Dr. Becker-Weidman will be presenting a workshop at the Building Justice For Children 2011 Conference to be held in Syracuse NY on October 25-27, 2011. His workshop will be about Assessing Children for Trauma.
For more information, go to
http://www.center4familydevelop.com/workshops.htm
Showing posts with label evidence-based treatment. Show all posts
Showing posts with label evidence-based treatment. Show all posts
Sep 8, 2011
Jun 9, 2011
Dyadic Developmental Psychotherapy Identified as an Effective Treatment by UK Institute
IN an exciting development, the Institute for Research and Innovation in Social Services, recognizes Dyadic Developmental Psychotherapy as an evidence-based, effective, and empirically validated treatment. The Institute is a large, internationally regarded institute whose function is to promote positive outcomes in the social service field by identifying evidence informed practice and disseminating research, innovations, and improvements in social services policy, practice, and programming.
The Institutes most recent report, "Insights: Attachment-Informed practice with looked after children and young people, had the following key points:
Attachment behaviour ensures the survival of infants and young children by keeping their caregivers close and available to provide protection and comfort. The attachment relationship provides the context for the main developmental tasks of infancy and early childhood, particularly emotional regulation and the development of the capacity to ‘mentalise’.
The characteristics of caregivers affect the organisation and security of children’s attachment relationships with them. Sensitive, responsive parenting and parental ability to reflect on the infant’s own thoughts and feelings are associated with secure attachments in children.
Children who have experienced maltreatment are significantly more likely to develop disorganised
attachments and these can have lifelong physical, emotional and social consequences.
Recent evidence from neuroscience confirms the importance of the early emotional and social experience of
infants for the healthy development of their brains. Maltreatment can disturb the patterns of cortisol
(stress hormone) secretion which can affect immediate and long term mental and physical health.
Looked after children benefit from developing secure attachments with their caregivers and interventions
should support the development of these, whether children remain at home or are cared for outside their family.
Successful placements are more likely when carers are able to respond to children at their emotional age
rather than their chronological one. Interventions with children should aim to address developmental brain
impairment by providing care that can build fundamental brain capacities. For looked after children this will mean less use of verbal techniques and a greater concentration on physical, sensory and emotional ways of working.
Caregivers should be assessed on their capacity to tolerate difficult behaviour and remain sensitive and
responsive to the needs of children.
Support and training should be provided to caregivers on a frequent and regular basis to ensure that they are able to maintain their capacity to be reflective about children rather than reactive to their behaviour.
Attachment-informed practice may require a policy and culture shift to ensure that children’s needs
are appropriately met when they are cared for away from home.
As you can see their key point that carers should respond to children based on their emotional age rather than their chronological age is supported by our study revealing that children with Complex Trauma and disorders of attachment are substantially younger developmentally than their chronological age:
Becker-Weidman, A., (2009) “Effects of Early Maltreatment on Development: A Descriptive study using the Vineland,” Child Welfare, 88 (2)137-161.
The Institue's paper goes on to state it's support for Dyadic Developmental Psychotherapy as an evidence-informed and validated treatment approach:
Dyadic Developmental Psychotherapy is an attachment-focused approach in which a therapist supports the caregiver and child’s relationship and the development of secure attachment by encouraging the reflective function of the caregiver, enabling attunement, regulating emotion and co creating meaning. The therapist
interactions are characterised by PACE (playfulness, acceptance, curiosity and empathy) and similar qualities are supported in the caregiver with the addition of love (PLACE). This approach has been well evaluated with foster carers and adoptive parents and recently elements of this model have been successfully introduced within residential child care (Becker-Weidman and Hughes, 2008).
Becker-Weidman, A., & Hughes, D., (2008) “Dyadic Developmental Psychotherapy: An evidence-based treatment for children with complex trauma and disorders of attachment,” Child & Adolescent Social Work, 13, pp.329-337
The Institutes most recent report, "Insights: Attachment-Informed practice with looked after children and young people, had the following key points:
Attachment behaviour ensures the survival of infants and young children by keeping their caregivers close and available to provide protection and comfort. The attachment relationship provides the context for the main developmental tasks of infancy and early childhood, particularly emotional regulation and the development of the capacity to ‘mentalise’.
The characteristics of caregivers affect the organisation and security of children’s attachment relationships with them. Sensitive, responsive parenting and parental ability to reflect on the infant’s own thoughts and feelings are associated with secure attachments in children.
Children who have experienced maltreatment are significantly more likely to develop disorganised
attachments and these can have lifelong physical, emotional and social consequences.
Recent evidence from neuroscience confirms the importance of the early emotional and social experience of
infants for the healthy development of their brains. Maltreatment can disturb the patterns of cortisol
(stress hormone) secretion which can affect immediate and long term mental and physical health.
Looked after children benefit from developing secure attachments with their caregivers and interventions
should support the development of these, whether children remain at home or are cared for outside their family.
Successful placements are more likely when carers are able to respond to children at their emotional age
rather than their chronological one. Interventions with children should aim to address developmental brain
impairment by providing care that can build fundamental brain capacities. For looked after children this will mean less use of verbal techniques and a greater concentration on physical, sensory and emotional ways of working.
Caregivers should be assessed on their capacity to tolerate difficult behaviour and remain sensitive and
responsive to the needs of children.
Support and training should be provided to caregivers on a frequent and regular basis to ensure that they are able to maintain their capacity to be reflective about children rather than reactive to their behaviour.
Attachment-informed practice may require a policy and culture shift to ensure that children’s needs
are appropriately met when they are cared for away from home.
As you can see their key point that carers should respond to children based on their emotional age rather than their chronological age is supported by our study revealing that children with Complex Trauma and disorders of attachment are substantially younger developmentally than their chronological age:
Becker-Weidman, A., (2009) “Effects of Early Maltreatment on Development: A Descriptive study using the Vineland,” Child Welfare, 88 (2)137-161.
The Institue's paper goes on to state it's support for Dyadic Developmental Psychotherapy as an evidence-informed and validated treatment approach:
Dyadic Developmental Psychotherapy is an attachment-focused approach in which a therapist supports the caregiver and child’s relationship and the development of secure attachment by encouraging the reflective function of the caregiver, enabling attunement, regulating emotion and co creating meaning. The therapist
interactions are characterised by PACE (playfulness, acceptance, curiosity and empathy) and similar qualities are supported in the caregiver with the addition of love (PLACE). This approach has been well evaluated with foster carers and adoptive parents and recently elements of this model have been successfully introduced within residential child care (Becker-Weidman and Hughes, 2008).
