I Will be presenting at CALO in April as their keynote speaker for their annual conference. See:
http://caloteens.com/blog/post/Professional-Conference.aspx
This is their annual conference and will be held April 12 & 13 2012.
Showing posts with label Attachment Facilitating Parenting. Show all posts
Showing posts with label Attachment Facilitating Parenting. Show all posts
Feb 21, 2012
Feb 13, 2012
Assessing Complex Trauma: Webinar
Assessing Complex Trauma
This workshop will describe a three session model for the assessment of Complex Trauma (aka Developmental Trauma Disorder). A brief description of what is Complex Trauma and its effects on child development and the importance of parenting will be followed by a presentation of the assessment protocol. This assessment protocol is multi-modal and uses data from records, caregivers, various psychometric instruments. Screening of the various domains of possible impairment is an essential element of this protocol.
This workshop will only be available through Webinar (instructions on how to access the Webinar will be provided upon registration)
Date: June 15th, 2012 10:00am – 11:30am
Workshop Leaders:
Arthur Becker-Weidman, Ph.D., Center for Family Development
Emily Becker-Weidman, PhD, Child Study Center, New York University
To register, please complete the attached registration form and send to Maribel Cruz
(p) 212-660-1318
(f) 212-660-1319
Email: MaribelC@nyfoundling.org
Vincent J. Fontana Center for Child Protection
27 Christopher Street, New York, NY 10014
The New York State
Chapter of American
Professional Society on the Abuse of Children
Presents
The 2011/2012
Child Abuse
Workshop Series
Co-Sponsored by
The New York Foundling
Vincent J. Fontana Center for Child Protection
Villano Conference Center
27 Christopher Street
New York, New York 10014
www.nyfoundling.org/fontana-center
Workshops
1. Preventing Foster Home Disruption: A Programmatic Approach
This workshop is for mental health clinicians, case planners, supervisors and administrators working in the child welfare system. The workshop will identify the risk factors that contribute to foster home disruption and describe clinical and social service interventions designed to
stabilize the foster home and prevent disruption of the foster home.
Date/Time: October 24, 2011 10:00am to 11:30am
Workshop Leader: Mel Schneiderman, Ph.D
Director of Mental Health Services
New York Foundling
Co-founder Vincent J. Fontana Center for Child Protection
2. Forensically Defensible Child Sexual Abuse Evaluations
This workshop, presented by a defense attorney, will focus on issues which arise in the context of child sexual abuse litigation including Parental Alienation “Syndrome,” the suggestibility of children, allegations of child sexual abuse in the context of divorce/custody proceedings, proper forensic interviewing, the professional ethics of mental health professionals maintaining proper records, and other issues.
Date/Time: December 5, 2011 10:00am to 12pm
Workshop Leader: Lawrence Jay Braunstein Esq.
Partner in the Firm of Braunstein & Zuckerman, Esq.
3. Common Myths and Clinical Realities of Child Maltreatment
Child abuse is the physical, sexual, emotional mistreatment or neglect of children. This
workshop will provide a multi-disciplinary forum to explore commonly held beliefs that can
often derail the process of obtaining the best outcomes for a child who has experienced any of these forms of child abuse. Through case-based discussion interspersed with brief didactics we will explore common myths as they relate to each of the forms of child maltreatment while
integrating findings from the literature in the field.
Date/Time: February 3, 2012 10am to 12pm
Workshop Leader: Ingrid Walker-Descartes, MD, MPH, FAAP
Maimonides Infants and Children’s Hospital of Brooklyn Child Abuse Pediatrician
Attending - Pediatric Ambulatory Division
Program Director - Pediatric Residency Training Program
4. Evidence-Based Mental Health Interventions for Child Abuse
This workshop will describe the current state of evidence-based mental health interventions for childhood abuse. Childhood models of PTSD and other sequelae will be described briefly. Em-pirically supported treatment for child sexual abuse, physical abuse and emotional/psychological abuse will be reviewed. Critical issues in treating youth will be described and finally national and state dissemination efforts will be noted, with focus on how New York State can adopt best prac-tices for the treatment of abused children.
Date/Time: April 2, 2012 10am to 11:30am
Workshop Leader: Komal Sharma-Patel, PhD
Assistant Director of Research
PARTNERS Program
St. John’s University
5. Integrating Prevention into Your Practice: American Professional Society on the Abuse of Children Prevention Guidelines
While much of professional practice has the objective of preventing further maltreatment, it is often difficult to understand how to best incorporate prevention activities into our work. This workshop will be hosted by a member of the American Professional Society on the Abuse of Children Board Prevention Task Force who will review current evidence and best practices in the child maltreatment field and discuss guidelines to assist professionals in integrating preven-tion into their work.
Date/Time: May 1, 2012 10am to 11:30am
Workshop Leader: Vincent J. Palusci, MD MS
Professor of Pediatrics at NYU School of Medicine
Child Abuse Pediatrician at the Frances L. Loeb Child
Protection and Developmental Center at Bellevue Hospital
6. Assessing Complex Trauma
This workshop will describe a three session model for the assessment of Complex Trauma (aka Developmental Trauma Disorder). A brief description of what is Complex Trauma and its effects on child development and the importance of parenting will be followed by a presentation of the assessment protocol. This assessment protocol is multi-modal and uses data from records, care-givers, various psychometric instruments. Screening of the various domains of possible impair-ment is an essential element of this protocol.
This workshop will only be available through Webinar
Date and Time to be announced
Workshop Leaders: Arthur Becker-Weidman, Ph.D.
Center for Family Development
Emily Becker-Weidman, PhD
Child Study Center, New York University
The New York State Chapter of
American Professional Society on the
Abuse of Children
The New York State Chapter of the American Professional Society on the Abuse of Children provides an opportunity for professionals in New York State to meet, share ideas and experiences, develop strategies for improving
professional services to clients, influence public policy and educate the public, other professionals, and policy makers about child maltreatment.
The New York Foundling
Vincent J. Fontana Center
for Child Protection
The Fontana Center supports the mission and values of The New York Foundling by serving as the advocacy,
public policy, research, professional and community
education arm of the agency.
The Center’s mission is to eliminate child maltreatment through the identification and promotion of evidence based primary prevention and treatment strategies. To achieve this objective, The Fontana Center engages in
research, professional training, community education and advocacy.
Registration Form
Please, indicate which workshop you would like to register for below.
1._____Preventing Foster Home Disruption: A Programmatic Approach
(October 24, 2011 10:00am to 11:30am)
2. Forensically Defensible Child Sexual Abuse Evaluations
(December 5, 2011 10:00am to 12pm)
3._____Common Myths and Clinical Realities of Child Maltreatment
(February 3, 2012 10am to 12pm)
4._____Evidence-Based Mental Health Interventions for Child Abuse
(April 2, 2012 10am to 11:30am)
5. Integrating Prevention into Your Practice: APSAC Prevention Guidelines (May 1, 2012 10am to 11:30am)
6._____Assessing Complex Trauma: Webinar Only
(Date: TBA)
There is no fee for New York State APSAC members or for NY Foundling staff.
There is a $10.00 fee for all non NYS APSAC members.
Please make check payable to:
Vincent J. Fontana Center for Child Protection
All workshops will be held at the Vincent J. Fontana Center for Child Protection
at 27 Christopher Street in Manhattan.
Subway stops: West 4th (A,C, E, F, B, D, M trains) or Christopher Street (1 train)
Send check and registration form to Maribel Cruz at:
maribelc@nyfoundling.org
Vincent J. Fontana Center for Child Protection
27 Christopher Street, New York, NY 10014
Phone: 212-660-1318
This workshop will describe a three session model for the assessment of Complex Trauma (aka Developmental Trauma Disorder). A brief description of what is Complex Trauma and its effects on child development and the importance of parenting will be followed by a presentation of the assessment protocol. This assessment protocol is multi-modal and uses data from records, caregivers, various psychometric instruments. Screening of the various domains of possible impairment is an essential element of this protocol.
This workshop will only be available through Webinar (instructions on how to access the Webinar will be provided upon registration)
Date: June 15th, 2012 10:00am – 11:30am
Workshop Leaders:
Arthur Becker-Weidman, Ph.D., Center for Family Development
Emily Becker-Weidman, PhD, Child Study Center, New York University
To register, please complete the attached registration form and send to Maribel Cruz
(p) 212-660-1318
(f) 212-660-1319
Email: MaribelC@nyfoundling.org
Vincent J. Fontana Center for Child Protection
27 Christopher Street, New York, NY 10014
The New York State
Chapter of American
Professional Society on the Abuse of Children
Presents
The 2011/2012
Child Abuse
Workshop Series
Co-Sponsored by
The New York Foundling
Vincent J. Fontana Center for Child Protection
Villano Conference Center
27 Christopher Street
New York, New York 10014
www.nyfoundling.org/fontana-center
Workshops
1. Preventing Foster Home Disruption: A Programmatic Approach
This workshop is for mental health clinicians, case planners, supervisors and administrators working in the child welfare system. The workshop will identify the risk factors that contribute to foster home disruption and describe clinical and social service interventions designed to
stabilize the foster home and prevent disruption of the foster home.
Date/Time: October 24, 2011 10:00am to 11:30am
Workshop Leader: Mel Schneiderman, Ph.D
Director of Mental Health Services
New York Foundling
Co-founder Vincent J. Fontana Center for Child Protection
2. Forensically Defensible Child Sexual Abuse Evaluations
This workshop, presented by a defense attorney, will focus on issues which arise in the context of child sexual abuse litigation including Parental Alienation “Syndrome,” the suggestibility of children, allegations of child sexual abuse in the context of divorce/custody proceedings, proper forensic interviewing, the professional ethics of mental health professionals maintaining proper records, and other issues.
Date/Time: December 5, 2011 10:00am to 12pm
Workshop Leader: Lawrence Jay Braunstein Esq.
Partner in the Firm of Braunstein & Zuckerman, Esq.
