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
Showing posts with label Child Development. Show all posts
Showing posts with label Child Development. Show all posts
Feb 13, 2012
Feb 12, 2012
Working with culturally diverse groups
I've been reading and thinking, recently, about work with culturally diverse groups and wonder if any of you do and what your experience has been.
In thinking about treatment it seems that family and DDP therapists (who are primarily European-American) may tend to:
* Allow and encourage expressing emotions freely and openly
* View each member as having a right to the member's own unique self: to individuate from the family as a primary unit of identity
* Strive for equal division of labor among members of the family
* Consider egalitarian role relationships between spouses as preferred
* Focus on the nuclear family as the standard.
* Value a present-future time perspective
A variety of other cultures have differing values and orientations (Asian, South-Asian, Black American, First Nations/Native American, Hispanic, to name a few).
It might be interesting to have a discussion about working with culturally diverse groups...if any of us do work with such groups (I do, so that's what prompted my readings and thinking).
regards
art
In thinking about treatment it seems that family and DDP therapists (who are primarily European-American) may tend to:
* Allow and encourage expressing emotions freely and openly
* View each member as having a right to the member's own unique self: to individuate from the family as a primary unit of identity
* Strive for equal division of labor among members of the family
* Consider egalitarian role relationships between spouses as preferred
* Focus on the nuclear family as the standard.
* Value a present-future time perspective
A variety of other cultures have differing values and orientations (Asian, South-Asian, Black American, First Nations/Native American, Hispanic, to name a few).
It might be interesting to have a discussion about working with culturally diverse groups...if any of us do work with such groups (I do, so that's what prompted my readings and thinking).
regards
art
Feb 5, 2012
Attachment Therapy Companion
The book I wrote with 2 colleagues, Attachment Therapy Companion, will be out in July an is now listed on the Norton website:
http://books.wwnorton.com/books/Attachment-focused-Therapy/
The book is meant to be a statement of best practice in the provision of attachment focused therapy. It described the theory base for this approach, appropriate and evidence-based principles for evaluation and treatment, and ethical principles of practice.
It is a must read for anyone practicing treatment grounded in attachment theory.
http://books.wwnorton.com/books/Attachment-focused-Therapy/
The book is meant to be a statement of best practice in the provision of attachment focused therapy. It described the theory base for this approach, appropriate and evidence-based principles for evaluation and treatment, and ethical principles of practice.
It is a must read for anyone practicing treatment grounded in attachment theory.
Oct 23, 2011
Tips for parents
Tips for parents on Halloween safety:
http://www.huffingtonpost.com/mary-l-pulido-phd/protecting-kids-first-a-s_b_991354.html
http://www.huffingtonpost.com/mary-l-pulido-phd/protecting-kids-first-a-s_b_991354.html
Sep 20, 2011
A cool website for 3D images of the Brain
I found this cool website and thought you'd be interested in it.
3D Brain images
http://www.g2conline.org/2022
3D Brain images
http://www.g2conline.org/2022
Sep 9, 2011
Complex Trauma: A community Approach
Dr. Becker-Weidman will be presenting an all day workshop on October 20, 2011 in Saratoga Springs.
“Complex Trauma: A Community Approach”- Implications for Treatment, Parenting, Child Welfare, Family Court and Education.”
With Dr. Arthur Becker-Weidman
October 20, 2011
8:30- 5 pm.
8:00am Registration
Knights of Columbus Hall
50 Pine Road
Saratoga Springs, New York
CONFERENCE FEE
PROFESSIONALS: $95.00
All purchase orders add $15.00
PARENTS & GUARDIANS: $25.00
Due to Co-Sponsorship by the Theraplay Institute 6 CEUs are available for psychologists and play therapists
Coffee & Lunch Included
MAKE YOUR CHECK PAYABLE TO:
CCMH YOUTH CONFERENCE
MAIL TO:
Tammy Horan
Saratoga County Mental Health Center
211 Church Street
Saratoga Springs, NY 12866
518-584-9030
e-mail: ythserv@yahoo.com
Name:___________________________
Agency:__________________________
Address:_________________________
________________________________
Phone:___________________________
E-Mail:__________________________
Children in the Child Welfare system have often experienced Complex Trauma and require specialized treatment, parenting and educational approaches. For over twenty-five years Dr. Becker Weidman has specialized in the treatment of families with children who have complex trauma and disorders of attachment and on training therapists, parents, children welfare workers, educators and courts
Dr. Becker- Weidman will describe Complex Trauma and Dyadic Developmental Psychotherapy (DDP), which is an evidence-based, effective, and empirically validated treatment, and how these approaches and concepts can integrate the community response system. Dr. Becker-Weidman will explain the effects of complex trauma on child development as well as factors affecting placement stability. The ways that teachers, child welfare professionals, parents, and therapists respond are often the key to lessening the ill effects of trauma. The community system of care must embody the principles of safety, security, support, acceptance, curiosity so that the child and family can heal. Through the use of presentations and tapes of actual sessions, Dr. Becker-Weidman will explain his approach.
Children in the Child Welfare system have often experienced Complex trauma and require specialized treatment, parenting and educational approaches. For over twenty-five years Dr. Becker Weidman has specialized in the treatment of families with children who have complex trauma and disorders of attachment and on training therapists, parents, children welfare workers, educators and courts. The material presented by Dr. Becker-Weidman will build on the presentation of Dr. Daniel Hughes her in 2009. Dr. Becker-Weidman and Dr. Hughes are close colleagues, haven written articles together and collaborate as trainers and Board members of the Dyadic Developmental Psychotherapy Institute.
