Showing posts with label Therapeutic parenting. Show all posts
Showing posts with label Therapeutic parenting. Show all posts
Apr 22, 2012
Attachment-Focused Treatment Institute
A collaboration between the Academy for Human Development's Graduate Counseling program (a University in Singapore) and the Center for Family Development. This Institute provides training and certification in Attachment-Focused Therapy, Attachment-Focused Family Therapy, and certification as an Attachment-Focused Professional (for residential treatment center milieu staff, teachers, therapeutic foster parents, occupational therapists, and others who wish to use attachment-facilitating methods in their work.
In addition, the Institute providers certification for organizations (Group Homes, Foster Care agencies, Residential Treatment Centers, Wilderness Program, and Therapeutic Boarding Schools as a Certified Attachment-Focused Organization.
See the Institute's Facebook page.
Feb 21, 2012
Presentation at CALO
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.
http://caloteens.com/blog/post/Professional-Conference.aspx
This is their annual conference and will be held April 12 & 13 2012.
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 12, 2011
What is Attachment?
The attachment system, is a biologically based system that evolved to ensure the survival of the human infant. In simple terms, it is a proximity seeking system. When a child is threatened, the child will seek its primary caregiver who provides a sense of safety and security.
The organization ATTACh (Association for the Treatment and Training of Attachment in Children) gives the following lengthier definition of attachment:
“Attachment is a reciprocal process by which an emotional connection develops between an infant and his/her primary caregiver. It influences the child’s physical, neurological, cognitive, and psychological development. It becomes the basis for development of basic trust or mistrust, and shapes how the child will relate to the world, learn, and form relationships throughout life.”
The organization ATTACh (Association for the Treatment and Training of Attachment in Children) gives the following lengthier definition of attachment:
“Attachment is a reciprocal process by which an emotional connection develops between an infant and his/her primary caregiver. It influences the child’s physical, neurological, cognitive, and psychological development. It becomes the basis for development of basic trust or mistrust, and shapes how the child will relate to the world, learn, and form relationships throughout life.”
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.
Mar 26, 2011
Caseworker Manual for Adoption Services
The New York State Office for Families and Children has a good Adoption Services Manual for Caseworkers at
New York State Office for Children
New York State Office for Children
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.
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.
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.
Feb 28, 2010
ASSESSING CAREGIVER CAPACITY
Assessing Caregiver Reflective Capacity, Commitment, Insightfulness, and Sensitivity is a new DVD by Arthur Becker-Weidman, Ph.D. . This two DVD set provides a comprehensive approach for the assessment of important caregiver functions.
The first DVD begins with an overview of the factors associated with placement stability. The presentation, which includes lecture, PowerPoint slides and videoclips of actual sessions, goes on to present material about assessing parent state of mind with respect to attachment, insightfulness, and reflective abilities.
The second DVD discusses caregiver sensitivity, how to assess commitment, the Adult Attachment Interview, and related topics.
ISBN: 978-0-9822883-3-7.
The DVD can be ordered directly from The Center For Family Development or at Amazon.com
The first DVD begins with an overview of the factors associated with placement stability. The presentation, which includes lecture, PowerPoint slides and videoclips of actual sessions, goes on to present material about assessing parent state of mind with respect to attachment, insightfulness, and reflective abilities.
The second DVD discusses caregiver sensitivity, how to assess commitment, the Adult Attachment Interview, and related topics.
ISBN: 978-0-9822883-3-7.
The DVD can be ordered directly from The Center For Family Development or at Amazon.com
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.
Nov 29, 2009
Trauma's effects
Having a stressful childhood may slash decades off a person’s life, researchers from the Centers for Disease Control and Prevention (CDC) report.
Among people who reported experiencing at least six of eight different bad childhood experiences-from frequent verbal abuse to living with a mentally ill person-average age at death was about 61, compared to 79 for people who didn’t have any of these experiences as children, the researchers found.
Dr. David W. Brown and Dr. Robert Anda of the CDC and colleagues from the CDC and Kaiser Permanente have been following 17,337 men and women who visited the health plan between 1995 and 1997 to investigate the relationship between bad childhood experiences and health.