3. Common Myths and Clinical Realities of Child Maltreatment
Child abuse is the physical, sexual, emotional mistreatment or neglect of children. This
workshop will provide a multi-disciplinary forum to explore commonly held beliefs that can
often derail the process of obtaining the best outcomes for a child who has experienced any of these forms of child abuse. Through case-based discussion interspersed with brief didactics we will explore common myths as they relate to each of the forms of child maltreatment while
integrating findings from the literature in the field.
Date/Time: February 3, 2012 10am to 12pm
Workshop Leader: Ingrid Walker-Descartes, MD, MPH, FAAP
Maimonides Infants and Children’s Hospital of Brooklyn Child Abuse Pediatrician
Attending - Pediatric Ambulatory Division
Program Director - Pediatric Residency Training Program
4. Evidence-Based Mental Health Interventions for Child Abuse
This workshop will describe the current state of evidence-based mental health interventions for childhood abuse. Childhood models of PTSD and other sequelae will be described briefly. Em-pirically supported treatment for child sexual abuse, physical abuse and emotional/psychological abuse will be reviewed. Critical issues in treating youth will be described and finally national and state dissemination efforts will be noted, with focus on how New York State can adopt best prac-tices for the treatment of abused children.
Date/Time: April 2, 2012 10am to 11:30am
Workshop Leader: Komal Sharma-Patel, PhD
Assistant Director of Research
PARTNERS Program
St. John’s University
5. Integrating Prevention into Your Practice: American Professional Society on the Abuse of Children Prevention Guidelines
While much of professional practice has the objective of preventing further maltreatment, it is often difficult to understand how to best incorporate prevention activities into our work. This workshop will be hosted by a member of the American Professional Society on the Abuse of Children Board Prevention Task Force who will review current evidence and best practices in the child maltreatment field and discuss guidelines to assist professionals in integrating preven-tion into their work.
Date/Time: May 1, 2012 10am to 11:30am
Workshop Leader: Vincent J. Palusci, MD MS
Professor of Pediatrics at NYU School of Medicine
Child Abuse Pediatrician at the Frances L. Loeb Child
Protection and Developmental Center at Bellevue Hospital
6. Assessing Complex Trauma
This workshop will describe a three session model for the assessment of Complex Trauma (aka Developmental Trauma Disorder). A brief description of what is Complex Trauma and its effects on child development and the importance of parenting will be followed by a presentation of the assessment protocol. This assessment protocol is multi-modal and uses data from records, care-givers, various psychometric instruments. Screening of the various domains of possible impair-ment is an essential element of this protocol.
This workshop will only be available through Webinar
Date and Time to be announced
Workshop Leaders: Arthur Becker-Weidman, Ph.D.
Center for Family Development
Emily Becker-Weidman, PhD
Child Study Center, New York University
The New York State Chapter of
American Professional Society on the
Abuse of Children
The New York State Chapter of the American Professional Society on the Abuse of Children provides an opportunity for professionals in New York State to meet, share ideas and experiences, develop strategies for improving
professional services to clients, influence public policy and educate the public, other professionals, and policy makers about child maltreatment.
The New York Foundling
Vincent J. Fontana Center
for Child Protection
The Fontana Center supports the mission and values of The New York Foundling by serving as the advocacy,
public policy, research, professional and community
education arm of the agency.
The Center’s mission is to eliminate child maltreatment through the identification and promotion of evidence based primary prevention and treatment strategies. To achieve this objective, The Fontana Center engages in
research, professional training, community education and advocacy.
Registration Form
Please, indicate which workshop you would like to register for below.
1._____Preventing Foster Home Disruption: A Programmatic Approach
(October 24, 2011 10:00am to 11:30am)
2. Forensically Defensible Child Sexual Abuse Evaluations
(December 5, 2011 10:00am to 12pm)
3._____Common Myths and Clinical Realities of Child Maltreatment
(February 3, 2012 10am to 12pm)
4._____Evidence-Based Mental Health Interventions for Child Abuse
(April 2, 2012 10am to 11:30am)
5. Integrating Prevention into Your Practice: APSAC Prevention Guidelines (May 1, 2012 10am to 11:30am)
6._____Assessing Complex Trauma: Webinar Only
(Date: TBA)
There is no fee for New York State APSAC members or for NY Foundling staff.
There is a $10.00 fee for all non NYS APSAC members.
Please make check payable to:
Vincent J. Fontana Center for Child Protection
All workshops will be held at the Vincent J. Fontana Center for Child Protection
at 27 Christopher Street in Manhattan.
Subway stops: West 4th (A,C, E, F, B, D, M trains) or Christopher Street (1 train)
Send check and registration form to Maribel Cruz at:
maribelc@nyfoundling.org
Vincent J. Fontana Center for Child Protection
27 Christopher Street, New York, NY 10014
Phone: 212-660-1318
Feb 10, 2012
Spanking lowers IQ scores
A comprehensive study of the literature in the Canadian Medical Journal finds that spanking children results in poor outcomes: lower IQ scores.
The arguments against spanking and corporal punishment are even stronger when considering its re-traumatizing effects on children who have experienced complex trauma.
The arguments against spanking and corporal punishment are even stronger when considering its re-traumatizing effects on children who have experienced complex trauma.
Jul 13, 2011
Exciting new video by ATTACh
The Association for the Treatment and Training in the Attachment of Children, had an exciting video about the diagnosis and treatment of attachment disorders. This organization's highly respected and followed publications, such as the Therapeutic Practice Manual and Parent Manual are now enhanced by this video.
The video presents the most up to date material for parents and professionals regarding the diagnosis and treatment of disorders of attachment and has such highly internationally respected professionals on it as Dr. Michael Trout and Dr. Richard Kagan.
Go to the video here.
The video presents the most up to date material for parents and professionals regarding the diagnosis and treatment of disorders of attachment and has such highly internationally respected professionals on it as Dr. Michael Trout and Dr. Richard Kagan.
Go to the video here.
Apr 15, 2011
Dyadic Developmental Psychotherapy Training in 2012
ABOUT THE WORKSHOP
The workshop covers all the "Required Core Training Content" necessary to enter the practicum to become a Certified Dyadic Developmental Psychotherapy therapist. The use of SKYPE, independent study, and consultations will allow remote participants to fulfill the requirements to become Certified Dyadic Developmental Psychotherapy therapists.
The workshop uses a combination of SKYPE sessions, group discussion, independent study, and case presentations. Attachment-focused family therapy workbook, is the course text.
Early deprivation, neglect, abuse, significant early health problems and hospitalizations, repeated moves, or more than one year in an orphanage can create attachment problems that require specialized treatment. Traditional forms of therapy are ineffective with attachment-disordered children. This workshop will provide the therapist and other professionals with an opportunity to learn and practice effective treatment methods for trauma-attachment disordered children.
Participants are encouraged to present videotapes of sessions.
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment that is grounded in current thinking and research on the etiology and treatment of Complex Trauma or Developmental Trauma Disorder and disorders of attachment. Treatment is primarily experiential and there is an important teaching element as well. Teaching parents about attachment-facilitating parenting methods and the importance of attunement and responsive, sensitive parenting is essential. Direct work with the parents regarding their own family or origin issues is another component of treatment. Finally, intensive emotional work with the child in a manner consistent with sound treatment principles is vital.
The workshop is led by Dr. Arthur Becker-Weidman, who is a certified Dyadic Developmental Psychotherapist, Certified Consultant, and Certified Trainer by the Dyadic Developmental Psychotherapy Institute.
CENTER FOR FAMILY DEVELOPMENT
The Center For Family Development is an internationally recognized treatment and training center specializing in helping adopted and foster families with trauma and attachment disordered children. The Center is a registered agency with the Association for Treatment and Training in the Attachment of Children.
Arthur Becker-Weidman, CSW-R Ph.D. received his doctorate in Human Development from the University of Maryland, Institute for Child Study. He achieved Diplomate status from the American Board of Psychological Specialties in Child Psychology and Forensic Psychology. He is a Vice-President, clinical, with the Association for the Treatment and Training in the Attachment of Children and President of the Dyadic Developmental Psychotherapy Institute. Art is an adjunct Clinical Professor at SUNY at Buffalo. He has published over a dozen scholarly papers and regularly presents at international and national conferences. Art consults with psychologists, social workers, marriage and family therapists and several child treatment agencies, school districts, departments of social services, and governments in the United States, Canada, Finland, Czech Republic, Slovakia, Singapore, & Australia.
EVIDENCE-BASIS FOR TREATMENT
* Becker-Weidman, A., (2006) “Treatment for Children with Trauma-Attachment Disorders: Dyadic Developmental Psychotherapy,” Child and Adolescent Social Work Journal. Vol. 23(2), 147-171.
* Becker-Weidman, A., (2006) “Dyadic Developmental Psychotherapy: A multi-year Follow-up,” in, New Developments In Child Abuse Research, Stanley M. Sturt, Ph.D. (Ed.) Nova Science Publishers, NY, pp. 43 – 61.
* Becker-Weidman, A., (2007). “Treatment For Children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy,” http://www.center4familydevelop.com/research.pdf
* Becker-Weidman, A., & Hughes, D., (2008) “Dyadic Developmental Psychotherapy: An evidence-based treatment for children with complex trauma and disorders of attachment,” Child & Adolescent Social Work, 13, pp.329-337.
* Craven, P., & Lee, R., (2006) Therapeutic Interventions for Foster Children: A Systematic Research Synthesis, Research on Social Work Practice, 16(3):287-304.
TRAINING OUTLINE
2012
Center For Family Development
5820 Main Street, suite 406
Williamsville, NY 14221
SCHEDULE
A Six-month 56-hour Master Class.
10:00 am– 5:00 pm, 1/20/12, 2/17, 3.16, 4/20, 5/18, 6/21. Dates subject to change based on participant requests, 2012 holidays, and group agreement. Limited to eight.
