from their own but how do you determine whether a culturally diverse childrearing practice is maladaptive, especially if you are from a different culture?

Firstly, you should ensure that you have a good understanding about child abuse, and increase your knowledge of the cultural practices and traits commonly found in your local community. This will allow you to make more accurate assessments of the available evidence, and prevents misunderstandings.  

Secondly, if you are concerned but unsure of whether the evidence is indicative of maltreatment or not, you should undertake an investigation.  This would need to involve speaking with the child and his or her parents about disciplinary and other childrearing practices and ascertaining whether the child's parents understand appropriate childrearing in accordance with their culture's expectations.  The degree to which physical and emotional nurturance, clothing, shelter, safety, security, and health care are provided, even if it is in a manner different from that in one's own culture, should also be assessed.  Having a colleague or community leader from the parent's culture present can be of valuable assistance in making judgements.  If childrearing practices do appear to be overly punitive or hurtful, you should ensure that you respectfully and empathically explain the law regarding abuse to the parents and inform them of the courses of action available to and expected of social workers in these situations.

With regard to discipline, social workers should remember that a certain practice that would cause emotional scars to children of their own culture, might not be viewed by children from another culture as being excessive, demeaning or traumatic.  If the disciplinary practice is common in their ethnic group and is viewed by parent and child as reflective of concern and caring, than it may not be abusive.  The social worker should therefore attempt to determine whether the child has a healthy self concept and feels valued by his family.
!

This last point is interesting as it links to the presentation of disorganised attachment. As you may recall, in order to present with a disorganised attachment, the child will need to experience some form of 'fear without solution'.

This assumes that the child finds the behaviour of the parent to be frightening - without the fear, there can be no 'fear without solution'.

Therefore, if the child accepts that the caregiving they are receiving is appropriate and based on concern and care then they will be unlikely to find it frightening and will be unlikely to present with signs of a disorganised attachment.

This would not __necessarily__ mean that they were not being maltreated - what the child felt was 'normal', might be viewed by professionals as maltreatment. Nevertheless, in these circumstances, you would need to proceed with caution.

* [[SiteTitle]] & [[SiteSubtitle]]: The title and subtitle of the site, as shown above (after saving, they will also appear in the browser title bar)
* [[MainMenu]]: The menu (usually on the left)
* [[DefaultTiddlers]]: Contains the names of the tiddlers that you want to appear when the TiddlyWiki is opened

You need [[Training]] to use the Guided Parenting Task.

[[How to do the Guided Parenting Task]]
[[Who can complete a Guided Parenting Task]]
[[Time to complete the methods]]
[[Consent]]
[[Confidentiality]]
[[What if the child makes a disclosure?]]
[[What if the carer wants details of the method first?]]
[[What if the carer wants details of the method afterwards?]]

!!!Basic help:
What is a [[TiddlyWiki]]?
What are [[Tiddlers]]?
What are [[Tags]]?

!!!Navigation:
You can use the [[Search]] function to find specific information on a word or phrase (such as 'CAI'). The search box is at the top right of the page. 

You can use the [[Breadcrumbs]] trail at the top of the page to help navigate around - the breadcrumbs feature records a list of the tiddlers you have viewed and can help you find your way back to something you read earlier.

[[Authors]]
[[Credits]]

!For the CAI, AAI and Story Stems:

YOU SHOULD:
* Ask the questions in a neutral but interested manner. 
* You should ensure the child or adult knows that you are interested in what they are saying
* Clarify who is saying what in the interviewee's responses - e.g. the child says "get away from me" - you say, "who is saying that?" - child says "daddy" - you say "so daddy says 'get away from me'?"

SAY MORE THINGS LIKE:
* "Thank you for telling me about that"
* "What happened next or did anything else happen?"
* "How did you (or other people) feel when that happened?"
* Repeat back to the person frequently what they have said but without empathic responding - e.g. the child says "we went to the zoo and it was horrible" - you say "so you went to the zoo and it was horrible?"

YOU SHOULD NOT:
* Give the impression that you are particuarly happy or pleased by one type of answer over another
* Give the impression that you view any one question as more or less significant or more or less difficult than any others
* Undertake meta-monitoring of the interview on behalf of the interviewee - that is, you should not point out any contradictions in what they are saying - part of the interview is to see if the interviewee is able to notice contradictions in their own narratives - e.g. the child says "my father was always loving" - you say "but the example you just gave sounded really horrible".

AVOID SAYING THINGS LIKE:
* "You might find this difficult but..."
* "That was a really good answer"
* "Can you give me more examples like that?"
* "That must have been really hard for you"
* "It's sad when something like that happens, isn't it?"

NB. The phrases to avoid might be things you want to say to the interviewee once the interview has ended but not during the interview itself.

The following are @@essential@@ when planning how to do the interview:
* Only the interviewer and interviewee (and an interpreter if necessary) should be present in the interview location / room itself
* The video camera should be positioned so that the person is in clear view.

The following should be @@considered@@ when planning how to do the interview:
* Take account of what else the person has had to do on the day of the interview - for example, it may be best to avoid doing the AAI on the same day as medical appointments or when the person has been very busy.
* The room should be made as comfortable as possible and the chairs should be arranged so the person can turn to face you if they want to.

The following are @@recommended@@ when planning where to do the interview:
* The interview should take place in as neutral territory as possible - you should consider what this might be for the person when planning your interview - social services offices may not feel neutral.
* The interview should not take place at the home of the person.
** If the interview does take place at home, it should be at a time when you and the interviewee are alone
** If the interview does take place at home when other people are present, you should conduct the interview in as private a room as possible, away from other activity in the home and with the door closed. You should ask not to be interrupted. 
* You should be prepared in case the person becomes upset - perhaps have some tissues available and a bottle of water to offer them - it can be awkward to have to try and find these things during an interview.
* The interview should be a stand-alone session with the person - do not try to combine the interview with a home visit to discuss other topics or in combination with other activities or tasks with the person. However, it may be appropriate to undertake a light, social activity afterwards as part of a 'cool down'.

The following are @@essential@@ when planning how to do the interview:
* The child's carers should not be present in the interview location / room itself
* The video camera should be positioned so that the child is in clear view

The following should be @@considered@@ when planning how to do the interview:
* Take account of what else the child has had to do on the day of the interview - for example, it may be best to avoid doing it on the same day as school exams
* The room should be made as comfortable as possible and the chairs should be arranged so the child can turn to face you if they want to

The following are @@recommended@@ when planning where to do the interview:
* The interview should take place in as neutral territory as possible - you should consider what this might be for the child when planning your interview - social services offices may not feel neutral!
* The interview should not take place at the home of the child.
** If the interview does take place at home, it should be at a time when the carers are absent
** If the interview does take place at home when the carers are present, you should conduct the interview in as private a room as possible, away from other activity in the home and with the door closed. You should ask not to be interrupted. 
* The interview should be a stand-alone session with the child - do not try to combine the interview with a home visit to speak with the carers or in combination with other activities or tasks with the child. However, it may be appropriate to undertake a light, social activity afterwards as part of a 'cool down'.

The following are @@essential@@ when planning how to complete the Guided Parenting Task:
* The video camera should be positioned so that whole room is in clear view.
* You need to ensure, as far as possible, that you are not interrupted.
* You need to make sure you have the necessary props (toys, book etc) ready before you start.

The following should be @@considered@@ when planning where to complete the Story Stems:
* Take account of what else the child has had to do on the day of the session - for example, it may be best to avoid days when the child has a number of other appointments.

@@Other@@
* You can complete the Guided Parenting Task at home or at another location (such as a Children's Centre or social services office).

The following are @@essential@@ when planning how to complete the Story Stems:
* The child's carers should not be present when you complete the Story Stems - i.e. they should not be in the location / room itself
* The video camera should be positioned so that the child is in clear view

The following should be @@considered@@ when planning how to complete the Story Stems:
* Take account of what else the child has had to do on the day of the session - for example, it may be best to avoid doing the Stems on the same day as school sports day
* The room should be made as comfortable as possible and the chairs should be arranged so the child can turn to face you if they want to

The following are @@recommended@@ when planning where to do complete the Story Stems:
* The Story Stems should be completed in as neutral territory as possible - you should consider what this might be for the child when planning your session - social services offices may not feel neutral!
* The Story Stems should not be completed at the home of the child.
** If you do complete the Story Stems at home, it should be at a time when the carers are absent
** If you do complete the Story Stems at home when the carers are present, you should make sure you use as  private a room as possible, away from other activity in the home and with the door closed. You should ask not to be interrupted. 
* You should complete the Story Stems as a stand-alone session with the child - do not try to combine them with a home visit to speak with the carers or in combination with other activities or tasks with the child. However, it may be appropriate to undertake a light, social activity afterwards as part of a 'cool down'.

The following are @@essential@@ when planning how to complete the Strange Situation:
* The video camera should be positioned so that whole room is in clear view.
* The Strange Situation should not be completed in the child's home.
* You need to ensure that only the nominated 'stranger' and the child's carer enter and leave the room whilst you are completing the procedure.

The following should be @@considered@@ when planning when to complete the Story Stems:
* Take account of what else the child has had to do on the day of the session - for example, it may be best to avoid doing the Strange Situation on the same day as the child's first day at nursery / pre-school.

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Welcome to the ADAM project website! 

To date, the following organisations are taking part in the ADAM project:

Lewisham (x3) - Tower Hamlets (x3) - Croydon (x3) - Merton (x2) - Enfield - Hounslow - Essex (2) - South West Essex NHS - PIMH Surrey NHS - Surrey - Bedford - Caldecott Community - St. Michael's Fellowship, London (x2) - Stockholm

!@@To help you get started, it is advised that you read through ALL of following sections:@@

[[Using this guide]]
[[Discussion]]
[[ADAM project]]
[[Theory and research]]

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[[Welcome]]
[[Introduction]]
[[ADAM project]]
[[Theory and research]]
[[Practical guide]]
[[Assessments]]
[[Frequently Asked Questions]]
[[Training Materials]]
[[Reference list]]
[[Help]]

By maltreatment, we are referring to the four categories of maltreatment familiar to all child protection social workers - emotional abuse, physical abuse, sexual abuse and neglect

However, we would also include other types of carer behaviour that might not always be recognised as maltreatment by the current UK child protection system.

This [[video|http://www.youtube.com/watch?v=zovtRq4e2E8&feature=mfu_in_order&list=UL]] discusses some of these issues and also highlights the need for an empathic response to carers, even where they might be (or are) maltreating their child.

<<closeAll>><<permaview>><<newTiddler>><<saveChanges>><<slider chkSliderOptionsPanel OptionsPanel 'options »' 'Change TiddlyWiki advanced options'>>

Navigating around this site is somewhat similar to using any webpage, in that certain words or phrases (such as [[Introduction]]) link to other parts of the site.

However, unlike a web page, clicking on these links opens a new page (or 'tiddly') which loads as well as the tiddly you were just reading - this enables you to go quickly back to the tiddly you were just reading when / if you want to.

!Tiddly menu
Each tiddly has a small menu to the top right - close, close others, edit and more.

To close the tiddly , click 'close'. To close every other tiddly except the one you are reading, click 'close others'.

If you have the password to the site, you can edit the tiddlys - to do this, click 'edit'. If you don't have the password, although you can still make changes, they will not be saved for other users or for you when you reload the page.

If you click 'more', you will see another list of options, but you do not need to know about these at this stage.

It sounds more complicated that it is and by using the site, you will get used to it fairly quickly.

!Search

If you are looking for something specific, you can use the search box at the top right of the page.

!Breadcrumbs
Across the top of the page is a list of the tiddlers you have recently visited (this is known as a breadcrumbs trail). This can help you find your way back to a tiddly you recently read or, by clicking 'Home', you will be taken back to the beginning.

!Tags
As well as these direct links, tiddlers can also be linked by [[Tags]].

Last Updated: September 2011
Copyright ©

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A list of tiddlers associated with the tag '~ParentingTask'

The ADAM project has been developed by Professor [[David Shemmings|http://www.kent.ac.uk/sspssr/staff/academic/shemmings.html]] and [[Yvonne Shemmings|http://www.yvonneshemmings.co.uk/]], in partnership with:

1. [[London Borough of Enfield|http://www.enfield.gov.uk/]]
2. [[London Borough of Lewisham|http://www.lewisham.gov.uk/]]
3. [[London Borough of Merton|http://www.merton.gov.uk/]]
4. [[London Borough of Tower Hamlets|http://www.towerhamlets.gov.uk/]]

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	'pas': {
		elementType: "input",
		valueField: "value",
		eventName: "onkeyup",
		className: "pasOptionInput",
		typeValue: config.macros.option.passwordInputType,
		create: function(place,type,opt,className,desc) {
			// password field
			config.macros.option.genericCreate(place,'pas',opt,className,desc);
			// checkbox linked with this password "save this password on this computer"
			config.macros.option.genericCreate(place,'chk','chk'+opt,className,desc);			
			// text savePasswordCheckboxLabel
			place.appendChild(document.createTextNode(config.macros.option.passwordCheckboxLabel));
		},
		onChange: config.macros.option.genericOnChange
	}
});

merge(config.optionHandlers['chk'], {
	get: function(name) {
		// is there an option linked with this chk ?
		var opt = name.substr(3);
		if (config.options[opt]) 
			saveOptionCookie(opt);
		return config.options[name] ? "true" : "false";
	}
});

merge(config.optionHandlers, {
	'pas': {
 		get: function(name) {
			if (config.options["chk"+name]) {
				return encodeCookie(config.options[name].toString());
			} else {
				return "";
			}
		},
		set: function(name,value) {config.options[name] = decodeCookie(value);}
	}
});

// need to reload options to load passwordOptions
loadOptionsCookie();

/*
if (!config.options['pasPassword'])
	config.options['pasPassword'] = '';

merge(config.optionsDesc,{
		pasPassword: "Test password"
	});
*/
//}}}

!DISCLAIMER

These practical guides are not designed to be used unless you have already undergone ADAM project training. 

The ADAM project recommends that wherever possible, practitioners undergo expert training on the use of the various methods, much of which can be accessed via the [[Anna Freud Centre|http://www.annafreud.org]] in London. 

@@You should also ensure you have practiced your technique sufficiently on 'non-clients' before attempting to use these methods with clients@@

At all times, you remain responsible for your own practice.

Before attempting to use this practical guide, it is advised that you read the [[Theory and research]] section to refresh your learning from the training. 
!

The actual materials you need to use these methods can be found in the [[Training Materials]] section.
!

[[Adult Attachment Interview PRACTICAL GUIDE]]

[[Child Attachment Interview PRACTICAL GUIDE]]

[[Story Stem PRACTICAL GUIDE]]

[[Strange Situation PRACTICAL GUIDE]]

[[Guided Parenting Task PRACTICAL GUIDE]]

[[Frequently Asked Questions]]

You can use this drop down menu to check on changes to this guide. This provides a signpost to the range of tiddlers that have been edited recently, although if their are local versions of the guide being used, these may be subject to other, ongoing changes, which will not appear here. 