Becker-Weidman, A., & Hughes, D., (2008) “Dyadic Developmental Psychotherapy: An evidence-based treatment for children with complex trauma and disorders of attachment,” Child & Adolescent Social Work, 13, pp.329-337
Apr 15, 2011
Dyadic Developmental Psychotherapy Training in 2012
ABOUT THE WORKSHOP
The workshop covers all the "Required Core Training Content" necessary to enter the practicum to become a Certified Dyadic Developmental Psychotherapy therapist. The use of SKYPE, independent study, and consultations will allow remote participants to fulfill the requirements to become Certified Dyadic Developmental Psychotherapy therapists.
The workshop uses a combination of SKYPE sessions, group discussion, independent study, and case presentations. Attachment-focused family therapy workbook, is the course text.
Early deprivation, neglect, abuse, significant early health problems and hospitalizations, repeated moves, or more than one year in an orphanage can create attachment problems that require specialized treatment. Traditional forms of therapy are ineffective with attachment-disordered children. This workshop will provide the therapist and other professionals with an opportunity to learn and practice effective treatment methods for trauma-attachment disordered children.
Participants are encouraged to present videotapes of sessions.
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment that is grounded in current thinking and research on the etiology and treatment of Complex Trauma or Developmental Trauma Disorder and disorders of attachment. Treatment is primarily experiential and there is an important teaching element as well. Teaching parents about attachment-facilitating parenting methods and the importance of attunement and responsive, sensitive parenting is essential. Direct work with the parents regarding their own family or origin issues is another component of treatment. Finally, intensive emotional work with the child in a manner consistent with sound treatment principles is vital.
The workshop is led by Dr. Arthur Becker-Weidman, who is a certified Dyadic Developmental Psychotherapist, Certified Consultant, and Certified Trainer by the Dyadic Developmental Psychotherapy Institute.
CENTER FOR FAMILY DEVELOPMENT
The Center For Family Development is an internationally recognized treatment and training center specializing in helping adopted and foster families with trauma and attachment disordered children. The Center is a registered agency with the Association for Treatment and Training in the Attachment of Children.
Arthur Becker-Weidman, CSW-R Ph.D. received his doctorate in Human Development from the University of Maryland, Institute for Child Study. He achieved Diplomate status from the American Board of Psychological Specialties in Child Psychology and Forensic Psychology. He is a Vice-President, clinical, with the Association for the Treatment and Training in the Attachment of Children and President of the Dyadic Developmental Psychotherapy Institute. Art is an adjunct Clinical Professor at SUNY at Buffalo. He has published over a dozen scholarly papers and regularly presents at international and national conferences. Art consults with psychologists, social workers, marriage and family therapists and several child treatment agencies, school districts, departments of social services, and governments in the United States, Canada, Finland, Czech Republic, Slovakia, Singapore, & Australia.
EVIDENCE-BASIS FOR TREATMENT
* Becker-Weidman, A., (2006) “Treatment for Children with Trauma-Attachment Disorders: Dyadic Developmental Psychotherapy,” Child and Adolescent Social Work Journal. Vol. 23(2), 147-171.
* Becker-Weidman, A., (2006) “Dyadic Developmental Psychotherapy: A multi-year Follow-up,” in, New Developments In Child Abuse Research, Stanley M. Sturt, Ph.D. (Ed.) Nova Science Publishers, NY, pp. 43 – 61.
* Becker-Weidman, A., (2007). “Treatment For Children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy,” http://www.center4familydevelop.com/research.pdf
* Becker-Weidman, A., & Hughes, D., (2008) “Dyadic Developmental Psychotherapy: An evidence-based treatment for children with complex trauma and disorders of attachment,” Child & Adolescent Social Work, 13, pp.329-337.
* Craven, P., & Lee, R., (2006) Therapeutic Interventions for Foster Children: A Systematic Research Synthesis, Research on Social Work Practice, 16(3):287-304.
TRAINING OUTLINE
2012
Center For Family Development
5820 Main Street, suite 406
Williamsville, NY 14221
SCHEDULE
A Six-month 56-hour Master Class.
10:00 am– 5:00 pm, 1/20/12, 2/17, 3.16, 4/20, 5/18, 6/21. Dates subject to change based on participant requests, 2012 holidays, and group agreement. Limited to eight.
OUTLINE
* Patterns of attachment
* Engaging and working with parents
* Intersubjectivity & use of self in practice
* Experiential components of training
* Components of Practice
* Phases of Treatment
* Differential use of components of
* Practice in different phases of
treatment
* Treatment with different populations and
circumstances
* Experiential components of training
* Consultation
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment. Two follow-up studies with control groups found clinically and statistically significant reductions in symptoms of attachment disorder, aggression, anti-social behavior, thought disorders, attention problems, mood, and social relationship dysfunction. Over 80% of the children treated had previously been in treatment on three or more occasions, without any noticeable improvement. Treatment averaged 23 sessions over approximately ten months. (Arthur Becker-Weidman, Ph.D., Child & Adolescent Social Work, vol. 23, pp.137-171, 2006)
SUGGESTED READING
You will find the following list of books helpful. It is strongly recommended that you read the first book before the workshop begins. This will ensure that everyone has a solid foundation of common knowledge.
1. Dyadic Developmental Psychotherapy: Essential Methods & Practices, Arthur Becker-Weidman, Ph.D., Rowman, Lanham, MD, 2010.
2. The Dyadic Developmental Psychotherapy Casebook, Arthur Becker-Weidman, Rowman: Lanham, MD, 2011.
3. Creating Capacity for Attachment, Eds., Arthur Becker-Weidman, Ph.D., Deborah Shell, MA, LCMHC, Wood ‘N’ Barnes, 2005/2008.
4. Attachment Parenting, Ed., Arthur Becker-Weidman & Deborah Shell, Rowman: Lanham, MD, 2010.
5. Attachment-Focused Family Therapy. Daniel Hughes, Norton, 2007.
6. Attachment-Focused Family Therapy Workbook, D. Hughes, Norton: NY, 2011.
7. Handbook of Attachment: Theory, Research, and Clinical Applications. Edited by Jude Cassidy and Phillip Shaver. The Guilford Press, 2008.
8. Building the Bonds of Attachment. 2nd. Ed. Daniel Hughes, Ph.D., 2006
9. Attachment Across the Life Cycle. Edited by Colin Murray Parkes, Joan Stevenson-Hinde, and Peter Marris. Routledge, 1991.