OUTLINE
* Patterns of attachment
* Engaging and working with parents
* Intersubjectivity & use of self in practice
* Experiential components of training
* Components of Practice
* Phases of Treatment
* Differential use of components of
* Practice in different phases of
treatment
* Treatment with different populations and
circumstances
* Experiential components of training
* Consultation
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment. Two follow-up studies with control groups found clinically and statistically significant reductions in symptoms of attachment disorder, aggression, anti-social behavior, thought disorders, attention problems, mood, and social relationship dysfunction. Over 80% of the children treated had previously been in treatment on three or more occasions, without any noticeable improvement. Treatment averaged 23 sessions over approximately ten months. (Arthur Becker-Weidman, Ph.D., Child & Adolescent Social Work, vol. 23, pp.137-171, 2006)
SUGGESTED READING
You will find the following list of books helpful. It is strongly recommended that you read the first book before the workshop begins. This will ensure that everyone has a solid foundation of common knowledge.
1. Dyadic Developmental Psychotherapy: Essential Methods & Practices, Arthur Becker-Weidman, Ph.D., Rowman, Lanham, MD, 2010.
2. The Dyadic Developmental Psychotherapy Casebook, Arthur Becker-Weidman, Rowman: Lanham, MD, 2011.
3. Creating Capacity for Attachment, Eds., Arthur Becker-Weidman, Ph.D., Deborah Shell, MA, LCMHC, Wood ‘N’ Barnes, 2005/2008.
4. Attachment Parenting, Ed., Arthur Becker-Weidman & Deborah Shell, Rowman: Lanham, MD, 2010.
5. Attachment-Focused Family Therapy. Daniel Hughes, Norton, 2007.
6. Attachment-Focused Family Therapy Workbook, D. Hughes, Norton: NY, 2011.
7. Handbook of Attachment: Theory, Research, and Clinical Applications. Edited by Jude Cassidy and Phillip Shaver. The Guilford Press, 2008.
8. Building the Bonds of Attachment. 2nd. Ed. Daniel Hughes, Ph.D., 2006
9. Attachment Across the Life Cycle. Edited by Colin Murray Parkes, Joan Stevenson-Hinde, and Peter Marris. Routledge, 1991.
10. A Secure Base. John Bowlby, Basic Books, NY, 1988.
11. John Bowlby & Attachment Theory. Jeremy Holmes, Routledge, NY, 1993.
PURPOSE OF WORKSHOP
This workshop is for therapists who want to learn how to treat trauma-attachment disordered children. Participants will learn effective therapy principals for helping traumatized children. Participants will learn:
1. Initial work to determine parent readiness.
2. The components of Dyadic Developmental Psychotherapy and the phases of treatment.
3. The differential use of components in different phases of treatment.
4. Effective therapeutic techniques to use with traumatized and attachment disordered children and their families.
5. Effective parenting principals.
Participants will have the opportunity to view videotapes of actual therapy sessions with traumatized children that demonstrate therapeutic principals and present their own video tapes or cases.
The workshop covers all the "Required Core Training Content" necessary to enter the practicum to become a Certified Dyadic Developmental Psychotherapy therapist. The use of SKYPE, independent study, and consultations will allow remote participants to fulfill the requirements to become Certified Dyadic Developmental Psychotherapy therapists.
The workshop uses a combination of SKYPE sessions, group discussion, independent study, and case presentations. Attachment-focused family therapy workbook, is the course text.
Early deprivation, neglect, abuse, significant early health problems and hospitalizations, repeated moves, or more than one year in an orphanage can create attachment problems that require specialized treatment. Traditional forms of therapy are ineffective with attachment-disordered children. This workshop will provide the therapist and other professionals with an opportunity to learn and practice effective treatment methods for trauma-attachment disordered children.
Participants are encouraged to present videotapes of sessions.
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment that is grounded in current thinking and research on the etiology and treatment of Complex Trauma or Developmental Trauma Disorder and disorders of attachment. Treatment is primarily experiential and there is an important teaching element as well. Teaching parents about attachment-facilitating parenting methods and the importance of attunement and responsive, sensitive parenting is essential. Direct work with the parents regarding their own family or origin issues is another component of treatment. Finally, intensive emotional work with the child in a manner consistent with sound treatment principles is vital.
The workshop is led by Dr. Arthur Becker-Weidman, who is a certified Dyadic Developmental Psychotherapist, Certified Consultant, and Certified Trainer by the Dyadic Developmental Psychotherapy Institute.
CENTER FOR FAMILY DEVELOPMENT
The Center For Family Development is an internationally recognized treatment and training center specializing in helping adopted and foster families with trauma and attachment disordered children. The Center is a registered agency with the Association for Treatment and Training in the Attachment of Children.
Arthur Becker-Weidman, CSW-R Ph.D. received his doctorate in Human Development from the University of Maryland, Institute for Child Study. He achieved Diplomate status from the American Board of Psychological Specialties in Child Psychology and Forensic Psychology. He is a Vice-President, clinical, with the Association for the Treatment and Training in the Attachment of Children and President of the Dyadic Developmental Psychotherapy Institute. Art is an adjunct Clinical Professor at SUNY at Buffalo. He has published over a dozen scholarly papers and regularly presents at international and national conferences. Art consults with psychologists, social workers, marriage and family therapists and several child treatment agencies, school districts, departments of social services, and governments in the United States, Canada, Finland, Czech Republic, Slovakia, Singapore, & Australia.
EVIDENCE-BASIS FOR TREATMENT
* Becker-Weidman, A., (2006) “Treatment for Children with Trauma-Attachment Disorders: Dyadic Developmental Psychotherapy,” Child and Adolescent Social Work Journal. Vol. 23(2), 147-171.
* Becker-Weidman, A., (2006) “Dyadic Developmental Psychotherapy: A multi-year Follow-up,” in, New Developments In Child Abuse Research, Stanley M. Sturt, Ph.D. (Ed.) Nova Science Publishers, NY, pp. 43 – 61.
* Becker-Weidman, A., (2007). “Treatment For Children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy,” http://www.center4familydevelop.com/research.pdf
* Becker-Weidman, A., & Hughes, D., (2008) “Dyadic Developmental Psychotherapy: An evidence-based treatment for children with complex trauma and disorders of attachment,” Child & Adolescent Social Work, 13, pp.329-337.
* Craven, P., & Lee, R., (2006) Therapeutic Interventions for Foster Children: A Systematic Research Synthesis, Research on Social Work Practice, 16(3):287-304.
TRAINING OUTLINE
2012
Center For Family Development
5820 Main Street, suite 406
Williamsville, NY 14221
SCHEDULE
A Six-month 56-hour Master Class.
10:00 am– 5:00 pm, 1/20/12, 2/17, 3.16, 4/20, 5/18, 6/21. Dates subject to change based on participant requests, 2012 holidays, and group agreement. Limited to eight.
OUTLINE
* Patterns of attachment
* Engaging and working with parents
* Intersubjectivity & use of self in practice
* Experiential components of training
* Components of Practice
* Phases of Treatment
* Differential use of components of
* Practice in different phases of
treatment
* Treatment with different populations and
circumstances
* Experiential components of training
* Consultation
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment. Two follow-up studies with control groups found clinically and statistically significant reductions in symptoms of attachment disorder, aggression, anti-social behavior, thought disorders, attention problems, mood, and social relationship dysfunction. Over 80% of the children treated had previously been in treatment on three or more occasions, without any noticeable improvement. Treatment averaged 23 sessions over approximately ten months. (Arthur Becker-Weidman, Ph.D., Child & Adolescent Social Work, vol. 23, pp.137-171, 2006)
SUGGESTED READING
You will find the following list of books helpful. It is strongly recommended that you read the first book before the workshop begins. This will ensure that everyone has a solid foundation of common knowledge.
1. Dyadic Developmental Psychotherapy: Essential Methods & Practices, Arthur Becker-Weidman, Ph.D., Rowman, Lanham, MD, 2010.
2. The Dyadic Developmental Psychotherapy Casebook, Arthur Becker-Weidman, Rowman: Lanham, MD, 2011.
3. Creating Capacity for Attachment, Eds., Arthur Becker-Weidman, Ph.D., Deborah Shell, MA, LCMHC, Wood ‘N’ Barnes, 2005/2008.
4. Attachment Parenting, Ed., Arthur Becker-Weidman & Deborah Shell, Rowman: Lanham, MD, 2010.
5. Attachment-Focused Family Therapy. Daniel Hughes, Norton, 2007.
6. Attachment-Focused Family Therapy Workbook, D. Hughes, Norton: NY, 2011.
7. Handbook of Attachment: Theory, Research, and Clinical Applications. Edited by Jude Cassidy and Phillip Shaver. The Guilford Press, 2008.
8. Building the Bonds of Attachment. 2nd. Ed. Daniel Hughes, Ph.D., 2006
9. Attachment Across the Life Cycle. Edited by Colin Murray Parkes, Joan Stevenson-Hinde, and Peter Marris. Routledge, 1991.
10. A Secure Base. John Bowlby, Basic Books, NY, 1988.
11. John Bowlby & Attachment Theory. Jeremy Holmes, Routledge, NY, 1993.
PURPOSE OF WORKSHOP
This workshop is for therapists who want to learn how to treat trauma-attachment disordered children. Participants will learn effective therapy principals for helping traumatized children. Participants will learn:
1. Initial work to determine parent readiness.
2. The components of Dyadic Developmental Psychotherapy and the phases of treatment.
3. The differential use of components in different phases of treatment.
4. Effective therapeutic techniques to use with traumatized and attachment disordered children and their families.
5. Effective parenting principals.
Participants will have the opportunity to view videotapes of actual therapy sessions with traumatized children that demonstrate therapeutic principals and present their own video tapes or cases.