Dr. Becker- Weidman will describe Complex Trauma and dyadic Developmental Psychotherapy, which is an evidence-based, effective, and empirically validated treatment,how these approaches and concepts can integrate the systems of care that are involved with foster and adoptive families and their children, as well as will children with histories of abuse and neglect and attachment disorganization. Dr. Becker-Weidman will explain what Complex Trauma is, its effects on child development, factors affecting placement stability and the implications of this for teachers, child welfare professionals, parents, and therapists. The framework for this presentation will be Dyadic Developmental Psychotherapy, an approach grounded in Attachment Theory. Dr. Becker-Weidman’s approach within all systems of care is to provide safety, security and the necessary support so that the positive and emotionally meaningful relationships can develop. He actively communicates acceptance, curiosity and empathy. The system of care must embody these principles so that the child and family can heal. Through the use of presentations and tapes of actual sessions, Dr. Becker-Weidman will explain his approach.
About the Presenter
Dr. Arthur Becker-Weidman has been training professionals, evaluating and treating families and children with trauma-attachment disorders for over thirty years. He has a PhD from the University of Maryland’s Institute for Child Study and is a Diplomat of the American Board of Psychological Specialties in Child Psychology and Forensic Psychology. He is recognized as an expert witness and frequently provides testimony in court proceedings.
Art lives in Williamsville, NY with his family and is the Director of The Center for Family Development, an internationally recognized training and treatment center. He is the author of four books: Creating Capacity for Attachment (2005/2008), Attachment Facilitating Parenting (2010), Dyadic Developmental Psychotherapy Casebook (2011). He is the author of many articles in professional peer-reviewed journals and empirical studies. He has published research demonstrating the efficacy and evidence-base of DDP. Dr. Becker-Weidman provides training and consultation to therapists, psychologists, social workers, and parents throughout the US, Australia, Canada, Finland, Singapore, Slovakia and the Czech Republic.
Who Should Attend?
This program is designed for anyone who would like to know how to work together across disciplines with children and families who have suffered from the effects of Complex Trauma. The conference is directed toward child-centered professionals and community systems that work to help to lessen those effects. This training will provide a perceptual framework to understand what these children and families need as well as readily implementable ideas that can be used at home, school, community, as well as in therapeutic, child welfare, and family court offices.
• Psychologists and Psychiatrists
• Social Workers/Therapists
• Family Therapists
• Play Therapists
• Parents and Caretakers
• Residential Counselors
• Teachers/School Professionals
• Adoption/Post-adoption Caseworkers
• Child Welfare Workers
• Family Court Judges
• Early Childhood Development Specialists
• Teachers/School Professionals
• Adoption/Post-adoption Caseworkers
• Child Welfare Workers
• Family Court Judges
• Early Childhood Development Specialists
Program Schedule
Introduction/Overview of Day-8:30-8:45
Complex Trauma………………..8:45-11:00
1) What is Complex Trauma?
2) 7 Domains of Impairment
3) Effects on Child Development and Behavior
4) DVD: A child’s View
BREAK……………………………..10:30-10:45
Factors affecting placement stability & Breakdown………………………11:00-11:30
Principles of effective interventions-11:30-12:00
LUNCH……………………………..12:00-1:00
Implications for Parents, Teachers, Clinicians, Child Welfare and Family Court …………………..…………………..1:00-5:00
Teachers……………………… ….1:00-2:00
Class and School Practices
Child Welfare and Family Court-2:00-3:00
Placement Policies/Court Issues
Foster Parent Selection & Training
BREAK………………………………..3:00-3:15
Treatment……………………………3:15-4:00
Elements of treatment Parenting
…………….………………………….4:00-5:00
Attachment Facilitating Parenting
FOR FURTHER INFORMATION CONTACT:
Tammy Horan
518-584-9030
conferenceythserv@yahoo.com
DIRECTIONS:
From I-87 take Exit 13N, merge onto US-9
toward Saratoga Springs
4.4m turn left onto Washington St. /NY 29
(Corner with Starbucks)
1.5 m turn left onto Pine Rd
Left into Parking Lot.
50 Pine Rd.
Knights of Columbus Hall
“Complex Trauma: A Community Approach”- Implications for Treatment, Parenting, Child Welfare, Family Court and Education.”
With Dr. Arthur Becker-Weidman
October 20, 2011
8:30- 5 pm.
8:00am Registration
Knights of Columbus Hall
50 Pine Road
Saratoga Springs, New York
CONFERENCE FEE
PROFESSIONALS: $95.00
All purchase orders add $15.00
PARENTS & GUARDIANS: $25.00
Due to Co-Sponsorship by the Theraplay Institute 6 CEUs are available for psychologists and play therapists
Coffee & Lunch Included
MAKE YOUR CHECK PAYABLE TO:
CCMH YOUTH CONFERENCE
MAIL TO:
Tammy Horan
Saratoga County Mental Health Center
211 Church Street
Saratoga Springs, NY 12866
518-584-9030
e-mail: ythserv@yahoo.com
Name:___________________________
Agency:__________________________
Address:_________________________
________________________________
Phone:___________________________
E-Mail:__________________________
Children in the Child Welfare system have often experienced Complex Trauma and require specialized treatment, parenting and educational approaches. For over twenty-five years Dr. Becker Weidman has specialized in the treatment of families with children who have complex trauma and disorders of attachment and on training therapists, parents, children welfare workers, educators and courts
Dr. Becker- Weidman will describe Complex Trauma and Dyadic Developmental Psychotherapy (DDP), which is an evidence-based, effective, and empirically validated treatment, and how these approaches and concepts can integrate the community response system. Dr. Becker-Weidman will explain the effects of complex trauma on child development as well as factors affecting placement stability. The ways that teachers, child welfare professionals, parents, and therapists respond are often the key to lessening the ill effects of trauma. The community system of care must embody the principles of safety, security, support, acceptance, curiosity so that the child and family can heal. Through the use of presentations and tapes of actual sessions, Dr. Becker-Weidman will explain his approach.
Children in the Child Welfare system have often experienced Complex trauma and require specialized treatment, parenting and educational approaches. For over twenty-five years Dr. Becker Weidman has specialized in the treatment of families with children who have complex trauma and disorders of attachment and on training therapists, parents, children welfare workers, educators and courts. The material presented by Dr. Becker-Weidman will build on the presentation of Dr. Daniel Hughes her in 2009. Dr. Becker-Weidman and Dr. Hughes are close colleagues, haven written articles together and collaborate as trainers and Board members of the Dyadic Developmental Psychotherapy Institute.
