This document provides information on Reactive Attachment Disorder (RAD) and Disinhibited Social Engagement Disorder (DSED) presented to Christian counseling professionals. It defines the disorders, their history, diagnostic criteria, and risk factors. Early childhood trauma and neglect can impact brain development, disrupting the formation of attachment and self-regulation. Interventions aim to build these core strengths through repetitive loving interactions, positive body-based experiences, and trauma-informed therapies. The real work involves supporting the entire family system through psychoeducation and offering hope.
Children With Emotional & Behavioral Disordersangelashultis
This document provides an overview of children with emotional and behavioral disorders (EBD). It begins by introducing Beth Thomas, a child who was diagnosed with Reactive Attachment Disorder after suffering early childhood abuse. It then discusses the historical perspectives on EBD, defining EBD according to federal criteria. It outlines the commonness, diagnostic issues, and various causes of EBD such as neurology, genetics, and environmental factors. It distinguishes between externalizing disorders characterized by aggression and internalizing disorders involving anxiety and withdrawal. It examines various risk factors and approaches to support children with EBD, including response to intervention, applied behavior analysis, social skills training, and the importance of family involvement.
This document discusses emotional disturbances in children, which refers to a variety of mental health disorders that can affect a child's educational performance. It defines emotional disturbance according to federal special education law, outlines common characteristics and behaviors. It also looks specifically at some common disorders like anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive compulsive disorder, and psychotic disorders. The document stresses the importance of support systems and coordinated services between home, school, and healthcare providers to help children with emotional disturbances.
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
Attachment theory proposes that infants are born in an immature state requiring care and protection from a caregiver. Disruption to this attachment through events like abuse, neglect, or caregiver changes can result in reactive attachment disorder (RAD) characterized by inhibited or emotionally withdrawn behavior from caregivers. The DSM-V criteria for RAD include inconsistent seeking of comfort from caregivers when distressed and disturbances in social/emotional responsiveness. While effects are most common in neglected/abused children, RAD presentation and prevalence are not fully understood and treatments remain controversial with no single agreed-upon approach.
Emotional and behavioral disorders (EBD) are defined by the IDEiA as having difficulties with learning, relationships, behavior, mood, and physical symptoms without clear medical causes. Students with EBD often lack control over motivation, have issues with concentration, hyperactivity, aggression, and immaturity. While causes are not fully known, factors may include heredity, brain disorders, family issues, and poverty increases risk. EBD has a prevalence of 2% in schools and the highest dropout rate. Treatment focuses on providing structure, positive reinforcement, exercise, and music therapy to help reduce problematic behaviors and increase engagement in school. Collaboration between families, schools, and community services is important for intervention.
EBD The etiological factors or causes of ebdartic_fox
This document discusses the etiological factors or causes of emotional and behavioral disorders (EBD) in children. It identifies two main factors: biological and environmental. Biologically, children are born with innate temperaments that may predispose them to behavioral issues, though physiological abnormalities alone do not cause EBD. Environmentally, home and family influences as well as school experiences can precipitate EBD. Loving parenting that meets children's needs helps develop healthy behaviors, while negative home environments or bullying at school may trigger emotional disturbances. Predisposing, precipitating, and sustaining factors all contribute to the development and recurrence of EBD.
I. Three factors are considered in determining if a child is seriously emotionally disturbed: intensity, pattern, and duration. Intensity refers to the severity of the problem, pattern refers to when the problem occurs, and duration refers to how long the problem has been present.
II. Emotional and behavioral disorders are characterized by behavioral or emotional responses that differ significantly from cultural norms and adversely impact educational performance. The condition must be present in two settings for a long period of time and be unresponsive to intervention.
III. Several approaches are used to classify and diagnose emotional and behavioral disorders, including the DSM-IV and methods based on direct observation and measurement of behaviors.
This document discusses the etiological factors and causes of emotional and behavioral disorders in children. It identifies biological and environmental factors such as inborn temperament, parental relationships, school experiences, and peer interactions as predisposing and precipitating causes. Sustaining factors that prolong disorders are also discussed. Characteristics of children with emotional and behavioral disorders are described, including difficulties with social skills, oppositional behavior, externalizing and internalizing disorders, aggression, delinquency, and identification/assessment methods.
Children With Emotional & Behavioral Disordersangelashultis
This document provides an overview of children with emotional and behavioral disorders (EBD). It begins by introducing Beth Thomas, a child who was diagnosed with Reactive Attachment Disorder after suffering early childhood abuse. It then discusses the historical perspectives on EBD, defining EBD according to federal criteria. It outlines the commonness, diagnostic issues, and various causes of EBD such as neurology, genetics, and environmental factors. It distinguishes between externalizing disorders characterized by aggression and internalizing disorders involving anxiety and withdrawal. It examines various risk factors and approaches to support children with EBD, including response to intervention, applied behavior analysis, social skills training, and the importance of family involvement.
This document discusses emotional disturbances in children, which refers to a variety of mental health disorders that can affect a child's educational performance. It defines emotional disturbance according to federal special education law, outlines common characteristics and behaviors. It also looks specifically at some common disorders like anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive compulsive disorder, and psychotic disorders. The document stresses the importance of support systems and coordinated services between home, school, and healthcare providers to help children with emotional disturbances.
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
Attachment theory proposes that infants are born in an immature state requiring care and protection from a caregiver. Disruption to this attachment through events like abuse, neglect, or caregiver changes can result in reactive attachment disorder (RAD) characterized by inhibited or emotionally withdrawn behavior from caregivers. The DSM-V criteria for RAD include inconsistent seeking of comfort from caregivers when distressed and disturbances in social/emotional responsiveness. While effects are most common in neglected/abused children, RAD presentation and prevalence are not fully understood and treatments remain controversial with no single agreed-upon approach.
Emotional and behavioral disorders (EBD) are defined by the IDEiA as having difficulties with learning, relationships, behavior, mood, and physical symptoms without clear medical causes. Students with EBD often lack control over motivation, have issues with concentration, hyperactivity, aggression, and immaturity. While causes are not fully known, factors may include heredity, brain disorders, family issues, and poverty increases risk. EBD has a prevalence of 2% in schools and the highest dropout rate. Treatment focuses on providing structure, positive reinforcement, exercise, and music therapy to help reduce problematic behaviors and increase engagement in school. Collaboration between families, schools, and community services is important for intervention.
EBD The etiological factors or causes of ebdartic_fox
This document discusses the etiological factors or causes of emotional and behavioral disorders (EBD) in children. It identifies two main factors: biological and environmental. Biologically, children are born with innate temperaments that may predispose them to behavioral issues, though physiological abnormalities alone do not cause EBD. Environmentally, home and family influences as well as school experiences can precipitate EBD. Loving parenting that meets children's needs helps develop healthy behaviors, while negative home environments or bullying at school may trigger emotional disturbances. Predisposing, precipitating, and sustaining factors all contribute to the development and recurrence of EBD.