Mar 28, 2011
Emotional neglect can be defined as 'emotional unresponsiveness, unavailability and neglect characterised by a lack of interaction between parent and child.' It has been linked to children developing more mental-health problems but most research so far has been based on adults' memories of their childhood not how children feel at the time. A team of researchers from the University of Glasgow and the Medical Research Council in Glasgow studied 1,694 children. The children filled out a questionnaire called the Parental Bonding Instrument at 11 to assess their relationship with their parents and then had a computerhttp://www.blogger.com/img/blank.gifised psychiatric interview at 15 to assess any mental-health problems. 3% of the children perceived their parents as almost always emotionally neglectful and controlling and this group had more than twice the risk of developing mental-health problems at 15.
Young, Robert, Lennie, Susan and Minnis, Helen - Children’s perceptions of parental emotional
neglect and control and psychopathology Journal of Child Psychology and Psychiatry
doi:10.1111/j.1469-7610.2011.02390.x
See Center for Family Development for information about Dyadic Developmental Psychotherapy, an evidence-based, effective, and empirically validated treatment. Also see the Center's facebook page.
Young, Robert, Lennie, Susan and Minnis, Helen - Children’s perceptions of parental emotional
neglect and control and psychopathology Journal of Child Psychology and Psychiatry
doi:10.1111/j.1469-7610.2011.02390.x
See Center for Family Development for information about Dyadic Developmental Psychotherapy, an evidence-based, effective, and empirically validated treatment. Also see the Center's facebook page.
Mar 20, 2011
Becoming a Certified DDP therapist
The workshop covers all the "Required Core Training Content" necessary to enter the practicum to become a Certified Dyadic Developmental Psychotherapy therapist. The use of SKYPE will allow remote participants to fulfill the requirements to become Certified Dyadic Developmental Psychotherapy therapists. Participants may register for the full 56 hours or for Part A or Part B alone.
The workshop uses a combination of SKYPE workshop sessions, group discussion, independent study, and case presentations.
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment that is grounded in current thinking and research on the etiology and treatment of Complex Trauma or Developmental Trauma Disorder and disorders of attachment. Treatment is primarily experiential and there is an important teaching element as well. Teaching parents about attachment-facilitating parenting methods and the importance of attunement and responsive, sensitive parenting is essential. Direct work with the parents regarding their own family or origin issues is another component of treatment. Finally, intensive emotional work with the child in a manner consistent with sound treatment principles is vital.
The workshop is led by Dr. Arthur Becker-Weidman, who is a certified Dyadic Developmental Psychotherapist, Certified Consultant, and Certified Trainer by the Dyadic Developmental Psychotherapy Institute.
SCHEDULE
Starting dates and SKYPE sessions scheduled based on your availability and convenience. Assignments independent study occur at your pace.
A. 28 hour First half
* Patterns of attachment
* Engaging and working with parents
* Intersubjectivity & use of self in practice
* Experiential components of training
* Components of Practice
* Phases of Treatment
B. 28 hour Second half
* Differential use of components of
* Practice in different phases of
treatment
* Treatment with different populations and
circumstances
* Experiential components of training
* Consultation
Sections A & B cover all the required core training content for training to meet the DDPI requirements to apply for the Practicum to become a certified DDP therapist. Therapists may make application after completing section A.
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment. Two follow-up studies with control groups found clinically and statistically significant reductions in symptoms of attachment disorder, aggression, anti-social behavior, thought disorders, attention problems, mood, and social relationship dysfunction. Over 80% of the children treated had previously been in treatment on three or more occasions, without any noticeable improvement. Treatment averaged 23 sessions over approximately ten months. (Arthur Becker-Weidman, Ph.D., Child & Adolescent Social Work, vol. 23, pp.137-171, 2006)
SUGGESTED READING
You will find the following list of books helpful. It is strongly recommended that you read the first two books before the workshop begins. This will ensure that everyone has a solid foundation of common knowledge.
1. Dyadic Developmental Psychotherapy: Essential Methods & Practices, Arthur Becker-Weidman, Ph.D., Rowman, Lanham, MD, 2010.
2. The Dyadic Developmental Psychotherapy Casebook, Arthur Becker-Weidman, Rowman: Lanham, MD, 2011.
3. Creating Capacity for Attachment, Eds., Arthur Becker-Weidman, Ph.D., Deborah Shell, MA, LCMHC, Wood ‘N’ Barnes, 2005/2008.
4. Attachment Parenting, Ed., Arthur Becker-Weidman & Deborah Shell, Rowman: Lanham, MD, 2010.
5. Attachment-Focused Family Therapy. Daniel Hughes, Norton, 2007.
6. Attachment-Focused Family Therapy Workbook, Norton: NY, 2011.
7. Handbook of Attachment: Theory, Research, and Clinical Applications. Edited by Jude Cassidy and Phillip Shaver. The Guilford Press, 2008.
8. Building the Bonds of Attachment. 2nd. Ed. Daniel Hughes, Ph.D., 2006
9. Attachment Across the Life Cycle. Edited by Colin Murray Parkes, Joan Stevenson-Hinde, and Peter Marris. Routledge, 1991.
10. A Secure Base. John Bowlby, Basic Books, NY, 1988.
11. John Bowlby & Attachment Theory. Jeremy Holmes, Routledge, NY, 1993.
PURPOSE OF WORKSHOP
This workshop is for therapists who want to learn how to treat trauma-attachment disordered children. Participants will learn effective therapy principals for helping traumatized children. Participants will learn:
1. Initial work to determine parent readiness.
2. The components of Dyadic Developmental Psychotherapy and the phases of treatment.
3. The differential use of components in different phases of treatment.
4. Effective therapeutic techniques to use with traumatized and attachment disordered children and their families.
5. Effective parenting principals.
Participants will have the opportunity to view videotapes of actual therapy sessions with traumatized children that demonstrate therapeutic principals and present their own video tapes or cases.
REGISTRATION
NAME:
ADDRESS:
Degree:
DAY PHONE #: ( )
E-MAIL:
AGENCY NAME (if applicable):
A.: B.: BOTH:______
Fee is $500 (US$) for Sections A or B and $950 for both. A refund, minus a $95 administrative fee, will be given for cancellations. No refunds will be issued beginning course. A $150 deposit is required and full payment is due by the time you being.
$500 or $950 (U.S. $) fee enclosed.
OR
$150 deposit enclosed, balance due before starting.
Purchase Orders: include $25 fee. Payment in full must be received prior to starting training.
Registration fee includes workshop information packet, and Certificate of Attendance for 28 or 56 CEU’s.
To register send application form and check to:
CENTER FOR FAMILY DEVELOPMENT
5820 Main Street, Suite 406
Williamsville, NY, 14221
Website: www.Center4FamilyDevelop.com
E-mail: Aweidman@Concentric.net
Phone: 716-810-0790 Fax: 716-636-6243
The workshop uses a combination of SKYPE workshop sessions, group discussion, independent study, and case presentations.
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment that is grounded in current thinking and research on the etiology and treatment of Complex Trauma or Developmental Trauma Disorder and disorders of attachment. Treatment is primarily experiential and there is an important teaching element as well. Teaching parents about attachment-facilitating parenting methods and the importance of attunement and responsive, sensitive parenting is essential. Direct work with the parents regarding their own family or origin issues is another component of treatment. Finally, intensive emotional work with the child in a manner consistent with sound treatment principles is vital.
The workshop is led by Dr. Arthur Becker-Weidman, who is a certified Dyadic Developmental Psychotherapist, Certified Consultant, and Certified Trainer by the Dyadic Developmental Psychotherapy Institute.
SCHEDULE
Starting dates and SKYPE sessions scheduled based on your availability and convenience. Assignments independent study occur at your pace.
A. 28 hour First half
* Patterns of attachment
* Engaging and working with parents
* Intersubjectivity & use of self in practice
* Experiential components of training
* Components of Practice
* Phases of Treatment
B. 28 hour Second half
* Differential use of components of
* Practice in different phases of
treatment
* Treatment with different populations and
circumstances
* Experiential components of training
* Consultation
Sections A & B cover all the required core training content for training to meet the DDPI requirements to apply for the Practicum to become a certified DDP therapist. Therapists may make application after completing section A.
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment. Two follow-up studies with control groups found clinically and statistically significant reductions in symptoms of attachment disorder, aggression, anti-social behavior, thought disorders, attention problems, mood, and social relationship dysfunction. Over 80% of the children treated had previously been in treatment on three or more occasions, without any noticeable improvement. Treatment averaged 23 sessions over approximately ten months. (Arthur Becker-Weidman, Ph.D., Child & Adolescent Social Work, vol. 23, pp.137-171, 2006)
SUGGESTED READING
You will find the following list of books helpful. It is strongly recommended that you read the first two books before the workshop begins. This will ensure that everyone has a solid foundation of common knowledge.
1. Dyadic Developmental Psychotherapy: Essential Methods & Practices, Arthur Becker-Weidman, Ph.D., Rowman, Lanham, MD, 2010.
2. The Dyadic Developmental Psychotherapy Casebook, Arthur Becker-Weidman, Rowman: Lanham, MD, 2011.
3. Creating Capacity for Attachment, Eds., Arthur Becker-Weidman, Ph.D., Deborah Shell, MA, LCMHC, Wood ‘N’ Barnes, 2005/2008.
4. Attachment Parenting, Ed., Arthur Becker-Weidman & Deborah Shell, Rowman: Lanham, MD, 2010.
5. Attachment-Focused Family Therapy. Daniel Hughes, Norton, 2007.
6. Attachment-Focused Family Therapy Workbook, Norton: NY, 2011.
7. Handbook of Attachment: Theory, Research, and Clinical Applications. Edited by Jude Cassidy and Phillip Shaver. The Guilford Press, 2008.
8. Building the Bonds of Attachment. 2nd. Ed. Daniel Hughes, Ph.D., 2006
9. Attachment Across the Life Cycle. Edited by Colin Murray Parkes, Joan Stevenson-Hinde, and Peter Marris. Routledge, 1991.