!!!Recent changes to THIS site are listed below:
<<recentChanges>>

/***
|Name|RecentChangesPlugin|
|Source|http://www.TiddlyTools.com/#RecentChangesPlugin|
|Version|2.1.0|
|Author|Eric Shulman - ELS Design Studios|
|License|http://www.TiddlyTools.com/#LegalStatements <br>and [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|plugin|
|Requires||
|Overrides||
|Description|display droplist of recently changed tiddlers with goto, edit, and preview buttons|
!!!!!Usage
<<<
The {{{<<recentChanges>>}}} macro displays a droplist of all tiddlers that have been changed within the last N days (default=10 days).  
<<<
!!!!!Examples
<<<
{{smallform{
{{{<<recentChanges>>}}}
><<recentChanges>>
or
{{{<<recentChanges #ofdays summary>>}}}
>where:
>* #ofdays specifies the time limit for list changed tiddlers.  Use 0 (zero) to list all tiddlers in the document
>* "summary" is a keyword that outputs only the summary text (without the droplist or buttons)
>{{{<<recentChanges 14 summary>>}}}
><<recentChanges 14 summary>>
or
{{{<<recentChanges #ofdays previewheight previewclass>>}}}
>where:
>* #ofdays specifies the time limit for list changed tiddlers.  Use 0 (zero) to list all tiddlers in the document
>* previewheight is a CSS height measurement and sets the FIXED height of the tiddler preview area (default is 15em)
>* previewclass is any CSS classname, and can be used to apply custom styles to the preview area (default is to use the standard 'viewer' class)
>{{{<<recentChanges 14 10em groupbox>>}}}
><<recentChanges 14 10em groupbox>>
}}}
<<<
!!!!!Revisions
<<<
2008.07.01 [2.1.0] added optional "summary" keyword for simply text output
2008.05.01 [2.0.1] fixup for titles with double-quotes
2007.07.26 [2.0.0] re-written as plugin
2006.10.02 [1.0.0] initial release (as inline script ShowRecentChanges)
<<<
!!!!!Code
***/
//{{{
version.extensions.RecentChangesPlugin= {major: 2, minor: 1, revision: 0, date: new Date(2008,7,1)};

config.shadowTiddlers.RecentChanges="<<recentChanges>>";

config.macros.recentChanges = {
	layout: '<form><!--\
		--><select size=1 name="list" style="width:69.5%" \
			onchange=" \
				this.form.goto.disabled=this.form.edit.disabled=this.form.preview.disabled=!this.value.length; \
				var target=this.parentNode.parentNode.nextSibling; removeChildren(target); \
				if (!this.value.length) \
					{ target.style.display=\'none\'; this.form.preview.value=\'preview\'; } \
				else if (target.style.display==\'block\') { \
					wikify(\'<\'+\'<tiddler [[\'+this.value+\']]>\'+\'>\',target); \
					target.style.display=\'block\'; \
					this.form.preview.value=\'done\'; \
				} \
			"><!--\
		-->%options%<!--\
		--></select><!--\
		--><input type="button" name="goto" value="goto" disabled title="view selected tiddler" style="width:10%" \
			onclick="var target=this.parentNode.parentNode.nextSibling; removeChildren(target); \
				target.style.display=\'none\'; this.form.preview.value=\'preview\'; \
				story.displayTiddler(story.findContainingTiddler(this),this.form.list.value); \
			"><!--\
		--><input type="button" name="edit" value="edit" disabled title="edit selected tiddler" style="width:10%" \
			onclick="var target=this.parentNode.parentNode.nextSibling; removeChildren(target); \
				target.style.display=\'none\'; this.form.preview.value=\'preview\'; \
				story.displayTiddler(story.findContainingTiddler(this),this.form.list.value,DEFAULT_EDIT_TEMPLATE); \
			"><!--\
		--><input type="button" name="preview" value="preview" disabled title="show/hide tiddler preview" style="width:10%" \
			onclick="var target=this.parentNode.parentNode.nextSibling; \
				if (this.value==\'preview\') { \
					removeChildren(target); \
					wikify(\'<\'+\'<tiddler [[\'+this.form.list.value+\']]>\'+\'>\',target); \
					target.style.display=this.form.list.value.length?\'block\':\'none\'; this.value=\'done\'; \
				} else { \
					removeChildren(target); \
					target.style.display=\'none\'; this.value=\'preview\'; \
				} \
			"><!--\
		--></form>',
	handler: function(place,macroName,params,wikifier,paramString,tiddler) {
		var days=10; if (!isNaN(params[0])) days=parseInt(params[0]); // time limit in days (use 0 for all tiddlers)
		var summary=params[1]&&params[1].toLowerCase()=="summary"; if (summary) params.shift();
		var height='15em'; if (params[1]) height=params[1]; // preview area fixed height
		var previewclass='viewer'; if (params[2]) previewclass=params[2]; // preview area CSS class
		var tiddlers=store.getTiddlers('modified','excludeLists').reverse();
		var count=tiddlers.length;
		if (days) {
			var timelimit=(new Date()).getTime()-86400000*days;
			for (var count=0; count<tiddlers.length && tiddlers[count].modified>timelimit; count++);
		}
		var s=count+' tiddlers have changed since ';
		s+=new Date(timelimit).formatString("DDD, MMM DDth YYYY 0hh:0mm");
		s+=' ('+days+' days ago)';
		if (summary)
			{ wikify(s,place); return; }
		var opts='<option value="">'+s+'</option>';
		for (var i=0; i<count; i++) { var t=tiddlers[i];
			opts+='<option value="'+t.title.replace(/"/g,"&#x22;")+'">';
			opts+=t.modified.formatString('YYYY.0MM.0DD 0hh:0mm')+' - '+t.title;
			opts+='</option>';
		}
		createTiddlyElement(place,"div").innerHTML=this.layout.replace(/%options%/,opts);
		var preview=createTiddlyElement(place,"div",null,previewclass);
		preview.style.display='none';
		preview.style.whiteSpace='normal';
		preview.style.overflow='auto';
		preview.style.height=height;
	}
}
//}}}

!Primary reference

For a complete and thorough understanding of disorganised attachment as well as the types of caregiver characteristics that are thought to lead to the development of disorganised attachment in children, the best source is:

[[Understanding Disorganised Attachment: Theory and Practice for Working with Children and Adults|http://www.amazon.co.uk/Understanding-Disorganized-Attachment-Practice-Children/dp/1849050449/ref=sr_1_1?ie=UTF8&qid=1302204151&sr=8-1]] by Professor David Shemmings and Yvonne Shemmings (with contributions from David Phillips, David Wilkins and Tania Young).

"//Disorganized attachment, the most extreme form of insecure attachment, can develop in a child when the person who is normally meant to protect them is a source of danger. This usually leads to 'fear without solution' and the effects can be lasting and damaging. This book is a comprehensive and accessible text on disorganized attachment. It outlines what it is, how it can be identified and the key causes, including neurological, biochemical and genetic explanations. Factors that contribute to disorganized attachment are covered including unresolved loss and trauma, and the behaviour of caregivers. The authors also discuss evidence-based interventions to help families and carers as well as how to work with adults to prevent or minimize its occurrence. To root the theory in practice and to illustrate real-life examples of disorganized attachment case vignettes are included. With an authoritative research base, this accessible text will be invaluable to practitioners and academics in the fields of social care, psychology, counselling and allied health professions as well as undergraduate and postgraduate students//" (Amazon.co.uk product description).

You can read an interview with the authors [[here|http://www.jkp.com/blog/2011/03/david-shemmings-and-yvonne-shemmings-understanding-disorganized-attachment/]].

!Other recommended references:

* __Disorganised attachment__

[[Indicators of disorganised attachment in children|http://www.communitycare.co.uk/Articles/2011/02/04/116156/indicators-of-disorganised-attachment-in-children.htm]] by Professor David Shemmings and Yvonne Shemmings. 

* __Adult Attachment Interview__

- [[Adult attachment representations, parental responsiveness, and infant attachment: A meta-analysis on the predictive validity of the Adult Attachment Interview|http://psycnet.apa.org/psycinfo/1995-27580-001]] by Marinus Van Ijzendoorn. 

* __Child Attachment Interview__

- [[The Child Attachment Interview: A Psychometric Study of Reliability and Discriminant Validity|http://www.ucl.ac.uk/psychoanalysis/research/cai_devpsychol.pdf]] by Yael ~Schmueli-Goetz, Mary Target, Peter Fonagy and Adrian Datta.

* __Story Stem assessments__

- The Journal of Attachment and Human Development published a special issue on 'Young Children's Narratives in the Context of Clinical Work' in December 2007. 

You can view this issue [[here|http://www.tandfonline.com/toc/rahd20/9/3]].

* __Observing behaviour__

This [[guide|http://www.ahvna.org/pdfs/Parent-Child%20Interactions%20-%20A%20Home%20Visitor's%20Guide%20(REV)%20-%20Article.pdf]] is written for Home Visitors in Canada (similar to Health Visitors in the UK). The first half provides a good overview of why observation is important and talks about some of the issues you will be familiar with from your ADAM training (such as parents who may interact with their infant in a rough, insensitive or frightening way or who may describe their child as hostile, difficult or rejecting). 

The second part (the appendices) contains some check-lists for observation that you may find helpful to think about as well.

* __Caregiver characteristics__

You can view a power point presentation regarding [[Unresolved loss or trauma|http://www.box.net/shared/qr7k4tmush6r27hzdbue]].

You can view a power point presentation regarding [[Low mentalisation/reflective function|http://www.box.net/shared/qr7k4tmush6r27hzdbue]].

You can read the [[coding manual|http://media.leidenuniv.nl/legacy/dipcodingsystem091207version3leidenuniversity.pdf]] for the Disconnected and extremely Insensitive Parenting (DIP) measure.

* __General references__

[[Handbook of Attachment (2nd ed)|http://www.amazon.co.uk/gp/product/160623028X/ref=pd_lpo_k2_dp_sr_1?pf_rd_p=103612307&pf_rd_s=lpo-top-stripe&pf_rd_t=201&pf_rd_i=1572308265&pf_rd_m=A3P5ROKL5A1OLE&pf_rd_r=1R7VBN66Y66N0STTZT4W]] by Jude Cassidy and Phillip R. Shaver (eds).

[[Understanding Attachment and Attachment Disorders|http://www.amazon.co.uk/Understanding-Attachment-Disorders-Evidence-Adolescent/dp/1843102455/ref=pd_sim_b_2]] by Vivien Prior and Danya Glaser.

[[Why Love Matters: how affection shapes a baby's brain|http://www.amazon.co.uk/Why-Love-Matters-Affection-Shapes/dp/1583918175/ref=sr_1_1?s=books&ie=UTF8&qid=1302517891&sr=1-1]] by Sue Gerhardt.

!Videos

For a list of various useful videos on attachment theory and disorganised attachment, please see the [[Videos]] section.

|>|>|>|<<search>> |

/***
|''Name''|SimpleSearchPlugin|
|''Description''|displays search results as a simple list of matching tiddlers|
|''Authors''|FND|
|''Version''|0.4.1|
|''Status''|stable|
|''Source''|http://devpad.tiddlyspot.com/#SimpleSearchPlugin|
|''CodeRepository''|http://svn.tiddlywiki.org/Trunk/contributors/FND/plugins/SimpleSearchPlugin.js|
|''License''|[[Creative Commons Attribution-ShareAlike 3.0 License|http://creativecommons.org/licenses/by-sa/3.0/]]|
|''Keywords''|search|
!Revision History
!!v0.2.0 (2008-08-18)
* initial release
!!v0.3.0 (2008-08-19)
* added Open All button (renders Classic Search option obsolete)
* sorting by relevance (title matches before content matches)
!!v0.4.0 (2008-08-26)
* added tag matching
!To Do
* tag matching optional
* animations for container creation and removal
* when clicking on search results, do not scroll to the respective tiddler (optional)
* use template for search results
!Code
***/
//{{{
if(!version.extensions.SimpleSearchPlugin) { //# ensure that the plugin is only installed once
version.extensions.SimpleSearchPlugin = { installed: true };

if(!config.extensions) { config.extensions = {}; }

config.extensions.SimpleSearchPlugin = {
	heading: "Search Results",
	containerId: "searchResults",
	btnCloseLabel: "close",
	btnCloseTooltip: "dismiss search results",
	btnCloseId: "search_close",
	btnOpenLabel: "Open all",
	btnOpenTooltip: "open all search results",
	btnOpenId: "search_open",

	displayResults: function(matches, query) {
		story.refreshAllTiddlers(true); // update highlighting within story tiddlers
		var el = document.getElementById(this.containerId);
		query = '"""' + query + '"""'; // prevent WikiLinks
		if(el) {
			removeChildren(el);
		} else { //# fallback: use displayArea as parent
			var container = document.getElementById("displayArea");
			el = document.createElement("div");
			el.id = this.containerId;
			el = container.insertBefore(el, container.firstChild);
		}
		var msg = "!" + this.heading + "\n";
		if(matches.length > 0) {
			msg += "''" + config.macros.search.successMsg.format([matches.length.toString(), query]) + ":''\n";
			this.results = [];
			for(var i = 0 ; i < matches.length; i++) {
				this.results.push(matches[i].title);
				msg += "* [[" + matches[i].title + "]]\n";
			}
		} else {
			msg += "''" + config.macros.search.failureMsg.format([query]) + "''"; // XXX: do not use bold here!?
		}
		createTiddlyButton(el, this.btnCloseLabel, this.btnCloseTooltip, config.extensions.SimpleSearchPlugin.closeResults, "button", this.btnCloseId);
		wikify(msg, el);
		if(matches.length > 0) { // XXX: redundant!?
			createTiddlyButton(el, this.btnOpenLabel, this.btnOpenTooltip, config.extensions.SimpleSearchPlugin.openAll, "button", this.btnOpenId);
		}
	},

	closeResults: function() {
		var el = document.getElementById(config.extensions.SimpleSearchPlugin.containerId);
		removeNode(el);
		config.extensions.SimpleSearchPlugin.results = null;
		highlightHack = null;
	},

	openAll: function(ev) {
		story.displayTiddlers(null, config.extensions.SimpleSearchPlugin.results);
		return false;
	}
};

config.shadowTiddlers.StyleSheetSimpleSearch = "/*{{{*/\n" +
	"#" + config.extensions.SimpleSearchPlugin.containerId + " {\n" +
	"\toverflow: auto;\n" +
	"\tpadding: 5px 1em 10px;\n" +
	"\tbackground-color: [[ColorPalette::TertiaryPale]];\n" +
	"}\n\n" +
	"#" + config.extensions.SimpleSearchPlugin.containerId + " h1 {\n" +
	"\tmargin-top: 0;\n" +
	"\tborder: none;\n" +
	"}\n\n" +
	"#" + config.extensions.SimpleSearchPlugin.containerId + " ul {\n" +
	"\tmargin: 0.5em;\n" +
	"\tpadding-left: 1.5em;\n" +
	"}\n\n" +
	"#" + config.extensions.SimpleSearchPlugin.containerId + " .button {\n" +
	"\tdisplay: block;\n" +
	"\tborder-color: [[ColorPalette::TertiaryDark]];\n" +
	"\tpadding: 5px;\n" +
	"\tbackground-color: [[ColorPalette::TertiaryLight]];\n" +
	"}\n\n" +
	"#" + config.extensions.SimpleSearchPlugin.containerId + " .button:hover {\n" +
	"\tborder-color: [[ColorPalette::SecondaryMid]];\n" +
	"\tbackground-color: [[ColorPalette::SecondaryLight]];\n" +
	"}\n\n" +
	"#" + config.extensions.SimpleSearchPlugin.btnCloseId + " {\n" +
	"\tfloat: right;\n" +
	"\tmargin: -5px -1em 5px 5px;\n" +
	"}\n\n" +
	"#" + config.extensions.SimpleSearchPlugin.btnOpenId + " {\n" +
	"\tfloat: left;\n" +
	"\tmargin-top: 5px;\n" +
	"}\n" +
	"/*}}}*/";
store.addNotification("StyleSheetSimpleSearch", refreshStyles);

// override Story.search()
Story.prototype.search = function(text, useCaseSensitive, useRegExp) {
	highlightHack = new RegExp(useRegExp ? text : text.escapeRegExp(), useCaseSensitive ? "mg" : "img");
	var matches = store.search(highlightHack, null, "excludeSearch");
	var q = useRegExp ? "/" : "'";
	config.extensions.SimpleSearchPlugin.displayResults(matches, q + text + q);
};

// override TiddlyWiki.search() to sort by relevance
TiddlyWiki.prototype.search = function(searchRegExp, sortField, excludeTag, match) {
	var candidates = this.reverseLookup("tags", excludeTag, !!match);
	var primary = [];
	var secondary = [];
	var tertiary = [];
	for(var t = 0; t < candidates.length; t++) {
		if(candidates[t].title.search(searchRegExp) != -1) {
			primary.push(candidates[t]);
		} else if(candidates[t].tags.join(" ").search(searchRegExp) != -1) {
			secondary.push(candidates[t]);
		} else if(candidates[t].text.search(searchRegExp) != -1) {
			tertiary.push(candidates[t]);
		}
	}
	var results = primary.concat(secondary).concat(tertiary);
	if(sortField) {
		results.sort(function(a, b) {
			return a[sortField] < b[sortField] ? -1 : (a[sortField] == b[sortField] ? 0 : +1);
		});
	}
	return results;
};

} //# end of "install only once"
//}}}

This site is meant to be a helpful resource for ADAM project members. Therefore, we all need to follow a few simple rules when contributing to the discussion on the site. 