Dr. Becker- Weidman will describe Complex Trauma and dyadic Developmental Psychotherapy, which is an evidence-based, effective, and empirically validated treatment,how these approaches and concepts can integrate the systems of care that are involved with foster and adoptive families and their children, as well as will children with histories of abuse and neglect and attachment disorganization. Dr. Becker-Weidman will explain what Complex Trauma is, its effects on child development, factors affecting placement stability and the implications of this for teachers, child welfare professionals, parents, and therapists. The framework for this presentation will be Dyadic Developmental Psychotherapy, an approach grounded in Attachment Theory. Dr. Becker-Weidman’s approach within all systems of care is to provide safety, security and the necessary support so that the positive and emotionally meaningful relationships can develop. He actively communicates acceptance, curiosity and empathy. The system of care must embody these principles so that the child and family can heal. Through the use of presentations and tapes of actual sessions, Dr. Becker-Weidman will explain his approach.
About the Presenter
Dr. Arthur Becker-Weidman has been training professionals, evaluating and treating families and children with trauma-attachment disorders for over thirty years. He has a PhD from the University of Maryland’s Institute for Child Study and is a Diplomat of the American Board of Psychological Specialties in Child Psychology and Forensic Psychology. He is recognized as an expert witness and frequently provides testimony in court proceedings.
Art lives in Williamsville, NY with his family and is the Director of The Center for Family Development, an internationally recognized training and treatment center. He is the author of four books: Creating Capacity for Attachment (2005/2008), Attachment Facilitating Parenting (2010), Dyadic Developmental Psychotherapy Casebook (2011). He is the author of many articles in professional peer-reviewed journals and empirical studies. He has published research demonstrating the efficacy and evidence-base of DDP. Dr. Becker-Weidman provides training and consultation to therapists, psychologists, social workers, and parents throughout the US, Australia, Canada, Finland, Singapore, Slovakia and the Czech Republic.
Who Should Attend?
This program is designed for anyone who would like to know how to work together across disciplines with children and families who have suffered from the effects of Complex Trauma. The conference is directed toward child-centered professionals and community systems that work to help to lessen those effects. This training will provide a perceptual framework to understand what these children and families need as well as readily implementable ideas that can be used at home, school, community, as well as in therapeutic, child welfare, and family court offices.
• Psychologists and Psychiatrists
• Social Workers/Therapists
• Family Therapists
• Play Therapists
• Parents and Caretakers
• Residential Counselors
• Teachers/School Professionals
• Adoption/Post-adoption Caseworkers
• Child Welfare Workers
• Family Court Judges
• Early Childhood Development Specialists
• Teachers/School Professionals
• Adoption/Post-adoption Caseworkers
• Child Welfare Workers
• Family Court Judges
• Early Childhood Development Specialists
Program Schedule
Introduction/Overview of Day-8:30-8:45
Complex Trauma………………..8:45-11:00
1) What is Complex Trauma?
2) 7 Domains of Impairment
3) Effects on Child Development and Behavior
4) DVD: A child’s View
BREAK……………………………..10:30-10:45
Factors affecting placement stability & Breakdown………………………11:00-11:30
Principles of effective interventions-11:30-12:00
LUNCH……………………………..12:00-1:00
Implications for Parents, Teachers, Clinicians, Child Welfare and Family Court …………………..…………………..1:00-5:00
Teachers……………………… ….1:00-2:00
Class and School Practices
Child Welfare and Family Court-2:00-3:00
Placement Policies/Court Issues
Foster Parent Selection & Training
BREAK………………………………..3:00-3:15
Treatment……………………………3:15-4:00
Elements of treatment Parenting
…………….………………………….4:00-5:00
Attachment Facilitating Parenting
FOR FURTHER INFORMATION CONTACT:
Tammy Horan
518-584-9030
conferenceythserv@yahoo.com
DIRECTIONS:
From I-87 take Exit 13N, merge onto US-9
toward Saratoga Springs
4.4m turn left onto Washington St. /NY 29
(Corner with Starbucks)
1.5 m turn left onto Pine Rd
Left into Parking Lot.
50 Pine Rd.
Knights of Columbus Hall
Jul 22, 2011
ATTACh seeks Executive Director
ATTACh, the Association for Treatment and Training in the Attachment of Children, an international coalition of professionals and families dedicated to helping those with attachment difficulties by sharing our knowledge, talents and resources is seeking a dynamic leader to serve as it's Executive Director. Our vision is to be an international leader in creating public awareness and education regarding attachment and the critical role it plays in human development. We provide an annual conference, educational programs, advocacy, community building, a membership directory, and other benefits to our members and the public. We are seeking an experienced professional to work in a collaborative community environment, building relationships and serving as a leader of a diverse team of professionals and parents. Experience in community organization, fundraising, business development ,budget planning, administration, and personnel management is required. Knowledge of information systems, research and legal issues is highly desirable. Experience in attachment, trauma, or related fields is strongly preferred. This position requires strong analytical, creative thinking and problem-solving abilities. A balance of assertiveness and diplomacy is critical, as well as effective listening skills and excellent verbal and written communications skills. Experience with MS Office (Word, Excel and Access) is essential.
Master's Degree in Human Services, Business, Social Services or related degree is required, with a minimum of five years of progressively responsible combined experience in first line and/or second line management/administration of a non-profit organization.
Geographic location of position within USA is negotiable. Please send cover letter, salary requirements and resume to search committee at email listed above.
Compensation: salary negotiable
Telecommuting is ok.
This is at a non-profit organization.
Principals only. Recruiters, please don't contact this job poster.
Please, no phone calls about this job!
Please do not contact job poster about other services, products or commercial interests.
The email for this is Dynamicleaderforattach@gmail.com.
Master's Degree in Human Services, Business, Social Services or related degree is required, with a minimum of five years of progressively responsible combined experience in first line and/or second line management/administration of a non-profit organization.