10. A Secure Base. John Bowlby, Basic Books, NY, 1988.
11. John Bowlby & Attachment Theory. Jeremy Holmes, Routledge, NY, 1993.
PURPOSE OF WORKSHOP
This workshop is for therapists who want to learn how to treat trauma-attachment disordered children. Participants will learn effective therapy principals for helping traumatized children. Participants will learn:
1. Initial work to determine parent readiness.
2. The components of Dyadic Developmental Psychotherapy and the phases of treatment.
3. The differential use of components in different phases of treatment.
4. Effective therapeutic techniques to use with traumatized and attachment disordered children and their families.
5. Effective parenting principals.
Participants will have the opportunity to view videotapes of actual therapy sessions with traumatized children that demonstrate therapeutic principals and present their own video tapes or cases.
REGISTRATION
NAME:
ADDRESS:
Degree:
DAY PHONE #: ( )
E-MAIL:
AGENCY NAME (if applicable):
A.: B.: BOTH:______
Fee is $500 (US$) for Sections A or B and $950 for both. A refund, minus a $95 administrative fee, will be given for cancellations. No refunds will be issued beginning course. A $150 deposit is required and full payment is due by the time you being.
$500 or $950 (U.S. $) fee enclosed.
OR
$150 deposit enclosed, balance due before starting.
Purchase Orders: include $25 fee. Payment in full must be received prior to starting training.
Registration fee includes workshop information packet, and Certificate of Attendance for 28 or 56 CEU’s.
To register send application form and check to:
CENTER FOR FAMILY DEVELOPMENT
5820 Main Street, Suite 406
Williamsville, NY, 14221
Website: www.Center4FamilyDevelop.com
E-mail: Aweidman@Concentric.net
Phone: 716-810-0790 Fax: 716-636-6243
Jan 9, 2011
Can Empathy be taught?
Empathy is an essential ingredient for good parenting, good treatment, and good psychotherapy. Empathy allows one to see the world through the eyes of the other, walk in that person's shoes, share emotions, and build common experiences. Intersubjectivity, share emotions, share attention, and complimentary intentions form a core of empathy. It is these shared experiences (when concordant) that can help form the bedrock of stable, secure, safe, and positive relationships.
Many people are aware of "mirror neurons" as a neurological component of empathy. Mirror neurons are activated when one observes another's actions and the same motor neurons in the observers brain are activated as the ones in the "doers" brain that are necessary to carry out the action. Mirror neurons are activated in the emotional centers of the brain when we observe another and share affect.
While all this interesting and informative, it is not prescriptive. The question is, "is there some way to teach or enhance empathy?" Well, it turns out there are a number of ways. One of the easiest, simplest, and best ways is simply to listen and listen carefully. This is one way to get into another's head, so to speak.
Traditional views of the communication process held that speech and listening happened in two different parts of the brain: Broca's area and Wernicke's area. Yet studies show that communication partners unconsciously change their grammar structure, their speaking rate, and even their body postures to that of their partner. One could say that their communication changes show empathy for each other; some call this establishing a common ground. Studies by Dr. Hasson at Princeton University and graduate student Lauren Silbert demonstate this. The study involved having Ms. Silbert talk about emotionally meaningful events, tell stories from her life, while in a functional MRI. Then subjects were put into the f-MRI and listened to the recorded stories.
The most attentive listeners' key brain regions "lit up" in a f-MRI before her words came out. This suggests that the subjects anticipated what Ms. Silbert was going to say; empathy.
So helping parents, professionals, and therapists listen more carefully, more fully, and more deeply will increase their empathic capabilities. Listening is a skill that can be taught, improved on, and mastered.
For more information see:
Center For Family Development
Useful books & DVD's are:
Attachment Parenting
Principles of Attachment Parenting
Creating Capacity for Attachment
Dyadic Developmental Psychotherapy: Essential Practices & Methods
Introduction to Dyadic Developmental Psychotherapy
Many people are aware of "mirror neurons" as a neurological component of empathy. Mirror neurons are activated when one observes another's actions and the same motor neurons in the observers brain are activated as the ones in the "doers" brain that are necessary to carry out the action. Mirror neurons are activated in the emotional centers of the brain when we observe another and share affect.
While all this interesting and informative, it is not prescriptive. The question is, "is there some way to teach or enhance empathy?" Well, it turns out there are a number of ways. One of the easiest, simplest, and best ways is simply to listen and listen carefully. This is one way to get into another's head, so to speak.
Traditional views of the communication process held that speech and listening happened in two different parts of the brain: Broca's area and Wernicke's area. Yet studies show that communication partners unconsciously change their grammar structure, their speaking rate, and even their body postures to that of their partner. One could say that their communication changes show empathy for each other; some call this establishing a common ground. Studies by Dr. Hasson at Princeton University and graduate student Lauren Silbert demonstate this. The study involved having Ms. Silbert talk about emotionally meaningful events, tell stories from her life, while in a functional MRI. Then subjects were put into the f-MRI and listened to the recorded stories.
The most attentive listeners' key brain regions "lit up" in a f-MRI before her words came out. This suggests that the subjects anticipated what Ms. Silbert was going to say; empathy.
So helping parents, professionals, and therapists listen more carefully, more fully, and more deeply will increase their empathic capabilities. Listening is a skill that can be taught, improved on, and mastered.
For more information see:
Center For Family Development
Useful books & DVD's are:
Attachment Parenting
Principles of Attachment Parenting
Creating Capacity for Attachment
Dyadic Developmental Psychotherapy: Essential Practices & Methods
Introduction to Dyadic Developmental Psychotherapy
Oct 16, 2010
Cognitive Processing
Many children with histories of chronic early maltreatment within a care-giving relationship have been prenatally exposed to alcohol and/or drugs. The timing of the exposure and the intensity of prenatal exposure can have differing effects on the developing fetus, psychological functioning, and cognitive functions. These effects can sometimes be very subtle and not noticed or misinterpreted.
For example, some children are described as oppositional and defiant when what we may be observing is a cognitive processing and developmental deficit. As an example of this, the child may be perfectly capable of making a peanut butter and jelly sandwich. However, if you put a jar of peanut butter, a jar of jelly, a plate, knife, and bag of bread on the table and ask the child to tell you how to do this, you may find that the child had great difficulty doing so. This is a not uncommon experience with children prenatally exposed to chemicals. Understanding this cognitive processing deficit can be helpful for teachers and parents and ensure that the child's behavior is not misinterpreted.
Reference:
Becker-Weidman, A., & Shell, D., (Eds), Attachment Parenting, Jason Aronson, Lanham, MD, 2010.
For example, some children are described as oppositional and defiant when what we may be observing is a cognitive processing and developmental deficit. As an example of this, the child may be perfectly capable of making a peanut butter and jelly sandwich. However, if you put a jar of peanut butter, a jar of jelly, a plate, knife, and bag of bread on the table and ask the child to tell you how to do this, you may find that the child had great difficulty doing so. This is a not uncommon experience with children prenatally exposed to chemicals. Understanding this cognitive processing deficit can be helpful for teachers and parents and ensure that the child's behavior is not misinterpreted.
Reference:
Becker-Weidman, A., & Shell, D., (Eds), Attachment Parenting, Jason Aronson, Lanham, MD, 2010.
Sep 18, 2010
NEW BOOK
I have written a new book,
Dyadic Developmental Psychotherapy: Essential Practices & Methods
which is due out later this year. It is as close to a treatment manual as one can get with an experimentally based approach for this evidence-based, effective, and empirically validated treatment.
The book describes the theory base of Dyadic Developmental Psychotherapy and the evidence base of the approach. Another chapter describes fourteen components of Dyadic Developmental Psychotherapy. A major chapter in the book describes the phases of treatment:
Developing the Alliance
Maintaining the Alliance
Exploration
Integration
Healing
and the differential uses of the components of Dyadic Developmental Psychotherapy in these phases.
There are chapters about working with care-givers and the importance of caregivers as the key-stone for successful treatment
The book has extensive transcripts and excerpts from actual treatment sessions to illustrate the components and phases and principles being described.
Therapists, parents, psychologists, researchers, professors, social workers, residential treatment staff, and child welfare staff will all find this book a valuable resource.
Dyadic Developmental Psychotherapy: Essential Practices & Methods
which is due out later this year. It is as close to a treatment manual as one can get with an experimentally based approach for this evidence-based, effective, and empirically validated treatment.
The book describes the theory base of Dyadic Developmental Psychotherapy and the evidence base of the approach. Another chapter describes fourteen components of Dyadic Developmental Psychotherapy. A major chapter in the book describes the phases of treatment:
Developing the Alliance
Maintaining the Alliance
Exploration
Integration
Healing
and the differential uses of the components of Dyadic Developmental Psychotherapy in these phases.
There are chapters about working with care-givers and the importance of caregivers as the key-stone for successful treatment
The book has extensive transcripts and excerpts from actual treatment sessions to illustrate the components and phases and principles being described.
Therapists, parents, psychologists, researchers, professors, social workers, residential treatment staff, and child welfare staff will all find this book a valuable resource.
Jul 5, 2010
Suicide and Child Abuse: a link
Suicide is one of the leading causes of death worldwide but what causes it is still not well understood. Mental-health problems are an important risk factor but most people with a mental-health problem do not think about killing themselves. There is strong evidence that people's experiences contribute more towards their mental-health problems than their genes and that bad experiences in people's childhood are linked to more thoughts about, or attempts at, killing oneself in later life. However, there has been less research into this than into genetic factors or mental-health problems. A team of researchers led by Ronny Bruffaerts from Gasthuisberg University Hospital in Belgium studied an international sample of 55,299 people asking them about their experiences in childhood and whether they had thought about, or tried to kill themselves. They found that bad experiences in childhood were associated with an increased risk of suicide attempts and thoughts of suicide. Sexual and physical abuse, especially during adolescence, were consistently the strongest risk factors.