10. A Secure Base. John Bowlby, Basic Books, NY, 1988.
11. John Bowlby & Attachment Theory. Jeremy Holmes, Routledge, NY, 1993.
PURPOSE OF WORKSHOP
This workshop is for therapists who want to learn how to treat trauma-attachment disordered children. Participants will learn effective therapy principals for helping traumatized children. Participants will learn:
1. Initial work to determine parent readiness.
2. The components of Dyadic Developmental Psychotherapy and the phases of treatment.
3. The differential use of components in different phases of treatment.
4. Effective therapeutic techniques to use with traumatized and attachment disordered children and their families.
5. Effective parenting principals.
Participants will have the opportunity to view videotapes of actual therapy sessions with traumatized children that demonstrate therapeutic principals and present their own video tapes or cases.
The workshop covers all the "Required Core Training Content" necessary to enter the practicum to become a Certified Dyadic Developmental Psychotherapy therapist. The use of SKYPE, independent study, and consultations will allow remote participants to fulfill the requirements to become Certified Dyadic Developmental Psychotherapy therapists.
The workshop uses a combination of SKYPE sessions, group discussion, independent study, and case presentations. Attachment-focused family therapy workbook, is the course text.
Early deprivation, neglect, abuse, significant early health problems and hospitalizations, repeated moves, or more than one year in an orphanage can create attachment problems that require specialized treatment. Traditional forms of therapy are ineffective with attachment-disordered children. This workshop will provide the therapist and other professionals with an opportunity to learn and practice effective treatment methods for trauma-attachment disordered children.
Participants are encouraged to present videotapes of sessions.
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment that is grounded in current thinking and research on the etiology and treatment of Complex Trauma or Developmental Trauma Disorder and disorders of attachment. Treatment is primarily experiential and there is an important teaching element as well. Teaching parents about attachment-facilitating parenting methods and the importance of attunement and responsive, sensitive parenting is essential. Direct work with the parents regarding their own family or origin issues is another component of treatment. Finally, intensive emotional work with the child in a manner consistent with sound treatment principles is vital.
The workshop is led by Dr. Arthur Becker-Weidman, who is a certified Dyadic Developmental Psychotherapist, Certified Consultant, and Certified Trainer by the Dyadic Developmental Psychotherapy Institute.
CENTER FOR FAMILY DEVELOPMENT
The Center For Family Development is an internationally recognized treatment and training center specializing in helping adopted and foster families with trauma and attachment disordered children. The Center is a registered agency with the Association for Treatment and Training in the Attachment of Children.
Arthur Becker-Weidman, CSW-R Ph.D. received his doctorate in Human Development from the University of Maryland, Institute for Child Study. He achieved Diplomate status from the American Board of Psychological Specialties in Child Psychology and Forensic Psychology. He is a Vice-President, clinical, with the Association for the Treatment and Training in the Attachment of Children and President of the Dyadic Developmental Psychotherapy Institute. Art is an adjunct Clinical Professor at SUNY at Buffalo. He has published over a dozen scholarly papers and regularly presents at international and national conferences. Art consults with psychologists, social workers, marriage and family therapists and several child treatment agencies, school districts, departments of social services, and governments in the United States, Canada, Finland, Czech Republic, Slovakia, Singapore, & Australia.
EVIDENCE-BASIS FOR TREATMENT
* Becker-Weidman, A., (2006) “Treatment for Children with Trauma-Attachment Disorders: Dyadic Developmental Psychotherapy,” Child and Adolescent Social Work Journal. Vol. 23(2), 147-171.
* Becker-Weidman, A., (2006) “Dyadic Developmental Psychotherapy: A multi-year Follow-up,” in, New Developments In Child Abuse Research, Stanley M. Sturt, Ph.D. (Ed.) Nova Science Publishers, NY, pp. 43 – 61.
* Becker-Weidman, A., (2007). “Treatment For Children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy,” http://www.center4familydevelop.com/research.pdf
* Becker-Weidman, A., & Hughes, D., (2008) “Dyadic Developmental Psychotherapy: An evidence-based treatment for children with complex trauma and disorders of attachment,” Child & Adolescent Social Work, 13, pp.329-337.
* Craven, P., & Lee, R., (2006) Therapeutic Interventions for Foster Children: A Systematic Research Synthesis, Research on Social Work Practice, 16(3):287-304.
TRAINING OUTLINE
2012
Center For Family Development
5820 Main Street, suite 406
Williamsville, NY 14221
SCHEDULE
A Six-month 56-hour Master Class.
10:00 am– 5:00 pm, 1/20/12, 2/17, 3.16, 4/20, 5/18, 6/21. Dates subject to change based on participant requests, 2012 holidays, and group agreement. Limited to eight.
OUTLINE
* Patterns of attachment
* Engaging and working with parents
* Intersubjectivity & use of self in practice
* Experiential components of training
* Components of Practice
* Phases of Treatment
* Differential use of components of
* Practice in different phases of
treatment
* Treatment with different populations and
circumstances
* Experiential components of training
* Consultation
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment. Two follow-up studies with control groups found clinically and statistically significant reductions in symptoms of attachment disorder, aggression, anti-social behavior, thought disorders, attention problems, mood, and social relationship dysfunction. Over 80% of the children treated had previously been in treatment on three or more occasions, without any noticeable improvement. Treatment averaged 23 sessions over approximately ten months. (Arthur Becker-Weidman, Ph.D., Child & Adolescent Social Work, vol. 23, pp.137-171, 2006)
SUGGESTED READING
You will find the following list of books helpful. It is strongly recommended that you read the first book before the workshop begins. This will ensure that everyone has a solid foundation of common knowledge.
1. Dyadic Developmental Psychotherapy: Essential Methods & Practices, Arthur Becker-Weidman, Ph.D., Rowman, Lanham, MD, 2010.
2. The Dyadic Developmental Psychotherapy Casebook, Arthur Becker-Weidman, Rowman: Lanham, MD, 2011.
3. Creating Capacity for Attachment, Eds., Arthur Becker-Weidman, Ph.D., Deborah Shell, MA, LCMHC, Wood ‘N’ Barnes, 2005/2008.
4. Attachment Parenting, Ed., Arthur Becker-Weidman & Deborah Shell, Rowman: Lanham, MD, 2010.
5. Attachment-Focused Family Therapy. Daniel Hughes, Norton, 2007.
6. Attachment-Focused Family Therapy Workbook, D. Hughes, Norton: NY, 2011.
7. Handbook of Attachment: Theory, Research, and Clinical Applications. Edited by Jude Cassidy and Phillip Shaver. The Guilford Press, 2008.
8. Building the Bonds of Attachment. 2nd. Ed. Daniel Hughes, Ph.D., 2006
9. Attachment Across the Life Cycle. Edited by Colin Murray Parkes, Joan Stevenson-Hinde, and Peter Marris. Routledge, 1991.