Geographic location of position within USA is negotiable. Please send cover letter, salary requirements and resume to search committee at email listed above.
Compensation: salary negotiable
Telecommuting is ok.
This is at a non-profit organization.
Principals only. Recruiters, please don't contact this job poster.
Please, no phone calls about this job!
Please do not contact job poster about other services, products or commercial interests.
The email for this is Dynamicleaderforattach@gmail.com.
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 27, 2011
Theory of Mind and Attachment
Theory of Mind (ToM) can be defined as the ability to work out what other people are thinking and how this might affect their behavior. In most children ToM shows a significant advance between the ages of three and five. However, the development of ToM is severely delayed in children with autism. In addition, children who have experienced significant trauma and have disorders of attachment also show limited ToM. Several studies have shown that having brothers and sisters can improve children's ToM and researchers from the University of Queensland in Australia studied sixty children with autism to see if this was the case for them too. The researchers measured the children's ToM, executive functioning, verbal mental age and autism symptoms and compared this to the number of siblings the children had and where they fitted into the sequence. The researchers found that the children with older siblings actually had a weaker ToM, perhaps because their older brothers and sisters helped them to interpret other people's actions and stopped them from developing their own skills. Having younger siblings led to a weak improvement in ToM but this was not significant once mental age and autism symptoms were taken into account.
O'Brien, Karen, Slaughter, Virginia and Peterson, Candida C. - Sibling influences on theory of mind
development for children with ASD Journal of Child Psychology and Psychiatry
doi:10.1111/j.1469-7610.2011.02389.x
O'Brien, Karen, Slaughter, Virginia and Peterson, Candida C. - Sibling influences on theory of mind
development for children with ASD Journal of Child Psychology and Psychiatry
doi:10.1111/j.1469-7610.2011.02389.x
Jan 3, 2011
Nov 27, 2010
Child Abuse and Drug Addiction: an important link
Child abuse is known to be a risk factor for a number of different mental-health problems and antisocial behaviour. For example, the Center's for Disease Control's famous Adverse Childhood Experiences research found a strong link between various adverse experiences in childhood and later physical, social, and mental health problems.
Researchers from the Albert Einstein College of Medicine in New York studied 143 people in an attempt to find out more about the link between child abuse and drug addiction. 48 of them were child molesters, 25 were recovering opiate addicts and the rest formed a healthy control group. The participants were asked whether they had suffered adult sexual advances while they were children or if they had had sexual intercourse with someone at least five years older before they were 13. The participants who were child molesters or recovering opium addicts had lost their virginity at a younger age than the healthy controls. However, while the child molesters were more likely to have been abused themselves the recovering addicts were no more likely to have suffered child abuse than the control group. But, this was a relatively small study and a number of other researchers have found a link between child abuse and drug addiction.
Cohen, Lisa J. ... [et al] - Comparison of Childhood Sexual Histories in Subjects with Pedophilia or Opiate Addiction and Healthy Controls: Is Childhood Sexual Abuse a Risk Factor for Addictions? Journal of Psychiatric Practice 16(6):394-404, November 2010
Center for Family Development
Researchers from the Albert Einstein College of Medicine in New York studied 143 people in an attempt to find out more about the link between child abuse and drug addiction. 48 of them were child molesters, 25 were recovering opiate addicts and the rest formed a healthy control group. The participants were asked whether they had suffered adult sexual advances while they were children or if they had had sexual intercourse with someone at least five years older before they were 13. The participants who were child molesters or recovering opium addicts had lost their virginity at a younger age than the healthy controls. However, while the child molesters were more likely to have been abused themselves the recovering addicts were no more likely to have suffered child abuse than the control group. But, this was a relatively small study and a number of other researchers have found a link between child abuse and drug addiction.
Cohen, Lisa J. ... [et al] - Comparison of Childhood Sexual Histories in Subjects with Pedophilia or Opiate Addiction and Healthy Controls: Is Childhood Sexual Abuse a Risk Factor for Addictions? Journal of Psychiatric Practice 16(6):394-404, November 2010
Center for Family Development
Nov 17, 2010
Childhood trauma memories: New Research
Psychologists have researched how people's memories of a traumatic event can effect how likely they are to develop post-traumatic stress disorder (PTSD) as a result of it. They've found that among adults with PTSD and acute stress disorder (ASD) trauma memories are fragmented and disorganised; are expressed more through the senses than words, and show increased emotional content. However, there has been much less research into how this process works in children. Researchers from the Institute of Psychiatry, King's College London studied 50 children being treated in hospital after an assault or a road-traffic accident. Some of the children developed ASD while others didn't and the children were asked to write the story (or narrative), both of the traumatic event itself and of another event which was unpleasant, but not traumatic. The children with ASD had significantly higher levels of disorganization in their trauma narrative compared to children without ASD and with their own non-trauma narrative. For all the children trauma narratives had significantly higher sensory content and lower positive emotion content than the comparison story. The severity of the children's ASD symptoms was significantly predicted by the level of disorganisation in the trauma narrative and the child's negative appraisals (e.g. 'this event has ruined my life,' 'I'm going mad to feel like this.') of the event.
Salmond, C. H. ... [et al] - The nature of trauma memories in acute stress disorder in children and adolescents Journal of Child Psychology and Psychiatry doi: 10.1111/j.1469-7610.2010.02340.x
Salmond, C. H. ... [et al] - The nature of trauma memories in acute stress disorder in children and adolescents Journal of Child Psychology and Psychiatry doi: 10.1111/j.1469-7610.2010.02340.x
Nov 12, 2010
Instutional life has negative effects on Executive Function
Previous research has shown that children who have spent at least some part of their life in an institution tend to have problems with executive functions. Executive functions are higher brain functions such as working memory, the ability to inhibit one's behavior, forward planning, the ability to move from one task to another, impulse control, the ability to start or initiate, and attention. Instruments such a the Behavior Rating Inventory of Executive Function can be used to measure executive functions.