I. Three factors are considered in determining if a child is seriously emotionally disturbed: intensity, pattern, and duration. Intensity refers to the severity of the problem, pattern refers to when the problem occurs, and duration refers to how long the problem has been present.
II. Emotional and behavioral disorders are characterized by behavioral or emotional responses that differ significantly from cultural norms and adversely impact educational performance. The condition must be present in two settings for a long period of time and be unresponsive to intervention.
III. Several approaches are used to classify and diagnose emotional and behavioral disorders, including the DSM-IV and methods based on direct observation and measurement of behaviors.
This document discusses the etiological factors and causes of emotional and behavioral disorders in children. It identifies biological and environmental factors such as inborn temperament, parental relationships, school experiences, and peer interactions as predisposing and precipitating causes. Sustaining factors that prolong disorders are also discussed. Characteristics of children with emotional and behavioral disorders are described, including difficulties with social skills, oppositional behavior, externalizing and internalizing disorders, aggression, delinquency, and identification/assessment methods.
This document discusses emotional disturbances and their impacts. It defines emotional disturbance and lists some key characteristics. It then discusses the prevalence of emotional disturbances in children and adults. Some key causes are biological factors, environmental stressors, family dynamics, and cultural influences. The document outlines several impacts of emotional disturbances on curriculum learning, social behavior, and independent functioning. It also discusses conditions like hyperactivity, juvenile delinquency, self-injurious behavior, and suicidal risk. Prevention of suicide is mentioned.
Conduct Disorder in Childhood and Adolescence- A Literature ReviewJordyn Williams
This document provides an overview of Conduct Disorder in children and adolescents. It discusses the key features and diagnostic criteria for Conduct Disorder according to the DSM-5. It also examines the development of Conduct Disorder from early childhood through adolescence, common comorbidities, assessment techniques, implications for families, and prevention/intervention strategies. Conduct Disorder is characterized by aggressive and rule-breaking behavior that violates the rights of others. Left untreated, it can lead to academic, social, and legal issues.
This document discusses covert conduct disorder, a subtype of conduct disorder characterized by deceitful and manipulative behaviors rather than overt aggression. It defines covert conduct disorder and describes common covert behaviors exhibited by males and females. Risk factors are discussed as well as challenges in assessment given the covert nature of the behaviors. Prevention and intervention strategies aim to develop empathy and address underlying causes through cognitive-behavioral therapy.
This document discusses conduct disorder, which is a repetitive pattern of behavior in which a child or adolescent violates the rights of others or social norms. There are two subtypes based on age of onset - childhood onset before age 10 which is more common in boys and associated with aggression, and adolescent onset after age 10 which is less aggressive. Risk factors include genetic, biological, psychosocial, and environmental factors. Symptoms involve aggression, defiance, lying, cruelty, theft, and truancy. Treatment involves pharmacotherapy, psychotherapy, parental guidance, behavior modification, and potentially juvenile justice involvement. Nursing diagnoses related to conduct disorder include risk for violence, impaired social interactions, defensive coping, and low self-esteem.
a basic introduction to emotional and behavioral disorders as well as the roles of Social Workers on how to deal with various emotional and behavioral disorder
The document discusses emotional and behavioral disorders (EBD). It describes how Eli Mike Bower first developed the term "emotional disturbance" in the 1960s while researching students who needed services for severe emotional and behavioral problems. It then provides characteristics and examples of different types of EBDs like adjustment disorder, anxiety disorder, obsessive compulsive disorder, attention deficit/hyperactivity disorder, and others. Finally, it suggests that people with EBDs need a comfortable supportive environment and highlights World Mental Health Day and its goal of raising awareness about mental illness.
Steve Vitto Breaking Down The Walls With Attachment, Social Maladjustment And...Steve Vitto
This document discusses various conditions that can affect defiant or oppositional behavior in children, including attachment disorders, oppositional defiance disorder, conduct disorder, ADHD, emotional impairment, anxiety disorders, and fetal alcohol syndrome. It provides information on the causes and characteristics of these conditions, challenges in diagnosing them, and strategies for working with children who exhibit related behaviors. The goal is to help understand these children's perspectives and needs in order to build connections and address behavioral issues constructively.
The document discusses human development from infancy to adulthood. It notes that development is influenced by genetics, environment, and maturation. It describes key developmental milestones like moving from dependence to independence and pleasure-seeking to understanding reality. It also discusses approaches to defining and classifying emotional and behavioral disorders in children.
This document discusses mental health in middle childhood and factors that can contribute to maladjustment in children at home and at school. It outlines signs of maladjustment such as rebellious behavior, poor academic performance, and challenging authority. Factors seen as contributing to maladjustment include family issues like divorce, lack of parental involvement, and stressful life events. The document emphasizes the important role that schools and families play in fostering mental wellness through supportive relationships, developing skills and self-esteem, managing stress, and addressing issues before they escalate. Protective strategies discussed include social-emotional learning, counseling, and open communication between parents and educators.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Conduct disorder is characterized by aggressive and violent behavior towards others. Children with conduct disorder often have poor relationships with peers and adults, violate rules and the rights of others. Left untreated, conduct disorder can lead to antisocial personality disorder in adulthood. It is caused by both biological and psychosocial factors such as early rejection, separation from parents, abuse, and poverty. Treatment involves behavioral therapy, parental training, medication if needed, and involvement of the juvenile justice system for monitoring and control.
The document discusses assessment procedures and educational approaches for children with emotional and behavioral disorders. It describes several assessment tools that have been developed to identify hyperactivity, aggression, and deviant behaviors in young children and adolescents. Educational approaches discussed include applied behavior analysis, teaching social skills, alternative responses, self-management skills, and intervention procedures like positive reinforcement and rule setting that can help minimize problem behaviors.
Conduct disorder is a psychiatric condition characterized by persistent patterns of violating rules and social norms. It typically emerges in childhood or adolescence and is more common in boys. To be diagnosed, the behaviors must negatively impact the child's life and occur repeatedly. Common behaviors include aggression, destruction of property, deceit, and theft. Risk factors include genetic vulnerability, abuse, neglect, and brain damage. Treatment involves behavior therapy, cognitive behavioral therapy, anger management, and parental training programs.
This chapter discusses theories of social and personality development in early childhood. It covers psychoanalytic perspectives from Freud and Erikson, and social-cognitive perspectives on person perception, understanding rules and intentions. Gender development is examined through psychoanalytic, social-cognitive and information processing lenses. Parenting styles including authoritative, authoritarian, permissive and uninvolved are defined. The impacts of family structure such as single parenting, divorce and ethnicity on development are also explored, along with peer relationships, aggression, prosocial behavior and friendships.
