Reactive Attachment Disorder (RAD) and Disinhibited Social Engagement Disord...Jane Gilgun
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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 is a brief presentation regarding Reactive Attachment Disorder (RAD). It will define what RAD is, recognize the causes of RAD and touch on current treatments. Stay tuned for more of this developing story. The thesis will be published in great detail in about four months.
Fostering connections: Responding to Reactive Attachment DisorderCynthia Langtiw
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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/
Reactive Attachment Disorder (RAD) and Disinhibited Social Engagement Disord...Jane Gilgun
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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 is a brief presentation regarding Reactive Attachment Disorder (RAD). It will define what RAD is, recognize the causes of RAD and touch on current treatments. Stay tuned for more of this developing story. The thesis will be published in great detail in about four months.
Fostering connections: Responding to Reactive Attachment DisorderCynthia Langtiw
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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/
Steve Vitto Breaking Down The Walls With Attachment, Social Maladjustment And...Steve Vitto
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A presentation that reviews the recent findings on the importance of a healthy attachment, the emergence of social maladjustment and conduct disorder, distinguishing conduct disorder and emotional disturbance, comorbidity and ADHD
Fostering Connections: Responding to Attachment DisordersCynthia Langtiw
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I was honored to share insights and productive conversation with clinicians, clergy and parents who work with those who, or themselves, experience attachment issues that impact family wellbeing.
Describes meaning of separation anxiety, its expressions, the need for parent child bonding, development and factors that contribute to separation anxiety, how to support a child with separation anxiety, warning signs and role of parents and teachers to prevent it.
Steve Vitto Breaking Down The Walls With Attachment, Social Maladjustment And...Steve Vitto
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A presentation that reviews the recent findings on the importance of a healthy attachment, the emergence of social maladjustment and conduct disorder, distinguishing conduct disorder and emotional disturbance, comorbidity and ADHD
Fostering Connections: Responding to Attachment DisordersCynthia Langtiw
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I was honored to share insights and productive conversation with clinicians, clergy and parents who work with those who, or themselves, experience attachment issues that impact family wellbeing.
Describes meaning of separation anxiety, its expressions, the need for parent child bonding, development and factors that contribute to separation anxiety, how to support a child with separation anxiety, warning signs and role of parents and teachers to prevent it.
Presentation on Child and Adult Attachment Theory. Also includes result of a small survey done with my friends. Part of the 'Personality and Development' course at IIT Delhi
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
Understanding Child-Parent Attachment in Children with Special NeedsMichelle Fitzpatrick
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Understanding Child-Parent Attachment in Children with Special Needs with Michelle from http://HappyPaleoKids.com - Children with disabilities, special needs (including Autism, Downs Syndrome, CP, epilepsy etc.), and developmental delays are more likely to have an Insecure attachment to their caregivers than typically developing children. Learn:
1. What attachment is?
2. What attachment behavior looks like?
3. What we know about attachment in children with special needs.
4. What you can do to aid your relationship with your child
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
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Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
Contents lists available at ScienceDirectResearch in AutisAlleneMcclendon878
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Contents lists available at ScienceDirect
Research in Autism Spectrum Disorders
journal homepage: www.elsevier.com/locate/rasd
Self-reported emotion regulation in children with autism spectrum
disorder, without intellectual disability
Talia Burtona,*, Belinda Ratcliffea,b, James Collisona, David Dossetorb,
Michelle Wongb
a School of Social Sciences and Psychology, Western Sydney University, Bankstown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia
b Department of Psychological Medicine, The Children’s Hospital at Westmead, Locked Bag 4001, Westmead, Sydney, NSW 2145, Australia
A R T I C L E I N F O
Number of reviews completed is 2
Keywords:
Autism spectrum disorder
Emotion regulation
Social skills
Mental health
Autism severity
A B S T R A C T
Background: Emotion regulation (ER) may be a critical underlying factor contributing to mental
health disorders in children with Autism Spectrum Disorder (ASD). Scant literature has utilised
self-reported ER in children with ASD and explored the association between mental health and
social skills. This study explored the association between self-reported ER skills, and parent/
teacher proxy reports of ER, social skills, autism severity and mental health.
Method: The pre-existing data set included a community sample of 217 students aged seven to
13-years (Mage = 9.51, SD = 1.26; 195 Male, 22 Female) with ASD. The study employed a
correlational design, whereby existing variables were explored as they occurred naturally (Hills,
2011). Children self-rated ER, while parents and teachers rated ER, social skills, and mental
health difficulties via standardised questionnaires.