So far, Anda noted in an interview, they have shown links between childhood stressors and heart disease, lung disease, liver disease and other conditions. “The strength of it really surprised me, how powerfully it’s related to health,” the researcher said.
In the current analysis, the researchers reviewed death records through 2006 to investigate whether these experiences might also relate to mortality. During that time, 1,539 study participants died.
Each person was asked whether they had any of eight different categories of such experiences, including verbal abuse, physical abuse, sexual abuse with physical contact, having a battered mother, having a substance-abusing person in the household, having a mentally ill person in the household, having a household member who was incarcerated, or having one’s parents separate or divorce.
Sixty-nine percent of the study participants who were younger than 65 reported at least one of the adverse childhood experiences, while 53 percent of people 65 and older did.
Those who reporting experiencing six or more were 1.5 times more likely to die during follow-up than those who reported none, the researchers found. They were 1.7 times as likely to die at age 75 or younger, and nearly 2.4 times as likely to die at or before age 65.
There are a number of ways that a traumatic childhood could contribute to ill health, Anda noted. For example, childhood stress affects brain development, so individuals who’ve experienced it may be more likely to suffer from depression and anxiety, and more prone to deal with stress in unhealthy ways, for example by drinking alcohol or smoking cigarettes.
Just a third of the people in the study were completely free of any sort of childhood trauma, Anda added, making it clear that these sorts of harmful experiences are widespread.
“If we want to address a lot of major public health issues we’ve got to address the kind of stressors children have in our society as a way of primary prevention,” he said.
SOURCE: American Journal of Preventive Medicine, November 2009.
Having a stressful childhood can significantly reduce people’s life expectancy. Researchers from the U.S. Centers for Disease Control and the Kaiser Permanente Organisation studied 17,337 men and women to investigate the links between bad childhood experiences and health. The researchers defined eight different adverse childhood experiences: verbal abuse, physical abuse, sexual abuse with physical contact, having a battered mother, having a substance-abusing person in the household, having a mentally ill person in the household, having a household member who was incarcerated, or having one’s parents separate or divorce. 69% of the study participants under the age of 65 reported at least one of these experiences while 53% of those over 65 did. Those people who reported six or more adverse experiences were 1.7 times more likely to die at 75 or younger and 2.4 times more likely to die at 65 or younger. The authors of the study thought that having a troubled childhood makes people more likely to develop anxiety and depression which they cope with by using tobacco and alcohol.
Among people who reported experiencing at least six of eight different bad childhood experiences-from frequent verbal abuse to living with a mentally ill person-average age at death was about 61, compared to 79 for people who didn’t have any of these experiences as children, the researchers found.
Dr. David W. Brown and Dr. Robert Anda of the CDC and colleagues from the CDC and Kaiser Permanente have been following 17,337 men and women who visited the health plan between 1995 and 1997 to investigate the relationship between bad childhood experiences and health.
So far, Anda noted in an interview, they have shown links between childhood stressors and heart disease, lung disease, liver disease and other conditions. “The strength of it really surprised me, how powerfully it’s related to health,” the researcher said.
In the current analysis, the researchers reviewed death records through 2006 to investigate whether these experiences might also relate to mortality. During that time, 1,539 study participants died.
Each person was asked whether they had any of eight different categories of such experiences, including verbal abuse, physical abuse, sexual abuse with physical contact, having a battered mother, having a substance-abusing person in the household, having a mentally ill person in the household, having a household member who was incarcerated, or having one’s parents separate or divorce.
Sixty-nine percent of the study participants who were younger than 65 reported at least one of the adverse childhood experiences, while 53 percent of people 65 and older did.
Those who reporting experiencing six or more were 1.5 times more likely to die during follow-up than those who reported none, the researchers found. They were 1.7 times as likely to die at age 75 or younger, and nearly 2.4 times as likely to die at or before age 65.
There are a number of ways that a traumatic childhood could contribute to ill health, Anda noted. For example, childhood stress affects brain development, so individuals who’ve experienced it may be more likely to suffer from depression and anxiety, and more prone to deal with stress in unhealthy ways, for example by drinking alcohol or smoking cigarettes.