Conduct disorder (CD) is a psychological disorder, sometimes also referred to as a behavioural disorder. This disorder is often diagnosed during childhood or adolescence.
EBD Characteristics of children and youth with ebd –emotional & behavioral di...artic_fox
Children and youth with emotional and behavioral disorders (EBD) often have difficulties with social skills and relationships. They may engage in anti-social behaviors like violating rules and laws. Additionally, they can display oppositional defiant disorder by arguing with authority figures and refusing requests. These students may externalize behaviors through rule-breaking or internalize issues by withdrawing. They are also at risk for aggressive, violent, or delinquent behaviors. Proper identification and assessment of behaviors is important to determine the appropriate support and interventions needed.
This document discusses anti-social behavior (ASB), its development, effects, and treatment options. It defines ASB as actions that harm or disregard others' well-being. Left untreated, ASB in children is associated with court involvement later in life. The effects of ASB include parents feeling unsafe and children being afraid. Treatment options discussed include cognitive behavioral therapy, behavioral parent training, and medication in severe cases. Cognitive behavioral therapy and behavioral parent training are effective for older and younger children respectively.
Conduct disorder is characterized by repetitive behaviors that violate the rights of others or social norms. Children with conduct disorder often have difficulty following rules and are viewed as "bad" rather than mentally ill. It involves behaviors such as aggression, destruction of property, deceit, or theft that cause impairment. Treatment typically combines family therapy, child therapy, and multi-systemic therapy, with modest success rates compared to institutional programs. Understanding conduct disorder can help parents and those working with children.
Reactive attachment disorder (RAD) is a condition where individuals have difficulty forming loving relationships and trusting others due to inadequate care during early childhood. Children with RAD lack an internalized sense of security and display self-centered, impulsive, and immature behaviors. RAD is caused by a lack of attachment before age 3 due to factors like abuse, neglect, unstable caregiving situations, or unprepared parenting. Symptoms include a lack of affection with caregivers, destructive behavior, poor impulse control, and abnormal social skills. Treatment focuses on therapeutic parenting that can help children with RAD learn to love and function healthily.
El documento habla sobre las atracciones y actividades de una ciudad petrolera, incluyendo un museo del petróleo, una estatua relacionada con el petróleo, clubes sociales, pesca, extracción de petróleo y deportes populares como el tenis y el fútbol.
This document discusses emotional disturbances and their impacts. It defines emotional disturbance and lists some key characteristics. It then discusses the prevalence of emotional disturbances in children and adults. Some key causes are biological factors, environmental stressors, family dynamics, and cultural influences. The document outlines several impacts of emotional disturbances on curriculum learning, social behavior, and independent functioning. It also discusses conditions like hyperactivity, juvenile delinquency, self-injurious behavior, and suicidal risk. Prevention of suicide is mentioned.
Conduct Disorder in Childhood and Adolescence- A Literature ReviewJordyn Williams
This document provides an overview of Conduct Disorder in children and adolescents. It discusses the key features and diagnostic criteria for Conduct Disorder according to the DSM-5. It also examines the development of Conduct Disorder from early childhood through adolescence, common comorbidities, assessment techniques, implications for families, and prevention/intervention strategies. Conduct Disorder is characterized by aggressive and rule-breaking behavior that violates the rights of others. Left untreated, it can lead to academic, social, and legal issues.
This document discusses covert conduct disorder, a subtype of conduct disorder characterized by deceitful and manipulative behaviors rather than overt aggression. It defines covert conduct disorder and describes common covert behaviors exhibited by males and females. Risk factors are discussed as well as challenges in assessment given the covert nature of the behaviors. Prevention and intervention strategies aim to develop empathy and address underlying causes through cognitive-behavioral therapy.
This document discusses conduct disorder, which is a repetitive pattern of behavior in which a child or adolescent violates the rights of others or social norms. There are two subtypes based on age of onset - childhood onset before age 10 which is more common in boys and associated with aggression, and adolescent onset after age 10 which is less aggressive. Risk factors include genetic, biological, psychosocial, and environmental factors. Symptoms involve aggression, defiance, lying, cruelty, theft, and truancy. Treatment involves pharmacotherapy, psychotherapy, parental guidance, behavior modification, and potentially juvenile justice involvement. Nursing diagnoses related to conduct disorder include risk for violence, impaired social interactions, defensive coping, and low self-esteem.
a basic introduction to emotional and behavioral disorders as well as the roles of Social Workers on how to deal with various emotional and behavioral disorder
The document discusses emotional and behavioral disorders (EBD). It describes how Eli Mike Bower first developed the term "emotional disturbance" in the 1960s while researching students who needed services for severe emotional and behavioral problems. It then provides characteristics and examples of different types of EBDs like adjustment disorder, anxiety disorder, obsessive compulsive disorder, attention deficit/hyperactivity disorder, and others. Finally, it suggests that people with EBDs need a comfortable supportive environment and highlights World Mental Health Day and its goal of raising awareness about mental illness.
Steve Vitto Breaking Down The Walls With Attachment, Social Maladjustment And...Steve Vitto
This document discusses various conditions that can affect defiant or oppositional behavior in children, including attachment disorders, oppositional defiance disorder, conduct disorder, ADHD, emotional impairment, anxiety disorders, and fetal alcohol syndrome. It provides information on the causes and characteristics of these conditions, challenges in diagnosing them, and strategies for working with children who exhibit related behaviors. The goal is to help understand these children's perspectives and needs in order to build connections and address behavioral issues constructively.
The document discusses human development from infancy to adulthood. It notes that development is influenced by genetics, environment, and maturation. It describes key developmental milestones like moving from dependence to independence and pleasure-seeking to understanding reality. It also discusses approaches to defining and classifying emotional and behavioral disorders in children.
This document discusses mental health in middle childhood and factors that can contribute to maladjustment in children at home and at school. It outlines signs of maladjustment such as rebellious behavior, poor academic performance, and challenging authority. Factors seen as contributing to maladjustment include family issues like divorce, lack of parental involvement, and stressful life events. The document emphasizes the important role that schools and families play in fostering mental wellness through supportive relationships, developing skills and self-esteem, managing stress, and addressing issues before they escalate. Protective strategies discussed include social-emotional learning, counseling, and open communication between parents and educators.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Conduct disorder is characterized by aggressive and violent behavior towards others. Children with conduct disorder often have poor relationships with peers and adults, violate rules and the rights of others. Left untreated, conduct disorder can lead to antisocial personality disorder in adulthood. It is caused by both biological and psychosocial factors such as early rejection, separation from parents, abuse, and poverty. Treatment involves behavioral therapy, parental training, medication if needed, and involvement of the juvenile justice system for monitoring and control.