Past research has concentrated on children aged between six and eleven so researchers at the University of Pittsburgh studied 418 children who had been adopted from institutions in Russia where they had been psychologically, but not physically, deprived. 130 of the children were pre-school age while the rest were older. The study found that the older the age the children had been adopted at the worse their executive function was and that those who were adopted after they were 18 months old had worse executive function than those who had been adopted when they were younger. The onset of adolescence was associated with a greater increase in executive function deficits for children adopted after 18 months than for those adopted when they were younger.
Merz, E. C. and McCall, R. B. Parent ratings of executive functioning in children adopted from psychosocially depriving institutions Journal of Child Psychology and Psychiatry doi: 10.1111/j.1469-7610.2010.02335.x
A study using the Vineland Adaptive Behavior Scales found similar delays, lags, and problems among a group of adopted children.
Becker-Weidman, A., (2009) “Effects of Early Maltreatment on Development: A Descriptive study using the Vineland,” Child Welfare, 88 (2)137-161.
Also see The Center For Family Development for very useful information.
Past research has concentrated on children aged between six and eleven so researchers at the University of Pittsburgh studied 418 children who had been adopted from institutions in Russia where they had been psychologically, but not physically, deprived. 130 of the children were pre-school age while the rest were older. The study found that the older the age the children had been adopted at the worse their executive function was and that those who were adopted after they were 18 months old had worse executive function than those who had been adopted when they were younger. The onset of adolescence was associated with a greater increase in executive function deficits for children adopted after 18 months than for those adopted when they were younger.
Merz, E. C. and McCall, R. B. Parent ratings of executive functioning in children adopted from psychosocially depriving institutions Journal of Child Psychology and Psychiatry doi: 10.1111/j.1469-7610.2010.02335.x
A study using the Vineland Adaptive Behavior Scales found similar delays, lags, and problems among a group of adopted children.
Becker-Weidman, A., (2009) “Effects of Early Maltreatment on Development: A Descriptive study using the Vineland,” Child Welfare, 88 (2)137-161.
Also see The Center For Family Development for very useful information.
Nov 10, 2010
Child Abuse & Psychosis: a link?
There is a growing recognition that having a difficult or traumatic childhood can increase the likelihood of people developing psychosis later in life but it is difficult to untangle what types of trauma or abuse are linked to an increased risk. A team of researchers from the Institute of Psychiatry, King's College London, UK, looked into this in a study of 428 people, 182 of whom had psychosis. The researchers asked people about difficulties and problems in their childhood and found that people with psychosis were three times more likely to report severe physical abuse by their mother before they were 12. There was also some - although not statistically significant - evidence that 'severe maternal antipathy' was linked to an increased risk of psychosis. However, paternal maltreatment and other forms of adversity were not linked to an increased risk of psychosis.
This is another important study the implications of which are that child abuse is a major public health issue with significant implications for later functioning. The Adverse Child Experiences research by the US Centers for Disease Control also point in the same direction. The ACE's studies clearly demonstrate that adverse childhood experiences result in later significant health difficulties, among other problems.
Fisher, H.L. ... [et al] - The varying impact of type, timing and frequency of exposure to childhood adversity on its association with adult psychotic disorder Psychological Medicine (2010), 40, 1967–1978
This is another important study the implications of which are that child abuse is a major public health issue with significant implications for later functioning. The Adverse Child Experiences research by the US Centers for Disease Control also point in the same direction. The ACE's studies clearly demonstrate that adverse childhood experiences result in later significant health difficulties, among other problems.
Fisher, H.L. ... [et al] - The varying impact of type, timing and frequency of exposure to childhood adversity on its association with adult psychotic disorder Psychological Medicine (2010), 40, 1967–1978
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 4, 2010
Dyadic Developmental Psychotherapy WIKI
There is a new Wiki devoted to Dyadic Developmental Psychotherapy that readers may want to view.
Click on this link to get there.
The url is: http://dyadicdevelopmentalpsychotherapy.wikia.com/wiki/Dyadic_Developmental_Psychotherapy_Wiki
The Wiki has just started, but already has many articles about Dyadic Developmental Psychotherapy and related topics that readers will find quite useful and interesting.
Click on this link to get there.
The url is: http://dyadicdevelopmentalpsychotherapy.wikia.com/wiki/Dyadic_Developmental_Psychotherapy_Wiki
The Wiki has just started, but already has many articles about Dyadic Developmental Psychotherapy and related topics that readers will find quite useful and interesting.
Aug 15, 2010
Fathers matter!
Most psychological research into parenting concentrates on the role of mothers but having a good relationship with one's father can also help people to cope better in later life. Researchers from California State University, Fullerton studied 912 people between the ages of 25 and 74. Over eight days they interviewed the participants about that day's experiences asking them about their mental state and any stressful events. The participants were also asked about the quality of their childhood relationships with their parents. The study found that more people were likely to say their childhood relationship was better with their mother than with their father; a difference that was more pronounced among men. People who had had a good relationship with their mother reported 3% less psychological distress compared to those who reported a poor relationship. Men who had had a good relationship with their father also reported less psychological distress but this effect was not as strong among women.
Researchers spoke to more than 900 men and women aged from 25 to 74 before reaching their conclusion.
Psychology Professor Melanie Mallers, of California State University-Fullerton, who led the research team, said: "Most studies on parenting focus on the relationship with the mother.
"But, as our study shows, fathers do play a unique and important role in the mental health of their children much later in life."
As part of the study, 912 adult men and women completed short daily telephone interviews about that day's experiences over an eight-day period.
The interviews focused on the participants' psychological and emotional distress - such as whether they were depressed, nervous, or sad - and if they had experienced any stressful events that day. These events were described as arguments, disagreements, work-related and family-related tensions and discrimination.
The participants also reported on the quality of their childhood relationships with their mother and father. For example, they answered questions such as: "How would you rate your relationship with your mother during the years when you were growing up?" and "How much time and attention did your mother give you when you needed it?"
The same questions were asked about fathers. The research took into account age, childhood and current family income, neuroticism and whether or not their parents were still alive.
Prof Mallers and her team found participants were more likely to say their childhood relationship with their mother was better than with their father, with more men reporting a better mother-child relationship than women.