1. Always sign your edits or comments with your full name in the format firstname.lastname (e.g. john.smith)
2. Do not enter comments using a pseudonym, anonymously or using someone else's name
3. Comments should be reasonable and constructive
4. Please only post each comment one time (i.e. no double posting)
5. All opinions are valid and valuable

__''A''__SSESSMENT OF __''D''__ISORGANISED __''A''__TTACHMENT AND __''M''__ALTREATMENT

~ London Borough of Enfield ~ London Borough of Lewisham ~ London Borough of Merton ~ London Borough of Tower Hamlets <<tiddler ToggleRightSidebar with: ~>>

the ADAM project

You need [[Training]] to use the Story Stem Assessment Profile (SSAP). 

[[How to do the Story Stems]]
[[Who can complete a Story Stem]]
[[Time to complete the methods]]
[[How to ask the questions]]
[[Focus of the questions (Story Stem)]]
[[Examples and prompts]]
[[Transcribing]]
[[Consent]]
[[Confidentiality]]
[[What if the child makes a disclosure?]]
[[What if the carer wants details of the method first?]]
[[What if the carer wants details of the method afterwards?]]

Recommended background reading on the SSAP can be found [[here|http://annafreud.client.fatbeehive.com/ssap.htm]].

A list of tiddlers associated with the tag '~StoryStem'

You need [[Training]] to use the Strange Situation Procedure.

[[How to do the Strange Situation]]
[[Who can complete a Strange Situation]]
[[Time to complete the methods]]
[[Consent]]
[[Confidentiality]]
[[What if the child makes a disclosure?]]
[[What if the carer wants details of the method first?]]
[[What if the carer wants details of the method afterwards?]]

Recommended background reading on the Strange Situation Procedure can be found [[here|http://www.psychology.sunysb.edu/attachment/measures/content/ss_scoring.pdf]].

A list of tiddlers associated with the tag '~StrangeSituation'

/*{{{*/
/*Mocha TiddlyWiki Theme*/
/*Version 1.0*/
/*Design and CSS originally by Anthonyy, ported to TiddlyWiki by Saq Imtiaz.*/
/*}}}*/
/*{{{*/
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margin: 0 3.4em;

			font-family: Lucida Grande, Tahoma, Arial, Helvetica, sans-serif; /* Lucida Grande for the Macs, Tahoma for the PCs */
font-size: 16px;
			line-height: 1.6em;
			color: #666;
}

.header {
 background: #fff; 
			padding-top: 10px;
			clear: both;

border-bottom: 4px solid #948979;
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.headerShadow {	padding: 2.6em 0em 0.5em 0em; }

.siteTitle {
			font-family: 'Trebuchet MS' sans-serif;
			font-weight: bold;
			font-size: 32px;
			color: #CC6633;
			margin-bottom: 30px;
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.siteTitle a{color:#CC6633; border-bottom:1px dotted #cc6633;}

.siteSubtitle {
	font-size: 1.0em;
        display: block;
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#mainMenu {
position:relative;
float:left;
margin-bottom:1em;
display:inline;
text-align:left;
padding: 2em 0.5em 0.5em 0em;
width:13em;
font-size:1em;
}

#sidebar{
position:relative;
float:right;
margin-bottom:1em;
padding-top:2em;
display:inline;

}

#displayArea {
	margin: 0em 17em 0em 15em;
}

.tagClear {clear:none;}

#contentFooter {background:#575352; color:#BFB6B3; clear: both; padding: 0.5em 1em;}

		
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		}

		a,#sidebarOptions .sliderPanel a{
			color:#CC6714;
			text-decoration: none;
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		a:hover,#sidebarOptions .sliderPanel a:hover {
			color:#CC6714;
			background-color: #F5F5F5; 
		}

.viewer .button, .editorFooter .button{
	color: #666;
	border: 1px solid #CC6714;
}

.viewer .button:hover, 
.editorFooter .button:hover{
	color: #fff;
	background: #CC6714;
	border-color: #CC6714;
}

.viewer .button:active, .viewer .highlight,.editorFooter .button:active, .editorFooter .highlight{color:#fff; background:#575352;border-color:#575352;}


		#mainMenu a {
			display: block;
			padding: 5px;
			border-bottom: 1px solid #CCC;
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		#mainMenu a:link, #navlist a:visited {
			color:#CC6714;
			text-decoration: none;
		}
		
		#mainMenu a:hover {
			background: #000000 url(arrow.gif) 96% 50% no-repeat;
			background-color: #F5F5F5;
			color:#CC6714;
		}
		
		#mainMenu a:hover, #mainMenu a:active, #mainMenu .highlight, #mainMenu .marked {
			background: #000000 url(arrow.gif) 96% 50% no-repeat;
			background-color: #F5F5F5;
			color:#CC6714;
		}

#mainMenu span {position:relative;}

#mainMenu br {display:none;}

#sidebarOptions a {
			color:#999;
			text-decoration: none;
		}

#sidebarOptions	a:hover {
			color:#4F4B45;
			background-color: #F5F5F5;border:1px solid #fff;
		}

#sidebarOptions {line-height:1.4em;}

		.tiddler {
			padding-bottom: 40px;
			border-bottom: 1px solid #DDDDDD; 
		}
.title {color:#CC6633;}
.subtitle, .subtitle a { color: #999999; font-size: 1.0em;margin:0.2em;}
.shadow .title{color:#948979;}

.selected .toolbar a {color:#999999;}
.selected .toolbar a:hover {color:#4F4B45; background:transparent;border:1px solid #fff;}

.toolbar .button:hover, .toolbar .highlight, .toolbar .marked, .toolbar a.button:active{color:#4F4B45; background:transparent;border:1px solid #fff;}

 .listLink,#sidebarTabs .tabContents {line-height:1.5em;}
 .listTitle {color:#888;}

#sidebarTabs .tabContents {background:#fff;}
#sidebarTabs .tabContents .tiddlyLink, #sidebarTabs .tabContents .button{color:#999;}
#sidebarTabs .tabContents .tiddlyLink:hover,#sidebarTabs .tabContents .button:hover{color:#4F4B45;background:#fff}

#sidebarTabs .tabContents .button:hover, #sidebarTabs .tabContents .highlight, #sidebarTabs .tabContents .marked, #sidebarTabs .tabContents a.button:active{color:#4F4B45;background:#fff}

.tabSelected{color:#fff; background:#948979;}

.tabUnselected {
 background: #ccc;
}

 .tabSelected, .tabSelected:hover {
 color: #fff;
 background: #948979;
 border: solid 1px #948979;
padding-bottom:1px;
}

 .tabUnselected {
 color: #999;
 background: #eee;
 border: solid 1px #ccc;
padding-bottom:1px;
}

#sidebarTabs .tabUnselected { border-bottom: none;padding-bottom:3px;}
#sidebarTabs .tabSelected{padding-bottom:3px;}


#sidebarTabs .tabUnselected:hover { border-bottom: none;padding-bottom:3px;color:#4F4B45}

#sidebarOptions .sliderPanel {
	background: #fff; border:none;
	font-size: .9em;
}
#sidebarOptions .sliderPanel a {font-weight:normal;}
#sidebarOptions .sliderPanel input {border:1px solid #999;}

.viewer blockquote {
	border-left: 3px solid #948979;
}

.viewer table {
	border: 2px solid [[ColorPalette::TertiaryDark]];
}

.viewer th, thead td {
	background: #948979;
	border: 1px solid #948979;
	color: #fff;
}
.viewer pre {
	border: 1px solid #948979;
	background: #f5f5f5;
}

.viewer code {
	color: #2F2A29;
}

.viewer hr {
	border-top: dashed 1px #948979;
}

.editor input {
	border: 1px solid #948979;
}

.editor textarea {
	border: 1px solid #948979;
}

.popup {
	background: #948979;
	border: 1px solid #948979;
}

.popup li.disabled {
	color: #000;
}

.popup li a, .popup li a:visited {
	color: #eee;
	border: none;
}

.popup li a:hover {
	background: #575352;
	color: #fff;
	border: none;
}

.tagging, .tagged {
	border: 1px solid #eee;
	background-color: #F7F7F7;
}

.selected .tagging, .selected .tagged {
	background-color: #eee;
	border: 1px solid #BFBAB3;
}

 .tagging .listTitle, .tagged .listTitle {
	color: #bbb;
}

.selected .tagging .listTitle, .selected .tagged .listTitle {
	color: #666; 
}

.tagging .button, .tagged .button {
		color:#aaa;
}
.selected .tagging .button, .selected .tagged .button {
		color:#4F4B45;
}

.highlight, .marked {background:transparent; color:#111; border:none; text-decoration:underline;}

.tagging .button:hover, .tagged .button:hover, .tagging .button:active, .tagged .button:active {
		border: none; background:transparent; text-decoration:underline; color:#000;
}

h1,h2,h3,h4,h5 { color: #666; background: transparent; padding-bottom:2px; font-family: Arial, Helvetica, sans-serif; }
h1 {font-size:18px;}
h2 {font-size:16px;}
h3 {font-size: 14px;}

#messageArea {
	border: 4px solid #948979;
	background: #f5f5f5;
	color: #999;
        font-size:90%;
}

#messageArea a:hover { background:#f5f5f5;}

#messageArea .button{
	color: #666;
	border: 1px solid #CC6714;
}

#messageArea .button:hover {
	color: #fff;
	background: #948979;
	border-color: #948979;
}


* html .viewer pre {
	margin-left: 0em;
}

* html .editor textarea, * html .editor input {
	width: 98%;
}

.searchBar {float:right;font-size: 1.0em;}
.searchBar .button {color:#999;display:block;}
.searchBar .button:hover {border:1px solid #fff;color:#4F4B45;}
.searchBar input {			
                        background-color: #FFF;
			color: #999999;
			border: 1px solid #CCC;		margin-right:3px;
}

#sidebarOptions .button:active, #sidebarOptions .highlight {background:#F5F5F5;}

*html #contentFooter { padding:0.25em 1em 0.5em 1em;}

#noticeBoard {font-size: 0.9em; color:#999; position:relative;display:block;background:#fff; clear: both; margin-right:0.5em; margin-top:60px; padding:5px; border-bottom: 1px dotted #CCC; border-top: 1px dotted #CCC;}
#mainMenu #noticeBoard a,#mainMenu #noticeBoard .tiddlyLink {display:inline;border:none;padding:5px 2px;color:#DF9153 }
#noticeBoard a:hover {border:none;}	

#noticeBoard br {display:inline;}

#mainMenu #noticeBoard  .button{
	color: #666;
	border: 1px solid #DF9153;padding:2px;
}

#mainMenu #noticeBoard  .button:hover{
	color: #fff;
	background: #DF9153;
	border-color: #DF9153;
}

.searchbar {position:relative; width:11em;}
.searchbar .button{margin:0; width:11em;}
#header {display:inline-block;}
/*}}}*/

config.macros.cloud = {
	tagstip: "%1 tiddlers tagged with '%0'",
	refslabel: " (%0 references)",
	refstip: "%1 tiddlers have links to '%0'",
	linkslabel: " (%0 links)",
	linkstip: "'%0' has links to %1 other tiddlers",
	groups: 9,
	init: function() {
		config.macros.tagCloud=config.macros.cloud; // for backward-compatibility
		config.shadowTiddlers.TagCloud='<<cloud>>';
		config.shadowTiddlers.StyleSheetTagCloud=
			'/*{{{*/\n'
			+'.tagCloud span {line-height: 3.5em; margin:3px;}\n'
			+'.tagCloud1{font-size: 80%;}\n'
			+'.tagCloud2{font-size: 100%;}\n'
			+'.tagCloud3{font-size: 120%;}\n'
			+'.tagCloud4{font-size: 140%;}\n'
			+'.tagCloud5{font-size: 160%;}\n'
			+'.tagCloud6{font-size: 180%;}\n'
			+'.tagCloud7{font-size: 200%;}\n'
			+'.tagCloud8{font-size: 220%;}\n'
			+'.tagCloud9{font-size: 240%;}\n'
			+'/*}}}*/\n';
		setStylesheet(store.getTiddlerText('StyleSheetTagCloud'),'tagCloudsStyles');
	},
	getLinks: function(tiddler) { // get list of links to existing tiddlers and shadows
		if (!tiddler.linksUpdated) tiddler.changed();
		var list=[]; for (var i=0; i<tiddler.links.length; i++) {
			var title=tiddler.links[i];
			if (store.isShadowTiddler(title)||store.tiddlerExists(title))
				list.push(title);
		}
		return list;
	},
	handler: function(place,macroName,params) {
		// unpack params
		var inc=[]; var ex=[]; var limit=0; var action='popup';
		var links=(params[0]&&params[0].toLowerCase()=='links'); if (links) params.shift();
		var refs=(params[0]&&params[0].toLowerCase()=='references'); if (refs) params.shift();
		if (params[0]&&params[0].substr(0,7).toLowerCase()=='action:')
			action=params.shift().substr(7).toLowerCase();
		if (params[0]&&params[0].substr(0,6).toLowerCase()=='limit:')
			limit=parseInt(params.shift().substr(6));
		while (params.length) {
			if (params[0].substr(0,1)=='+') { // read taglist from tiddler
				inc=inc.concat(store.getTiddlerText(params[0].substr(1),'').readBracketedList());
			} else if (params[0].substr(0,1)=='-') { // exclude taglist from tiddler
				ex=ex.concat(store.getTiddlerText(params[0].substr(1),'').readBracketedList());
			} else if (params[0].substr(0,1)=='=') { // get tag list using tagged tags
				var tagged=store.getTaggedTiddlers(params[0].substr(1));
				for (var t=0; t<tagged.length; t++) inc.push(tagged[t].title);
			} else ex.push(params[0]); // exclude params
			params.shift();
		}
		// get all items, include/exclude specific items
		var items=[];
		var list=(links||refs)?store.getTiddlers('title','excludeLists'):store.getTags();
		for (var t=0; t<list.length; t++) {
			var title=(links||refs)?list[t].title:list[t][0];
			if (links)	var count=this.getLinks(list[t]).length;
			else if (refs)	var count=store.getReferringTiddlers(title).length;
			else 		var count=list[t][1];
			if ((!inc.length||inc.contains(title))&&(!ex.length||!ex.contains(title)))
				items.push({ title:title, count:count });
		}
		if(!items.length) return;
		// sort by decending count, limit results (optional)
		items=items.sort(function(a,b){return(a.count==b.count)?0:(a.count>b.count?-1:1);});
		while (limit && items.length>limit) items.pop();
		// find min/max and group size
		var most=items[0].count;
		var least=items[items.length-1].count;
		var groupSize=(most-least+1)/this.groups;
		// sort by title and draw the cloud of items
		items=items.sort(function(a,b){return(a.title==b.title)?0:(a.title>b.title?1:-1);});
		var cloudWrapper = createTiddlyElement(place,'div',null,'tagCloud',null);
		for (var t=0; t<items.length; t++) {
			cloudWrapper.appendChild(document.createTextNode(' '));
			var group=Math.ceil((items[t].count-least)/groupSize)||1;
			var className='tagCloudtag tagCloud'+group;
			var tip=refs?this.refstip:links?this.linkstip:this.tagstip;
			tip=tip.format([items[t].title,items[t].count]);
			if (action=='goto') { // TAG/LINK/REFERENCES GOTO
				var btn=createTiddlyLink(cloudWrapper,items[t].title,true,className);
				btn.title=tip;
				btn.style.fontWeight='normal';
			} else if (!links&&!refs) { // TAG POPUP
				var btn=createTiddlyButton(cloudWrapper,items[t].title,tip,onClickTag,className);
				btn.setAttribute('tag',items[t].title);
			} else { // LINK/REFERENCES POPUP
				var btn=createTiddlyButton(cloudWrapper,items[t].title,tip,
					function(ev) { var e=ev||window.event; var cmt=config.macros.cloud;
						var popup = Popup.create(this);
						var title = this.getAttribute('tiddler');
						var count = this.getAttribute('count');
						var refs  = this.getAttribute('refs')=='T';
						var links = this.getAttribute('links')=='T';
						var label = (refs?cmt.refslabel:cmt.linkslabel).format([count]);
						createTiddlyLink(popup,title,true);
						createTiddlyText(popup,label);
						createTiddlyElement(popup,'hr');
						if (refs) {
							popup.setAttribute('tiddler',title);
							config.commands.references.handlePopup(popup,title);
						}
						if (links) {
							var tiddler = store.fetchTiddler(title);
							var links=config.macros.cloud.getLinks(tiddler);
							for(var i=0;i<links.length;i++)
								createTiddlyLink(createTiddlyElement(popup,'li'),
									links[i],true);
						}
						Popup.show();
						e.cancelBubble=true; if(e.stopPropagation) e.stopPropagation();
						return false;
					}, className);
				btn.setAttribute('tiddler',items[t].title);
				btn.setAttribute('count',items[t].count);
				btn.setAttribute('refs',refs?'T':'F');
				btn.setAttribute('links',links?'T':'F');
				btn.title=tip;
			}
		}
	}
};