The document discusses assessment procedures and educational approaches for children with emotional and behavioral disorders. It describes several assessment tools that have been developed to identify hyperactivity, aggression, and deviant behaviors in young children and adolescents. Educational approaches discussed include applied behavior analysis, teaching social skills, alternative responses, self-management skills, and intervention procedures like positive reinforcement and rule setting that can help minimize problem behaviors.
Conduct disorder is a psychiatric condition characterized by persistent patterns of violating rules and social norms. It typically emerges in childhood or adolescence and is more common in boys. To be diagnosed, the behaviors must negatively impact the child's life and occur repeatedly. Common behaviors include aggression, destruction of property, deceit, and theft. Risk factors include genetic vulnerability, abuse, neglect, and brain damage. Treatment involves behavior therapy, cognitive behavioral therapy, anger management, and parental training programs.
This chapter discusses theories of social and personality development in early childhood. It covers psychoanalytic perspectives from Freud and Erikson, and social-cognitive perspectives on person perception, understanding rules and intentions. Gender development is examined through psychoanalytic, social-cognitive and information processing lenses. Parenting styles including authoritative, authoritarian, permissive and uninvolved are defined. The impacts of family structure such as single parenting, divorce and ethnicity on development are also explored, along with peer relationships, aggression, prosocial behavior and friendships.
Conduct disorder (CD) is a psychological disorder, sometimes also referred to as a behavioural disorder. This disorder is often diagnosed during childhood or adolescence.
EBD Characteristics of children and youth with ebd –emotional & behavioral di...artic_fox
Children and youth with emotional and behavioral disorders (EBD) often have difficulties with social skills and relationships. They may engage in anti-social behaviors like violating rules and laws. Additionally, they can display oppositional defiant disorder by arguing with authority figures and refusing requests. These students may externalize behaviors through rule-breaking or internalize issues by withdrawing. They are also at risk for aggressive, violent, or delinquent behaviors. Proper identification and assessment of behaviors is important to determine the appropriate support and interventions needed.
This document discusses anti-social behavior (ASB), its development, effects, and treatment options. It defines ASB as actions that harm or disregard others' well-being. Left untreated, ASB in children is associated with court involvement later in life. The effects of ASB include parents feeling unsafe and children being afraid. Treatment options discussed include cognitive behavioral therapy, behavioral parent training, and medication in severe cases. Cognitive behavioral therapy and behavioral parent training are effective for older and younger children respectively.
Conduct disorder is characterized by repetitive behaviors that violate the rights of others or social norms. Children with conduct disorder often have difficulty following rules and are viewed as "bad" rather than mentally ill. It involves behaviors such as aggression, destruction of property, deceit, or theft that cause impairment. Treatment typically combines family therapy, child therapy, and multi-systemic therapy, with modest success rates compared to institutional programs. Understanding conduct disorder can help parents and those working with children.
Reactive attachment disorder (RAD) is a condition where individuals have difficulty forming loving relationships and trusting others due to inadequate care during early childhood. Children with RAD lack an internalized sense of security and display self-centered, impulsive, and immature behaviors. RAD is caused by a lack of attachment before age 3 due to factors like abuse, neglect, unstable caregiving situations, or unprepared parenting. Symptoms include a lack of affection with caregivers, destructive behavior, poor impulse control, and abnormal social skills. Treatment focuses on therapeutic parenting that can help children with RAD learn to love and function healthily.
El documento habla sobre las atracciones y actividades de una ciudad petrolera, incluyendo un museo del petróleo, una estatua relacionada con el petróleo, clubes sociales, pesca, extracción de petróleo y deportes populares como el tenis y el fútbol.
Trifid Research is well organized stock advisory firm set up in Indore and provides its best services from last 4 years. Its best products are Currency Tips, Commodity Tips, Forex Tips and Stock Tips.
The Internet of Things (IoT) refers to a system of interrelated computing devices, mechanical and digital machines, objects, animals or people that are provided with unique identifiers and the ability to transfer data over a network without requiring human-to-human or human-to-computer interaction. IoT devices collect data from their environments using sensors and share the information with other devices and systems over the internet. As more devices are connected, they work together to create larger solutions that add value and solve problems for lives, businesses and customers. The number of connected devices is expected to grow exponentially in the coming years. Examples of current IoT applications include smart homes, manufacturing automation, and health and fitness monitoring.
El documento describe las diferentes áreas y animales que se pueden ver en una granja, incluyendo patos y gansos en la laguna, gallinas y pollitos en el gallinero, la ordeña de vacas en el tambo, los cerdos y sus cuidados en el corral de cerdos, alimentar ovejas en el corral de ovejas, caballos y su manejo en el corral de caballos, y diferentes razas de conejos en jaulas.
Moins de papier et plus de réactivité pour AD Industrie qui dématérialise ses...ESKER
Spécialiste de l’ingénierie mécanique et hydraulique, AD Industrie a confié à Esker la dématérialisation de ses 50 000 factures fournisseurs annuelles. A la clé, une parfaite intégration avec son système de gestion CEGID, une simplification des processus de validation et une meilleure visibilité de sa chaîne comptable.
Haiku Deck is a presentation tool that allows users to create Haiku style slideshows. The tool encourages users to get started making their own Haiku Deck presentations which can be shared on SlideShare. In just a few sentences, it pitches the idea of using Haiku Deck to easily create visually engaging slideshows.
This document summarizes a marketing plan for a new shoulder umbrella product called INOVATIONS. It discusses the product details, including a special shoulder holder that keeps hands free. It presents the cost-plus pricing strategy and provides cost and price details. The target market is described as both males and females of all classes in Pakistan. Finally, it performs a SWOT analysis and notes that currently there are no competitors for this new product type.
The World Culture Festival is a 3-day event being organized by the Art of Living Foundation in New Delhi from March 11-13, 2016. It aims to bring together over 3.5 million people from 155 countries physically in New Delhi to celebrate cultural diversity and humanity. It will include large scale musical and dance performances from around the world, a global leadership symposium, and a mass meditation led by Sri Sri Ravi Shankar. The event aims to demonstrate that people around the world are one family and can live together in harmony. It is one of the largest cultural events ever organized and comparable in scale to the FIFA World Cup or Winter Olympics.