People who reported they had a good mother-child relationship reported three per cent less psychological distress compared to those who reported a poor relationship.
Prof Mallers said: "I don't think these results are surprising, given that past research has shown mothers are often the primary care-giver and often the primary source of comfort.
"It got interesting when we examined the participants' relationship with their fathers and their daily emotional reaction to stress."
They also found that men who reported having a good relationship with their father during childhood were more likely to be less emotional when reacting to stressful events in their current daily lives than those who had a poor relationship. This was not found to be as common for the women in the study.
And Prof Mallers said the quality of mother and father relationships was significantly associated with how many stressful events the participants confronted on a daily basis. In other words, if they had a poor childhood relationship with both parents, they reported more stressful incidents over the eight-day study when compared to those who had a good relationship with their parents.
Prof Mallers said: "Perhaps having attentive and caring parents equips children with the experiences and skills necessary to more successfully navigate their relationships with other people throughout childhood and into adulthood."
She said it was difficult to come up with a concrete theory as to why men's relationship with their father had such an influence on their emotional reaction to stress, especially since this study included adults of all ages who were raised during very different eras in the United States.
Prof Mallers added: "The role of fathers has changed dramatically from the time the oldest participants were children.
"We do know that fathers have a unique style of interacting with their children, especially their sons.
"We need more research to help us uncover further influences of both mothers and fathers on the enduring emotional experiences of their children."
Prof Mallers presented the findings at the 118th Annual Convention of the American Psychological Association in San Diego.
Researchers spoke to more than 900 men and women aged from 25 to 74 before reaching their conclusion.
Psychology Professor Melanie Mallers, of California State University-Fullerton, who led the research team, said: "Most studies on parenting focus on the relationship with the mother.
"But, as our study shows, fathers do play a unique and important role in the mental health of their children much later in life."
As part of the study, 912 adult men and women completed short daily telephone interviews about that day's experiences over an eight-day period.
The interviews focused on the participants' psychological and emotional distress - such as whether they were depressed, nervous, or sad - and if they had experienced any stressful events that day. These events were described as arguments, disagreements, work-related and family-related tensions and discrimination.
The participants also reported on the quality of their childhood relationships with their mother and father. For example, they answered questions such as: "How would you rate your relationship with your mother during the years when you were growing up?" and "How much time and attention did your mother give you when you needed it?"
The same questions were asked about fathers. The research took into account age, childhood and current family income, neuroticism and whether or not their parents were still alive.
Prof Mallers and her team found participants were more likely to say their childhood relationship with their mother was better than with their father, with more men reporting a better mother-child relationship than women.
People who reported they had a good mother-child relationship reported three per cent less psychological distress compared to those who reported a poor relationship.
Prof Mallers said: "I don't think these results are surprising, given that past research has shown mothers are often the primary care-giver and often the primary source of comfort.
"It got interesting when we examined the participants' relationship with their fathers and their daily emotional reaction to stress."
They also found that men who reported having a good relationship with their father during childhood were more likely to be less emotional when reacting to stressful events in their current daily lives than those who had a poor relationship. This was not found to be as common for the women in the study.
And Prof Mallers said the quality of mother and father relationships was significantly associated with how many stressful events the participants confronted on a daily basis. In other words, if they had a poor childhood relationship with both parents, they reported more stressful incidents over the eight-day study when compared to those who had a good relationship with their parents.
Prof Mallers said: "Perhaps having attentive and caring parents equips children with the experiences and skills necessary to more successfully navigate their relationships with other people throughout childhood and into adulthood."
She said it was difficult to come up with a concrete theory as to why men's relationship with their father had such an influence on their emotional reaction to stress, especially since this study included adults of all ages who were raised during very different eras in the United States.
Prof Mallers added: "The role of fathers has changed dramatically from the time the oldest participants were children.
"We do know that fathers have a unique style of interacting with their children, especially their sons.
"We need more research to help us uncover further influences of both mothers and fathers on the enduring emotional experiences of their children."
Prof Mallers presented the findings at the 118th Annual Convention of the American Psychological Association in San Diego.
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
May 2, 2010
Adoption: What disclosures are requuired?
The lawsuit described in a recent New York Times article by Pam Belluck raised important questions regarding the disclosures that should be made by adoption agencies to their adoptive families.
At the Center for Family Development we frequently find that families have not been fully or adequately informed regarding the mental health, health, and psychological status of the child they are wanting to adopt. In many instances the agency has not informed the family of the potential risks and issues that may be presented. We find that this lack is more common in international adoptions, and particularly in those programs that bring a child to the US for a few weeks for "camp," with a family, and more often with adoptions from Russian and Eastern Europe. We do find that agencies doing domestic adoptions of children in the child welfare system seem to do a more comprehensive job of fully informing parents of actual and potential issues.
By Pam Belluck
New York Times
Apr 28, 2010
Scores of complaints have been made in recent years against adoption agencies by people claiming they were inadequately informed or ill-prepared for problems their children turned out to have.
Many state laws and the Hague Convention now require agencies to disclose “reasonably available” records. But it can be unclear, especially in international cases, how assertive they are expected to be in getting such information.
The case of Chip and Julie Harshaw of Virginia Beach is, in some ways, the reverse of the now-familiar story of a Tennessee mother who put her Russian-born child on a plane home: The Harshaws are committed to raising their Russian son, even though they say they would not have adopted him had they known how severely impaired he was. But when they decided to adopt, the Harshaws told their agency they could care only for a child with minimal health problems and “a good prognosis for normal development,” according to notes in the adoption agency’s paperwork.
They rejected one child because he had abuse-inflicted burns. But when a toddler in a Siberian orphanage appeared to fit their criteria, they brought the boy, Roman, home. ” ‘A beautiful, healthy, on-target, blond-haired boy’ was what they had quoted to us,” Julie Harshaw said.