Results: Multiple regression analyses were conducted separately for parent and teacher reports.
The linear combination of parent-reported emotion regulation, social skills, autism severity, and
child-reported ER accounted for 46.5 % of the variance, compared to 58.7 % for the teacher-
report analysis. Social skills appeared to be a stronger predictor of mental difficulties than
emotional regulation irrespective of source.
Conclusions: The current study suggests self-reported ER to be a significant contributor to mental
health when in isolation. However, in the context of social skills and autism severity, ER is no
longer a significant contributor in a child and adolescent community sample, in determining
mental health. This suggests, that for children aged seven to 13-years with ASD, without ID, to
reduce mental health difficulties, social skills may be the focus of intervention, with some focus
on ER ability.
1. Introduction
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by difficulties in two core domains; social-
communication and restricted/ repetitive patterns of behaviour, interests or activities (American Psychiatric Association, 2013).
Compared to their typically developing (TD) peers, children with ASD have difficulties in social-emotional reciprocity, non-verbal
social-communicativ ...
Spiritual Well-Being and Parenting Stress in Caring for Children with Neuro-D...inventionjournals
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Caregivers of children’s with neuro-developmental disorders face challenges starting from resistance and denial, and such challenges may be likely to impact their Well-being. The present study explores the relations between spiritual well-being and parenting stress when parents faced with a crisis like caring for children with neurodevelopmental disorders. A convenient sample of 38 parents who reared 3 to 12-year-old children diagnosed with neurodevelopmental issues was part of the study. Parental Stress Index -Short Form (PSI/SF; Abidin, 1995) and the Spiritual Well-Being Scale (SWBS; Ellison & Paloutzian, 2009) were used to obtain a measure of the variables chosen. Pearson’s correlation coefficient was used to find out the significance of relations between spiritual well-being and parenting stress. Also, thesignificance of themean difference between the gender groups in relation tospiritual well-being and parenting stress was analysed using Independent Sample‘t’ test. Findings reveal a significant negative correlation between spiritual wellbeing and parenting stress, and it also shows that there is no gender difference in relation to parenting stress and spiritual well-being among parents. The findings indicate that spiritual wellbeing might act as a buffer of parental stress and can play the role of a protective factor against parenting stress for life challenges. It also shows that there might be no gender differences in parents’ experience of stress and spiritual wellbeing, but slight mean differences show a higher stress and spiritual wellbeing among mothers than fathers.
EMOTIONAL REGULATION AND COGNITIVE FLEXIBILITY AS PREDICTORS OF MATERNAL ACCE...indexPub
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Raising a child with autism poses distinct challenges for parents. Maternal acceptance of the diagnosis and associated behaviors promotes positive family adaptation. This study aimed to examine emotional regulation and cognitive flexibility as intrapsychic predictors of maternal acceptance among Saudi mothers of autistic children. A sample of 50 mothers completed self-report measures of emotional regulation, cognitive flexibility, and acceptance. Correlation analysis found significant positive associations between emotional regulation, cognitive flexibility, and acceptance. Regression analysis indicated both emotional regulation and cognitive flexibility as significant positive predictors of maternal acceptance, with emotional regulation evidencing a stronger relationship. These results empirically validate theorized links between coping capacities and acceptance that have previously been established primarily through qualitative research. Findings also extend the predominantly Western literature by demonstrating relevance within a novel Saudi cultural context. This research provides guidance for designing psychosocial interventions to assist families managing autism globally. Targeting parental emotional regulation and flexible thinking may improve acceptance and adaptation across cultures.
Child Behavior Problems and Parental Well-Being inFamilies o.docxchristinemaritza
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Child Behavior Problems and Parental Well-Being in
Families of Children With Autism: The Mediating Role of
Mindfulness and Acceptance
Leah Jones, Richard Patrick Hastings, Vasiliki Totsika, Lisa Keane, and Neisha Rhule
Abstract
Few research studies have explored how the level of a child’s behavior problems leads to
psychological distress in parents of children with autism. The authors explored whether
psychological acceptance and mindfulness mediated this relationship between child behavior
and parental distress. Seventy-one mothers and 39 fathers of children with autism
participated, by reporting on their own positive and negative psychological well-being and
their child’s behavior problems. Psychological acceptance was found to act as a mediator
variable for maternal anxiety, depression, and stress, and for paternal depression. General
mindfulness and mindful parenting had significant mediation effects for maternal anxiety,
depression, and stress. These results contribute to evidence that mindfulness and acceptance
may be important parental psychological processes, with implications for parent support.