10. A Secure Base. John Bowlby, Basic Books, NY, 1988.
11. John Bowlby & Attachment Theory. Jeremy Holmes, Routledge, NY, 1993.
PURPOSE OF WORKSHOP
This workshop is for therapists who want to learn how to treat trauma-attachment disordered children. Participants will learn effective therapy principals for helping traumatized children. Participants will learn:
1. Initial work to determine parent readiness.
2. The components of Dyadic Developmental Psychotherapy and the phases of treatment.
3. The differential use of components in different phases of treatment.
4. Effective therapeutic techniques to use with traumatized and attachment disordered children and their families.
5. Effective parenting principals.
Participants will have the opportunity to view videotapes of actual therapy sessions with traumatized children that demonstrate therapeutic principals and present their own video tapes or cases.
Apr 23, 2010
Anticonvulsant medications and potential risks
Certain anticonvulsant drugs could be associated with an increased risk of suicide, attempted suicide or violent death. Anticonvulsants are used to help people with epilepsy but can also be prescribed for bipolar disorder, mania, neuralgia, migraine and neuropathic pain. Researchers from Harvard Medical School analyzed data from 14 states about patients fifteen-years old and over who started taking anticonvulsants between July 2001 and December 2006. They found that the risk of suicidal acts was increased for gabapentin (Neurontin), lamotrigine (Lamictal), oxcarbazapine (Trileptal), tiagabine (Gabitril) and valproate (Depakote).
You can find out more about this research at
http://psychcentral.com/news/2010/04/15/broadly-used-seizure-meds-may-increase-suicide-risk/12858.html
You can find out more about this research at
http://psychcentral.com/news/2010/04/15/broadly-used-seizure-meds-may-increase-suicide-risk/12858.html
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 6, 2010
Treatment for PTSD
Post Traumatic Stress Disorder (PTSD) is quite different from Complex Trauma. PTSD is a clinical diagnosis usually applied when an person has experienced a life-threatening event and develops certain symptoms. Complex Trauma refers to the pervasive effects of chronic early maltreatment within a care-giving relationship. Complex Trauma usually results in more impairments that does PTSD.
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment for Complex Trauma.
Post-traumatic stress disorder (PTSD) is characterized by symptoms such as repeated, intrusive upsetting memories of the trauma; avoidance of similar situations and things which might remind one of them; a feeling of detachment from others; hypervigilance, and overarousal. It is associated with problems at work and at home and it is estimated that between 1% and 14% of people might suffer from it over the course of their lifetime. A team of researchers from New York reviewed 57 studies into treatments for PTSD and acute stress disorder which can often lead to it. They found that there was the strongest evidence for trauma-focused cognitive-behavioural therapy (CBT) and eye-movement desensitization and reprocessing (EMDR). There was some evidence that stress innoculation training, hypnotherapy, interpersonal psychotherapy and psychodynamic psychotherapy were effective for PTSD and that trauma-focused CBT was effective for acute stress disorder. The study also found evidence that trauma-focused CBT was effective for assault- and road-traffic-accident-related PTSD.
Ponniah, Kathryn and Hollon, Steven D. - Empirically supported psychological treatments for adult acute stress disorder and posttraumatic stress disorder: a review Depression and Anxiety December 2009, 26(12), 1086-1109
Dyadic Developmental Psychotherapy is an evidence-based, effective, and empirically validated treatment for Complex Trauma.
Post-traumatic stress disorder (PTSD) is characterized by symptoms such as repeated, intrusive upsetting memories of the trauma; avoidance of similar situations and things which might remind one of them; a feeling of detachment from others; hypervigilance, and overarousal. It is associated with problems at work and at home and it is estimated that between 1% and 14% of people might suffer from it over the course of their lifetime. A team of researchers from New York reviewed 57 studies into treatments for PTSD and acute stress disorder which can often lead to it. They found that there was the strongest evidence for trauma-focused cognitive-behavioural therapy (CBT) and eye-movement desensitization and reprocessing (EMDR). There was some evidence that stress innoculation training, hypnotherapy, interpersonal psychotherapy and psychodynamic psychotherapy were effective for PTSD and that trauma-focused CBT was effective for acute stress disorder. The study also found evidence that trauma-focused CBT was effective for assault- and road-traffic-accident-related PTSD.
Ponniah, Kathryn and Hollon, Steven D. - Empirically supported psychological treatments for adult acute stress disorder and posttraumatic stress disorder: a review Depression and Anxiety December 2009, 26(12), 1086-1109
Sep 20, 2009
Book Review
ENHANCING EARLY ATTACHMENTS:
THEORY, RESEARCH, INTERVENTION, AND POLICY
EDITED BY LISA BERLIN, YAIR ZIV, LISA AMAYA-JACKSON, MARK T. GREENBERG
NY: GUILFORD PRESS, 2005
BY ARTHUR BECKER-WEIDMAN, PH.D.
This is a pretty decent text on the subject. There are a couple of chapters that I found most useful. The Chapter by Frank Putnam, “The Developmental Neurobiology of Disrupted Attachment: Lessons from Animal Models and Child Abuse Research,” is a good summary of current research on the linkages between abuse, brain development, and later behavior. Dr. Putnam does a very good job of explaining some quite complex issues here. He states, “In aggregate, research…conclusively demonstrates that early adverse experiences can have lifelong effects on subsequent responses to stressors. Maternal stress is clearly communicated to the infant and can be as detrimental as direct stress.” (p. 93). The next chapter by Alica Liberman and Lisa Amaya-Jackson, “Reciprocal Influences of Attachment and Trauma: Using a Dual Lens in Assessment and Treatment of Infants, Toddlers, and Preschoolers,” is also an excellent chapter. As you know, the field is increasingly moving toward an integration of trauma research and practice and disorders of attachment theory and research. This chapter is a very nice integration of those two domains. The inclusion of a very detailed case study makes this chapter quite useful.
The last sections of the book describe program and policies. In the chapter by Marinus H. van Ijzendoorn, Marian J. Bakermans-Kraneburg, and Femmie Juffer, “Why Less is More,” they describe the current state of affairs with regard to program research. They find that interventions that focus only on sensitive maternal behavior are most effective in changing insensitive parenting and infant attachment security. They found that sensitivity-focused interventions are more effective than interventions with a broader focus. As might be expected, interventions with involved families and at-risk infants were more effective than interventions with at-risk parents. The book also addresses the ongoing concerns with intrusive methods such as holding therapies, rebirthing, and rebirthing. The chapter by Thomas O’Connor and Wendy Nilson, “Models versus Metaphors in Translating Attachment Theory to the Clinic and Community,” discusses this issue and encouragingly states, “This is changing. For example, a recent issue of Attachment and Human Development…was dedicated to this problem, and several clinicians working with children with attachment disorder have begun to develop alternative intervention models that do not rely on holding (e.g. Hughes, 2003).”