Tags are one particuarly helpful type of tiddly - they allow different tiddlys to be linked by content or related theme. 

Different tiddlers can be 'tagged' with common words, indicating they they relate to a specific topic. 

Tags are displayed in a grey box at the top-right of each tiddler. 

For example, this tiddler is tagged as 'help' and 'navigation'. 

Tags can help you navigate by providing a quick way of seeing all the tiddlers relating to a particular topic of interest. You can click directly on them to see a drop-down list of all the tiddlers associated with that particular tag).

There is a wide range of theory and research that informs the work of the [[ADAM project]]. 

The broad theoretical underpinning of the project is [[Attachment theory]].

The concept of [[Disorganised attachment]] is of particular relevance to the project and is something that we feel all child protection professionals should be familiar with, especially the links between [[Disorganised attachment]] and [[Maltreatment]].

Training practitioners to be able to identify [[Disorganised attachment]] in children and specific [[Caregiver characteristics]] in adults is the focus of the ADAM project. 

!Further reading
See the [[Reference list]] for further reading and supporting material.

You are reading a tiddler right now.  

Tiddlers are like notes or chunks of information. 

A TiddlyWiki is similar to other Wikis you may have heard of or used - the most famous example of which is [[Wikipedia|http://en.wikipedia.org/wiki/Main_Page]] (an online encyclopedia that anyone can edit and contribute to). 

In a similar way, anyone can contribute to this e-guide - contributions from professionals who have applied the ideas and methods of the ADAM project to their work are welcome and essential.

/***
|Name|TiddlyLockPlugin|
|Source|http://www.minormania.com/tiddlylock/tiddlylock.html|
|Version|1.1.0|
|TiddlyWiki Core Version|2.5.0|
|Author|Richard Hobbis|
|License|[[Creative Commons Attribution-ShareAlike 3.0 License|http://creativecommons.org/licenses/by-sa/3.0/]]|
|Type|plugin|
|Overrides|config.macros.newTiddler.onClickNewTiddler(), config.commands.cancelTiddler.handler(), config.commands.deleteTiddler.handler, config.commands.editTiddler.handler(), config.commands.saveTiddler.handler(), saveChanges(), checkUnsavedChanges()|
|Description|Automatically locks and unlocks the TiddlyWiki as required, allowing multiple users to edit the TiddlyWiki without fear of overwriting other users' changes.|
!!!Usage
<<<
Simply import TiddlyLockPlugin into your TiddlyWiki!
<<<
!!!Installation
<<<
Import (or copy/paste) ''this tiddler'' into your TiddlyWiki and make sure it's tagged with <<tag systemConfig>>. Reload your TiddlyWiki to enable TiddlyLock.
<<<
!!!Configuration
<<<
None required!
<<<
!!!Revision History
<<<
''2009.05.28 [1.1.0]'' Upgraded this file to TiddlyWiki core version 2.5.0.
''2007.06.22 [1.0.4]'' Added locking on 'new tiddler' which also traps 'new journal'. Tweaked messages.
''2007.06.20 [1.0.3]'' Fixed an issue that occurred when a user navigated away from the TiddlyWiki without saving outstanding changes.
''2007.05.10 [1.0.2]'' Implemented a timestamp to track the last update time. This fixes the multi-browser edit issue and also removes the need for a password.
''2007.05.08 [1.0.1]'' Function overrides are now done using apply() ensuring clean upgrades (thanks Martin!)
''2007.05.01 [1.0.0]'' Initial Release
<<<
!!!Known Issues
<<<
*Monkey Pirate TiddlyWiki (MPTW) adds a ''disable'' button to the toolbar for systemConfig tiddlers. This button is available even when the TW is marked as readOnly and therefore it's possible for two users to disable/enable plugins at the same time. In this case, whoever saves the TW last will 'win' and their changes will be saved. Note that this is only an issue if there are no other unsaved changes in both browsers - TiddlyLock still handles all other changes.
<<<
!!!Credits
<<<
This feature was developed by Richard Hobbis (rhobbis [at] hotmail [dot] com).
<<<
!!!Code
***/

//{{{
// Convert a date to UTC YYYYMMDDHHMMSSMMM string format
// This is the same as the builtin function convertToYYYYMMDDHHMMSSMMM() but
// without the '.' in the middle - this allows simple date comparisons
Date.prototype.TLConvertToYYYYMMDDHHMMSSMMM = function()
{
  return(String.zeroPad(this.getUTCFullYear(),4)
    + String.zeroPad(this.getUTCMonth()+1,2)
    + String.zeroPad(this.getUTCDate(),2)
    + String.zeroPad(this.getUTCHours(),2)
    + String.zeroPad(this.getUTCMinutes(),2)
    + String.zeroPad(this.getUTCSeconds(),2)
    + String.zeroPad(this.getUTCMilliseconds(),4));
}

// namespace for TiddlyLock
TiddlyLock = {};

// Load/Last Update timestamp
TiddlyLock.TimeStamp = new Date().TLConvertToYYYYMMDDHHMMSSMMM();

// Lockfile
TiddlyLock.LockPath = '';
TiddlyLock.OldLockData = '';
TiddlyLock.LockData = '';

// define messages
TiddlyLock.Msg = {
  Locked: 'File locked',
  Unlocked: 'File unlocked',
  LockFailed: 'Failed to lock file',
  UnlockFailed: 'Failed to unlock file',
  ReadOnly: 'Now in Read-Only mode.',
  Changed: 'This file has been changed by someone else.',
  Reload: 'Reload this file before editing.'};

// create/update the lock file
function TLSave(timeStamp,lockedBy)
{
  var lockedText='';
  if (lockedBy!='')
  {
    lockedText=timeStamp+'##'+lockedBy;
  }
  else lockedText=timeStamp+'##';
    var lockSave=saveFile(TiddlyLock.LockPath,lockedText);
  TiddlyLock.TimeStamp = timeStamp;
  return false;
}


// Create/update the lock file to prevent other users from editing the TW
function TLLock()
{
  clearMessage();
  lockSave = TLSave(new Date().TLConvertToYYYYMMDDHHMMSSMMM(),config.options.txtUserName);
  displayMessage(TiddlyLock.Msg.Locked,'');
  return false;
}


// Clear the lock file if necessary, but only if I have it locked, setting the
// timestamp in the lockfile to the specified value
function TLUnlock(timeStamp)
{
  if ((store && store.isDirty && !store.isDirty())
    && (story && story.areAnyDirty && !story.areAnyDirty())
    && TLIsLocked()
    && TLIsLockedByMe())
  {
    lockSave=TLSave(timeStamp,'','');
    displayMessage(TiddlyLock.Msg.Unlocked,'');
    TiddlyLock.OldLockData = TiddlyLock.LockData;
  }
  return false;
}

// Get the contents of the lock file, if it exists
function TLLockPath()
{
  var lockPath,p;
  var originalPath=document.location.toString();
  var localPath=getLocalPath(originalPath);
  if((p=localPath.lastIndexOf('.')) != -1)
    lockPath=localPath.substr(0,p) + '.lck';
  else lockPath=localPath + '.lck';
    return lockPath;
}


// Get the contents of the lock file, if it exists
function TLLockData()
{
  TiddlyLock.LockPath = TLLockPath();
  return loadFile(TiddlyLock.LockPath);
}

// Get the contents of the lock file, if it exists
function TLIsLocked()
{
  TiddlyLock.LockData = TLLockData();
  if (TiddlyLock.LockData
      && ( TLLockedBy(TiddlyLock.LockData)!='' // someone has it locked
         || TiddlyLock.TimeStamp < TLLockedTimeStamp(TiddlyLock.LockData) // changed by someone else but not currently locked
         )
     )
    return true;
  else
    return false;
}


// check if locked by me
function TLIsLockedByMe()
{
  if(TiddlyLock.LockData == TiddlyLock.TimeStamp+'##' + config.options.txtUserName)
    return true;
  else
    return false;
}


// returns just the timestamp portion of the supplied lock file contents
function TLLockedTimeStamp(lockData)
{
  if(lockData)
    return lockData.split('##')[0];
  else
    return '';
}


// returns just the username portion of the supplied lock file contents
function TLLockedBy(lockData)
{
  if(lockData)
    return lockData.split('##')[1];
  else
    return '';
}

// display a message if locked or changed
function TLChangesAllowed()
{
  if(TLIsLocked() && !TLIsLockedByMe())
  {
//    if(!readOnly)
    {
      readOnly=true;
      if(TLLockedBy(TiddlyLock.LockData))
      {
        displayMessage(TiddlyLock.Msg.Locked+' by '+TLLockedBy(TiddlyLock.LockData));
        alert(TiddlyLock.Msg.Locked+' by '+TLLockedBy(TiddlyLock.LockData)+'. '+TiddlyLock.Msg.ReadOnly);
      }
      else
      {
        displayMessage(TiddlyLock.Msg.Changed+' '+TiddlyLock.Msg.Reload);
        alert(TiddlyLock.Msg.Changed+' '+TiddlyLock.Msg.Reload);
      }
    }
    return false;
  }
  else
    return true;
}


//*********************************************
// OVERRIDE STANDARD FUNCTIONS
//*********************************************

//
// OVERRIDE onClickNewTiddler()
//
TiddlyLock.onClickNewTiddler = config.macros.newTiddler.onClickNewTiddler;
config.macros.newTiddler.onClickNewTiddler = function(event,src,title)
{
  if (TLChangesAllowed())
  {
    TiddlyLock.OldLockData = TiddlyLock.LockData;
    TLLock();
    var ret = TiddlyLock.onClickNewTiddler.apply(this,arguments);
    return ret;
  }
}

//
// OVERRIDE checkUnsavedChanges()
//
TiddlyLock.checkUnsavedChanges = checkUnsavedChanges;
checkUnsavedChanges = function(event,src,title)
{
  var ret = TiddlyLock.checkUnsavedChanges.apply(this,arguments);
  if(TLIsLocked() && TLIsLockedByMe())
    lockSave=TLSave(TLLockedTimeStamp(TiddlyLock.OldLockData),'','');
  return ret;
}


//
// OVERRIDE cancelTiddler()
//
TiddlyLock.cancelTiddler = config.commands.cancelTiddler.handler;
config.commands.cancelTiddler.handler = function(event,src,title)
{
  var ret = TiddlyLock.cancelTiddler.apply(this,arguments);
  TLUnlock(TLLockedTimeStamp(TiddlyLock.OldLockData));
  return ret;
}

//
// OVERRIDE deleteTiddler()
//
TiddlyLock.deleteTiddler = config.commands.deleteTiddler.handler;
config.commands.deleteTiddler.handler = function(event,src,title)
{
  if (TLChangesAllowed())
  {
    TiddlyLock.OldLockData = TiddlyLock.LockData;
    TLLock();
    var ret = TiddlyLock.deleteTiddler.apply(this,arguments);
    return ret;
  }
}

//
// OVERRIDE editTiddler()
//
TiddlyLock.editTiddler = config.commands.editTiddler.handler;
config.commands.editTiddler.handler = function(event,src,title)
{
  if (TLChangesAllowed())
  {
    TiddlyLock.OldLockData = TiddlyLock.LockData;
    TLLock();
  }
  var ret = TiddlyLock.editTiddler.apply(this,arguments);
  return ret;
}

//
// OVERRIDE saveChanges()
//
TiddlyLock.saveChanges = saveChanges;
saveChanges = function(onlyIfDirty)
{
  if(TLChangesAllowed())
  {
    var ret = TiddlyLock.saveChanges.apply(this,arguments);
    TLUnlock(new Date().TLConvertToYYYYMMDDHHMMSSMMM());
    return ret;
  }
  else
    return false;
}

//
// OVERRIDE saveTiddler()
//
TiddlyLock.saveTiddler= config.commands.saveTiddler.handler;
config.commands.saveTiddler.handler=function(event,src,title)
{
  var ret = TiddlyLock.saveTiddler.apply(this,arguments);
  TLUnlock(new Date().TLConvertToYYYYMMDDHHMMSSMMM());
  return ret;
}

//}}}

A tiddly wiki is a single HTML file, open for editing by users, transferable and portable. It can be stored online or saved to your local PC or memory stick. As it is small, it can also be emailed. For more information, see [[here|http://tiddlywiki.org/wiki/Main_Page]].

!CAI and AAI
The actual interview should take less than an hour to complete - in many cases, it takes less time although in rare cases it can take longer. Our view is that the interview can be completed as part of your regular work with a child or carer as part of your regular assessments. 

When used for research purposes, it is crucial that all the questions of the CAI and AAI are asked and that the interview is fully transcribed. However, for the purposes of the ADAM project, you only need to focus on certain key elements (which you will be taught about on the training).