Key Words: autism spectrum disorder; parents; mindfulness; mindful parenting; psychological acceptance
Parents, especially mothers, of children with an
autism spectrum disorder (ASD) often report
elevated psychological-distress profiles compared
with parents of typically developing children
(Eisenhower, Baker, & Blacher, 2005; Schieve,
Blumberg, Rice, Visser, & Boyle, 2007; Totsika,
Hastings, Emerson, Berridge, & Lancaster 2011)
and compared with parents of children with other
disabilities, including Down syndrome (Da-
browska & Pisula, 2010; Olsson & Hwang,
2003), Fragile X syndrome (Abbeduto et al.,
2004), cerebral palsy (Eisenhower et al., 2005),
and intellectual disability (ID) alone (Blacher &
McIntyre, 2006; Totsika et al., 2011). Within
samples of parents of children with ASD, child
behavior problems have regularly been associated
with negative outcomes, in cross-sectional and
longitudinal designs (Hastings et al., 2005;
Herring et al., 2006; Lecavalier, Leone, & Wiltz,
2006; Lounds, Seltzer, Greenberg, & Shattuck,
2007; Totsika et al., 2011). Given the longitudinal
design of some studies (e.g., Herring et al., 2006;
Lecavalier et al., 2006), there is evidence to
indicate that child behavior problems function
as a risk factor for parental negative outcomes.
With both theoretical and practical consider-
ations in mind, it is important to ask how the
behavior problems of children with ASD come to
have an impact on parental well-being. ‘‘How’’
questions in this context relate to the identification
of mediator variables, defined as the processes that
intervene between a risk factor (e.g., child behavior
problems) and outcomes (such as parental psycho-
logical distress; see Baron & Kenny, 1986).
Identification of mediator variables is theoretically
important because we develop a better understand-
ing of psychological distress in par ...
Module 3In this module, you will continue to explore specific hi.docxgilpinleeanna
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Module 3
In this module, you will continue to explore specific high-incidence exceptionalities, including those related to behavior, emotions, communication, intellect, and autism spectrum disorders.
Complete the following readings early in the module:
· Human exceptionality: School, community, and family (10th ed.), read the following chapters:
· Emotional/behavioral disorders
· Communication disorders
· Intellectual and developmental disabilities
· Autism spectrum disorders
· Handel, A. (Producer), & Puchniak, T. (Director). (2001). Is love enough? [Documentary]. United States: Filmakers Library. Retrieved from http://flon.alexanderstreet.com.libproxy.edmc.edu/view/1641316/play/true/
· Ravindran, N., & Myers, B. J. (2012). Cultural influences on perceptions of health, illness, and disability: A review and focus on autism. Journal of Child & Family Studies, 21(2), 311–319. doi: 10.1007/s10826-011-9477-9. (EBSCO AN: 73325870)
http://libproxy.edmc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=73325870&site=ehost-live
As our focus for this module is the specific dynamics between peer groups and the development of children, pay special attention to the assigned readings that deal with the topics listed below. You can even use the search feature in your digital textbook to help pinpoint specific text sections to review.
Keywords to search in your digital textbook and journal articles: strength-based assessment, behavior intervention plan, oppositional defiant disorder, conduct disorder, social maladjustment, adaptive behavior, chromosomal abnormalities, metabolic disorder expressive language, receptive language, Asperger syndrome or Asperger disorder, and stereotypic behavior.
Module 3 learning resources
Use Module 3 learning resources provided on the pages that follow to enhance your understanding of high-incidence disabilities. Take a moment to check out some of these featured learning resources:
· Exceptional Children: This self-assessment activity presents a scenario of Serafina, an exceptional child, and provides you the opportunity of identifying the exceptionalities presented and suggesting an intervention.
· Ethical Considerations: This self-assessment activity presents a scenario of Andrea, an exceptional child, and provides you the opportunity of identifying the ethical considerations that should be taken in this case.
Module Topics:
· High-Incidence Disabilities
· Emotional Disorders
· Behavioral Disorders
· Communication Disorders
· Intellectual Disorders
· Autism Spectrum Disorders
Learning outcomes:
· Describe and discuss the continuum of exceptional development, including identification of exceptionalities and individual strengths.