After the adoption in 2004, Roman began showing “uncontrollable hyperactivity” and aggression, Julie Harshaw said. He has threatened their 5-year-old biological daughter with a steak knife and a two-by-four, and held her underwater in a pool. Their 13-year-old biological son has felt so much stress that he has required therapy.
Therapeutic programs have ejected Roman for kicking, biting, hitting and, most recently, on his 8th birthday, pulling out three of his teeth using a pen cap, fork or spoon.
Doctors finally diagnosed fetal alcohol spectrum disorder, brain damage and neuropsychiatric problems in Roman, whose IQ is 53. He was recently placed in an institution and is not expected to ever live independently, one of his doctors said.
The Harshaws are suing the agency, Bethany Christian Services, seeking compensation for the care Roman will need.
After Roman’s problems were diagnosed, the agency offered to end the adoption, to try placing Roman with another family. The Harshaws refused. “He’s not a dog; you don’t take him to a pound,” Julie Harshaw said.
The family claims that Bethany indicated, inaccurately, that a Russian doctor working for the agency had examined Roman, and that Bethany gave them incomplete medical information when more detailed records were available. (Such records were produced by Bethany more than two years later.)
Bethany, which calls itself “the nation’s largest adoption agency,” disputes most of the claims.
“Bethany is a highly respected adoption agency that provided all the appropriate information for consideration by the Harshaws,” said Mark Zausmer, a lawyer for Bethany, based in Michigan. “Bethany provided this family counseling, extensive documentation, opportunities to consult with physicians, medical records and other materials from which they could fully evaluate how to proceed.”
No organization tracks the number of cases against adoption agencies, and academics and industry officials say many are settled out of court and sealed, so the outcomes are unknown.
But these days, “a far greater percentage of these wrongful adoption suits relate to international adoptions,” said Marianne Blair, a University of Tulsa law professor.
Chuck Johnson, acting chief executive of the National Council for Adoption, an advocacy group, said, “There have been a growing number of families that have sued when they adopted a child from another country.”
Some lawsuits, Johnson said, come from families “expecting you to do the impossible when you did all you could,” but he said there had also been “agencies that have purposely concealed information.”
Issues of disclosure have drawn increasing attention in recent years. Lawsuits erupted in the 1980s over domestic adoptions in which histories of abuse and other problems were kept from adoptive parents.
“The philosophy was the blank slate, that adoption is a new start,” Blair said. Now, she said, experts believe that “disclosure of health information is vital.”
As a result, many states enacted disclosure laws, followed by similar requirements in the Hague Convention, which apply to countries that ratify the treaty, as the United States did in 2008. Russia has signed the agreement but has not yet ratified it.
Those regulations were developing as the Harshaws’ adoption was proceeding, and at most agencies, “the atmosphere was definitely an emphasis in getting what could be obtained and making sure that they disclose that,” said Joan H. Hollinger, a law professor at the University of California, Berkeley, who is serving as an expert witness for the Harshaws. Agencies were also focused on “preparation of adoptive families for what they might encounter,” Hollinger said.
Bethany says it clearly advised the family that children from Russia could have problems, including serious ones, and that records might be inaccurate.
While the Harshaws’ pediatrician raised overall risks after reviewing a video of Roman and a two-page medical summary, observing that some of the notations could indicate learning disabilities, she saw no specific indications of severe problems on the pre-adoption records provided. She noted a lack of detailed, up-to-date information and said she could not see Roman’s face clearly. (Facial characteristics may provide clues to health deficiencies.)
“They were warned about generalities,” said their lawyer, Samuel C. Totaro Jr., but the agency caseworker told them a Russian-trained doctor based in New York had “gone over there and seen him, and you have a healthy, on-target child, and the family took great reassurance from that.”
In a deposition, the caseworker acknowledged she had said that the doctor, Michael Dubrovsky, visited the orphanages to “see the children” and review pictures, videos and medical information. The agency says the Harshaws misinterpreted that to mean Dubrovsky had examined Roman.
In a deposition, Dubrovsky said he had never seen Roman, had not practiced medicine for years and was a facilitator for Bethany, not a medical screener.
The agency also suggests that the fetal alcohol syndrome was unlikely to have been detected before the adoption, noting that the Harshaws did not receive that diagnosis until two years later.
Zausmer said the agency did not conceal information and provided a translated synopsis of the Russian medical records that was standard at the time.
“We don’t believe that there was anything in the Russian records that would have materially affected any adoption decision,” Zausmer said.
But Dr. Ronald S. Federici, a neuropsychologist who diagnosed Roman’s illness, said the full 10-page medical record the agency produced after the adoption, at the parents’ urging, would have shown that “the boy had fetal alcohol syndrome.”
The Harshaws hope the institution can stabilize Roman enough to send him home; either way, he will need extensive lifetime care.
“What we’ve been through and what we’ve lost,” Chip Harshaw said. “Every day is ‘Groundhog Day,’ a repeat of the stress and anger and frustration.”
At the Center for Family Development we frequently find that families have not been fully or adequately informed regarding the mental health, health, and psychological status of the child they are wanting to adopt. In many instances the agency has not informed the family of the potential risks and issues that may be presented. We find that this lack is more common in international adoptions, and particularly in those programs that bring a child to the US for a few weeks for "camp," with a family, and more often with adoptions from Russian and Eastern Europe. We do find that agencies doing domestic adoptions of children in the child welfare system seem to do a more comprehensive job of fully informing parents of actual and potential issues.
By Pam Belluck
New York Times
Apr 28, 2010
Scores of complaints have been made in recent years against adoption agencies by people claiming they were inadequately informed or ill-prepared for problems their children turned out to have.
Many state laws and the Hague Convention now require agencies to disclose “reasonably available” records. But it can be unclear, especially in international cases, how assertive they are expected to be in getting such information.
The case of Chip and Julie Harshaw of Virginia Beach is, in some ways, the reverse of the now-familiar story of a Tennessee mother who put her Russian-born child on a plane home: The Harshaws are committed to raising their Russian son, even though they say they would not have adopted him had they known how severely impaired he was. But when they decided to adopt, the Harshaws told their agency they could care only for a child with minimal health problems and “a good prognosis for normal development,” according to notes in the adoption agency’s paperwork.