Fb11001 reliability and_validity_in_qualitative_research_summaryDr. Akshay S. Bhat
The document discusses reliability and validity in qualitative research. It begins by explaining quantitative research and how reliability and validity are defined and ensured in quantitative methods. It then explores how reliability and validity are approached differently in qualitative research since the goals of qualitative research are understanding rather than generalization. Specifically:
Reliability in qualitative research focuses on dependability and quality of explanation rather than replicability. Validity is more contingent on the research methodology and aims for understanding rather than truth. Researchers ensure validity in qualitative work through approaches like triangulation of data sources and analysis methods. Overall the document calls for refining definitions of reliability and validity for qualitative research.
Stepps Case Conceptualization (10_12_15)Sara Eliason
This document provides a case conceptualization for Joseph Stein, a 65-year-old widowed man referred to counseling by his daughter. It summarizes Joseph's reasons for referral, history of presenting issues, assessment results, and diagnosis. Joseph has been experiencing depressed mood, anhedonia, lack of motivation, and feelings of guilt since the death of his wife three years ago and loss of his business. Based on his symptoms, he meets criteria for a provisional diagnosis of Major Depressive Disorder or Persistent Depressive Disorder. The conceptualization explores predisposing factors such as Joseph's religious and family values that may be maintaining his depressive symptoms.
Fostering connections: Responding to Reactive Attachment DisorderCynthia Langtiw
Presentation to Early Trauma Care, A volunteer group of parents, therapists, educators and other caregivers who have experienced the chaos and challenges associated with caring for individuals with Reactive Attachment Disorder (RAD)and Early Trauma and seek to share stories and helpful resources.
http://www.earlytraumacare.com/
L11-Trauma and Stressor Related Disorders AND Dissociative Disorders-1.pptxDakaneMaalim
Trauma and Stressor Related Disorders include disorders where exposure to a traumatic or stressful event is listed as a diagnostic criterion. These include reactive attachment disorder, disinhibited social engagement disorder, posttraumatic stress disorder, acute stress disorder, and adjustment disorders. Major psychological stress involves threat or loss which can lead to emotional, physical, and psychological responses. Reactive attachment disorder is caused by neglect and results in inhibited behavior toward caregivers, while disinhibited social engagement disorder is characterized by indiscriminate social behavior. Posttraumatic stress disorder involves re-experiencing, avoidance, negative alterations in mood and cognition, and arousal following a traumatic event.
Reactive attachment disorder is a condition in which infants and young children do not form healthy attachments with caregivers due to neglect of their emotional needs. It can develop when a child's needs for comfort, affection and nurturing are not consistently met. The diagnostic criteria in the DSM-5 include inhibited or withdrawn behavior toward caregivers, social and emotional problems, and a history of neglect or lack of stable attachments. Treatment focuses on family therapy, counseling, parenting skills classes, and other interventions to help children form secure attachments.
Emotional and behavioral disorder hands outmakhay57557
Emotional and behavioral disorders are defined by three factors: intensity, pattern, and duration. Intensity refers to the severity of the problem, pattern refers to when the problem occurs, and duration refers to how long the problem has been present. Emotional and behavioral disorders can be classified using diagnostic manuals, statistical analysis of behaviors, direct observation methods, or degree of severity. Causes may include biological and temperamental factors as well as environmental influences from home, family, and school experiences. Educational approaches aim to teach social skills, provide alternative responses to problems, and develop self-management skills through positive reinforcement and rule setting.
Autism spectrum disorder (ASD) is a developmental disability that affects communication and behavior. It involves persistent deficits in social communication/interaction and restricted/repetitive behaviors. ASD is diagnosed based on symptoms in early childhood and their impact on functioning. Treatment may include applied behavior analysis, occupational therapy, and picture exchange communication systems. Attention deficit/hyperactivity disorder (ADHD) is a mental health disorder involving inattention, hyperactivity and impulsiveness. It is diagnosed based on symptoms present for at least six months. Treatment often involves behavioral psychotherapy, medication, or both to improve time management, organization and decrease distractions.
Reactive attachment disorder (RAD) is characterized by inhibited or emotionally withdrawn behavior toward caregivers manifested as rarely seeking or responding to comfort when distressed. It results from extreme neglect such as lack of emotional nurturing or repeated changes in caregivers. Children with RAD show minimal social/emotional responsiveness, limited positive affect, and irritability. Treatment focuses on forming secure attachments through individual, family, and play therapy. RAD significantly impairs social relationships and is associated with developmental delays. It is differentiated from autism by histories of neglect rather than social communication deficits.
Reactive Attachment Disorder (RAD) and Disinhibited Social Engagement Disord...Jane Gilgun
This presentation discusses two types of serious attachment problems that are often found in children who have experienced complex trauma and disorganized attachments with care providers. Children who spent early years in orphanages and children who experienced multiple care providers and complex trauma are at risk for these disorders. The topics covered are reactive attachment disorder (RAD) and the new diagnostic classification which is disinhibited social engagement disorder, which used to be part of RAD. Some children who appear to have RAD and DSED should be evaluated for other issues, such as autism and fetal alcohol effects.
This document discusses autism spectrum disorder (ASD), including defining it as a neurodevelopmental disorder affecting social interaction, communication, interests and behavior. It outlines the objectives, introduction, definition, etiology, epidemiology, DSM-V criteria, signs and symptoms, medical management/treatment, nursing diagnoses and goals. ASD is often diagnosed before age 3 and includes impaired social interaction and repetitive behaviors. Genetics and environmental factors may play a role in its causes.
Oppositional defiant disorder (ODD) is characterized by an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures. While some oppositional behavior is normal for children aged 2-3 and early adolescents, ODD involves behavior that is too frequent, consistent, and severe compared to other children and negatively impacts social, family, and academic functioning. There is no single known cause of ODD but contributing factors may include genetics, temperament, family dynamics, lack of supervision or stability. Treatment involves parent training programs, cognitive behavioral therapy, social skills training, and in some cases medication. Prognosis is better with early treatment, though about half of children with untreated ODD may develop conduct disorder.
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It is an important topic in today's world. today it has become important to educate our children about child abuse. read this and get information about the child abuse and why it is a hinderence in our country's progress.
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Erikson (1968) developed Psychosocial Stages which emphasized developmental change throughout the human life span. At each stage there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy.
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The document discusses depression in young people and autism. For depression, it notes that factors like bullying, abuse, and academic or self-esteem issues can increase risk. Symptoms of depression vary depending on developmental stage, from passive behavior in infants to feelings of guilt and hopelessness in teenagers. Autism is a neurodevelopmental disorder characterized by social, communication, and repetitive behavior impairments as defined by the DSM-5 criteria. While the exact causes are unknown, autism likely involves abnormalities in brain regions involved in social and emotional processes.