Just a third of the people in the study were completely free of any sort of childhood trauma, Anda added, making it clear that these sorts of harmful experiences are widespread.
“If we want to address a lot of major public health issues we’ve got to address the kind of stressors children have in our society as a way of primary prevention,” he said.
SOURCE: American Journal of Preventive Medicine, November 2009.
Having a stressful childhood can significantly reduce people’s life expectancy. Researchers from the U.S. Centers for Disease Control and the Kaiser Permanente Organisation studied 17,337 men and women to investigate the links between bad childhood experiences and health. The researchers defined eight different adverse childhood experiences: verbal abuse, physical abuse, sexual abuse with physical contact, having a battered mother, having a substance-abusing person in the household, having a mentally ill person in the household, having a household member who was incarcerated, or having one’s parents separate or divorce. 69% of the study participants under the age of 65 reported at least one of these experiences while 53% of those over 65 did. Those people who reported six or more adverse experiences were 1.7 times more likely to die at 75 or younger and 2.4 times more likely to die at 65 or younger. The authors of the study thought that having a troubled childhood makes people more likely to develop anxiety and depression which they cope with by using tobacco and alcohol.
Oct 18, 2009
Against Coercion
Against Coercion
Arthur Becker-Weidman, Ph.D.
Director,
Center For Family Development
The APSAC Report on Attachment Therapy offers ATTACh and all in the field an opportunity to state unequivocally and clearly our opposition to coercive methods in treatment. Another set of excellent standards are the recommendations of the American Academy of Child and Adolescent Psychiatry, “Practice Parameter for the Assessment and Treatment of Children and Adolescents with Reactive Attachment Disorder of Infancy and Early Childhood.”
I think that all clinicians in the field should be very clear and specific about what methods they use and what methods they do not use or condone. At The Center For Family Development we have an informed consent document that clearly spells out our practice and methods and that clearly spells out our opposition to coercion in therapy and parenting. In addition we have statements on our website clearly stating our acceptance of and adherence to the recommendations of the APSAC report and the Academy’s report in addition to our adherence to the Association for the Treatment and Training in the Attachment of Children's White Paper on Coercion and ATTACh's new Professional Practice Manual.. The central component in our treatment and in what we teach parents, is attunement; the ability to develop and maintain an emotionally positive, sensitive, engaged, and responsive relationship. It is based on Attachment Theory and what occurs in the normal parent-child relationship during development. I find nothing in Attachment Theory that would support or condone the use of coercion or intrusive methods in child rearing or treatment. In fact, I defy anyone to find me anything to the contrary in the writings of John Bowlby, Micheal Rutter, Mary Ainsworth et. al., Mary Main, Erik Hesse, Jude Cassidy, Philip Shaver, Thomas O’Conner, Howard Steele, Charles Zeanah, Daniel Siegel, or any of the other well known names in the fields of attachment theory and research, developmental psychology, or infant mental health. It is my opinion and recommendation that all practitioners of attachment-based treatment state their acceptance of and adherence to the APSAC and Academy recommendations.
Coercion has usually been defined in terms of the therapist’s or parent’s behaviors. This is not a useful approach because it ignores intention, effect, and process. Coercion is the result of interplay among the actor’s behavior and intentions; the recipient’s perceptions and experience; power differentials in the relationship; and the nature and quality of the relationship between the persons involved. For this reason, a better approach may be to focus on the effects of the behavior on the recipient.
Within this context, coercion can be described as behavior that continues to increase the dysregulation of the other. Dysregulation is never a goal in treatment; indeed, it may well undermine progress. Increasing the distress of another without their consent and without actively working to reduce dysregulation when encountered is coercive. Helping the client to explore a trauma for sake of integration is the goal. Some degree of dysregulation may occur along with the processing, but dysregulation is never sought. Any dysregulation occurring needs to be immediately and sensitively addressed to help the child move toward greater regulation. If the goal of therapy is to actively assist the child to move toward greater degrees of regulation, while preventing or limiting experiences of further dysregulation, then there would be no place for the repetitive kicking/screaming and other abusive “techniques” that have caused controversary.