!Story Stems
As with the CAI and AAI, it is unlikely that it would take you longer than an hour to complete the whole set of ADAM project Story Stems. For some children, it can take as little as 20 - 30 minutes, depending on the length and complexity of their stories. 

!Strange Situation
The method itself should take no longer than 10 or 15 minutes. Preparing the nominated 'stranger' and the carer for the method may take an additional 10 or 15 minutes. 

!Guided Parenting Task
If you are pressed for time, this method can be completed in around 15 minutes, which perhaps an additional 15 minutes preparation time. However, if you have more time, you can make each step last a bit longer, with an overall time of around 30 minutes (plus 15 minutes preparation).

/%
!info
|Name|ToggleRightSidebar|
|Source|http://www.TiddlyTools.com/#ToggleRightSidebar|
|Version|2.0.0|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|transclusion|
|Description|show/hide right sidebar (SideBarOptions)|
Usage
<<<
{{{
<<tiddler ToggleRightSidebar>>
<<tiddler ToggleRightSidebar with: label tooltip>>
}}}
Try it: <<tiddler ToggleRightSidebar##show
	with: {{config.options.chkShowRightSidebar?'►':'◄'}}>>
<<<
Configuration:
<<<
{{{
config.options.chkShowRightSidebar (true)
config.options.txtToggleRightSideBarLabelShow (◄)
config.options.txtToggleRightSideBarLabelHide (►)
}}}
<<<
!end
!show
<<tiddler {{
	var co=config.options;
	if (co.chkShowRightSidebar===undefined) co.chkShowRightSidebar=true;
	var sb=document.getElementById('sidebar');
	var da=document.getElementById('displayArea');
	if (sb) {
		sb.style.display=co.chkShowRightSidebar?'block':'none';
		da.style.marginRight=co.chkShowRightSidebar?'':'1em';
	}
'';}}>><html><nowiki><a href='javascript:;' title="$2"
onmouseover="
	this.href='javascript:void(eval(decodeURIComponent(%22(function(){try{('
	+encodeURIComponent(encodeURIComponent(this.onclick))
	+')()}catch(e){alert(e.description?e.description:e.toString())}})()%22)))';"
onclick="
	var co=config.options;
	var opt='chkShowRightSidebar';
	var show=co[opt]=!co[opt];
	var sb=document.getElementById('sidebar');
	var da=document.getElementById('displayArea');
	if (sb) {
		sb.style.display=show?'block':'none';
		da.style.marginRight=show?'':'1em';
	}
	saveOptionCookie(opt);
	var labelShow=co.txtToggleRightSideBarLabelShow||'&#x25C4;';
	var labelHide=co.txtToggleRightSideBarLabelHide||'&#x25BA;';
	if (this.innerHTML==labelShow||this.innerHTML==labelHide) 
		this.innerHTML=show?labelHide:labelShow;
	this.title=(show?'hide':'show')+' right sidebar';
	var sm=document.getElementById('storyMenu');
	if (sm) config.refreshers.content(sm);
	return false;
">$1</a></html>
!end
%/<<tiddler {{
	var src='ToggleRightSidebar';
	src+(tiddler&&tiddler.title==src?'##info':'##show');
}} with: {{
	var co=config.options;
	var labelShow=co.txtToggleRightSideBarLabelShow||'&#x25C4;';
	var labelHide=co.txtToggleRightSideBarLabelHide||'&#x25BA;';
	'$1'!='$'+'1'?'$1':(co.chkShowRightSidebar?labelHide:labelShow);
}} {{
	var tip=(config.options.chkShowRightSidebar?'hide':'show')+' right sidebar';
	'$2'!='$'+'2'?'$2':tip;
}}>>

In order to be trained in the ideas, approach and methods of the ADAM project, there are two main types of training you can undergo, 

Professor Shemmings and Yvonne Shemmings offer a comprehensive 4-day [[training course]] programme. For more information, please contact [[Professor Shemmings|mailto:d.shemmings@kent.ac.uk]].

You can also access expert training in many of the specific methods of the ADAM project from the [[Anna Freud Centre|http://www.annafreud.org/courses.php]] in London.  

Wherever possible, the ADAM project recommends that practitioners access the expert training offered by the Anna Freud Centre (in addition to the training offered directly by the ADAM project).

Here is the complete list of training materials. You will need a password to access this material. You will be asked for your password when you either save or open the files. The password is provided during the [[training course]].

!!This is copyright material for your own use. It may not be used for any other purpose.

[[Disorganised attachment material|http://davidwilkins.vpweb.co.uk/upload/Disorganised%20attachment%20materials.pdf]]
[[Stories for younger children|http://davidwilkins.vpweb.co.uk/upload/Stories%20for%20younger%20children.pdf]]
[[Stories task|http://davidwilkins.vpweb.co.uk/upload/Stories%20task.pdf]]
[[Interview techniques for older children|http://www.ucl.ac.uk/psychoanalysis/research/cai_devpsychol.pdf]]
[[AAI questions|http://davidwilkins.vpweb.co.uk/upload/AAI%20questions.pdf]]
[[AAI coding|http://davidwilkins.vpweb.co.uk/upload/AAI%20coding.pdf]]
[[AAI interview notes|http://davidwilkins.vpweb.co.uk/upload/AAI%20interview%20notes.pdf]]
[[AAI - avoiding common errors|http://davidwilkins.vpweb.co.uk/upload/AAI%20avoid%20common%20mistakes.pdf]]
[[Mentalisation|http://davidwilkins.vpweb.co.uk/upload/mentalisation.pdf]]
[[Strange Situation|http://davidwilkins.vpweb.co.uk/upload/Strange%20Situation.pdf]]
[[Guided Parenting Task|http://davidwilkins.vpweb.co.uk/upload/Guided%20parenting%20task.pdf]]
[[Guided Parenting Task notes|http://davidwilkins.vpweb.co.uk/upload/Notes%20on%20Guided%20Parenting%20Task.pdf]]

[[Assessment example 1|http://davidwilkins.vpweb.co.uk/upload/Assessment%20example%201.pdf]] 
[[Assessment example 2|http://davidwilkins.vpweb.co.uk/upload/Assessment%20example%202.pdf]]

[[ADAM model, methods and markers|http://davidwilkins.vpweb.co.uk/upload/ADAM%20model,%20methods%20and%20markers.pdf]]

You can also access some of these same materials (but not all of them) from [[Yvonne Shemming's website|http://www.yvonneshemmings.co.uk]].

When used for research purposes, the CAI, the AAI and Story Stems are transcribed in their entirety so they can be coded by multiple researchers and reviewed extensively. 

However, given the nature of modern child protection social work, it seems unlikely that transcription is going to play any role in the ADAM project and there is no expectation that interviews will need to be transcribed.

The reason for this is that unlike in the full CAI, the full AAI or a full set of Story Stems, in the ADAM project practitioners are only looking for specific responses (information about which is given on the ADAM project training).

/***
Description: Contains the stuff you need to use Tiddlyspot
Note, you also need UploadPlugin, PasswordOptionPlugin and LoadRemoteFileThroughProxy
from http://tiddlywiki.bidix.info for a complete working Tiddlyspot site.
***/
//{{{

// edit this if you are migrating sites or retrofitting an existing TW
config.tiddlyspotSiteId = 'adamproject';

// make it so you can by default see edit controls via http
config.options.chkHttpReadOnly = false;
window.readOnly = false; // make sure of it (for tw 2.2)
window.showBackstage = true; // show backstage too

// disable autosave in d3
if (window.location.protocol != "file:")
	config.options.chkGTDLazyAutoSave = false;

// tweak shadow tiddlers to add upload button, password entry box etc
with (config.shadowTiddlers) {
	SiteUrl = 'http://'+config.tiddlyspotSiteId+'.tiddlyspot.com';
	SideBarOptions = SideBarOptions.replace(/(<<saveChanges>>)/,"$1<<tiddler TspotSidebar>>");
	OptionsPanel = OptionsPanel.replace(/^/,"<<tiddler TspotOptions>>");
	DefaultTiddlers = DefaultTiddlers.replace(/^/,"[[WelcomeToTiddlyspot]] ");
	MainMenu = MainMenu.replace(/^/,"[[WelcomeToTiddlyspot]] ");
}

// create some shadow tiddler content
merge(config.shadowTiddlers,{

'TspotOptions':[
 "tiddlyspot password:",
 "<<option pasUploadPassword>>",
 ""
].join("\n"),

'TspotControls':[
 "| tiddlyspot password:|<<option pasUploadPassword>>|",
 "| site management:|<<upload http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/store.cgi index.html . .  " + config.tiddlyspotSiteId + ">>//(requires tiddlyspot password)//<br>[[control panel|http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/controlpanel]], [[download (go offline)|http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/download]]|",
 "| links:|[[tiddlyspot.com|http://tiddlyspot.com/]], [[FAQs|http://faq.tiddlyspot.com/]], [[blog|http://tiddlyspot.blogspot.com/]], email [[support|mailto:support@tiddlyspot.com]] & [[feedback|mailto:feedback@tiddlyspot.com]], [[donate|http://tiddlyspot.com/?page=donate]]|"
].join("\n"),

'WelcomeToTiddlyspot':[
 "This document is a ~TiddlyWiki from tiddlyspot.com.  A ~TiddlyWiki is an electronic notebook that is great for managing todo lists, personal information, and all sorts of things.",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //What now?// &nbsp;&nbsp;@@ Before you can save any changes, you need to enter your password in the form below.  Then configure privacy and other site settings at your [[control panel|http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/controlpanel]] (your control panel username is //" + config.tiddlyspotSiteId + "//).",
 "<<tiddler TspotControls>>",
 "See also GettingStarted.",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //Working online// &nbsp;&nbsp;@@ You can edit this ~TiddlyWiki right now, and save your changes using the \"save to web\" button in the column on the right.",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //Working offline// &nbsp;&nbsp;@@ A fully functioning copy of this ~TiddlyWiki can be saved onto your hard drive or USB stick.  You can make changes and save them locally without being connected to the Internet.  When you're ready to sync up again, just click \"upload\" and your ~TiddlyWiki will be saved back to tiddlyspot.com.",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //Help!// &nbsp;&nbsp;@@ Find out more about ~TiddlyWiki at [[TiddlyWiki.com|http://tiddlywiki.com]].  Also visit [[TiddlyWiki.org|http://tiddlywiki.org]] for documentation on learning and using ~TiddlyWiki. New users are especially welcome on the [[TiddlyWiki mailing list|http://groups.google.com/group/TiddlyWiki]], which is an excellent place to ask questions and get help.  If you have a tiddlyspot related problem email [[tiddlyspot support|mailto:support@tiddlyspot.com]].",
 "",
 "@@font-weight:bold;font-size:1.3em;color:#444; //Enjoy :)// &nbsp;&nbsp;@@ We hope you like using your tiddlyspot.com site.  Please email [[feedback@tiddlyspot.com|mailto:feedback@tiddlyspot.com]] with any comments or suggestions."
].join("\n"),

'TspotSidebar':[
 "<<upload http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/store.cgi index.html . .  " + config.tiddlyspotSiteId + ">><html><a href='http://" + config.tiddlyspotSiteId + ".tiddlyspot.com/download' class='button'>download</a></html>"
].join("\n")

});
//}}}

| !date | !user | !location | !storeUrl | !uploadDir | !toFilename | !backupdir | !origin |
| 26/01/2012 13:43:06 | david.wilkins | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . |
| 26/01/2012 13:53:02 | david.wilkins | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . | ok |
| 26/01/2012 13:53:53 | david.wilkins | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . | ok |
| 26/01/2012 13:56:58 | david.wilkins | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . |
| 26/01/2012 14:17:14 | david.wilkins | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . |
| 26/01/2012 14:44:43 | david.wilkins | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . | ok |
| 26/01/2012 14:46:35 | david.wilkins | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . | ok |
| 26/01/2012 14:49:32 | david.wilkins | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . |
| 26/01/2012 14:55:24 | david.wilkins | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . |
| 12/02/2012 10:35:01 | YourName | [[/|http://adamproject.tiddlyspot.com/]] | [[store.cgi|http://adamproject.tiddlyspot.com/store.cgi]] | . | [[index.html | http://adamproject.tiddlyspot.com/index.html]] | . |

/***
|''Name:''|UploadPlugin|
|''Description:''|Save to web a TiddlyWiki|
|''Version:''|4.1.3|
|''Date:''|Feb 24, 2008|
|''Source:''|http://tiddlywiki.bidix.info/#UploadPlugin|
|''Documentation:''|http://tiddlywiki.bidix.info/#UploadPluginDoc|
|''Author:''|BidiX (BidiX (at) bidix (dot) info)|
|''License:''|[[BSD open source license|http://tiddlywiki.bidix.info/#%5B%5BBSD%20open%20source%20license%5D%5D ]]|
|''~CoreVersion:''|2.2.0|
|''Requires:''|PasswordOptionPlugin|
***/
//{{{
version.extensions.UploadPlugin = {
	major: 4, minor: 1, revision: 3,
	date: new Date("Feb 24, 2008"),
	source: 'http://tiddlywiki.bidix.info/#UploadPlugin',
	author: 'BidiX (BidiX (at) bidix (dot) info',
	coreVersion: '2.2.0'
};

//
// Environment
//

if (!window.bidix) window.bidix = {}; // bidix namespace
bidix.debugMode = false;	// true to activate both in Plugin and UploadService
	
//
// Upload Macro
//

config.macros.upload = {
// default values
	defaultBackupDir: '',	//no backup
	defaultStoreScript: "store.php",
	defaultToFilename: "index.html",
	defaultUploadDir: ".",
	authenticateUser: true	// UploadService Authenticate User
};
	
config.macros.upload.label = {
	promptOption: "Save and Upload this TiddlyWiki with UploadOptions",
	promptParamMacro: "Save and Upload this TiddlyWiki in %0",
	saveLabel: "save to web", 
	saveToDisk: "save to disk",
	uploadLabel: "upload"	
};

config.macros.upload.messages = {
	noStoreUrl: "No store URL in parmeters or options",
	usernameOrPasswordMissing: "Username or password missing"
};

config.macros.upload.handler = function(place,macroName,params) {
	if (readOnly)
		return;
	var label;
	if (document.location.toString().substr(0,4) == "http") 
		label = this.label.saveLabel;
	else
		label = this.label.uploadLabel;
	var prompt;
	if (params[0]) {
		prompt = this.label.promptParamMacro.toString().format([this.destFile(params[0], 
			(params[1] ? params[1]:bidix.basename(window.location.toString())), params[3])]);
	} else {
		prompt = this.label.promptOption;
	}
	createTiddlyButton(place, label, prompt, function() {config.macros.upload.action(params);}, null, null, this.accessKey);
};

config.macros.upload.action = function(params)
{
		// for missing macro parameter set value from options
		if (!params) params = {};
		var storeUrl = params[0] ? params[0] : config.options.txtUploadStoreUrl;
		var toFilename = params[1] ? params[1] : config.options.txtUploadFilename;
		var backupDir = params[2] ? params[2] : config.options.txtUploadBackupDir;
		var uploadDir = params[3] ? params[3] : config.options.txtUploadDir;
		var username = params[4] ? params[4] : config.options.txtUploadUserName;
		var password = config.options.pasUploadPassword; // for security reason no password as macro parameter	
		// for still missing parameter set default value
		if ((!storeUrl) && (document.location.toString().substr(0,4) == "http")) 
			storeUrl = bidix.dirname(document.location.toString())+'/'+config.macros.upload.defaultStoreScript;
		if (storeUrl.substr(0,4) != "http")
			storeUrl = bidix.dirname(document.location.toString()) +'/'+ storeUrl;
		if (!toFilename)
			toFilename = bidix.basename(window.location.toString());
		if (!toFilename)
			toFilename = config.macros.upload.defaultToFilename;
		if (!uploadDir)
			uploadDir = config.macros.upload.defaultUploadDir;
		if (!backupDir)
			backupDir = config.macros.upload.defaultBackupDir;
		// report error if still missing
		if (!storeUrl) {
			alert(config.macros.upload.messages.noStoreUrl);
			clearMessage();
			return false;
		}
		if (config.macros.upload.authenticateUser && (!username || !password)) {
			alert(config.macros.upload.messages.usernameOrPasswordMissing);
			clearMessage();
			return false;
		}
		bidix.upload.uploadChanges(false,null,storeUrl, toFilename, uploadDir, backupDir, username, password); 
		return false; 
};

config.macros.upload.destFile = function(storeUrl, toFilename, uploadDir) 
{
	if (!storeUrl)
		return null;
		var dest = bidix.dirname(storeUrl);
		if (uploadDir && uploadDir != '.')
			dest = dest + '/' + uploadDir;
		dest = dest + '/' + toFilename;
	return dest;
};