Like too many books in the field, this one focuses primarily on theory, research, and treatment programs for infants and toddlers. It takes some adapting to see how this material can be useful in work with latency and teen age children. None the less, the material is helpful and useful for practitioners.
THEORY, RESEARCH, INTERVENTION, AND POLICY
EDITED BY LISA BERLIN, YAIR ZIV, LISA AMAYA-JACKSON, MARK T. GREENBERG
NY: GUILFORD PRESS, 2005
BY ARTHUR BECKER-WEIDMAN, PH.D.
This is a pretty decent text on the subject. There are a couple of chapters that I found most useful. The Chapter by Frank Putnam, “The Developmental Neurobiology of Disrupted Attachment: Lessons from Animal Models and Child Abuse Research,” is a good summary of current research on the linkages between abuse, brain development, and later behavior. Dr. Putnam does a very good job of explaining some quite complex issues here. He states, “In aggregate, research…conclusively demonstrates that early adverse experiences can have lifelong effects on subsequent responses to stressors. Maternal stress is clearly communicated to the infant and can be as detrimental as direct stress.” (p. 93). The next chapter by Alica Liberman and Lisa Amaya-Jackson, “Reciprocal Influences of Attachment and Trauma: Using a Dual Lens in Assessment and Treatment of Infants, Toddlers, and Preschoolers,” is also an excellent chapter. As you know, the field is increasingly moving toward an integration of trauma research and practice and disorders of attachment theory and research. This chapter is a very nice integration of those two domains. The inclusion of a very detailed case study makes this chapter quite useful.
The last sections of the book describe program and policies. In the chapter by Marinus H. van Ijzendoorn, Marian J. Bakermans-Kraneburg, and Femmie Juffer, “Why Less is More,” they describe the current state of affairs with regard to program research. They find that interventions that focus only on sensitive maternal behavior are most effective in changing insensitive parenting and infant attachment security. They found that sensitivity-focused interventions are more effective than interventions with a broader focus. As might be expected, interventions with involved families and at-risk infants were more effective than interventions with at-risk parents. The book also addresses the ongoing concerns with intrusive methods such as holding therapies, rebirthing, and rebirthing. The chapter by Thomas O’Connor and Wendy Nilson, “Models versus Metaphors in Translating Attachment Theory to the Clinic and Community,” discusses this issue and encouragingly states, “This is changing. For example, a recent issue of Attachment and Human Development…was dedicated to this problem, and several clinicians working with children with attachment disorder have begun to develop alternative intervention models that do not rely on holding (e.g. Hughes, 2003).”
Like too many books in the field, this one focuses primarily on theory, research, and treatment programs for infants and toddlers. It takes some adapting to see how this material can be useful in work with latency and teen age children. None the less, the material is helpful and useful for practitioners.
Jul 28, 2009
Therapeutic Parent Manual
The new Parent Manual, put out by the Association for the Treatment and Training in the Attachment of Children, is a wonderful resource for parents. It has a wealth of information and practical suggestions.
It covers many issues that children with Complex Trauma and disorders of attachment face.
copies can be ordered on Amazon.com or at www.attach.org
It covers many issues that children with Complex Trauma and disorders of attachment face.
copies can be ordered on Amazon.com or at www.attach.org
Jul 24, 2009
Complex Trauma
Complex Post Traumatic Stress Disorder: Definition, Assessment, Treatment.
Arthur Becker-Weidman, Ph.D.,
Complex Post Traumatic Stress Disorder (CPTSD) is a clinical formulation (which may be included in the proposed DSM-V expected out in 2011) that refers to the results or outcomes of four simultaneous factors:
1. Chronic
2. Early
3. Maltreatment
4. Within a care-giving relationship
Maltreatment refers to abuse or neglect. Early, meaning occurring in early childhood; within the first several years of life. Chronic meaning a pervasive pattern, no a single or discrete event. Very important is that all the above occurs within a care-giving relationship. It is this last factor that makes the chronic early maltreatment so insidious and that leads to such pervasive negatives effects on later development and impairment in so many domains of functioning.
The domains of impairment include the following:
1. Attachment
2. Biology
3. Emotional regulation
4. Dissociation
5. Behavioral control
6. Cognition
7. Self-concept
As a result of pervasive impairment, assessment must be multi-modal and comprehensive in nature. This is important since “symptoms,” can have many causes and it is the cause that is the primary focus of treatment not the surface symptom. For example, anxiety can be caused by an anxiety disorder, brain trauma, PTSD, or various medical conditions. A comprehensive assessment of a child who has CPTSD must include, at a minimum, a review of all previous records, clinical sessions with the parents and with the child, and the use of various psychometric instruments to screen for a variety of issues. The areas that a through assessment must cover include: mental health differential diagnosis, sensory-integration screening, a screening for neuro-psychological issues, screening for executive function problems, attachment, developmental screening, consideration of Alcohol Related Neurological Dysfunction (ARND), and consideration of the nature and quality of the family’s interpersonal, emotional, and psychological constellation.
Children and adolescents with complex trauma require a multimodal approach (Cook, et. al., 2005), (Cook, Blaustein, Spinazzola, van der Kolk, 2003, Cook, Spinazzola, Ford, Lanktree, et. al., 2005). These authors identify six core components of complex trauma interventions, which are the following: “safety, self-regulation, self-reflective information processing, traumatic experience integration, relational engagement, and positive affect enhancement” (Cook, Spinazzola, Ford, Lanktree, et. al, 2005 p. 395).
Safety, actual safety and the client’s perception of safety, is vital for the creation of a secure base and a healthy attachment. At a minimum this must include the absence of physical danger, emotional and psychological maltreatment, and other threats to the physical, emotional, psychological, and interpersonal integrity of the child. One aspect of this includes creating an environment in therapy and at home in which coercive and shaming interactions are reduced and eliminated (Becker-Weidman, 2005).
Self-regulation is achieved in treatment by focusing on helping develop and enhance the capacity to modulate arousal in a variety of domains such as emotional, behavioral, physiological, and interpersonally. Children who have experienced chronic maltreatment and complex trauma have difficulty with self-regulation, especially with affect regulation. They can become dysregulated quite easily. The co-regulation of affective states through experiences of parent-infant attunement necessarily precedes the ability to self-regulate such states (Schore, 2001). Such attunement experiences were very infrequent for most of these children. In one relevant approach, Dyadic Developmental Psychotherapy, the practitioner expends a considerable amount of attention and energy to dyadically regulating the child’s level of arousal much like the responsive and attuned parent does (Hughes, 2007). The therapist functions to maintain a “therapeutic window” (Briere & Scott, 2006). The therapist actively works to avoid either inadequate or overwhelming activation of affect during treatment. If dysregulation occurs, the therapist acts swiftly to re-regulate the child, repair the relationship, and achieve emotional safety and balance.