There are three types of coercion:
1. Behavior that continues to increase the dysregulation of the other.
2. Behavior that unintentionally causes dysregulation without then following with efforts to assist the child in re-attaining regulation.
3. Behavior that is likely to cause distress (addressing trauma, shame, or other intense affects/conflicts/losses, etc.) without incorporating interventions that will assist the child in remaining regulated and managing the distress. These interventions include: empathy/comfort from therapist and/or attachment figure, slow pace, frequent breaks, allowing child to stop the exploration, providing information, encouraging child to participate in the control of the process, teaching self-regulation skills.
Distress may be defined as perceived discomfort. Dysregulation is an overwhelming of the client’s ability to function, resulting in dissociation or other extreme defensive manifestations. When the client responds with discomfort and distress, the therapist uses empathy and emotional support to help co-regulate the client’s affect so that it does not move into dysregulation. While experiencing discomfort and distress, the client maintains the ability to be regulated in affect, cognition, and behavior. However, when a client shows terror, rage, or dissociative features, the client requires our help to become regulated. So, for example, in a therapeutic situation a client may willingly discuss an event that is upsetting and increases the client’s discomfort and distress. However, if the client then indicates a desire to stop, yet the therapist or parent ignores this signal, so that the client is forced to continue, this is coercive. It is also coercive to maintain or increase a client’s dysregulated state until the client is exhausted or has a “break through.” In addition, if a client becomes dysregulated and the therapist or parent does not act to decrease the client’s dysregulation that is coercive. Increasing a client’s dysregulation is never acceptable. Whenever a client exhibits such dysregulation, the therapist must act to decrease dysregulation and act to restore the client to a more regulated emotional state.
A therapist or parent may say or do something that unintentionally dysregulates the child, perhaps by not anticipating the power of a conditioned emotional response or missing the child’s cues. What is imperative is that the therapist or parent immediately engages in behaviors or uses words to decrease the child’s dysregulation. In summary, any actions or words that shame, provoke, or sustain interactions that increase a child or other’s dysregulation are coercive and clearly counter-therapeutic.
Another aspect of coercion is using force to require compliance with physically painful commands, such as forced jumping jacks, “power” sitting, prolonged and forced kicking until the child “decides” to answer a question or comply. The key issue in these instances is the use of power and coercion to force compliance for the sake of compliance with a command, which has no basis in safety. Remember, it is about connections not compliance.
ATTACh believes that all attachment-based therapy should be based on sound theory and principle, and that therapists should practice within their competence and training, and with appropriate supervision/consultation.
To review ATTACh's White Paper, Parent Manual, and Professional Practice Manual, go to
Arthur Becker-Weidman, Ph.D.
Director,
Center For Family Development
The APSAC Report on Attachment Therapy offers ATTACh and all in the field an opportunity to state unequivocally and clearly our opposition to coercive methods in treatment. Another set of excellent standards are the recommendations of the American Academy of Child and Adolescent Psychiatry, “Practice Parameter for the Assessment and Treatment of Children and Adolescents with Reactive Attachment Disorder of Infancy and Early Childhood.”
I think that all clinicians in the field should be very clear and specific about what methods they use and what methods they do not use or condone. At The Center For Family Development we have an informed consent document that clearly spells out our practice and methods and that clearly spells out our opposition to coercion in therapy and parenting. In addition we have statements on our website clearly stating our acceptance of and adherence to the recommendations of the APSAC report and the Academy’s report in addition to our adherence to the Association for the Treatment and Training in the Attachment of Children's White Paper on Coercion and ATTACh's new Professional Practice Manual.. The central component in our treatment and in what we teach parents, is attunement; the ability to develop and maintain an emotionally positive, sensitive, engaged, and responsive relationship. It is based on Attachment Theory and what occurs in the normal parent-child relationship during development. I find nothing in Attachment Theory that would support or condone the use of coercion or intrusive methods in child rearing or treatment. In fact, I defy anyone to find me anything to the contrary in the writings of John Bowlby, Micheal Rutter, Mary Ainsworth et. al., Mary Main, Erik Hesse, Jude Cassidy, Philip Shaver, Thomas O’Conner, Howard Steele, Charles Zeanah, Daniel Siegel, or any of the other well known names in the fields of attachment theory and research, developmental psychology, or infant mental health. It is my opinion and recommendation that all practitioners of attachment-based treatment state their acceptance of and adherence to the APSAC and Academy recommendations.