· Apply current, peer-reviewed research on environmental, biological, and cognitive influences on development to design systemic support and/or intervention plans for home, school, and transition for children with exceptionalities.
· Evaluate cultural, ethical, and legal ...
2. History of the attachment theory John Bowlby developed the attachment theory in the 1960s Focused on the early relationship the child has with their primary caregiver Infants are vulnerable and depend on adults for care which ensures the bond will be formed Attempt to maintain physical proximity to attachment figure and will go to the attachment figure for support when doing an individual task Four types: secure, avoidant, resistant-ambivalent, and disorganized Lyons, H. (2007).
3. Clinical Literature Definition of Reactive Attachment Disorder (RAD) Severe and relatively uncommon attachment disorder that can affect children Children do not form a bond with parent or caregiver Lyons, H. (2007).
4. DSM IV Definition of RAD Markedly disturbed and developmentally inappropriate social relatedness in most contexts, beginning before age 5 years, as evidenced by either (1) or (2):(1) persistent failure to initiate or respond in a developmentally appropriate fashion to most social interactions, as manifest by excessively inhibited, hypervigilant, or highly ambivalent and contradictory responses (e.g., the child may respond to caregivers with a mixture of approach, avoidance, and resistance to comforting, or may exhibit frozen watchfulness)Â (2) diffuse attachments as manifest by indiscriminate sociability with marked inability to exhibit appropriate selective attachments (e.g., excessive familiarity with relative strangers or lack of selectivity in choice of attachment figures)Â (Source: DSM IV)
5. Signs and Symptoms of RAD Pediatricians are usually the first professional to raise suspicion of RAD Infants 18-24 months may show non-organic failure to thrive or they may have abnormal responses to stimuli The child will look for attention and comfort from any available adult, even strangers The child will not initiate or accept comfort and attention from familiar people especially when the child is in distress Hall, S. and Geher, G. (2003)
6. Signs and Symptoms of RAD RAD is likely to occur with children who are neglected or abused, but just because the child is abused/neglected doesn’t mean they will be diagnosed with RAD without other symptoms or signs. The reason for this is children can still develop stable attachment and relationships regardless of neglect/abuse. Hall, S. and Geher, G. (2003)
7. Causes of RAD Failure to form normal attachments to primary caregivers in early childhood Neglect, abuse, sudden separation, frequent change of caregiver, lack of responsiveness from caregiver Not every child who experiences these will be diagnosed with RAD Also you need to take into consideration children are able to form stable attachment and social relationships even if they were abused/neglected Chapman, Sue. (2002).
8. Causes Continued… Based on problematic history of care and social relationships Abnormal parenting Traumatic experiences Temperament of the child may cause unstable relationships with caregivers Chapman, Sue. (2002).
9. Assessment Tools There is no universal diagnostic measure used for RAD yet A range of different measures are used The strange situation (Mary Ainsworth) Preschool Assessment of Attachment Observational Record of the Caregiving Environment Stem stories, puppets, pictures Interviews: Child Attachment Interview and the Autobiographical Emotional Events Dialogue Recently the Disturbances of Attachment Interview has been used. It was developed by Smyke and Zeanah in 1999. Hall, S. and Geher, G. (2003).
10. Diagnosis of RAD RAD is one of the least researched disorders It is very poorly understood It is difficult to diagnose because there is no specific course the disorder takes. There are no stages. Initial evaluations can be conducted by psychiatrists, specialist Licensed Clinical Social Workers, psychiatric nurses, and psychologists. Hall, S. and Geher, G. (2003).
11. AACAP’s Opinion on Diagnosing Children With RAD The American Academy of Child and Adolescent Psychiatry (AACAP) states each child who exhibits symptoms of RAD or are diagnosed with RAD need an individualized plan of action The AACAP also suggests against labeling the child with RAD without comprehensive evaluations. They feel there needs to be several tests done and several observations before stating the child has RAD. The child’s relationship with it’s caregiver/parent needs to be looked at numerous times before making a diagnosis. Also a diagnosis needs to see the child’s attachment patterns Requires observation of how the child reacts with unfamiliar adults A comprehensive history of the child’s caregiving environment from a very young age (Pediatricians, teachers, caseworkers, daycares) The AACAP hasn’t resolved the question – can attachment disorders reliably be diagnosed in older children and adults Lyons, H. (2007).