Effect of Hospitalization on Child and Family Jyotika Abraham
Understand the effects of Hospitalization on the child who is admitted along with the siblings, parents and caregivers and the family. Also, understand the Nurses' responsibility towards the admitted child and the family. This Ppt. deals with the Nurses responsibility in detail not only towards the child but also towards the family as they are also tremendously affected by the hospitalization of their child. Understand the stress caused by child hospitalization, the defence mechanisms used by the child, the stressors of hospitalization in children of different age groups, Post hospitalization behaviour, beneficial effects of hospitalization, parental reaction, sibling reaction, informed consent for care, situations in which consent is required. Nursing management and therapeutic care, the safety of the hospitalized child, special hospital situations and discharge.
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Reactive Attachment Disorder (RAD) is a condition where children fail to form normal attachments to caregivers. There are two subtypes - inhibited and disinhibited. It results from pathogenic or severely neglectful care before age 5. Diagnosis involves disturbed social relationships and lack of appropriate response to caregivers. Treatment aims to enhance security, stability and caregiver sensitivity through parenting skills training, play therapy, and establishing consistent routines and discipline. The goal is to help the child form a secure attachment to promote healthy development.
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Similar to Fostering Connections: Responding to Attachment Disorders (20)
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2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
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Fostering Connections: Responding to Attachment Disorders
1. FOSTERING CONNECTIONS:
RESPONDING TO
REACTIVE ATTACHMENT DISORDER
PRESENTED TO CHRISTIAN COUNSELING PROFESSIONALS OF CHICAGOLAND
OCTOBER 16, 2015
CYNTHIA LUBIN LANGTIW, PSYD
ASSOCIATE PROFESSOR
THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY
CLANGTIW@THECHICAGOSCHOOLS.EDU
312 467 2524
MANY THANKS TO SOPHIA ODEH AND JENNIFER CORLEY
FOR THEIR ASSISTANCE IN THE PREPARATION OF THIS PRESENTATION
3. OBJECTIVES
• Today participants will learn how to:
• 1. Recognize risk factors and symptoms of reactive attachment disorder
• 2. Explain the relationship between early childhood trauma/impeded
emotional development and reactive attachment disorder
• 3. Implement strategies of self-regulation, for both parent/caregiver and child,
which will foster connection between parent and child.
4. • “Humans are neurologically designed, physiologically designed,
psychologically, spiritually, emotionally, and cognitively designed, to be
in a relationship where you are loved.
• You are designed to take aspects of that relationship inside of you, and
they actually become a part of who you are.
• Babies are all need and they cry. So adults must calm them, and the
minute we put them down, they start crying again.
• But after we do that a million times, the gap for how long they can
tolerate not being held gets wider and wider.
• Because they are taking our love from the outside, and it’s becoming
part of them on the inside… Love becomes actual equipment that you
take in and walk around with.”
Dr. Henry Cloud
5. OVERVIEW
What is reactive attachment disorder?
How does reactive attachment disorder develop?
How do I help?
6. REACTIVE ATTACHMENT DISORDER-BRIEF HISTORY
Reactive attachment disorder of infancy or early childhood (RAD) was
introduced as a psychiatric condition in DSM-III in 1980.
As defined in 1980, children who experience this condition, which is associated
with experiencing severe social neglect during early development have
significant difficulties with social relationships.
In 1987 the DSM-III-TR divided RAD into two subtypes—inhibited and
disinhibited.
Children who were inhibited were described as exhibiting internalizing
behaviors such as fear, avoidance, and withdrawal whereas children who were
disinhibited were described as exhibiting externalizing behaviors such as
indiscriminate, superficial sociability.
(Gleason et al., 2011)
7. REACTIVE ATTACHMENT DISORDER-BRIEF HISTORY
The DSM-V (2013) has divided RAD into two separate and distinct conditions:
Reactive Attachment Disorder (RAD) and
Disinhibited Social Engagement Disorder (DSED).
Despite the significant changes in DSM-V regarding what was known previously
as reactive attachment disorder of infancy or early childhood (RAD), there
remains consistency regarding the prevalence of these disorders.
The different editions of DSM consistently have described these disorders as
rare and have suggested that they are most often seen in those who have been
reared in deprived, institutional settings.
DSM-V (APA, 2013) notes that fewer than 10% of children who have been
severely neglected develop RAD, and about 20% develop DSED
(Gleason et al., 2011)
8. REACTIVE ATTACHMENT DISORDER - DEFINITION
• Reactive attachment disorder is characterized by a pattern
of markedly disturbed and developmentally inappropriate
attachment behaviors, in which a child rarely or minimally
turns preferentially to an attachment figure for comfort,
support, protection, and nurturance.
• The essential feature is absent or grossly underdeveloped
attachment between the child and putative caregiving
adults.
(DSM V, 2013)
9. REACTIVE ATTACHMENT DISORDER - DEFINITION
• Children with reactive attachment disorder are believed to
have the capacity to form selective attachments. However,
because of limited opportunities during early development,
they fail to show the behavioral manifestations of selective
attachments.
• That is, when distressed, they show no consistent effort to
obtain comfort, support, nurturance, or protection from
caregivers. Furthermore, when distressed, children with this
disorder do not respond more than minimally to comforting
efforts of caregivers.
(DSM V, 2013)
10. REACTIVE ATTACHMENT DISORDER - DEFINITION
• Thus, the disorder is associated with the absence of expected
comfort seeking and response to comforting behaviors. As such,
children with reactive attachment disorder show diminished or
absent expression of positive emotions during routine interactions
with caregivers.
• In addition, their emotion regulation capacity is compromised, and
they display episodes of negative emotions of fear, sadness, or
irritability that are not readily explained.
• A diagnosis of reactive attachment disorder should not be made in
children who are developmentally unable to form selective
attachments. For this reason, the child must have a developmental
age of at least 9 months.
(DSM V, 2013)
11. REACTIVE ATTACHMENT DISORDER-DIAGNOSTIC CRITERIA
• Diagnostic Criteria
• 313.89 A consistent pattern of inhibited, emotionally withdrawn behavior toward adult caregivers, manifested by both of the following:
• The child rarely or minimally seeks comfort when distressed.
• The child rarely or minimally responds to comfort when distressed.
• A persistent social and emotional disturbance characterized by at least two of the following:
• Minimal social and emotional responsiveness to others.
• Limited positive affect.
• Episodes of unexplained irritability, sadness, or fearfulness that are evident even during nonthreatening interactions with adult caregivers.
• The child has experienced a pattern of extremes of insufficient care as evidenced by at least one of the following:
• Social neglect or deprivation in the form of persistent lack of having basic emotional needs for comfort, stimulation, and affection met by caregiving adults.
• Repeated changes of primary caregivers that limit opportunities to form stable attachments (e.g., frequent changes in foster care).
• Rearing in unusual settings that severely limit opportunities to form selective attachments (e.g., institutions with high child-to-caregiver ratios).