Self-reflective information processing is achieved in treatment by developing and maintaining the shared affect, attention, and intentions that characterize intersubjectivity (Hughes, 2007). Through these intersubjective experiences the therapist and caregiver assist the child in exploring past events again so that the experience of them can be reorganized. With these additional perspectives of the event, the child is much more able to reflect on it with new meaning and less terror and shame.
Traumatic experience integration can be achieved in treatment by using such techniques as the judicious use of psychodramatic re-enactments, role-playing, and the reading of relevant historical documents such as police reports (Becker-Weidman, 2006). Again, these interventions are only employed within the intersubjective context, with the need for psychological safety remaining primary.
Relational engagement is achieved in treatment by its emphasis on acceptance and by developing and maintaining a therapeutic alliance with all family members. The child’s frequent avoidant or controlling behavioral patterns are likely to decrease when these are also met with acceptance. These defensive patterns are understood as viable coping strategies when the child has not been able to turn to attachment figures for safety. Engaging the child in a reparative relationship therapeutically and at home is an important dimension of complex trauma treatment.
Positive affect enhancement is achieved in treatment by the playful attitude of the therapist. In addition, the therapist’s acceptance of the caregiver’s and child’s feelings and motives and the development of a deep level of empathy enhances self-worth. The positive regard with which the practitioner of Dyadic Developmental Psychotherapy holds the family underscores their intrinsic worth as valued and valuable, as loved and loveable individuals (Becker-Weidman & Shell, 2005), (Hughes, 2007).
REFERENCES
Becker-Weidman, A. (2005). Dyadic Developmental Psychotherapy: the theory. In A. Becker-Weidman & D. Shell (Eds.), Creating capacity for attachment (pp. 7-43). Oklahoma City, OK: Wood ‘N’ Barnes.
Becker-Weidman, A. & Shell, D. (Eds.) (2005). Creating capacity for attachment (pp. 7-43). Oklahoma City, OK: Wood ‘N’ Barnes.
Becker-Weidman, A., (2006 c). Treatment for children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy. Child and Adolescent Mental Health, Online electronic version, 11/21/2006, doi: 10.1111/j.1475-3588.2006.00428.x
Briere, J., & Scott, C. (2006) Principles of trauma therapy. NY: Sage.
Cook, A., Blaustein, M., Spinazolla, J., van der Kolk, B. (2003) Complex trauma in children and adolescents. White paper from the national child traumatic stress network complex trauma task force. Los Angeles, CA: National Center for Child Traumatic Stress.
Cook, A., Spinazzola, J., Ford, J., Lanktree, C., et. al. (2005) Complex trauma in children and adolescents. Psychiatric Annals, 35:5, 390-398.
Hughes, D., (2007), Attachment-Focused Family Therapy. NY: Norton.
Schore, A.N. (2001). The effects of early relational trauma on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22, 201-269.
Arthur Becker-Weidman, Ph.D.,
Complex Post Traumatic Stress Disorder (CPTSD) is a clinical formulation (which may be included in the proposed DSM-V expected out in 2011) that refers to the results or outcomes of four simultaneous factors:
1. Chronic
2. Early
3. Maltreatment
4. Within a care-giving relationship
Maltreatment refers to abuse or neglect. Early, meaning occurring in early childhood; within the first several years of life. Chronic meaning a pervasive pattern, no a single or discrete event. Very important is that all the above occurs within a care-giving relationship. It is this last factor that makes the chronic early maltreatment so insidious and that leads to such pervasive negatives effects on later development and impairment in so many domains of functioning.
The domains of impairment include the following:
1. Attachment
2. Biology
3. Emotional regulation
4. Dissociation
5. Behavioral control
6. Cognition
7. Self-concept
As a result of pervasive impairment, assessment must be multi-modal and comprehensive in nature. This is important since “symptoms,” can have many causes and it is the cause that is the primary focus of treatment not the surface symptom. For example, anxiety can be caused by an anxiety disorder, brain trauma, PTSD, or various medical conditions. A comprehensive assessment of a child who has CPTSD must include, at a minimum, a review of all previous records, clinical sessions with the parents and with the child, and the use of various psychometric instruments to screen for a variety of issues. The areas that a through assessment must cover include: mental health differential diagnosis, sensory-integration screening, a screening for neuro-psychological issues, screening for executive function problems, attachment, developmental screening, consideration of Alcohol Related Neurological Dysfunction (ARND), and consideration of the nature and quality of the family’s interpersonal, emotional, and psychological constellation.
Children and adolescents with complex trauma require a multimodal approach (Cook, et. al., 2005), (Cook, Blaustein, Spinazzola, van der Kolk, 2003, Cook, Spinazzola, Ford, Lanktree, et. al., 2005). These authors identify six core components of complex trauma interventions, which are the following: “safety, self-regulation, self-reflective information processing, traumatic experience integration, relational engagement, and positive affect enhancement” (Cook, Spinazzola, Ford, Lanktree, et. al, 2005 p. 395).
Safety, actual safety and the client’s perception of safety, is vital for the creation of a secure base and a healthy attachment. At a minimum this must include the absence of physical danger, emotional and psychological maltreatment, and other threats to the physical, emotional, psychological, and interpersonal integrity of the child. One aspect of this includes creating an environment in therapy and at home in which coercive and shaming interactions are reduced and eliminated (Becker-Weidman, 2005).
Self-regulation is achieved in treatment by focusing on helping develop and enhance the capacity to modulate arousal in a variety of domains such as emotional, behavioral, physiological, and interpersonally. Children who have experienced chronic maltreatment and complex trauma have difficulty with self-regulation, especially with affect regulation. They can become dysregulated quite easily. The co-regulation of affective states through experiences of parent-infant attunement necessarily precedes the ability to self-regulate such states (Schore, 2001). Such attunement experiences were very infrequent for most of these children. In one relevant approach, Dyadic Developmental Psychotherapy, the practitioner expends a considerable amount of attention and energy to dyadically regulating the child’s level of arousal much like the responsive and attuned parent does (Hughes, 2007). The therapist functions to maintain a “therapeutic window” (Briere & Scott, 2006). The therapist actively works to avoid either inadequate or overwhelming activation of affect during treatment. If dysregulation occurs, the therapist acts swiftly to re-regulate the child, repair the relationship, and achieve emotional safety and balance.