Coercion has usually been defined in terms of the therapist’s or parent’s behaviors. This is not a useful approach because it ignores intention, effect, and process. Coercion is the result of interplay among the actor’s behavior and intentions; the recipient’s perceptions and experience; power differentials in the relationship; and the nature and quality of the relationship between the persons involved. For this reason, a better approach may be to focus on the effects of the behavior on the recipient.
Within this context, coercion can be described as behavior that continues to increase the dysregulation of the other. Dysregulation is never a goal in treatment; indeed, it may well undermine progress. Increasing the distress of another without their consent and without actively working to reduce dysregulation when encountered is coercive. Helping the client to explore a trauma for sake of integration is the goal. Some degree of dysregulation may occur along with the processing, but dysregulation is never sought. Any dysregulation occurring needs to be immediately and sensitively addressed to help the child move toward greater regulation. If the goal of therapy is to actively assist the child to move toward greater degrees of regulation, while preventing or limiting experiences of further dysregulation, then there would be no place for the repetitive kicking/screaming and other abusive “techniques” that have caused controversary.
There are three types of coercion:
1. Behavior that continues to increase the dysregulation of the other.
2. Behavior that unintentionally causes dysregulation without then following with efforts to assist the child in re-attaining regulation.
3. Behavior that is likely to cause distress (addressing trauma, shame, or other intense affects/conflicts/losses, etc.) without incorporating interventions that will assist the child in remaining regulated and managing the distress. These interventions include: empathy/comfort from therapist and/or attachment figure, slow pace, frequent breaks, allowing child to stop the exploration, providing information, encouraging child to participate in the control of the process, teaching self-regulation skills.
Distress may be defined as perceived discomfort. Dysregulation is an overwhelming of the client’s ability to function, resulting in dissociation or other extreme defensive manifestations. When the client responds with discomfort and distress, the therapist uses empathy and emotional support to help co-regulate the client’s affect so that it does not move into dysregulation. While experiencing discomfort and distress, the client maintains the ability to be regulated in affect, cognition, and behavior. However, when a client shows terror, rage, or dissociative features, the client requires our help to become regulated. So, for example, in a therapeutic situation a client may willingly discuss an event that is upsetting and increases the client’s discomfort and distress. However, if the client then indicates a desire to stop, yet the therapist or parent ignores this signal, so that the client is forced to continue, this is coercive. It is also coercive to maintain or increase a client’s dysregulated state until the client is exhausted or has a “break through.” In addition, if a client becomes dysregulated and the therapist or parent does not act to decrease the client’s dysregulation that is coercive. Increasing a client’s dysregulation is never acceptable. Whenever a client exhibits such dysregulation, the therapist must act to decrease dysregulation and act to restore the client to a more regulated emotional state.
A therapist or parent may say or do something that unintentionally dysregulates the child, perhaps by not anticipating the power of a conditioned emotional response or missing the child’s cues. What is imperative is that the therapist or parent immediately engages in behaviors or uses words to decrease the child’s dysregulation. In summary, any actions or words that shame, provoke, or sustain interactions that increase a child or other’s dysregulation are coercive and clearly counter-therapeutic.
Another aspect of coercion is using force to require compliance with physically painful commands, such as forced jumping jacks, “power” sitting, prolonged and forced kicking until the child “decides” to answer a question or comply. The key issue in these instances is the use of power and coercion to force compliance for the sake of compliance with a command, which has no basis in safety. Remember, it is about connections not compliance.
ATTACh believes that all attachment-based therapy should be based on sound theory and principle, and that therapists should practice within their competence and training, and with appropriate supervision/consultation.
To review ATTACh's White Paper, Parent Manual, and Professional Practice Manual, go to
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.
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.
Jul 4, 2009
The Boy Who Was Raised as a Dog
BOOK REVIEW
The Boy Who was Raised as a Dog by Bruce Perry & Maia Szalavitz, Basic Books, NY, 2006.