• The care in Criterion C is presumed to be responsible for the disturbed behavior in Criterion A (e.g., the disturbances in Criterion A began following the lack of adequate
care in Criterion C).
• The criteria are not met for autism spectrum disorder.
• The disturbance is evident before age 5 years.
• The child has a developmental age of at least 9 months.
Specify if:
• Persistent: The disorder has been present for more than 12 months.
• Specify current severity:
• Reactive attachment disorder is specified as severe when a child exhibits all symptoms of the disorder, with each symptom manifesting at relatively high levels.
• (DSM V, 2013)
15. DISINHIBITED SOCIAL ENGAGEMENT DISORDER -
DEFINITION
• The essential feature of disinhibited social engagement disorder is
a pattern of behavior that involves culturally inappropriate, overly
familiar behavior with relative strangers.
• This overly familiar behavior violates the social boundaries of the
culture.
• A diagnosis of disinhibited social engagement disorder should not
be made before children are developmentally able to form
selective attachments. For this reason, the child must have a
developmental age of at least 9 months.
• (DSM V, 2013)
17. DISINHIBITED SOCIAL ENGAGEMENT DISORDER-
COMORBIDITY
• Cognitive delays
• Language delays
• Stereotypies
• (DSM V, 2013)
18. DISINHIBITED SOCIAL ENGAGEMENT DISORDER-DIAGNOSTIC
CRITERIA
• Diagnostic Criteria
• 313.89 A pattern of behavior in which a child actively approaches and interacts with unfamiliar adults and exhibits at least two of the following:
• Reduced or absent reticence in approaching and interacting with unfamiliar adults.
• Overly familiar verbal or physical behavior (that is not consistent with culturally sanctioned and with age-appropriate social boundaries).
• Diminished or absent checking back with adult caregiver after venturing away, even in unfamiliar settings.
• Willingness to go off with an unfamiliar adult with minimal or no hesitation.
• The behaviors in Criterion A are not limited to impulsivity (as in attention-deficit/hyperactivity disorder) but include socially disinhibited behavior.
• The child has experienced a pattern of extremes of insufficient care as evidenced by at least one of the following:
• Social neglect or deprivation in the form of persistent lack of having basic emotional needs for comfort, stimulation, and affection met by caregiving adults.
• Repeated changes of primary caregivers that limit opportunities to form stable attachments (e.g., frequent changes in foster care).
• Rearing in unusual settings that severely limit opportunities to form selective attachments (e.g., institutions with high child-to-caregiver ratios).
• The care in Criterion C is presumed to be responsible for the disturbed behavior in Criterion A (e.g., the disturbances in Criterion A began following the pathogenic care in
Criterion C).
• The child has a developmental age of at least 9 months.
• Specify if:
• Persistent: The disorder has been present for more than 12 months.
• Specify current severity:
• Disinhibited social engagement disorder is specified as severe when the child exhibits all symptoms of the disorder, with each symptom manifesting at relatively high
levels.
• (DSM V, 2013)
19. CASE EXAMPLE
Jessie* was an eleven year old girl who had lived in at least six foster homes and several residential placements by the
time I met her. Upon meeting me, Jessie hugged me and wanted to hold my hand. Jessie was in a new foster home and
was brought in by her foster mother for behaviors such as storing food under her bed and lying and stealing at school.
Jessie had been “kicked” out of several foster homes after “acting out” after a “honeymoon” period with the various
families. Jessie’s foster mother was eager to adopt Jessie and wanted to “move the process along quickly”.
Jessie had been severely neglected as an infant and was therefore removed from the home of her biological parents.
Jessie had never lived in one place for two consecutive years. Jessie had never formed a secure safe attachment to a
caregiver, let alone the first four years of life which were a critical period for secure attachment.
Much to her foster mother’s consternation, Jessie would often verbally acquiesce and then take a different route in her
actions. FM could not understand Jessie’s “confusing” behavior and was hesitant about adopting Jessie and let Jessie
know that. Needless to say, Jessie’s behavior worsened and that is when she began to see me.
The course of our treatment focused on psychoeducation regarding RAD, DSED and attachment and teaching the family
skills, such as noticing, deep breathing and retreating to safe spaces in order to build critical attachment and self
regulation skills for Jessie.
*The client’s name has been changed maintain her confidentiality.
20. HOW DOES RAD AND DSED DEVELOP?
Remember Dr. Cloud’s words?
Humans are neurologically designed, physiologically designed,
psychologically, spiritually, emotionally, and cognitively designed, to be in a
relationship where you are loved.
We can find some significant answers in neurobiology and neuropsychology.
21. THE IMPORTANCE OF A NEUROBIOLOGICAL
UNDERSTANDING OF EARLY ATTACHMENT
• Dr. Bruce Perry is a psychiatrist and fellow at The Child Trauma
Academy in Houston, Texas
• Dr. Bessel van der Kolk, MD at Trauma Center in Boston
• Dr. Dan Siegel, MD at UCLA
• Dr. Pat Ogden, PhD at the Sensorimotor Psychotherapy Institute in
Colorado
• Dr. Peter Levine, PhD, Somatic Experiencing Trauma Institute
• All of these innovators/practitioners/researchers have converged on
the important of understanding the neurobiological impact of
trauma and neglect
22. THE NEUROBIOLOGICAL IMPACT OF NEGLECT
• Fig. 2: Impact of neglect on brain development: These images illustrate the impact of
• neglect on the developing brain. The CT scan on the left is from a healthy three year old
• child with an average head size (50th percentile). The image on the right is from a three year old child
following total global neglect during early childhood. The brain is significantly smaller than average and has
abnormal development of cortical, limbic and midbrain structures.
• (Perry, 2008)
23. THE NEUROBIOLOGICAL IMPACT OF NEGLECT
• “All experience, therefore, changes the brain—even if in the subtlest,
microscopic ways.
• Yet experiences in childhood have disproportionate power in shaping the
brain.
• Early in life the brain organizes at an incredible rate, with more than 80% of
the major structural changes taking place during the first 4 years.
• Experiences that take place during this window of organization have a greater
potential to influence the brain—in either positive or negative ways.
• Because the majority of brain growth and development takes place during
these first years, early developmental trauma and neglect have a
‘disproportionate influence on brain organization and later brain functioning’”
• (Perry, 2008)
24. THE NEUROBIOLOGICAL IMPACT OF NEGLECT
• “Unfortunately, traumatic experiences that take place during this critical
window impact the brain in multiple areas and can actually change the
structure and function of key neural networks, including those involved with
regulating stress and arousal
• Inconsistent, abusive, or neglectful caregiving in early childhood alters the
normal development of neural systems involved in both relationships and the
stress response.