Self-reflective information processing is achieved in treatment by developing and maintaining the shared affect, attention, and intentions that characterize intersubjectivity (Hughes, 2007). Through these intersubjective experiences the therapist and caregiver assist the child in exploring past events again so that the experience of them can be reorganized. With these additional perspectives of the event, the child is much more able to reflect on it with new meaning and less terror and shame.
Traumatic experience integration can be achieved in treatment by using such techniques as the judicious use of psychodramatic re-enactments, role-playing, and the reading of relevant historical documents such as police reports (Becker-Weidman, 2006). Again, these interventions are only employed within the intersubjective context, with the need for psychological safety remaining primary.
Relational engagement is achieved in treatment by its emphasis on acceptance and by developing and maintaining a therapeutic alliance with all family members. The child’s frequent avoidant or controlling behavioral patterns are likely to decrease when these are also met with acceptance. These defensive patterns are understood as viable coping strategies when the child has not been able to turn to attachment figures for safety. Engaging the child in a reparative relationship therapeutically and at home is an important dimension of complex trauma treatment.
Positive affect enhancement is achieved in treatment by the playful attitude of the therapist. In addition, the therapist’s acceptance of the caregiver’s and child’s feelings and motives and the development of a deep level of empathy enhances self-worth. The positive regard with which the practitioner of Dyadic Developmental Psychotherapy holds the family underscores their intrinsic worth as valued and valuable, as loved and loveable individuals (Becker-Weidman & Shell, 2005), (Hughes, 2007).
REFERENCES
Becker-Weidman, A. (2005). Dyadic Developmental Psychotherapy: the theory. In A. Becker-Weidman & D. Shell (Eds.), Creating capacity for attachment (pp. 7-43). Oklahoma City, OK: Wood ‘N’ Barnes.
Becker-Weidman, A. & Shell, D. (Eds.) (2005). Creating capacity for attachment (pp. 7-43). Oklahoma City, OK: Wood ‘N’ Barnes.
Becker-Weidman, A., (2006 c). Treatment for children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy. Child and Adolescent Mental Health, Online electronic version, 11/21/2006, doi: 10.1111/j.1475-3588.2006.00428.x
Briere, J., & Scott, C. (2006) Principles of trauma therapy. NY: Sage.
Cook, A., Blaustein, M., Spinazolla, J., van der Kolk, B. (2003) Complex trauma in children and adolescents. White paper from the national child traumatic stress network complex trauma task force. Los Angeles, CA: National Center for Child Traumatic Stress.
Cook, A., Spinazzola, J., Ford, J., Lanktree, C., et. al. (2005) Complex trauma in children and adolescents. Psychiatric Annals, 35:5, 390-398.
Hughes, D., (2007), Attachment-Focused Family Therapy. NY: Norton.
Schore, A.N. (2001). The effects of early relational trauma on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22, 201-269.
Jul 18, 2009
Master Class in Dyadic Developmental Psychotherapy
A new Master Class for Therapists is planned for 2010.
This class is designed to teach therapists how to provide Dyadic Developmental Psychotherapy, which is an evidence-based, effective, and empirically validated treatment.
MASTER CLASS
Dyadic Developmental Therapy
(An attachment-based therapy)
Training for Therapists in the Treatment of Children with Trauma-Attachment Problems
2010
This workshop is for professionals who have a working knowledge of attachment, how it develops, how attachment disorders develop, and a general knowledge of treatment principals and attachment theory.
Early deprivation, neglect, abuse, significant early health problems and hospitalizations, repeated moves, or more than one year in an orphanage can create attachment problems that require specialized treatment. Traditional forms of therapy are ineffective with attachment-disordered children. This workshop will provide the therapist and other professionals with an opportunity to learn and practice effective treatment methods for trauma-attachment disordered children.
Participants are encouraged to bring in videotapes of sessions or to make arrangements to have a family attend a session for a consultation with the therapist and Dr. Becker-Weidman. .
Dyadic Developmental Psychotherapy is an evidence-based treatment, effective, and empirically validated treatment that is grounded in current thinking and research on the etiology and treatment of Complex Trauma or Developmental Trauma Disorder. Treatment had an educational dimension, designed to help parents understand their child’s attachment disorder: how the child feels and thinks, and the child’s internal psychological dynamics. Second, teaching parents about attachment-facilitating parenting methods and the importance of attunement and responsive, sensitive parenting is essential. Direct work with the parents regarding their own family or origin issues is another componen5t of treatment. Finally, intensive emotional work with the child in a manner consistent with sound treatment principles is vital.
The workshop is led by Dr. Arthur Becker-Weidman, who is certified by the Dyadic Developmental Psychotherapy Institute as a certified Dyadic Developmental Psychotherapist, Certified Consultant, and Certified Trainer. This workshop provides training hours that may be used by the participant to meet the required training hours necessary to become a Certified Dyadic Developmental Psychotherapist.
Purpose of Workshop
This workshop is for therapists who want to learn how to treat trauma-attachment disordered children. Participants will learn effective therapy principals for helping traumatized children. Participants will learn:
Initial assessment and treatment planning.
Beginning, middle, and ending phase interventions.
Developing attunement and maintaining attunement.
Practical implications of the relationship between neurobiology and attachment.
Effective therapeutic techniques to use with traumatized and attachment disordered children.
Effective parenting principals.
Participants will have the opportunity to view videotapes of actual therapy sessions with traumatized children that demonstrate therapeutic principals, present their own video tapes or bring in a client for a consultation, and view live therapy sessions.
SCHEDULE
A Six-month 42-hour Master Class.
10:00 am – 5:00 pm, March 27 – August 28, 2010 (3/27, 4/24, 5/22, 6/26, 7/24, 8/28). The schedule may be adjusted if all the participants agree, so contact the office for the most current schedule. Limited to 7 professionals.
OUTLINE
Evaluation & parenting preparation.
First session, beginnings, attunement, and managing resistance.
Neurobiology of interpersonal experience
Middle phase issues & psychodrama
Facilitating parent-child attachment
Complex Post Traumatic Stress Disorder.
Ending phase issues.
The treatment presented has demonstrated effectiveness. A follow-up study (see our website) clinically and statistically significant reductions in symptoms of attachment disorder, aggression, anti-social behavior, thought disorders, attention problems, mood, and social relationship dysfunction. Over 80% of the children treated had previously been in treatment on three or more occasions, without any noticeable improvement. Dyadic Developmental Psychotherapy produced measurable and stable improvements. Treatment averaged 23 sessions over approximately ten months. (Arthur Becker-Weidman, Ph.D., Child & Adolescent Social Work, vol. 23, pp.137-171, 2006)
Click here for the brochure. http://www.center4familydevelop.com/2010MasterClass.pdf
This class is designed to teach therapists how to provide Dyadic Developmental Psychotherapy, which is an evidence-based, effective, and empirically validated treatment.