This terrifically engaging and readable book can be thought of as the case-book companion to Dr. Daniel Siegel’s The Developing Mind. Dr. Perry and Ms. Szalavitz, an award winning writer, present eleven stories, hence the subtitle: “And other stories from a Child Psychiatrist’s Notebook. What traumatized children can teach us about loss, love, and healing.” In this book each story describes a child’s trauma, how this affected the child, and what could be done about that. Much of what Dr. Perry presents may not be new, but the manner in which his insights are woven into these stories is wonderful. A major theme is how early maltreatment dysregulates the stress-response system and how this state eventually becomes a trait. He peppers the book with some very interesting tidbits…such as that many children who have experienced chronic early trauma have elevated resting heart rates. This is one of those things that, after reading, I said, Oh, I think I new that, but never really thought about it. (BTW, this helps explain why and how the blood pressure medication, Clonadine can sometimes be helpful for children who experience Complex Post Traumatic Stress Disorder.) When I began asking the families I see to take the pulse of their children while the child was asleep, a large percentage (over half!) reported resting pulse rates of over 110 bpm.
The book emphasizes and underscores the power of relationships to wound and heal. “To calm a frightened child, you must first calm yourself.” This simple and profound statement is echoed throughout the book and can be considered one of the cornerstones of good parenting and treatment. In another section of the book, “The Coldest Heart,” he describes how many traumatized children have a large split between verbal and performance scores and how this reflects imbalances in the brain’s capacity to modulate affect. Although this, and other insights, may seem esoteric, it is the way these insights are woven into very touching stories that make the material memorable and usable.
Each story is both delightful and horrifying to read. Dr. Perry’s compassion and insights are models of how a therapist should act. The stories include the Branch Davidian children and some other famous cases. This is a must read book that should be in every clinician’s bookcase. I have also begun recommending it to parents, who are finding the insights presented very helpful in understanding their child and developing better ways of managing their own feelings.
The Boy Who was Raised as a Dog by Bruce Perry & Maia Szalavitz, Basic Books, NY, 2006.
This terrifically engaging and readable book can be thought of as the case-book companion to Dr. Daniel Siegel’s The Developing Mind. Dr. Perry and Ms. Szalavitz, an award winning writer, present eleven stories, hence the subtitle: “And other stories from a Child Psychiatrist’s Notebook. What traumatized children can teach us about loss, love, and healing.” In this book each story describes a child’s trauma, how this affected the child, and what could be done about that. Much of what Dr. Perry presents may not be new, but the manner in which his insights are woven into these stories is wonderful. A major theme is how early maltreatment dysregulates the stress-response system and how this state eventually becomes a trait. He peppers the book with some very interesting tidbits…such as that many children who have experienced chronic early trauma have elevated resting heart rates. This is one of those things that, after reading, I said, Oh, I think I new that, but never really thought about it. (BTW, this helps explain why and how the blood pressure medication, Clonadine can sometimes be helpful for children who experience Complex Post Traumatic Stress Disorder.) When I began asking the families I see to take the pulse of their children while the child was asleep, a large percentage (over half!) reported resting pulse rates of over 110 bpm.
The book emphasizes and underscores the power of relationships to wound and heal. “To calm a frightened child, you must first calm yourself.” This simple and profound statement is echoed throughout the book and can be considered one of the cornerstones of good parenting and treatment. In another section of the book, “The Coldest Heart,” he describes how many traumatized children have a large split between verbal and performance scores and how this reflects imbalances in the brain’s capacity to modulate affect. Although this, and other insights, may seem esoteric, it is the way these insights are woven into very touching stories that make the material memorable and usable.
Each story is both delightful and horrifying to read. Dr. Perry’s compassion and insights are models of how a therapist should act. The stories include the Branch Davidian children and some other famous cases. This is a must read book that should be in every clinician’s bookcase. I have also begun recommending it to parents, who are finding the insights presented very helpful in understanding their child and developing better ways of managing their own feelings.
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.
May 31, 2009
Temperament
Temperament is a largely genetically determined set of characteristics that remain unchanged from birth throughout life. Beginning as early as four months of age, a child’s temperament can be determined. These temperamental traits are largely unchanged throughout life. Understanding temperament is important since these personality traits do not change. A parent needs to understand these dimensions so that the parent can adapt to the child.