Reference:
Bruffaerts, Ronny ... [et al] - Childhood adversities as risk factors for onset and persistence of suicidal behaviour. British Journal of Psychiatry, July 2010, 197(1), 20-27
Seel
Reference:
Bruffaerts, Ronny ... [et al] - Childhood adversities as risk factors for onset and persistence of suicidal behaviour. British Journal of Psychiatry, July 2010, 197(1), 20-27
Seel
Feb 1, 2010
Finding homes for Children in Foster Care
A recent article in the NY Times describes the efforts of one man to track down the relatives of children in foster care and to help children move into permanent adoptive homes. His work is quite inspiring. Mr. Lopez, a former police detective, now does gumshoe work for what he calls a more fulfilling cause: tracking down long-lost relatives of teenagers languishing in foster care, in desperate need of family ties and in danger of becoming rootless adults.
"Finding an adoptive parent for older children with years in foster care is known in child welfare circles as the toughest challenge. Typically, their biological parents abused or neglected them and had parental rights terminated. Relatives may not know where the children are, or even that they exist. And the supply of saints in the general public, willing to adopt teenagers shaken by years of trauma and loss, is limited."
This is an inspiring article.
The article can be found at:
http://www.nytimes.com/2010/01/31/us/31adopt.html?pagewanted=1&em
href="http://www.nytimes.com/2010/01/31/us/31adopt.html?pagewanted=1&em">
"Finding an adoptive parent for older children with years in foster care is known in child welfare circles as the toughest challenge. Typically, their biological parents abused or neglected them and had parental rights terminated. Relatives may not know where the children are, or even that they exist. And the supply of saints in the general public, willing to adopt teenagers shaken by years of trauma and loss, is limited."
This is an inspiring article.
The article can be found at:
http://www.nytimes.com/2010/01/31/us/31adopt.html?pagewanted=1&em
href="http://www.nytimes.com/2010/01/31/us/31adopt.html?pagewanted=1&em">
Jan 29, 2010
New book for parents
Attachment Parenting, a new book edited by Arthur Becker-Weidman, Ph.D., & Deborah Shell, will be out in May of this year. Many of the chapters are written by myself and Deb. In addition, there are a number of chapters by various experts in the fields of Theraplay, Sensory-Integration, and Neuropsychology. The book is for parents and professionals and provides a home-based approach for parents to use to help children with complex trauma and disorders of attachment. The book is grounded in Dyadic Developmental Psychotherapy, which is an evidence-based, effective, and empirically validated treatment.
Oct 1, 2009
ATTACh Conference in TX
I just came back from the Association for the Treatment and Training in the Attachment of Children's annual conference, this year in San Antonio Texas. It was a wonderful conference for professionals, parents, and researchers. I had the pleasure of hearing Dr. Bruce Perry, a key note speaker, talk about the effects of trauma in childhood on later development. The mediating factor is the effects of trauma on brain development and brain function. This leads to an approach or sequencing of treatment that takes into account which systems of the brain are impaired. This was a very useful talk.
I strongly recommend that people consider the conference next year, in California. More information can be found at www.attach.org
I strongly recommend that people consider the conference next year, in California. More information can be found at www.attach.org
Aug 23, 2009
New Book
The book I co-edited with a colleague, Attachment Parenting: Developing Connections
and Healing Children, will be published in early 2010. The book has a number of chapters on topics such as sensory-integration, activities for parents, theory, use of media and other subjects that parents and therapists will find useful.
The pervasive effects of maltreatment on child development can be repaired when parents use effective, empirically validated, and evidence-based methods. This book describes a comprehensive approach to parenting that discusses a variety of issues including attachment, trauma, neuro-psychological impairments, sensory-integration, and treatment approaches as well as the use of media, play, and narratives to create connections. Professors teaching family-therapy, child-welfare, and child-treatment courses will find the book a good adjunct text.
People who live or work with children who have histories of maltreatment or institutional care, complex trauma, or disorders of attachment. Parents, psychologists, social workers, mental health professionals, child welfare staff, residential treatment program staff, and educators will find this book of value. In addition, those who teach classes in child welfare, family therapy, and the treatment of children will find the book to be a useful adjunctive text.
This book describes a comprehensive approach to parenting children. Grounded in attachment theory, this book will give parents, therapists, educators, and child welfare and residential treatment professionals the tools and skills necessary to help children who have a history of neglect, abuse, orphanage care, or other experiences that may interfere with the normal development of attachment between parent and child. The approach is rooted in Dyadic Developmental Psychotherapy, which is an evidence-based, effective, and empirically validated treatment for complex trauma and disorders of attachment.
The book provides practical and immediately usable approaches and methods to help children develop a healthier and more secure attachment. The book covers a wide range of topics. The first few chapters will appeal to professionals who work with parents. These chapters describe the basic principles of this approach. The book then moves on to discuss how to select a therapist and who to expect from a comprehensive evaluation. The chapter on logistics will be particularly valuable for parents and residential treatment staff. This chapter provides detailed suggestions for everything from how to organize the child's room, schools concerns, and problem solving. The chapters on sensory-integration, art therapy for parents, narratives, and Theraplay give parents specific therapeutic activities that can be done at home to improve the quality of the child's attachment with the parent. Other chapters on neuropsychological issues, mindfulness, and parent's use of self will help parents directly. The two chapters by parents on their story and what worked for them provide inspiration to parents and demonstrate that there is hope. Finally, the book ends with a comprehensive chapter on resources for parents and a summary of various professional standards regarding attachment, treatment, and parenting.
Overall, this comprehensive book covers a broad range of topics that are of concern to parents who raise and others who work with children with difficult histories, trauma, and disorders of attachment.
and Healing Children, will be published in early 2010. The book has a number of chapters on topics such as sensory-integration, activities for parents, theory, use of media and other subjects that parents and therapists will find useful.
The pervasive effects of maltreatment on child development can be repaired when parents use effective, empirically validated, and evidence-based methods. This book describes a comprehensive approach to parenting that discusses a variety of issues including attachment, trauma, neuro-psychological impairments, sensory-integration, and treatment approaches as well as the use of media, play, and narratives to create connections. Professors teaching family-therapy, child-welfare, and child-treatment courses will find the book a good adjunct text.
People who live or work with children who have histories of maltreatment or institutional care, complex trauma, or disorders of attachment. Parents, psychologists, social workers, mental health professionals, child welfare staff, residential treatment program staff, and educators will find this book of value. In addition, those who teach classes in child welfare, family therapy, and the treatment of children will find the book to be a useful adjunctive text.
This book describes a comprehensive approach to parenting children. Grounded in attachment theory, this book will give parents, therapists, educators, and child welfare and residential treatment professionals the tools and skills necessary to help children who have a history of neglect, abuse, orphanage care, or other experiences that may interfere with the normal development of attachment between parent and child. The approach is rooted in Dyadic Developmental Psychotherapy, which is an evidence-based, effective, and empirically validated treatment for complex trauma and disorders of attachment.
The book provides practical and immediately usable approaches and methods to help children develop a healthier and more secure attachment. The book covers a wide range of topics. The first few chapters will appeal to professionals who work with parents. These chapters describe the basic principles of this approach. The book then moves on to discuss how to select a therapist and who to expect from a comprehensive evaluation. The chapter on logistics will be particularly valuable for parents and residential treatment staff. This chapter provides detailed suggestions for everything from how to organize the child's room, schools concerns, and problem solving. The chapters on sensory-integration, art therapy for parents, narratives, and Theraplay give parents specific therapeutic activities that can be done at home to improve the quality of the child's attachment with the parent. Other chapters on neuropsychological issues, mindfulness, and parent's use of self will help parents directly. The two chapters by parents on their story and what worked for them provide inspiration to parents and demonstrate that there is hope. Finally, the book ends with a comprehensive chapter on resources for parents and a summary of various professional standards regarding attachment, treatment, and parenting.
Overall, this comprehensive book covers a broad range of topics that are of concern to parents who raise and others who work with children with difficult histories, trauma, and disorders of attachment.
Aug 12, 2009
Ten Take-Away Ponts
People often ask me what are the main points to "take away" from my Master Class or other multi-day training programs I provide. The trainings are about Dyadic Developmental Psychotherapy, an evidence-based, effective, and empirically validated treatment and associated parenting approaches. I've come up with what I call the Ten Take-Away Points that I'd like parents and professionals to come away understanding after training:
1. Kind attributions
2. All behavior is adaptive.
a. Mental health is flexibility. Many children’s “problems” can be seen as caused by rigidity and not feeling safe.
b. Much of the child’s behavior can be explained by their being “relationship phobic.”
3. Strange or odd behavior represents our lack of empathy.
a. Is this a child who like to argue or a child who is fearful of being hurt, scared, hurt, and lacking trust?
4. It’s about connections not compliance
5. Mistakes are not a problem, lack of repair is.
6. Who owns the button?
7. Alliance is the key. Alliance is necessary to create a secure base, which is necessary to for exploration, integration, and healing.
8. Parents are the keystone.
9. How to stop a behavior? Treat the cause not the symptom. Address the underlying driver.
10. Shame, fear, anxiety underlie much.
1. Kind attributions
2. All behavior is adaptive.
a. Mental health is flexibility. Many children’s “problems” can be seen as caused by rigidity and not feeling safe.
b. Much of the child’s behavior can be explained by their being “relationship phobic.”
3. Strange or odd behavior represents our lack of empathy.
a. Is this a child who like to argue or a child who is fearful of being hurt, scared, hurt, and lacking trust?
4. It’s about connections not compliance
5. Mistakes are not a problem, lack of repair is.
6. Who owns the button?
7. Alliance is the key. Alliance is necessary to create a secure base, which is necessary to for exploration, integration, and healing.
8. Parents are the keystone.
9. How to stop a behavior? Treat the cause not the symptom. Address the underlying driver.
10. Shame, fear, anxiety underlie much.
Jul 28, 2009
Therapeutic Parent Manual
The new Parent Manual, put out by the Association for the Treatment and Training in the Attachment of Children, is a wonderful resource for parents. It has a wealth of information and practical suggestions.