//
// uploadOptions Macro
//

config.macros.uploadOptions = {
	handler: function(place,macroName,params) {
		var wizard = new Wizard();
		wizard.createWizard(place,this.wizardTitle);
		wizard.addStep(this.step1Title,this.step1Html);
		var markList = wizard.getElement("markList");
		var listWrapper = document.createElement("div");
		markList.parentNode.insertBefore(listWrapper,markList);
		wizard.setValue("listWrapper",listWrapper);
		this.refreshOptions(listWrapper,false);
		var uploadCaption;
		if (document.location.toString().substr(0,4) == "http") 
			uploadCaption = config.macros.upload.label.saveLabel;
		else
			uploadCaption = config.macros.upload.label.uploadLabel;
		
		wizard.setButtons([
				{caption: uploadCaption, tooltip: config.macros.upload.label.promptOption, 
					onClick: config.macros.upload.action},
				{caption: this.cancelButton, tooltip: this.cancelButtonPrompt, onClick: this.onCancel}
				
			]);
	},
	options: [
		"txtUploadUserName",
		"pasUploadPassword",
		"txtUploadStoreUrl",
		"txtUploadDir",
		"txtUploadFilename",
		"txtUploadBackupDir",
		"chkUploadLog",
		"txtUploadLogMaxLine"		
	],
	refreshOptions: function(listWrapper) {
		var opts = [];
		for(i=0; i<this.options.length; i++) {
			var opt = {};
			opts.push();
			opt.option = "";
			n = this.options[i];
			opt.name = n;
			opt.lowlight = !config.optionsDesc[n];
			opt.description = opt.lowlight ? this.unknownDescription : config.optionsDesc[n];
			opts.push(opt);
		}
		var listview = ListView.create(listWrapper,opts,this.listViewTemplate);
		for(n=0; n<opts.length; n++) {
			var type = opts[n].name.substr(0,3);
			var h = config.macros.option.types[type];
			if (h && h.create) {
				h.create(opts[n].colElements['option'],type,opts[n].name,opts[n].name,"no");
			}
		}
		
	},
	onCancel: function(e)
	{
		backstage.switchTab(null);
		return false;
	},
	
	wizardTitle: "Upload with options",
	step1Title: "These options are saved in cookies in your browser",
	step1Html: "<input type='hidden' name='markList'></input><br>",
	cancelButton: "Cancel",
	cancelButtonPrompt: "Cancel prompt",
	listViewTemplate: {
		columns: [
			{name: 'Description', field: 'description', title: "Description", type: 'WikiText'},
			{name: 'Option', field: 'option', title: "Option", type: 'String'},
			{name: 'Name', field: 'name', title: "Name", type: 'String'}
			],
		rowClasses: [
			{className: 'lowlight', field: 'lowlight'} 
			]}
};

//
// upload functions
//

if (!bidix.upload) bidix.upload = {};

if (!bidix.upload.messages) bidix.upload.messages = {
	//from saving
	invalidFileError: "The original file '%0' does not appear to be a valid TiddlyWiki",
	backupSaved: "Backup saved",
	backupFailed: "Failed to upload backup file",
	rssSaved: "RSS feed uploaded",
	rssFailed: "Failed to upload RSS feed file",
	emptySaved: "Empty template uploaded",
	emptyFailed: "Failed to upload empty template file",
	mainSaved: "Main TiddlyWiki file uploaded",
	mainFailed: "Failed to upload main TiddlyWiki file. Your changes have not been saved",
	//specific upload
	loadOriginalHttpPostError: "Can't get original file",
	aboutToSaveOnHttpPost: 'About to upload on %0 ...',
	storePhpNotFound: "The store script '%0' was not found."
};

bidix.upload.uploadChanges = function(onlyIfDirty,tiddlers,storeUrl,toFilename,uploadDir,backupDir,username,password)
{
	var callback = function(status,uploadParams,original,url,xhr) {
		if (!status) {
			displayMessage(bidix.upload.messages.loadOriginalHttpPostError);
			return;
		}
		if (bidix.debugMode) 
			alert(original.substr(0,500)+"\n...");
		// Locate the storeArea div's 
		var posDiv = locateStoreArea(original);
		if((posDiv[0] == -1) || (posDiv[1] == -1)) {
			alert(config.messages.invalidFileError.format([localPath]));
			return;
		}
		bidix.upload.uploadRss(uploadParams,original,posDiv);
	};
	
	if(onlyIfDirty && !store.isDirty())
		return;
	clearMessage();
	// save on localdisk ?
	if (document.location.toString().substr(0,4) == "file") {
		var path = document.location.toString();
		var localPath = getLocalPath(path);
		saveChanges();
	}
	// get original
	var uploadParams = new Array(storeUrl,toFilename,uploadDir,backupDir,username,password);
	var originalPath = document.location.toString();
	// If url is a directory : add index.html
	if (originalPath.charAt(originalPath.length-1) == "/")
		originalPath = originalPath + "index.html";
	var dest = config.macros.upload.destFile(storeUrl,toFilename,uploadDir);
	var log = new bidix.UploadLog();
	log.startUpload(storeUrl, dest, uploadDir,  backupDir);
	displayMessage(bidix.upload.messages.aboutToSaveOnHttpPost.format([dest]));
	if (bidix.debugMode) 
		alert("about to execute Http - GET on "+originalPath);
	var r = doHttp("GET",originalPath,null,null,username,password,callback,uploadParams,null);
	if (typeof r == "string")
		displayMessage(r);
	return r;
};

bidix.upload.uploadRss = function(uploadParams,original,posDiv) 
{
	var callback = function(status,params,responseText,url,xhr) {
		if(status) {
			var destfile = responseText.substring(responseText.indexOf("destfile:")+9,responseText.indexOf("\n", responseText.indexOf("destfile:")));
			displayMessage(bidix.upload.messages.rssSaved,bidix.dirname(url)+'/'+destfile);
			bidix.upload.uploadMain(params[0],params[1],params[2]);
		} else {
			displayMessage(bidix.upload.messages.rssFailed);			
		}
	};
	// do uploadRss
	if(config.options.chkGenerateAnRssFeed) {
		var rssPath = uploadParams[1].substr(0,uploadParams[1].lastIndexOf(".")) + ".xml";
		var rssUploadParams = new Array(uploadParams[0],rssPath,uploadParams[2],'',uploadParams[4],uploadParams[5]);
		var rssString = generateRss();
		// no UnicodeToUTF8 conversion needed when location is "file" !!!
		if (document.location.toString().substr(0,4) != "file")
			rssString = convertUnicodeToUTF8(rssString);	
		bidix.upload.httpUpload(rssUploadParams,rssString,callback,Array(uploadParams,original,posDiv));
	} else {
		bidix.upload.uploadMain(uploadParams,original,posDiv);
	}
};

bidix.upload.uploadMain = function(uploadParams,original,posDiv) 
{
	var callback = function(status,params,responseText,url,xhr) {
		var log = new bidix.UploadLog();
		if(status) {
			// if backupDir specified
			if ((params[3]) && (responseText.indexOf("backupfile:") > -1))  {
				var backupfile = responseText.substring(responseText.indexOf("backupfile:")+11,responseText.indexOf("\n", responseText.indexOf("backupfile:")));
				displayMessage(bidix.upload.messages.backupSaved,bidix.dirname(url)+'/'+backupfile);
			}
			var destfile = responseText.substring(responseText.indexOf("destfile:")+9,responseText.indexOf("\n", responseText.indexOf("destfile:")));
			displayMessage(bidix.upload.messages.mainSaved,bidix.dirname(url)+'/'+destfile);
			store.setDirty(false);
			log.endUpload("ok");
		} else {
			alert(bidix.upload.messages.mainFailed);
			displayMessage(bidix.upload.messages.mainFailed);
			log.endUpload("failed");			
		}
	};
	// do uploadMain
	var revised = bidix.upload.updateOriginal(original,posDiv);
	bidix.upload.httpUpload(uploadParams,revised,callback,uploadParams);
};

bidix.upload.httpUpload = function(uploadParams,data,callback,params)
{
	var localCallback = function(status,params,responseText,url,xhr) {
		url = (url.indexOf("nocache=") < 0 ? url : url.substring(0,url.indexOf("nocache=")-1));
		if (xhr.status == 404)
			alert(bidix.upload.messages.storePhpNotFound.format([url]));
		if ((bidix.debugMode) || (responseText.indexOf("Debug mode") >= 0 )) {
			alert(responseText);
			if (responseText.indexOf("Debug mode") >= 0 )
				responseText = responseText.substring(responseText.indexOf("\n\n")+2);
		} else if (responseText.charAt(0) != '0') 
			alert(responseText);
		if (responseText.charAt(0) != '0')
			status = null;
		callback(status,params,responseText,url,xhr);
	};
	// do httpUpload
	var boundary = "---------------------------"+"AaB03x";	
	var uploadFormName = "UploadPlugin";
	// compose headers data
	var sheader = "";
	sheader += "--" + boundary + "\r\nContent-disposition: form-data; name=\"";
	sheader += uploadFormName +"\"\r\n\r\n";
	sheader += "backupDir="+uploadParams[3] +
				";user=" + uploadParams[4] +
				";password=" + uploadParams[5] +
				";uploaddir=" + uploadParams[2];
	if (bidix.debugMode)
		sheader += ";debug=1";
	sheader += ";;\r\n"; 
	sheader += "\r\n" + "--" + boundary + "\r\n";
	sheader += "Content-disposition: form-data; name=\"userfile\"; filename=\""+uploadParams[1]+"\"\r\n";
	sheader += "Content-Type: text/html;charset=UTF-8" + "\r\n";
	sheader += "Content-Length: " + data.length + "\r\n\r\n";
	// compose trailer data
	var strailer = new String();
	strailer = "\r\n--" + boundary + "--\r\n";
	data = sheader + data + strailer;
	if (bidix.debugMode) alert("about to execute Http - POST on "+uploadParams[0]+"\n with \n"+data.substr(0,500)+ " ... ");
	var r = doHttp("POST",uploadParams[0],data,"multipart/form-data; ;charset=UTF-8; boundary="+boundary,uploadParams[4],uploadParams[5],localCallback,params,null);
	if (typeof r == "string")
		displayMessage(r);
	return r;
};

// same as Saving's updateOriginal but without convertUnicodeToUTF8 calls
bidix.upload.updateOriginal = function(original, posDiv)
{
	if (!posDiv)
		posDiv = locateStoreArea(original);
	if((posDiv[0] == -1) || (posDiv[1] == -1)) {
		alert(config.messages.invalidFileError.format([localPath]));
		return;
	}
	var revised = original.substr(0,posDiv[0] + startSaveArea.length) + "\n" +
				store.allTiddlersAsHtml() + "\n" +
				original.substr(posDiv[1]);
	var newSiteTitle = getPageTitle().htmlEncode();
	revised = revised.replaceChunk("<title"+">","</title"+">"," " + newSiteTitle + " ");
	revised = updateMarkupBlock(revised,"PRE-HEAD","MarkupPreHead");
	revised = updateMarkupBlock(revised,"POST-HEAD","MarkupPostHead");
	revised = updateMarkupBlock(revised,"PRE-BODY","MarkupPreBody");
	revised = updateMarkupBlock(revised,"POST-SCRIPT","MarkupPostBody");
	return revised;
};

//
// UploadLog
// 
// config.options.chkUploadLog :
//		false : no logging
//		true : logging
// config.options.txtUploadLogMaxLine :
//		-1 : no limit
//      0 :  no Log lines but UploadLog is still in place
//		n :  the last n lines are only kept
//		NaN : no limit (-1)

bidix.UploadLog = function() {
	if (!config.options.chkUploadLog) 
		return; // this.tiddler = null
	this.tiddler = store.getTiddler("UploadLog");
	if (!this.tiddler) {
		this.tiddler = new Tiddler();
		this.tiddler.title = "UploadLog";
		this.tiddler.text = "| !date | !user | !location | !storeUrl | !uploadDir | !toFilename | !backupdir | !origin |";
		this.tiddler.created = new Date();
		this.tiddler.modifier = config.options.txtUserName;
		this.tiddler.modified = new Date();
		store.addTiddler(this.tiddler);
	}
	return this;
};

bidix.UploadLog.prototype.addText = function(text) {
	if (!this.tiddler)
		return;
	// retrieve maxLine when we need it
	var maxLine = parseInt(config.options.txtUploadLogMaxLine,10);
	if (isNaN(maxLine))
		maxLine = -1;
	// add text
	if (maxLine != 0) 
		this.tiddler.text = this.tiddler.text + text;
	// Trunck to maxLine
	if (maxLine >= 0) {
		var textArray = this.tiddler.text.split('\n');
		if (textArray.length > maxLine + 1)
			textArray.splice(1,textArray.length-1-maxLine);
			this.tiddler.text = textArray.join('\n');		
	}
	// update tiddler fields
	this.tiddler.modifier = config.options.txtUserName;
	this.tiddler.modified = new Date();
	store.addTiddler(this.tiddler);
	// refresh and notifiy for immediate update
	story.refreshTiddler(this.tiddler.title);
	store.notify(this.tiddler.title, true);
};

bidix.UploadLog.prototype.startUpload = function(storeUrl, toFilename, uploadDir,  backupDir) {
	if (!this.tiddler)
		return;
	var now = new Date();
	var text = "\n| ";
	var filename = bidix.basename(document.location.toString());
	if (!filename) filename = '/';
	text += now.formatString("0DD/0MM/YYYY 0hh:0mm:0ss") +" | ";
	text += config.options.txtUserName + " | ";
	text += "[["+filename+"|"+location + "]] |";
	text += " [[" + bidix.basename(storeUrl) + "|" + storeUrl + "]] | ";
	text += uploadDir + " | ";
	text += "[[" + bidix.basename(toFilename) + " | " +toFilename + "]] | ";
	text += backupDir + " |";
	this.addText(text);
};

bidix.UploadLog.prototype.endUpload = function(status) {
	if (!this.tiddler)
		return;
	this.addText(" "+status+" |");
};