Temperament refers to enduring traits of a person’s approach to the world. These dimensions are found in all children across cultures. A child’s temperament is a core element of the child’s personality. Since it is unchangeable, understanding temperament is essential to knowing how to approach your child. What may appear to be a problem may actually be a mismatch between your temperament and that of your child.
1. ACTIVITY LEVEL: Physical motion during sleep, play, work, eating, and other daily activities.
(High or Low; Active or Inactive).
2. REGULARITY: The predicable recurrence of a child’s response to daily events. The rhythm of their body functions such as sleeping, eating, elimination. In school age children, regularity is observed as consistency, organization, or predictability. Is the child orderly with toys and possessions? Is the child’s after-school routine the same each day?
(Predictable or Unpredictable).
3. INITIAL REACTION: The child’s reaction to new people, places, things, foods, and routines. For example, tries new foods, refuses, or looks it over, pokes it, and then tries a bite.
(Bold or Inhibited; Approaching or Cautious).
4. ADAPTABILITY: Like initial reaction, but refers to the child’s long-term adjustment after the initial response. The ease or difficulty with which the child’s first reaction can be changed. How quickly does the child make transitions or adapt to changes in routine? How quickly can the child make a choice? How does the child react to last minute changes?
(Flexible or Rigid; Quick or Gradual).
5. INTENSITY: How much energy the child puts into a response. Is the child loud? How does the child respond to disappointments, praise, failure, surprise, or frustration?
(Intense or mild).
6. MOOD: What is the child’s dominant mood or overall pattern? Is the child generally positive, negative, or in between?
(Positive or Negative).
7. DISTRACTIBILITY: Is the child able to tune out surrounding sights, sounds, or people and continue without interruption or is the child distracted by outside stimuli? This is not the same as persistence. A child can be easily distracted yet return immediately to the task at hand and stick with it until it is completed. How quickly can a baby be soothed?
(Rarely or Often)
8. PERSISTENCY AND ATTENTION SPAN: Persistency is the child’s tendency to stick with an activity despite interruptions or outside distractions. Attention span is demonstrated by how long a child sticks with an activity when there are no interruptions.
(Often or Rarely; Persistent or not; Short or long).
9. SENSITIVITY: Sensory threshold or the amount of stimulation required to get a response. Watch all five senses (sight, hearing, touch, smell, taste).
(Nonreactive or Sensitive).
TEMPERAMENT CHECKLIST
Temperament is composed of nine dimensions. Temperament is easily determined at birth and does not change; it appears to be genetically determined. Temperament can be thought of as one of the basic elements of personality that is not changeable. It is not right or wrong, it just is; although temperaments different than one’s own can seem to be “wrong,” they are not. At the Center we use the Cary Temperament Scales to measure a child’s temperament and provide parents with a report detailing their child’s temperament and the potential strengths and pitfalls that the parent and child may experience. The traits on each continuum are neither good nor bad. However, mismatches between a parent’s and child’s temperament can create discord and problems. The following check list is not meant to replace a professional assessment or to substitute for a reliable and valid test such as the Cary. However, this check list can help you identify areas of match and mismatch between your temperament and that of your child.
The fact that you have temperament traits on the other side of a scale item form your child, or spouse for that matter, does not mean that a problem exists. It merely means that you and your child have different temperaments on that dimension. It does mean that as a parent you do need to be particularly sensitive to that dimension since your proclivities and those of your child are different. However, as a parent it is your responsibility to adapt to these differences and accommodate your child. Knowing that you and your child differ on a dimension of temperament, which is not a changeable dimension of personality, allows the parent to know that he or she must adapt to the child. This also can help a parent realize that when a child is “pushing” your buttons, that it is your issue and not something that your child should be expected to change. When there are significant differences in parent-child temperament, the parent will need to take extra steps to be sure that he or she adapts to the child.
Temperament refers to enduring traits of a person’s approach to the world. These dimensions are found in all children across cultures. A child’s temperament is a core element of the child’s personality. Since it is unchangeable, understanding temperament is essential to knowing how to approach your child. What may appear to be a problem may actually be a mismatch between your temperament and that of your child.