It covers many issues that children with Complex Trauma and disorders of attachment face.
copies can be ordered on Amazon.com or at www.attach.org
It covers many issues that children with Complex Trauma and disorders of attachment face.
copies can be ordered on Amazon.com or at www.attach.org
Jul 6, 2009
Orphan: boycott
The bad press this movie is getting is heating up as more and more adoption groups and outraged parents voice their objections to this movie.
I encourage people to contact Warner Brothers. More to the point, I encourage you to contact your local theater and request that they do not screen the movie. Getting many people to contact the theater and to state that you will not attend that theater as long as that movie is showing may get them to not screen the film.
Editorials in the local paper would also help.
I encourage people to contact Warner Brothers. More to the point, I encourage you to contact your local theater and request that they do not screen the movie. Getting many people to contact the theater and to state that you will not attend that theater as long as that movie is showing may get them to not screen the film.
Editorials in the local paper would also help.
Jul 5, 2009
Orphan: A movie to boycott
Warner Brothers is releasing a movie that is already evoking serious concern among adoption groups, mental health professionals, and others in the child welfare system. "Orphan" presents the story of an adopted child who is "damaged goods" and is violent and aggressive toward her adoptive family while appearing sweet and innocent to others. She is presented as a calculating, cunning child whose intention is to hurt her new family.
Children with complex trauma or disorders of attachment may be aggressive, violent, and difficult to live with. However their behavior is usually grounded in fear. Their early experiences may have "taught" them that relationships and intimacy are to be feared and avoided because these are inconsistent, painful, and not helpful.
This movie is a grounded in the myth that adopted children are emotionally disturbed because of "bad genes," and so there is not hope. Nothing could be further from the truth. See: "Brown University Child and Adolescent Behavior Letter" (Demick, K.( 2007) "Challenging the common myths about adoption". Vol. 23 (4), p. 8).
Complex trauma often results in impairment in several domains and must be treated with effective, evidence-based, and empirically validated treatments, such a Dyadic Developmental Psychotherapy. How long the child has experienced maltreatment is a major factor in outcome. In addition, the adoptive parent's understanding of the early trauma and how that effects later behavior is also key to a good outcome. For older children "usual" or "automatic" parenting is usually not good enough and some form of therapeutic parenting is necessary (see Creating Capacity for Attachment edited by Arthur Becker-Weidman & Deborah Shell). The research is clear that the factors associated with "placement stability," include the caregiver's commitment, sensitivity, insightfulness, and state of mind with respect to attachment.
This film sends the wrong message. It is also based on incorrect data and information regarding the effects of early trauma on child development and what parents can do.
Boycott this film.
Children with complex trauma or disorders of attachment may be aggressive, violent, and difficult to live with. However their behavior is usually grounded in fear. Their early experiences may have "taught" them that relationships and intimacy are to be feared and avoided because these are inconsistent, painful, and not helpful.
This movie is a grounded in the myth that adopted children are emotionally disturbed because of "bad genes," and so there is not hope. Nothing could be further from the truth. See: "Brown University Child and Adolescent Behavior Letter" (Demick, K.( 2007) "Challenging the common myths about adoption". Vol. 23 (4), p. 8).
Complex trauma often results in impairment in several domains and must be treated with effective, evidence-based, and empirically validated treatments, such a Dyadic Developmental Psychotherapy. How long the child has experienced maltreatment is a major factor in outcome. In addition, the adoptive parent's understanding of the early trauma and how that effects later behavior is also key to a good outcome. For older children "usual" or "automatic" parenting is usually not good enough and some form of therapeutic parenting is necessary (see Creating Capacity for Attachment edited by Arthur Becker-Weidman & Deborah Shell). The research is clear that the factors associated with "placement stability," include the caregiver's commitment, sensitivity, insightfulness, and state of mind with respect to attachment.
This film sends the wrong message. It is also based on incorrect data and information regarding the effects of early trauma on child development and what parents can do.
Boycott this film.
Jun 20, 2009
Bringing Your Child Home from the Orphanage: ideas
Generally, infants adopted before the age of six months fare no differently than infants raised from birth. However, after six months, the effects of institutional care begin to emerge. It is important to realize that even the best orphanages are not good places to raise a child. In NY state the infant-care giver ratio required by regulation for infant day care is no more than two infants per care provider...so 5:1 is better than 10:1, but still it won't help the child develop a normal, healthy, and secure attachment to a specific figure, which is what the attachment system is supposed to do. Several visits during a year won't make much of any difference on your child's development or on this most important process.
That being said, it is also important to remember that children are rather "plastic" and that attachment develops during the first two to three years of life. So, you will need to do some work when you bring your child home to make up for the early deprivations that your child has experienced.
1. It is best to make the room as similar to the orphanage as possible to make for an easier transition.
2. Serve the same foods at first.
3. Keep ALL others at a distance for the first several weeks to months so your child develops a specific and unique bond with you.
4. It would be best for you to spend the first two to three months at home constantly with the child; carrying the child and physically being present to meet the child's needs and to develop a affectively attuned relationship that will allow you to anticipate your child's needs and meet those, as well.
1) YOU, AND ONLY YOU, WEAR YOUR BABY!! Carry them with you wherever you go, and whatever you do. (Unless dangerous) Attach them to your bodies. A great baby carrier is one that the baby can have skin to skin contact with you – Baby Trekker (1-800-665-3957) is a good one. Carry the baby on your hip; tie to your body under a sweatshirt, front carrier, or in your arms. The more contact the better. These babies were not held enough. Hold Them!!!! A LOT!!! ALL THE TIME!!!! For the rare times the baby is not in your arms, have them in the same room as you are in.
2) YOU ARE THE ONLY CAREGIVER!! You always bottle, feed, bath, dress, change and most of the play. If friends and family want to help let them walk the dog or clean your house, wash bottles or do laundry, bring food or make you tea. No baby-sitters and no sending the baby away for respite. Until your baby is firmly emotionally attached to you, NO ONE the baby doesn't see daily should hold or even touch him or her, and even those that the baby sees daily should hold him or her at a very minimum.
3) KEEP THE BOTTLE AS LONG AS POSSIBLE –EVEN LONGER! You, not the baby, hold the bottle. You can hold the bottle with your chin so you have two hands to snuggle your baby close to you. One handed it also fine. Hold the child the way a nursing mother does – chest to chest, close to you with as much skin-to-skin contact as possible. Look your baby in the eyes and when they do, instantly put the bottle in their mouth and tell them good job!! Keep looking at their eyes so when they are ready for eye contact, you don't miss it. Note: some babies with sensory-integration difficulties may find eye contact too stimulating and it may actually be disruptive to the child.
4) BATHE WITH YOUR BABY; this encourages skin-to-skin contact in a nice relaxing warm fun way.
5) A LOT OF FACE-TO-FACE baby games and funny faces and TONS of smiles and kisses!! Paint bright circles around your eyes. Close one eye, then the other, rapidly blink, and then change speeds, all the time with funny noises. Cover both eyes then one, and so on. Have the baby sit on your lap, and if this is too hard for them at first, lay them on a bed to do it. Then slowly trick them into letting you touch and hold them!! Keep it fun for them.
6) WHEN THERE IS A GREAT DEAL OF ANGER OR AVOIDANCE, the baby NEEDS you to hold them, even if they don't WANT to be held. They feel so far away from you, and have to be brought closer to heal. Cradle the baby in your arms. Have their arm closest to you held close. Talk soothingly to them, and tell them to look in mommy's eyes. They most likely won't at first, and will become very angry, (actually they were already very angry, the anger is just allowed to come out in a safe loved way) other times in their life they were not able to get their needs met; anger and avoidance came out of that. They were often ignored, hit, or yelled at. That is why it is SO IMPORTANT this ALL be done in an extremely loving way. Never squeeze the baby too close, speak harshly, lose your cool or forget why you are doing this. If you get to feel their anger, immediately put them down and call support. You have to remain supportive, yet expect their best. They may try to hit you, scratch, bite, scream and get to you any way they can. Their intense rage is there. Yes, even little babies. Eye contact, feeling safe, and being accepted no matter what in a loving way is the goal here. For whatever reason, they have shut off people. Now they need YOU to heal. Rub them, soothe them in singing, and soft speech, rock them and tell them you love them. Keep it up until they will calm down and look in your eyes and FEEL connected to you. At times they will fall asleep screaming. If so, and if possible, continue to hold them until they wake up, and then continue above. If you need to lay them down, have a monitor on so you can pick them up as soon as they wake up. For the very avoidant baby one unsolicited eye contact a week could be considered good! Keep it up; you have several good eye contacts a minute to look forward to! Remember, you did not create this anger in your baby.
7) NOW IS THE BEST AND EASIEST TIME TO WORK WITH YOUR BABY.
8) DO A LOT OF BABY MASSAGES. For the real avoidant baby, a half-hour. Each day you delay, the harder it is for them and you. Attachment issues do NOT just go away on their own. They only get worse. Twice a day would be minimum. All the time talk, sing and let that baby know how special they are!! Most of the babies seem to really enjoy this, and my daughter would even get out the lotion as soon as she could reach for it!!
9) ROCK THAT BABY!! They often can't stand you sitting in a rocking chair, but can often tolerate and enjoy you walking and dancing with them in your arms. (Remember face-to-face contact during this) Gentle motion, bouncing and rocking are a must!!
10) SLEEP WITH THE BABY. If you can, the best is to have the baby in your bed close to you. Second choice is to have the baby in their crib right next to your side of the bed with the side rail down. Have the crib touching snug to your bed, so if they climb out, they climb safely onto you!! They need t hear your breathing and know you are close. Yet for someone over one, you get special permission (in writing) to have him or her sleep in your room for mental health reasons. Should not be a big problem. Have the baby always fall asleep in your arms. Nap or night. They need to get used to feeling loved!!
11) SING, SING, SING!!! It lightens the load, and helps the baby feel the happy friendliness they missed out on. Joyful voices are so important!