• It is through patterned, repetitive neural stimulation provided by consistent,
nurturing, predictable, responsive caregivers that the infant’s brain receives
what is needed to develop the capacity for healthy attachment and self-
regulation capabilities.
• The caregiver becomes the external stress regulator for the infant.”
• (Perry, 2008)
25. SIX CORE STRENGTHS OF HEALTHY DEVELOPMENT
• Neurobiological building blocks:
• Attachment - the capacity to form and maintain healthy emotional bonds
with another person.
• Self-regulation - The ability to notice and control primary urges such as
hunger and sleep, as well as feelings such as frustration, anger, and fear.
• Affiliation - The capacity to join others and contribute to a group.
• Awareness/Attunement - Recognizing the needs, interests, strengths, and
values of others.
• Tolerance - The capacity to understand and accept how others are
different from you.
• Respect/Diversity - Appreciating the worth in yourself and in others.
26. • Remember Dr. Cloud’s words?:
• “You are designed to take aspects of that relationship inside of
you, and they actually become a part of who you are.
• Babies are all need and they cry. So adults must calm them, and
the minute we put them down, they start crying again.
• But after we do that a million times, the gap for how long they can
tolerate not being held gets wider and wider. “
27. WHAT IS THE KEY TO HELPING THESE CHILDREN…?
CONNECTION
28. THE QUANDRY
• “Close relationships are the one thing these children avoid.
• Their developmental agenda is to control and not to engage
people.
• This denies them exposure to the very experiences they need.
• So long as they remain unable to relinquish control and relate fully
and accurately with their carers and therapists, the children make
little emotional or developmental progress.”
• Howe and Fearnley (2003)
29. HOW DO WE HELP?
• A strong detailed developmental history,
• A current assessment of functioning,
• A set of recommendations for intervention and
enrichment that arise from the process.
• (Perry, 2008)
30. WHAT SHOULD THE INTERVENTIONS LOOK LIKE?
• The interventions should meet the child and family where they are
with respect to the building blocks.
• A child who is experiencing RAD or DSED will likely be at the
attachment phase or self regulation phase.
• The child who is at the attachment phase will need repetitive
loving interactions until they have built the neural pathways that
will allow them build towards self regulation.
• The child who is at the self regulation phase will need positive
repetitive body based movements and experiences that teach
them to learn to soothe themselves.
31. WHAT ARE PROMISING THERAPIES?
Bessel van der Kolk
ARC- Attachment, Regulation, Competency
Trauma Sensitive Yoga
http://www.traumacenter.org/
Pat Ogden
Sensorimotor Psychotherapy
https://www.sensorimotorpsychotherapy.org/faculty.html
Peter Levine
Somatic Experiencing
http://www.traumahealing.org/about-se.php
Bruce Perry
Neurosequential Model (NMT)
http://childtrauma.org/nmt-model/
Expressive and play therapies
Music – drum circles
Art – coloring books
Dance Movement – yoga, dance, ethnic dance
32. WHAT’S THE REAL WORK TO BE DONE?
• Supporting the parents, siblings…the entire family system
• Psychoeducation for the parents about what they can realistically expect from their child given their
neurobiological phase.
• Offering hope to the entire family. By building the blocks of attachment and self regulation parents,
caregivers and clinicians are helping to build the neural (brain) pathways.
• Offering a space for the family to make meaning of their current family constellation. That can look like
a space to grieve, celebrate, mourn, play, and/or acceptance.
• Teaching parents important skills that can help sustain them through the process of supporting their
child, such as:
• pausing,
• prayer,
• meditation,
• Play,
• self reflection,
• deep breathing,
• self care,
• seeking appropriate support
33. NOTE TO PARENTS
• Please know that you are not alone or “crazy”.
• Keep advocating for your family and child and yourself.
• Treat yourself with an extra measure of kindness and grace.
• Connect in ways that bring you positive energy and build your faith.
• Take really great care of yourself.
34. NOTE TO CLINICIANS
• Believe your clients, both the parents and the children.
• Explore the cadre of body based therapies that are offering new ways of thinking about and
treating neglect and trauma.
• Consult and collaborate. As you are offering a great deal of support to families, you too will
need support.
• Know when and how to collaborate with clergy supporting your clients’ spiritual needs.
• Take really great care of yourself.
35. NOTE TO CLERGY
• Familiarize yourself with the role of neglect, trauma and less than optimal attachment in
development over the lifespan .
• Know when to recognize the impact of these issues in the lives of your parishioners.
• Connect and consult with clinicians that can help you support the families in your care.
• Know when to refer and collaborate with clinicians who can help meet the mental health
needs of your parishioners, as you attend to their spiritual needs.
• Offer consultation to the mental health providers who are supporting your parishioners.
• Take really great care of yourself.
36. OBJECTIVES
• Today you learned how to:
• 1. Recognize risk factors and symptoms of reactive attachment disorder
• 2. Explain the relationship between early childhood trauma/impeded
emotional development and reactive attachment disorder
• 3. Implement strategies of self-regulation, for both parent/caregiver and child,
which will foster connection between parent and child.
37. • Remember Dr. Cloud’s words?
• “Because they are taking our love from the outside, and
it’s becoming part of them on the inside… Love
becomes actual equipment that you take in and walk
around with.”
• Love is always the answer.
38. And above all these put on love, which binds
everything together in perfect harmony.
Colossians 3:14
39. REFERENCES
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American
Psychiatric Publishing.
Cloud, H. (2004). Getting Love on the Inside. Lecture, April 2002 (CD), Mariner’s Church, Newport Beach CA, 222.cloud-
townsendresources.com.
Gleason, M. M., Fox, N. A., Drury, S., Smyke, A., Egger, H. L., Nelson, C. A., Zeanah, C. H. (2011). Validity of evidence-derived
criteria for reactive attachment disorder: Indiscriminately social/disinhibited and emotionally withdrawn/ inhibited
types. Journal of The American Academy of Child and Adolescent Psychiatry, 50, 216–231. doi:10.1016/j.jaac.2010.12.012
Howe, D., & Fearnley, S. (2003). Disorders of attachment in adopted and fosteredchildren: Recognition and treatment. Clinical
Child Psychology and
Psychiatry, 8(3), 369–387.
Mclaughlin, A., Espie, C. & Minnis, H. (2010). Development of a brief waiting room observation for behaviours typical of reactive
attachment disorder. Child and Adolescent Mental Health, 15 (2): 73-79
Perry, B. D. (2008). Child maltreatment: The role of abuse and neglect in developmental psychopathology. In T. P. Beauchaine & S.
P. Hinshaw (Eds.),
Textbook of child and adolescent psychopathology (pp. 93–128. New York: Wiley.