//
// Utilities
// 

bidix.checkPlugin = function(plugin, major, minor, revision) {
	var ext = version.extensions[plugin];
	if (!
		(ext  && 
			((ext.major > major) || 
			((ext.major == major) && (ext.minor > minor))  ||
			((ext.major == major) && (ext.minor == minor) && (ext.revision >= revision))))) {
			// write error in PluginManager
			if (pluginInfo)
				pluginInfo.log.push("Requires " + plugin + " " + major + "." + minor + "." + revision);
			eval(plugin); // generate an error : "Error: ReferenceError: xxxx is not defined"
	}
};

bidix.dirname = function(filePath) {
	if (!filePath) 
		return;
	var lastpos;
	if ((lastpos = filePath.lastIndexOf("/")) != -1) {
		return filePath.substring(0, lastpos);
	} else {
		return filePath.substring(0, filePath.lastIndexOf("\\"));
	}
};

bidix.basename = function(filePath) {
	if (!filePath) 
		return;
	var lastpos;
	if ((lastpos = filePath.lastIndexOf("#")) != -1) 
		filePath = filePath.substring(0, lastpos);
	if ((lastpos = filePath.lastIndexOf("/")) != -1) {
		return filePath.substring(lastpos + 1);
	} else
		return filePath.substring(filePath.lastIndexOf("\\")+1);
};

bidix.initOption = function(name,value) {
	if (!config.options[name])
		config.options[name] = value;
};

//
// Initializations
//

// require PasswordOptionPlugin 1.0.1 or better
bidix.checkPlugin("PasswordOptionPlugin", 1, 0, 1);

// styleSheet
setStylesheet('.txtUploadStoreUrl, .txtUploadBackupDir, .txtUploadDir {width: 22em;}',"uploadPluginStyles");

//optionsDesc
merge(config.optionsDesc,{
	txtUploadStoreUrl: "Url of the UploadService script (default: store.php)",
	txtUploadFilename: "Filename of the uploaded file (default: in index.html)",
	txtUploadDir: "Relative Directory where to store the file (default: . (downloadService directory))",
	txtUploadBackupDir: "Relative Directory where to backup the file. If empty no backup. (default: ''(empty))",
	txtUploadUserName: "Upload Username",
	pasUploadPassword: "Upload Password",
	chkUploadLog: "do Logging in UploadLog (default: true)",
	txtUploadLogMaxLine: "Maximum of lines in UploadLog (default: 10)"
});

// Options Initializations
bidix.initOption('txtUploadStoreUrl','');
bidix.initOption('txtUploadFilename','');
bidix.initOption('txtUploadDir','');
bidix.initOption('txtUploadBackupDir','');
bidix.initOption('txtUploadUserName','');
bidix.initOption('pasUploadPassword','');
bidix.initOption('chkUploadLog',true);
bidix.initOption('txtUploadLogMaxLine','10');


// Backstage
merge(config.tasks,{
	uploadOptions: {text: "upload", tooltip: "Change UploadOptions and Upload", content: '<<uploadOptions>>'}
});
config.backstageTasks.push("uploadOptions");


//}}}

! What is this guide for?
This site is designed to help people get involved with the [[ADAM project]].

The site is meant to be a quick reference tool to help you understand more about your direct work with children and their parents. It is not a substitute for expert training in the methods described. Before using this guide, you should read through all of the main sections (see the top of the screen) and undergo some [[Training]]. 

!! How to navigate
[[Navigating]] the e-guide. 

!!How to read the e-guide
This site is not designed to be read from start to finish as one might be with a book or paper training manual - instead, it can be browsed via the internet, much as you might use other websites. 

This seems to fit better with child protection practice, in that you might need to dip in and out of the site quite quickly - for example, when you just need a quick piece of specific advice about completing a Child Attachment Interview. 

!! Who is this guide for?
This site is designed for all child protection professionals who have been trained via the [[ADAM project]]. It can be used as a supplement to this training. 

The site is not designed to replace specialist [[Training]] in any of the methods described, such as the Child Attachment Interview or Story Stem Assessment Protocol.

Various introductory videos to attachment theory and to disorganised attachment can be found on [[YouTube|http://www.youtube.co.uk]].

Links to these videos can also be found embedded in the text of the [[Introduction]] and [[Theory and research]] sections and it may be more helpful to watch them as you read through these sections. However, all of the videos linked to via this site can be found here for ease of reference. 

@@Overview of attachment theory@@

This [[video podcast|http://itunes.apple.com/gb/podcast/lecture-8-attachment/id340972572?i=63548634]] can only be accessed via iTunes so you need to make sure you have downloaded and correctly installed iTunes before you can view it. 

This podcast has been made by Missouri State University, USA. 

@@The following videos are provided by the user '[[PyschAlive|http://www.youtube.com/user/PsychAlive]]' and based on interviews with [[Dr. Dan Siegel|http://drdansiegel.com/]]@@.

Dr. Siegel is a graduate of Harvard University, clinical professor of psychiatry at the UCLA School of Medicine and he has published widely on attachment and attachment-related topics. 

Optimal attachment [[video|http://www.youtube.com/watch?v=_XjXv6zseA0&feature=mfu_in_order&list=UL]]

Avoidant attachment [[video|http://www.youtube.com/watch?v=qgYJ82kQIyg&feature=mfu_in_order&list=UL]]

Ambivalent attachment [[video|http://www.youtube.com/watch?v=nGhZtUrpCuc&feature=mfu_in_order&list=UL]]

Disorganised attachment [[video 1|http://www.youtube.com/watch?v=iGDqJYEi_Ks&feature=mfu_in_order&list=UL]] and [[video 2|http://www.youtube.com/watch?v=rpQtPsuhLzc&feature=mfu_in_order&list=UL]]

Disorganised attachment in the making [[video|http://www.youtube.com/watch?v=zovtRq4e2E8&feature=mfu_in_order&list=UL]]

@@Videos about disorganised attachment@@

This [[video|http://www.youtube.com/watch?v=gf9TQsCLt7Y]] contains a short interview with Professor [[Peter Fonagy|http://www.ucl.ac.uk/psychoanalysis/unit-staff/peter.htm]] regarding disorganised attachment. 

Professor Fonagy is a clinical psychologist and is the current Freud Memorial Professor of Psychoanalysis and Head of the Research Department of Clinical, Educational and Health Psychology at University College London.

@@Videos about the Strange Situation Procedure@@

[[Video 1|http://www.youtube.com/watch?v=QTsewNrHUHU&feature=related]]

[[Video 2|http://www.youtube.com/watch?v=DH1m_ZMO7GU]] 

[[Video 3|http://www.youtube.com/watch?v=i5MudJ7yxkE&feature=related]].

!DISCLAIMER

This is the website for the [[ADAM project]] - Assessment of Disorganised Attachment and Maltreatment.

It is not designed to be used unless you have already undergone ADAM project [[Training]].

In addition to this, the ADAM project recommends that wherever possible practitioners undergo expert training on the use of the various methods, much of which can be accessed via the [[Anna Freud Centre|http://www.annafreud.org]] in London.

At all times, you remain responsible for your own practice. 

!Where do I go?
*At the top-left of the page, there is a main menu to help you start navigating the site.
*You can find some initial help and guidance in the [[Introduction]] section.
*You can find out more about the [[Theory and research]] behind the project.
*You can find tips and advice on using the methods in the [[Practical guide]].
*You can also find help on writing [[Assessments]].

!Navigation
There is a [[Breadcrumbs]] trail under the main menu to help you navigate the site.

There is also a [[Search]] box at the top-right of the page if you need to find something specific. 

!Legal
The [[Authors]] of this site are Professor Shemmings, Director of the [[ADAM project]], and David Wilkins. 

The material in this site cannot be reproduced without the permission of both parties.

!Feedback
Everyone is encouraged to get involved and contribute to the site. For further information on how you can get involved, please see the [[Discussion]] section. 

!Tags. 
Many [[Tiddlers]] are associated with one or more [[Tags]], all of which can be seen below (in a 'Tag Cloud'). The larger the size of the tag, the more tiddlers are connected to it. You can use these tags to see all the tiddlers related to these areas. 

<<cloud action:goto systemConfig excludeMissing script plugininfo transclusion bookmarklet MochaTheme>>

TEST

This document is a ~TiddlyWiki from tiddlyspot.com.  A ~TiddlyWiki is an electronic notebook that is great for managing todo lists, personal information, and all sorts of things.

@@font-weight:bold;font-size:1.3em;color:#444; //What now?// &nbsp;&nbsp;@@ Before you can save any changes, you need to enter your password in the form below.  Then configure privacy and other site settings at your [[control panel|http://adamproject.tiddlyspot.com/controlpanel]] (your control panel username is //adamproject//).
<<tiddler TspotControls>>
See also GettingStarted.

@@font-weight:bold;font-size:1.3em;color:#444; //Working online// &nbsp;&nbsp;@@ You can edit this ~TiddlyWiki right now, and save your changes using the "save to web" button in the column on the right.

@@font-weight:bold;font-size:1.3em;color:#444; //Working offline// &nbsp;&nbsp;@@ A fully functioning copy of this ~TiddlyWiki can be saved onto your hard drive or USB stick.  You can make changes and save them locally without being connected to the Internet.  When you're ready to sync up again, just click "upload" and your ~TiddlyWiki will be saved back to tiddlyspot.com.

@@font-weight:bold;font-size:1.3em;color:#444; //Help!// &nbsp;&nbsp;@@ Find out more about ~TiddlyWiki at [[TiddlyWiki.com|http://tiddlywiki.com]].  Also visit [[TiddlyWiki.org|http://tiddlywiki.org]] for documentation on learning and using ~TiddlyWiki. New users are especially welcome on the [[TiddlyWiki mailing list|http://groups.google.com/group/TiddlyWiki]], which is an excellent place to ask questions and get help.  If you have a tiddlyspot related problem email [[tiddlyspot support|mailto:support@tiddlyspot.com]].

@@font-weight:bold;font-size:1.3em;color:#444; //Enjoy :)// &nbsp;&nbsp;@@ We hope you like using your tiddlyspot.com site.  Please email [[feedback@tiddlyspot.com|mailto:feedback@tiddlyspot.com]] with any comments or suggestions.

!AAI, CAI and Story Stems
Our advice would be that you do not share full details of the methods with carers at all. 

This is because:

1. You may wish to repeat the method, either with the same child or with another child in the same family.
2. In abstraction, the details of the methods are not that meaningful without the training provided by the ADAM project (or elsewhere). 
3. It may feel to the child that by giving details of the method, you have breached their confidence in terms of what they said in reply (e.g. a carer might ask the child "what did you say when the social worker asked you (x)?)".

!Strange Situation and Guided Parenting Task
As the carer will have been involved in the method, they will already know what the methods are.

!All methods
In terms of the results of the methods, as per the advice given at the training, the real aim of any of these methods is to be able to take your concerns (or 'findings') back to the carer afterwards and discuss with them (although this is not the same as giving the carer a detailed account of what the child said in the CAI or Story Stems).

!AAI, CAI and Story Stems
The short answer is that you will not be providing the questions to them.  

In any case, one of the benefits of ADAM project methods is that children cannot be coached beforehand into giving a particular set of answers, telling particular stories or exhibiting particular behaviours. This is because the methods activate the child's attachment system and so they would not be able to maintain a false pretence for a significant period of time (other than if they simply refused to engage at all). 

As with any individual work with children, child protection practitioners would not normally provide an exact schedule of questions to a carer before speaking with the child although you should be giving an overview of what you hope to discuss (e.g. you might say "I want to talk to your child about their family relationships"). 

!Strange Situation and Guided Parenting Task
You will need to provide details to the carer beforehand because they need to know what is expected of them. Providing details of these methods in advance is not thought to have any impact on the outcome.

As a child protection practitioner, we would hope that you have some experience of responding to disclosures already - for example, arranging for the child to be interviewed by someone trained in Achieving Best Evidence (ABE) - or you have received training from your agency about what to do if it happens. 

However, if you are concerned about what you would do in practice, please raise this with your line manager.

Our view is that if a child makes a disclosure during the use of any ADAM project methods, you would essentially react no differently than if a child made a new disclosure to you in any other context. 

If a child does make a disclosure, you need to make sure you follow the policies and guidelines of your agency and report the disclosure to the appropriate person. If you are unclear on the polices and guidelines of your agency, you should consult your line manager.

Generally speaking, adolescents and adults aged 14 and over can complete an AAI.  

However, as it is a question and answer tool, it does depend on the person being able to communicate verbally or proficiently in sign language and to have sufficient understanding of the questions. Therefore, it may be more difficult (but not necessarily impossible) to use the AAI with some people with learning difficulties (depending on their functional rather than chronological age and their method(s) of communication).

Also, it has not been widely used with people who have a different first language to the interviewer - i.e where you need to use an interpreter - but in principle this should be possible. However, you would need to clearly brief the interpreter beforehand on the importance of direct interpretation of the questions and of the responses given.

Generally speaking, children and young people aged 9-13 can complete a CAI.  

However, as it is a question and answer tool, it does depend on the child or young person being able to communicate verbally or proficiently in sign language and to have sufficient understanding of the questions. Therefore, it may be more difficult (but not necessarily impossible) to use the CAI with some children or young people with learning difficulties (depending on their functional rather than chronological age and their method(s) of communication).

Also, it has not been widely used with children and young people who have a different first language to the interviewer - i.e where you need to use an interpreter - but in principle this should be possible. However, you would need to clearly brief the interpreter beforehand on the importance of direct interpretation of the questions and of the responses given. 

In Enfield, a young women with a hearing impairment was interviewed with the help of a sign language interpreter. However, it did prove difficult to explain some of the terms used without inadvertently providing prompts for answers. If any practitioners do use the CAI with an interpreter, we would welcome your feedback.

Generally speaking, any child interested in playing with toys and with their carer can complete this task. Therefore, you would need to think more about the child's development, rather than their age.

This would include disabled children, although depending on the nature of their impairment, you might need to modify the tasks slightly or modify how you assess the interaction (for example, a physically impaired child might not be able to assist with tidying up in the same way as a non-physically impaired child but the carer might still involve them by talking to them, explaining what is happening, asking them which toys to tidy away next and so on. 

You can complete the Guided Parenting Task with any of the child's carers - mothers, fathers, older siblings, grandparents are just some examples. Who you complete the Guided Parenting Task with will depend on who you are aiming to assess.

Generally speaking, children aged between 4 and 8 can complete a series of Story Stems.  

However, as it is a method involving some question and answer communication, as well as playing with some relatively small toys, it does depend on (1) the child being able to communicate verbally or proficiently in sign language and (2) the child being able to manipulate toys to indicate the story they are telling. 

Therefore, it may be more difficult (but not necessarily impossible) to use Story Stems with some people with learning difficulties (depending on their functional rather than chronological age and their method(s) of communication) and also more difficulty (but not necessarily impossible) for some children with physical disabilities. 

Also, it has not been widely used with people who have a different first language to the interviewer - i.e where you need to use an interpreter - but in principle this should be possible. However, you would need to clearly brief the interpreter beforehand on the importance of direct interpretation of the questions and of the responses given.

Generally speaking, children aged between 1 and 3 can complete the Strange Situation Procedure. This would include disabled children although you would need to think about how the individual child might express anxiety (on separation) and how they might show proximity-seeking behaviour and / or distress upon reunion (bearing in mind that not all children will show this type of reaction to the return of their carer). 

You can complete the Strange Situation with any of the child's carers - mothers, fathers, older siblings, grandparents are just some examples. Who you complete the Strange Situation with will depend on who you are aiming to assess.

<<tiddler SiteTitle>>

A list of tiddlys associated with the tag 'assessments'.

A list of tiddlers associated with the tag 'attachment'

A list of tiddlers associated with the tag 'carers'.