12) ENCOURAGE EYE CONTACT WHEN FEEDING, BOTTLING, TALKING, CHANGING, AND ALL THE TIME!!
13) EXPECT A DIRTY HOUSE, soup out of the can and sandwiches for supper and piles of laundry. Know that you are not super mom, and that baby can't wait until all is in order to get on with their lives. Here is where all those well-meaning friends that want to hold that precious baby come in!! Let them work!!!
14) EXPECT TO BE CRITICIZED AND ACCUSED as over possessive, spoiling the baby, and making more than you should out of the baby's problems. You will be told all babies do that. This is by well meaning friends, neighbors, relatives, doctors, and social workers. Stick to what YOU KNOW the baby needs, and fight to get that for them. Remember YOU know that baby more than anyone else.
15) HAVE A GREAT SUPPORT SYSTEM. Have a trusted friend (hopefully someone who has had experience in attachment disorder) that you can call without being told you are making too much of it. Read books on attachment disorder. Know what dangers await that baby if they are not helped. Working with an infant or toddler has such a HUGE chance for success!! Not one act of kindness is wasted.
16) GET AN OFFICIAL EVALUATION BY AN ATTACHMENT EXPERT.
That way in court and with workers you do have leg to stand on in getting these babies what they need!!! It is a lot easier when you have a well-respected expert stick up for you.
17) KNOW YOU NEITHER CREATED YOUR BABY'S PROBLEMS, NOR CAN YOU CURE THEM. Your job is to give the baby the tools they need. The rest is up to them.
18) FOR THE BABY THAT HAS NOT YET ENTERED YOUR HOME – when you get that baby, get a piece of clothing or blanket unwashed and used recently by the primary caregiver. The smell will help the move. And don't you wash it!! Keep it close to the baby to help the baby adjust. No matter the baby's age or living conditions, the move to you is not easy. Never push this object, but make it available.
19) HELP YOUR BABY WITH A TRANSITIONAL OBJECT. This is a blanket or soft toy they can sleep with, use it in the car seat, and for the RARE time you cannot be with them. Helps in security.
21) IF YOU DO ALL OF THESE WITH LOVE AND KINDNESS AND THINGS GET WORSE OR REMAIN THE SAME, GET HELP.
That being said, it is also important to remember that children are rather "plastic" and that attachment develops during the first two to three years of life. So, you will need to do some work when you bring your child home to make up for the early deprivations that your child has experienced.
1. It is best to make the room as similar to the orphanage as possible to make for an easier transition.
2. Serve the same foods at first.
3. Keep ALL others at a distance for the first several weeks to months so your child develops a specific and unique bond with you.
4. It would be best for you to spend the first two to three months at home constantly with the child; carrying the child and physically being present to meet the child's needs and to develop a affectively attuned relationship that will allow you to anticipate your child's needs and meet those, as well.
1) YOU, AND ONLY YOU, WEAR YOUR BABY!! Carry them with you wherever you go, and whatever you do. (Unless dangerous) Attach them to your bodies. A great baby carrier is one that the baby can have skin to skin contact with you – Baby Trekker (1-800-665-3957) is a good one. Carry the baby on your hip; tie to your body under a sweatshirt, front carrier, or in your arms. The more contact the better. These babies were not held enough. Hold Them!!!! A LOT!!! ALL THE TIME!!!! For the rare times the baby is not in your arms, have them in the same room as you are in.
2) YOU ARE THE ONLY CAREGIVER!! You always bottle, feed, bath, dress, change and most of the play. If friends and family want to help let them walk the dog or clean your house, wash bottles or do laundry, bring food or make you tea. No baby-sitters and no sending the baby away for respite. Until your baby is firmly emotionally attached to you, NO ONE the baby doesn't see daily should hold or even touch him or her, and even those that the baby sees daily should hold him or her at a very minimum.
3) KEEP THE BOTTLE AS LONG AS POSSIBLE –EVEN LONGER! You, not the baby, hold the bottle. You can hold the bottle with your chin so you have two hands to snuggle your baby close to you. One handed it also fine. Hold the child the way a nursing mother does – chest to chest, close to you with as much skin-to-skin contact as possible. Look your baby in the eyes and when they do, instantly put the bottle in their mouth and tell them good job!! Keep looking at their eyes so when they are ready for eye contact, you don't miss it. Note: some babies with sensory-integration difficulties may find eye contact too stimulating and it may actually be disruptive to the child.
4) BATHE WITH YOUR BABY; this encourages skin-to-skin contact in a nice relaxing warm fun way.
5) A LOT OF FACE-TO-FACE baby games and funny faces and TONS of smiles and kisses!! Paint bright circles around your eyes. Close one eye, then the other, rapidly blink, and then change speeds, all the time with funny noises. Cover both eyes then one, and so on. Have the baby sit on your lap, and if this is too hard for them at first, lay them on a bed to do it. Then slowly trick them into letting you touch and hold them!! Keep it fun for them.
6) WHEN THERE IS A GREAT DEAL OF ANGER OR AVOIDANCE, the baby NEEDS you to hold them, even if they don't WANT to be held. They feel so far away from you, and have to be brought closer to heal. Cradle the baby in your arms. Have their arm closest to you held close. Talk soothingly to them, and tell them to look in mommy's eyes. They most likely won't at first, and will become very angry, (actually they were already very angry, the anger is just allowed to come out in a safe loved way) other times in their life they were not able to get their needs met; anger and avoidance came out of that. They were often ignored, hit, or yelled at. That is why it is SO IMPORTANT this ALL be done in an extremely loving way. Never squeeze the baby too close, speak harshly, lose your cool or forget why you are doing this. If you get to feel their anger, immediately put them down and call support. You have to remain supportive, yet expect their best. They may try to hit you, scratch, bite, scream and get to you any way they can. Their intense rage is there. Yes, even little babies. Eye contact, feeling safe, and being accepted no matter what in a loving way is the goal here. For whatever reason, they have shut off people. Now they need YOU to heal. Rub them, soothe them in singing, and soft speech, rock them and tell them you love them. Keep it up until they will calm down and look in your eyes and FEEL connected to you. At times they will fall asleep screaming. If so, and if possible, continue to hold them until they wake up, and then continue above. If you need to lay them down, have a monitor on so you can pick them up as soon as they wake up. For the very avoidant baby one unsolicited eye contact a week could be considered good! Keep it up; you have several good eye contacts a minute to look forward to! Remember, you did not create this anger in your baby.
7) NOW IS THE BEST AND EASIEST TIME TO WORK WITH YOUR BABY.
8) DO A LOT OF BABY MASSAGES. For the real avoidant baby, a half-hour. Each day you delay, the harder it is for them and you. Attachment issues do NOT just go away on their own. They only get worse. Twice a day would be minimum. All the time talk, sing and let that baby know how special they are!! Most of the babies seem to really enjoy this, and my daughter would even get out the lotion as soon as she could reach for it!!
9) ROCK THAT BABY!! They often can't stand you sitting in a rocking chair, but can often tolerate and enjoy you walking and dancing with them in your arms. (Remember face-to-face contact during this) Gentle motion, bouncing and rocking are a must!!
10) SLEEP WITH THE BABY. If you can, the best is to have the baby in your bed close to you. Second choice is to have the baby in their crib right next to your side of the bed with the side rail down. Have the crib touching snug to your bed, so if they climb out, they climb safely onto you!! They need t hear your breathing and know you are close. Yet for someone over one, you get special permission (in writing) to have him or her sleep in your room for mental health reasons. Should not be a big problem. Have the baby always fall asleep in your arms. Nap or night. They need to get used to feeling loved!!
11) SING, SING, SING!!! It lightens the load, and helps the baby feel the happy friendliness they missed out on. Joyful voices are so important!
12) ENCOURAGE EYE CONTACT WHEN FEEDING, BOTTLING, TALKING, CHANGING, AND ALL THE TIME!!
13) EXPECT A DIRTY HOUSE, soup out of the can and sandwiches for supper and piles of laundry. Know that you are not super mom, and that baby can't wait until all is in order to get on with their lives. Here is where all those well-meaning friends that want to hold that precious baby come in!! Let them work!!!
14) EXPECT TO BE CRITICIZED AND ACCUSED as over possessive, spoiling the baby, and making more than you should out of the baby's problems. You will be told all babies do that. This is by well meaning friends, neighbors, relatives, doctors, and social workers. Stick to what YOU KNOW the baby needs, and fight to get that for them. Remember YOU know that baby more than anyone else.
15) HAVE A GREAT SUPPORT SYSTEM. Have a trusted friend (hopefully someone who has had experience in attachment disorder) that you can call without being told you are making too much of it. Read books on attachment disorder. Know what dangers await that baby if they are not helped. Working with an infant or toddler has such a HUGE chance for success!! Not one act of kindness is wasted.
16) GET AN OFFICIAL EVALUATION BY AN ATTACHMENT EXPERT.
That way in court and with workers you do have leg to stand on in getting these babies what they need!!! It is a lot easier when you have a well-respected expert stick up for you.
17) KNOW YOU NEITHER CREATED YOUR BABY'S PROBLEMS, NOR CAN YOU CURE THEM. Your job is to give the baby the tools they need. The rest is up to them.
18) FOR THE BABY THAT HAS NOT YET ENTERED YOUR HOME – when you get that baby, get a piece of clothing or blanket unwashed and used recently by the primary caregiver. The smell will help the move. And don't you wash it!! Keep it close to the baby to help the baby adjust. No matter the baby's age or living conditions, the move to you is not easy. Never push this object, but make it available.
19) HELP YOUR BABY WITH A TRANSITIONAL OBJECT. This is a blanket or soft toy they can sleep with, use it in the car seat, and for the RARE time you cannot be with them. Helps in security.
21) IF YOU DO ALL OF THESE WITH LOVE AND KINDNESS AND THINGS GET WORSE OR REMAIN THE SAME, GET HELP.
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