1. ACTIVITY LEVEL: Physical motion during sleep, play, work, eating, and other daily activities.
(High or Low; Active or Inactive).
2. REGULARITY: The predicable recurrence of a child’s response to daily events. The rhythm of their body functions such as sleeping, eating, elimination. In school age children, regularity is observed as consistency, organization, or predictability. Is the child orderly with toys and possessions? Is the child’s after-school routine the same each day?
(Predictable or Unpredictable).
3. INITIAL REACTION: The child’s reaction to new people, places, things, foods, and routines. For example, tries new foods, refuses, or looks it over, pokes it, and then tries a bite.
(Bold or Inhibited; Approaching or Cautious).
4. ADAPTABILITY: Like initial reaction, but refers to the child’s long-term adjustment after the initial response. The ease or difficulty with which the child’s first reaction can be changed. How quickly does the child make transitions or adapt to changes in routine? How quickly can the child make a choice? How does the child react to last minute changes?
(Flexible or Rigid; Quick or Gradual).
5. INTENSITY: How much energy the child puts into a response. Is the child loud? How does the child respond to disappointments, praise, failure, surprise, or frustration?
(Intense or mild).
6. MOOD: What is the child’s dominant mood or overall pattern? Is the child generally positive, negative, or in between?
(Positive or Negative).
7. DISTRACTIBILITY: Is the child able to tune out surrounding sights, sounds, or people and continue without interruption or is the child distracted by outside stimuli? This is not the same as persistence. A child can be easily distracted yet return immediately to the task at hand and stick with it until it is completed. How quickly can a baby be soothed?
(Rarely or Often)
8. PERSISTENCY AND ATTENTION SPAN: Persistency is the child’s tendency to stick with an activity despite interruptions or outside distractions. Attention span is demonstrated by how long a child sticks with an activity when there are no interruptions.
(Often or Rarely; Persistent or not; Short or long).
9. SENSITIVITY: Sensory threshold or the amount of stimulation required to get a response. Watch all five senses (sight, hearing, touch, smell, taste).
(Nonreactive or Sensitive).
TEMPERAMENT CHECKLIST
Temperament is composed of nine dimensions. Temperament is easily determined at birth and does not change; it appears to be genetically determined. Temperament can be thought of as one of the basic elements of personality that is not changeable. It is not right or wrong, it just is; although temperaments different than one’s own can seem to be “wrong,” they are not. At the Center we use the Cary Temperament Scales to measure a child’s temperament and provide parents with a report detailing their child’s temperament and the potential strengths and pitfalls that the parent and child may experience. The traits on each continuum are neither good nor bad. However, mismatches between a parent’s and child’s temperament can create discord and problems. The following check list is not meant to replace a professional assessment or to substitute for a reliable and valid test such as the Cary. However, this check list can help you identify areas of match and mismatch between your temperament and that of your child.
The fact that you have temperament traits on the other side of a scale item form your child, or spouse for that matter, does not mean that a problem exists. It merely means that you and your child have different temperaments on that dimension. It does mean that as a parent you do need to be particularly sensitive to that dimension since your proclivities and those of your child are different. However, as a parent it is your responsibility to adapt to these differences and accommodate your child. Knowing that you and your child differ on a dimension of temperament, which is not a changeable dimension of personality, allows the parent to know that he or she must adapt to the child. This also can help a parent realize that when a child is “pushing” your buttons, that it is your issue and not something that your child should be expected to change. When there are significant differences in parent-child temperament, the parent will need to take extra steps to be sure that he or she adapts to the child.
May 14, 2009
Link for Information on Education Law
IDEA 2004 Statute and Regulations
There is a lot of legal information on the Wrightslaw home page regarding everying from IEPs and Regulations regarding Special Education. Click on the link below or the graphic above to check it out.
http://www.wrightslaw.com/idea/law.htm
There is a lot of legal information on the Wrightslaw home page regarding everying from IEPs and Regulations regarding Special Education. Click on the link below or the graphic above to check it out.
http://www.wrightslaw.com/idea/law.htm
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