12. Diagnostic Criteria There are two classifications of RAD; inhibited and disinhibited. Both types include: Disturbed and inappropriate social relatedness Disturbance isn’t accounted for by developmental delay or a developmental disorder Onset before 5 years old History of significant neglect Lack of identifiable preferred attachment figure Lyons, H. (2007).
13. Inhibited RAD Failure to initiate or respond to social interactions, in developmentally appropriate ways Child may respond to caregiver in very undecided ways. Very indecisive on how to react to caregiver Infants not seeking comfort when in danger, alarm or upset Don’t feel a need to maintain proximity to caregiver Hall, S. and Geher, G. (2003).
14. Disinhibited RAD Child does not exhibit appropriate selective attachments Child develops close relationships with strangers Child doesn’t develop relationships with caregivers Hall, S. and Geher, G. (2003).
15. Treatment Treating parents for mental illness, family therapy, individual therapy Should the child be removed and placed in a safe situation Help for the family such as financial aid, housing aid, social work Training for parenting skills and child development Monitoring the child’s safety within their home/family environment Therapy which increases the responsiveness of the child to their caregivers Hall, S. and Geher, G. (2003).
16. Hall and Geher Study Participants: Caregivers of children with RAD, caregivers of non-RAD children, children with RAD. The parents provided information about the behavior and personality characteristics of their children measured by the RAD scale Hall, S. and Geher, G. (2003).
17. Results Showed children with RAD display more violent and detrimental behavior than those children without RAD Children with RAD have more general behavior problems , social problems, withdrawal, anxiety, depression, attention problems, delinquent behavior. Hall, S. and Geher, G. (2003).
18. Tobin, Wardi-Zonna, Yezzi-Shareef Study Interviews with children and adolescents diagnosed with RAD, about their earliest recollections The children and adolescents were audio taped Tobin, D., Wardi-Zonna, K., Yezzi-Shareef A. (2007).
19. Results Found all the recollections were negative about the caregiver None of the children or adolescents felt they were loved Some examples of the early recollections: We had fun finger-painting at school; I got grounded for four days because I got paint on my white shirt I did not get up. I wet the bed, and my mom was mad at me We got taken away from the babysitter because my mom didn’t come home that night Tobin, D., Wardi-Zonna, K., Yezzi-Shareef A. (2007).
20. References Chapman, Sue. (2002). Reactive Attachment Disorder. British Journal of Special Education. Volume 29, No.2. Hall, S. and Geher, G. (2003). Behavioral and Personality Characteristics of Children with Reactive Attachment Disorder. The Journal of Psychology. 137(2), 145-162. Lyons, H. (2007). Attachment Theory and Reactive Attachment Disorder: Theoretical Perspectives and Treatment Implications. Journal of Child and Adolescent Psychiatric Nursing. Volume 20, No. 1, Page 27039. Minnis, H. and Keck, G. (2003). A clinical/research dialogue on Reactive Attachment Disorder. Attachment & Human Development. Volume 5, No. 3, 297-301. Minnis, H., Marwick, H., Arthur, J., and McLaughlin, A. (2006). Reactive attachment disorder- a theoretical model beyond attachment. Child Adolescent Psychology. Page 336-341. Schwartz, E., Reed, S., Davis, A. (2006). Reactive Attachment Disorder: Implications for School Readiness and School Functioning. Psychology in the Schools. Volume 43(4). Shaw, S. and Paez, D. (2007).Reactive Attachment Disorder: Recognition, Action, and Considerations for School Social Workers. National Association of Social Workers. Page 69-95. Tibbits-Kleber, L. and Howell, R. (1985). Reactive Attachment Disorder of Infancy (RAD). Journal of Clinical Child Psychology. Volume 14, No. 4, Page 304-310. Tobin, D., Wardi-Zonna, K., Yezzi-Shareef A. (2007). Early Recollections of Children and Adolescents Diagnosed with Reactive Attachment Disorder. The Journal of Individual Psychology. Volume 63, No. 1. Weir, Kyle N. (2007) Using Integrative Play Therapy with Adoptive Families to Treat Reactive Attachment Disorder: A Case Example. Journal of Family Psychotherapy. Volume 18. Wingert, P. and Nemtsova A. (2007). When Adoption Goes Wrong. Newsweek. Volume 150, Issue 25.