/***
|Name|CommentPlugin|
|Source|http://www.TiddlyTools.com/#CommentPlugin|
|Documentation|http://www.TiddlyTools.com/#CommentPluginInfo|
|Version|2.8.0|
|Author|Eric Shulman - ELS Design Studios|
|License|http://www.TiddlyTools.com/#LegalStatements <br>and [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|plugin|
|Requires||
|Overrides||
|Description|automatically insert formatted comments into tiddler content|
!!!!!Documentation
>see [[CommentPluginInfo]]
!!!!!Configuration
>see [[CommentPluginInfo]]
!!!!!Revisions
<<<
2008.04.21 [2.8.0] replaced use of %n markers with special 'named' markers: %tiddler%, %UTC%, %random%, %who%, %when%, %subject% and %message% to avoid conflict with TW core processing of tiddler content.  Also, added support for optional 'reverse' macro param.
2008.04.17 [2.7.0] added support for constructing target by inserting UTC timestamp, random number, username and/or subject text into target tiddler title
2008.04.15 [2.6.0] added support for custom format and dateformat parameters to override global default formats
2008.04.15 [2.5.1] make sure tiddlers are displayed before attempting to refresh them
2008.04.15 [2.5.0] refresh tiddler containing comment macro after adding new comment to target tiddler (if different)
| please see [[CommentPluginInfo]] for previous revision details |
2006.04.20 [1.0.0] initial release
<<<
!!!!!Code
***/
//{{{
version.extensions.CommentPlugin= {major: 2, minor: 8, revision: 0, date: new Date(2008,4,17)};

config.macros.comment= {
	marker: "/%"+"comment"+"%/",
	fmt: "__''%subject%''__\n^^posted by %who% on %when%^^\n<<<\n%message%\n<<<\n",
	datefmt: "DDD, MMM DDth, YYYY at hh12:0mm:0ss am",
	tags: "",
	reverse: false,
	handler: function(place,macroName,params,wikifier,paramstring,tiddler) {
		var span=createTiddlyElement(place,"span");
		var here=story.findContainingTiddler(place);
		if (here) var tid=here.getAttribute("tiddler");  // containing tiddler title
		span.setAttribute("here",tid);
		var target=(params[0]&&params[0].length&&params[0]!="here")?params[0]:tid;  // target title
		span.setAttribute("target",target);
		var reverse=(params[1]&&params[1].toLowerCase()=="reverse"); if (reverse) params.shift();
		span.setAttribute("reverse",(reverse||this.reverse)?"true":"false");
		var tags=(params[1]&&params[1].length)?params[1]:this.tags; // target tags
		span.setAttribute("tags",tags);
		var fmt=(params[2]&&params[2].length)?params[2]:this.fmt; // output format
		span.setAttribute("fmt",fmt.unescapeLineBreaks());
		var datefmt=(params[3]&&params[3].length)?params[3]:this.datefmt; // date format
		span.setAttribute("datefmt",datefmt.unescapeLineBreaks());
		var html=this.html;
		html=html.replace(/%nosubject%/g,(this.fmt.indexOf("%subject%")==-1)?"none":"block");
		html=html.replace(/%nomessage%/g,(this.fmt.indexOf("%message%")==-1)?"none":"block");
		span.innerHTML=html; // append comment form to content
	},
	html: "<form style='display:inline;margin:0;padding:0;'>\
		<div style='display:%nosubject%'>\
		subject:<br>\
		<input type='text' name='subject' title='enter subject text' style='width:100%' value=''>\
		</div>\
		<div style='display:%nomessage%'>\
		message:<br>\
		<textarea name='message' rows='7' title='enter message text' style='width:100%'></textarea>\
		</div>\
		<center>\
		<i>Please enter your information and then press</i>\
		<input type='button' value='post' onclick='\
			var s=this.form.subject; var m=this.form.message;\
			if (\"%nosubject%\"!=\"none\" && !s.value.length)\
				{ alert(\"Please enter a subject\"); s.focus(); return false; }\
			if (\"%nomessage%\"!=\"none\" && !m.value.length)\
				{ alert(\"Please enter a message\"); m.focus(); return false; }\
			var here=this.form.parentNode.getAttribute(\"here\");\
			var reverse=this.form.parentNode.getAttribute(\"reverse\")==\"true\";\
			var target=this.form.parentNode.getAttribute(\"target\");\
			var tags=this.form.parentNode.getAttribute(\"tags\").readBracketedList();\
			var fmt=this.form.parentNode.getAttribute(\"fmt\");\
			var datefmt=this.form.parentNode.getAttribute(\"datefmt\");\
			config.macros.comment.addComment(here,reverse,target,tags,fmt,datefmt,s.value,m.value);'>\
		</center>\
		</form>",
	addComment: function(here,reverse,target,newtags,fmt,datefmt,subject,message) {
		var UTC=new Date().convertToYYYYMMDDHHMMSSMMM();
		var rand=Math.random().toString();
		var who=config.options.txtUserName;
		var when=new Date().formatString(datefmt);
		target=target.replace(/%tiddler%/g,here);
		target=target.replace(/%UTC%/g,UTC);
		target=target.replace(/%random%/g,rand);
		target=target.replace(/%who%/g,who);
		target=target.replace(/%subject%/g,subject);
		var t=store.getTiddler(target);
		var text=t?t.text:"";
		var modifier=t?t.modifier:config.options.txtUserName;
		var modified=t?t.modified:new Date();
		var tags=t?t.tags:[];
		for(var i=0; i<newtags.length; i++) tags.pushUnique(newtags[i]);
		var fields=t?t.fields:{};
		var out=fmt;
		out=out.replace(/%when%/g,when);
		out=out.replace(/%who%/g,who);
		out=out.replace(/%subject%/g,subject);
		out=out.replace(/%message%/g,message);
		var pos=text.indexOf(this.marker);
		if (pos==-1) pos=text.length; // no marker - insert at end
		else if (reverse) pos+=this.marker.length; // reverse order by inserting AFTER marker
		var newtxt=text.substr(0,pos)+out+text.substr(pos);
		store.saveTiddler(target,target,newtxt,modifier,modified,tags,fields);
		if (document.getElementById(story.idPrefix+target))
			story.refreshTiddler(target,DEFAULT_VIEW_TEMPLATE,true);
		if (here!=target && document.getElementById(story.idPrefix+here))
			story.refreshTiddler(here,DEFAULT_VIEW_TEMPLATE,true);
	}
};
//}}}

[[TiddlyWiki|http://www.tiddlywiki.com]] © Osmosoft

A list of tiddlers associated with the tag 'disability'

/***
|Name|DiscussionPlugin|
|Source|http://www.TiddlyTools.com/#DiscussionPlugin|
|Documentation|http://www.TiddlyTools.com/#DiscussionPluginInfo|
|Version|1.3.0|
|Author|Eric Shulman - ELS Design Studios|
|License|http://www.TiddlyTools.com/#LegalStatements <br>and [[Creative Commons Attribution-ShareAlike 2.5 License|http://creativecommons.org/licenses/by-sa/2.5/]]|
|~CoreVersion|2.1|
|Type|plugin|
|Requires|CommentPlugin|
|Overrides||
|Description|display tabbed discussion summary with comment input form|
!!!!!Documentation
>see [[DiscussionPluginInfo]]
!!!!!Configuration
>see [[DiscussionPluginInfo]]
!!!!!Revisions
<<<
2008.04.21 [1.4.0] replaced use of %n markers with special 'named' markers: %tiddler%, %UTC%, %random%, %who%, %when%, %subject% and %message% to avoid conflict with TW core processing of tiddler content.
2008.04.17 [1.3.0] added ability to customize generated 'comment tiddler' titles by using substitution parameters.
2008.04.15 [1.1.1] in currentTiddler.handler(), prevent infinite recursion by removing {{{<<currentTiddler>>}}} from content being wikified.
2008.04.15 [1.1.0] added parameters for reverse, listformat, tags, commentformat, dateformat
| please see [[DiscussionPluginInfo]] for previous revision details |
2008.04.15 [1.0.0] initial prototype
<<<
!!!!!Code
***/
//{{{
version.extensions.DiscussionPlugin= {major: 1, minor: 4, revision: 0, date: new Date(2008,4,21)};

if (config.options.chkDiscussionTemplate===undefined)
	config.options.chkDiscussionTemplate=true;

config.macros.discussion= {
	reverse: // display order for summary list
		false,
	listfmt: // format for summary list items
		"#<<slider [[]] [[%tiddler%]] [[%subject%]] [[posted by %who% on %when%]]>>\n",
	tags: // tags for comment tiddlers
		"excludeLists",
	slices: // slice format included in comment tiddlers - used to create summary list display
		"/%\n|subject|%subject%|\n|byline|%who%|\n|date|%when%|\n%/",
	titlefmt: // format for dynamically generating comment tiddler title
		"_%UTC%%random%", // default: append UTC timestamp and random number
	commentfmt: // format for individual comment content
		"^^posted by %who% on %when%^^\n<<<\n%message%\n<<<\n",
	datefmt: // date format for comments
		"DDD, MMM DDth, YYYY at hh12:0mm:0ss am",
	handler: function(place,macroName,params,wikifier,paramstring,tiddler) {
		var here=story.findContainingTiddler(place);
		if (here) var tid=here.getAttribute("tiddler");  // containing tiddler title
		var listfmt=(params[0]&&params[0].length)?params[0]:this.listfmt;  // item format
		var reverse=(params[1]&&params[1].toLowerCase()=="reverse"); if (reverse) params.shift();
		var tags=params[1]?params[1]:this.tags;  // target tags
		if (!tags.readBracketedList().contains("comment")) tags+=" comment"; // must be tagged with "comment"
		var commentfmt=(params[2]&&params[2].length)?params[2]:this.commentfmt; // output format
		var datefmt=(params[3]&&params[3].length)?params[3]:this.datefmt; // date format
		var tids=store.getTaggedTiddlers("comment","created");
		if (reverse||this.reverse) tids=tids.reverse();
		var out=""; var count=0;
		for (var t=0; t<tids.length; t++) if (tids[t].title!=tid && tids[t].title.substr(0,tid.length)==tid) {
			count++;
			var title=tids[t].title;
			var subject=store.getTiddlerSlice(title,"subject");
			var byline=store.getTiddlerSlice(title,"byline");
			var when=store.getTiddlerSlice(title,"date");
			out+=listfmt;
			out=out.replace(/%tiddler%/g,title);
			out=out.replace(/%subject%/g,subject);
			out=out.replace(/%who%/g,byline);
			out=out.replace(/%when%/g,when);
		}
		out="!!!There "+(count==1?"is ":"are ")+count+" comment"+(count==1?"":"s")+":\n"+out;
		var next="%tiddler%"+this.titlefmt;
		out+="!!!Add a comment:\n";
		out+="<<comment "+next+" [["+tags+"]] [["+this.slices+commentfmt+"]] [["+datefmt+"]]>>";
		wikify(out,place);
	}
};
config.shadowTiddlers.DiscussionTiddler="<<discussion>>";
//}}}

// // automatically add page/discussion tabs to default ViewTemplate
//{{{
config.macros.currentTiddler= {
	handler: function(place,macroName,params,wikifier,paramstring,tiddler) {
		var here=story.findContainingTiddler(place); if (!here) return;
		var txt=store.getTiddlerText(here.getAttribute("tiddler"),"");
		txt=txt.replace(/\<\<currentTiddler\>\>/g,""); // prevents infinite recursion!
		wikify(txt,place);
	}
};
config.shadowTiddlers.CurrentTiddler="<<currentTiddler>>";

// replace standard viewer content ("view text wikified") in [[ViewTemplate]], with tabs for Page/Discussion
if (config.options.chkDiscussionTemplate) {
	var tabs='tabs txtDiscussionTab Page Page CurrentTiddler Discussion Discussion DiscussionTiddler';
	config.shadowTiddlers.ViewTemplate=config.shadowTiddlers.ViewTemplate.replace(/view text wikified/,tabs);
}
//}}}

A list of tiddlers associated with the tag 'ethics'

//{{{
//This ensures that the footer sticks to the bottom of the screen when there are no tiddlers open. If that is not desirable, it can be deleted.
function setFooter() {
         if (document.getElementById && document.getElementById("contentFooter") ) {
            var windowHeight=findWindowHeight();
         if (windowHeight>0) {
            var contentHeight= document.getElementById('mainMenu').offsetHeight + document.getElementById("header").offsetHeight + document.getElementById("contentFooter").offsetHeight;
            var menu= document.getElementById('mainMenu');
            if (windowHeight-(contentHeight)>=0) {
               menu.style.position='relative';
               menu.style.marginBottom=(windowHeight-(contentHeight))+'px';
               }
            else {
                 menu.style.position='';
                 menu.style.marginBottom='';
                 }
            }
         }
}
window.onresize = function() {
  setFooter();
}

Story.prototype.refreshTiddler_footerhack=Story.prototype.refreshTiddler;
Story.prototype.refreshTiddler = function (title,template,force)
{    
var theTiddler = Story.prototype.refreshTiddler_footerhack.apply(this,arguments);
setFooter();
   return theTiddler;}

//}}}

Type the text for 'help'

A list of tiddlers associated with the tag 'interview'

A list of tiddlers associated with the tag 'maltreatment'

A list of tiddlers associated with the tag 'navigation'

The content of the training is as follows:

!DAY 1 

*Outline of the ADAM Model
*What is Disorganised Attachment?
*The [[Adult Attachment Projective|http://www.attachmentprojective.com/]] and Adult Attachment Interview
*Coding for Organised Attachment ‘Styles’
*Demonstration of the Adult Attachment Interview
*Practising the Adult Attachment Interview (in pairs and small groups)

@@Homework@@
*Practice the Adult Attachment Interview with a colleague or friend.
*Personal Reflection exercise

!DAY 2 

*Feedback from Homework
*What is Unresolved Loss and Trauma?
*What is Mentalisation and Reflective Function?

@@Homework@@
*Adult Attachment Interview with parent and review of transcripts including Unresolved Loss and Trauma and low Mentalisation
*Personal reflection on Mentalisation and Reflective Function

!DAY 3 

*Feedback from Homework
*Child Attachment Interview and Story Stems
*Child Attachment Interview examples
*Story Stem examples
*Putting it all together 1 (video example)
*Putting it all together 2 (small group work)

@@Homework@@
*Practice Story Stems and Child Attachment Interview

!DAY 4 

*Feedback from Homework
*What is Disconnected and / or extremely Insensitive Parenting
*Strange Situation Procedure 
*Video-feedback Intervention to Promote Positive Parenting
*Other measures
*Presenting to Court, Child Protection Conferences and other decision-making forums (‘evidence-building’)
*Redefining Social Work Communication Skills in the light of the ADAM Model

A list of tiddlers associated with the tag 'references'

A list of tiddlers associated with the tag 'training'

The overall aims of ADAM project training are as follows:

!Learning Objectives - By the end of the course participants will: 

*Be familiar with new techniques to assess why some parents who are thought to be ‘high-risk’ go on to abuse a child, whereas others do not 
*Understand the meaning and significance of Disorganised Attachment Behaviour and why it is a strong predictor of child maltreatment
*Learn about the contribution of three key mediating factors to our understanding of child abuse:

     1. Unresolved Early Loss/Trauma and accompanying Parental Dissociation 
     2. Disconnected and Extremely Insensitive Parenting
     3. Low Parental Mentalisation and Reflective Function 
 
*Be introduced to a modified Toolkit of Measures to assess these key mediating factors 
*Gain an awareness of neurobiological and genetic explanations (kept simple!) 
*Consider the evidence about which Interventions work best

@@Who is this day for?@@
*Key professionals involved in child protection (the aim is to invite large numbers). 

Full details of the [[programme]].

if(config.options.txtUserName != "david.wilkins") {
               config.options.chkShowRightSidebar=false; 
}