They rejected one child because he had abuse-inflicted burns. But when a toddler in a Siberian orphanage appeared to fit their criteria, they brought the boy, Roman, home. ” ‘A beautiful, healthy, on-target, blond-haired boy’ was what they had quoted to us,” Julie Harshaw said.
After the adoption in 2004, Roman began showing “uncontrollable hyperactivity” and aggression, Julie Harshaw said. He has threatened their 5-year-old biological daughter with a steak knife and a two-by-four, and held her underwater in a pool. Their 13-year-old biological son has felt so much stress that he has required therapy.
Therapeutic programs have ejected Roman for kicking, biting, hitting and, most recently, on his 8th birthday, pulling out three of his teeth using a pen cap, fork or spoon.
Doctors finally diagnosed fetal alcohol spectrum disorder, brain damage and neuropsychiatric problems in Roman, whose IQ is 53. He was recently placed in an institution and is not expected to ever live independently, one of his doctors said.
The Harshaws are suing the agency, Bethany Christian Services, seeking compensation for the care Roman will need.
After Roman’s problems were diagnosed, the agency offered to end the adoption, to try placing Roman with another family. The Harshaws refused. “He’s not a dog; you don’t take him to a pound,” Julie Harshaw said.
The family claims that Bethany indicated, inaccurately, that a Russian doctor working for the agency had examined Roman, and that Bethany gave them incomplete medical information when more detailed records were available. (Such records were produced by Bethany more than two years later.)
Bethany, which calls itself “the nation’s largest adoption agency,” disputes most of the claims.
“Bethany is a highly respected adoption agency that provided all the appropriate information for consideration by the Harshaws,” said Mark Zausmer, a lawyer for Bethany, based in Michigan. “Bethany provided this family counseling, extensive documentation, opportunities to consult with physicians, medical records and other materials from which they could fully evaluate how to proceed.”
No organization tracks the number of cases against adoption agencies, and academics and industry officials say many are settled out of court and sealed, so the outcomes are unknown.
But these days, “a far greater percentage of these wrongful adoption suits relate to international adoptions,” said Marianne Blair, a University of Tulsa law professor.
Chuck Johnson, acting chief executive of the National Council for Adoption, an advocacy group, said, “There have been a growing number of families that have sued when they adopted a child from another country.”
Some lawsuits, Johnson said, come from families “expecting you to do the impossible when you did all you could,” but he said there had also been “agencies that have purposely concealed information.”
Issues of disclosure have drawn increasing attention in recent years. Lawsuits erupted in the 1980s over domestic adoptions in which histories of abuse and other problems were kept from adoptive parents.
“The philosophy was the blank slate, that adoption is a new start,” Blair said. Now, she said, experts believe that “disclosure of health information is vital.”
As a result, many states enacted disclosure laws, followed by similar requirements in the Hague Convention, which apply to countries that ratify the treaty, as the United States did in 2008. Russia has signed the agreement but has not yet ratified it.
Those regulations were developing as the Harshaws’ adoption was proceeding, and at most agencies, “the atmosphere was definitely an emphasis in getting what could be obtained and making sure that they disclose that,” said Joan H. Hollinger, a law professor at the University of California, Berkeley, who is serving as an expert witness for the Harshaws. Agencies were also focused on “preparation of adoptive families for what they might encounter,” Hollinger said.
Bethany says it clearly advised the family that children from Russia could have problems, including serious ones, and that records might be inaccurate.
While the Harshaws’ pediatrician raised overall risks after reviewing a video of Roman and a two-page medical summary, observing that some of the notations could indicate learning disabilities, she saw no specific indications of severe problems on the pre-adoption records provided. She noted a lack of detailed, up-to-date information and said she could not see Roman’s face clearly. (Facial characteristics may provide clues to health deficiencies.)
“They were warned about generalities,” said their lawyer, Samuel C. Totaro Jr., but the agency caseworker told them a Russian-trained doctor based in New York had “gone over there and seen him, and you have a healthy, on-target child, and the family took great reassurance from that.”
In a deposition, the caseworker acknowledged she had said that the doctor, Michael Dubrovsky, visited the orphanages to “see the children” and review pictures, videos and medical information. The agency says the Harshaws misinterpreted that to mean Dubrovsky had examined Roman.
In a deposition, Dubrovsky said he had never seen Roman, had not practiced medicine for years and was a facilitator for Bethany, not a medical screener.
The agency also suggests that the fetal alcohol syndrome was unlikely to have been detected before the adoption, noting that the Harshaws did not receive that diagnosis until two years later.
Zausmer said the agency did not conceal information and provided a translated synopsis of the Russian medical records that was standard at the time.
“We don’t believe that there was anything in the Russian records that would have materially affected any adoption decision,” Zausmer said.
But Dr. Ronald S. Federici, a neuropsychologist who diagnosed Roman’s illness, said the full 10-page medical record the agency produced after the adoption, at the parents’ urging, would have shown that “the boy had fetal alcohol syndrome.”
The Harshaws hope the institution can stabilize Roman enough to send him home; either way, he will need extensive lifetime care.
“What we’ve been through and what we’ve lost,” Chip Harshaw said. “Every day is ‘Groundhog Day,’ a repeat of the stress and anger and frustration.”
Apr 27, 2010
Notes from ATTACh
The Association for the Treatment and Training in the Attachment of Children has achieved a number of major accomplishments recently. In addition to preparing and publishing a Therapeutic Parenting Manual, A Clinical Practice Manual, and a wonderful DVD, it wrote an influential letter to the DSM V committee advocating for the inclusion of a diagnosis of Developmental Trauma Disorder. This is exciting work. This international association, with members from across the US, Canada, Europe and Asia is quite influential. Parents and professionals should visit the website of Association for the Treatment and Training in the Attachment of Children.
The organization is now working on a number of projects that will benefit therapists and parents.
The organization is now working on a number of projects that will benefit therapists and parents.
Subscribe to:
Posts (Atom)