MASTER CLASS
Dyadic Developmental Therapy
(An attachment-based therapy)
Training for Therapists in the Treatment of Children with Trauma-Attachment Problems
2010
This workshop is for professionals who have a working knowledge of attachment, how it develops, how attachment disorders develop, and a general knowledge of treatment principals and attachment theory.
Early deprivation, neglect, abuse, significant early health problems and hospitalizations, repeated moves, or more than one year in an orphanage can create attachment problems that require specialized treatment. Traditional forms of therapy are ineffective with attachment-disordered children. This workshop will provide the therapist and other professionals with an opportunity to learn and practice effective treatment methods for trauma-attachment disordered children.
Participants are encouraged to bring in videotapes of sessions or to make arrangements to have a family attend a session for a consultation with the therapist and Dr. Becker-Weidman. .
Dyadic Developmental Psychotherapy is an evidence-based treatment, effective, and empirically validated treatment that is grounded in current thinking and research on the etiology and treatment of Complex Trauma or Developmental Trauma Disorder. Treatment had an educational dimension, designed to help parents understand their child’s attachment disorder: how the child feels and thinks, and the child’s internal psychological dynamics. Second, teaching parents about attachment-facilitating parenting methods and the importance of attunement and responsive, sensitive parenting is essential. Direct work with the parents regarding their own family or origin issues is another componen5t of treatment. Finally, intensive emotional work with the child in a manner consistent with sound treatment principles is vital.
The workshop is led by Dr. Arthur Becker-Weidman, who is certified by the Dyadic Developmental Psychotherapy Institute as a certified Dyadic Developmental Psychotherapist, Certified Consultant, and Certified Trainer. This workshop provides training hours that may be used by the participant to meet the required training hours necessary to become a Certified Dyadic Developmental Psychotherapist.
Purpose of Workshop
This workshop is for therapists who want to learn how to treat trauma-attachment disordered children. Participants will learn effective therapy principals for helping traumatized children. Participants will learn:
Initial assessment and treatment planning.
Beginning, middle, and ending phase interventions.
Developing attunement and maintaining attunement.
Practical implications of the relationship between neurobiology and attachment.
Effective therapeutic techniques to use with traumatized and attachment disordered children.
Effective parenting principals.
Participants will have the opportunity to view videotapes of actual therapy sessions with traumatized children that demonstrate therapeutic principals, present their own video tapes or bring in a client for a consultation, and view live therapy sessions.
SCHEDULE
A Six-month 42-hour Master Class.
10:00 am – 5:00 pm, March 27 – August 28, 2010 (3/27, 4/24, 5/22, 6/26, 7/24, 8/28). The schedule may be adjusted if all the participants agree, so contact the office for the most current schedule. Limited to 7 professionals.
OUTLINE
Evaluation & parenting preparation.
First session, beginnings, attunement, and managing resistance.
Neurobiology of interpersonal experience
Middle phase issues & psychodrama
Facilitating parent-child attachment
Complex Post Traumatic Stress Disorder.
Ending phase issues.
The treatment presented has demonstrated effectiveness. A follow-up study (see our website) clinically and statistically significant reductions in symptoms of attachment disorder, aggression, anti-social behavior, thought disorders, attention problems, mood, and social relationship dysfunction. Over 80% of the children treated had previously been in treatment on three or more occasions, without any noticeable improvement. Dyadic Developmental Psychotherapy produced measurable and stable improvements. Treatment averaged 23 sessions over approximately ten months. (Arthur Becker-Weidman, Ph.D., Child & Adolescent Social Work, vol. 23, pp.137-171, 2006)
Click here for the brochure. http://www.center4familydevelop.com/2010MasterClass.pdf
Jun 24, 2009
Children with Sexual Behavior Problems
Children with sexual behavior problems, a broad category including such diverse behaviors as public masturbation, touching others, and aggressive behaviors, are challenging for the adults in their lives. The most recent issue of Child Maltreatment, Vol. 13, #2, May 2008 is devoted to this topic. The issue describes important material regarding assessment, treatment, policy and stereotypes.
I found the material that countered “common knowledge,” most interesting. Do children who have been sexually abused develop sexual behavior problems? Yes, they do have increased rates of sexual behavior problems (SBP), as do other children with other types of trauma. In fact exposure to violence has a much stronger association with SPB’s than does prior sexual abuse. The material makes clear that SBP’s are complex behaviors with multidimensional elements.
The issue is encouraging and supportive of our work. Several articles make the point that including the family in treatment is an important element of efficacious treatment.
The article by Mark Chaffin on policy is very interesting. The perception that youthful sex-offenders are high risk, unique and require special treatment, are homogeneous, and impossible or very difficult to treat turns out to be false. Research shows that children with SBP’s pose a low long-term risk for future child sexual abuse perpetration and sex crimes. For example, for teenage sex offenders the long-term future sex offense rates are between 5% (for those who received treatment) 15% (for those without treatment). For pre-teen children the range is 2% to 10% at ten year follow-up. At ten year follow-up the rate of sex abuse perpetration among those with SBP’s who received treatment was no different than for those children with ADHD. This and other material supports the argument that the policy issue of putting such children on public lists is simply bad policy. Other material shows that children with SBP’s do not require specialized treatment and that generally effective treatment approaches are effective for these children.
There are several other excellent articles in this issue. One describes the impact of various maltreatment experiences on sexualized behaviors. Another describes predictors of SPB’s among children with complex histories of maltreatment. There are two outcome studies and a very well written meta-analysis of treatment for children with SBP’s. Finally, the issue ends with the Report of the ATSA Task Force on Children with Sexual Behavior Problems which describes best practices for the evaluation and treatment of children with SBP’s and various policy recommendations.
In summary, this is an outstanding journal issue and it should be in every clinician’s library.
I found the material that countered “common knowledge,” most interesting. Do children who have been sexually abused develop sexual behavior problems? Yes, they do have increased rates of sexual behavior problems (SBP), as do other children with other types of trauma. In fact exposure to violence has a much stronger association with SPB’s than does prior sexual abuse. The material makes clear that SBP’s are complex behaviors with multidimensional elements.
The issue is encouraging and supportive of our work. Several articles make the point that including the family in treatment is an important element of efficacious treatment.
The article by Mark Chaffin on policy is very interesting. The perception that youthful sex-offenders are high risk, unique and require special treatment, are homogeneous, and impossible or very difficult to treat turns out to be false. Research shows that children with SBP’s pose a low long-term risk for future child sexual abuse perpetration and sex crimes. For example, for teenage sex offenders the long-term future sex offense rates are between 5% (for those who received treatment) 15% (for those without treatment). For pre-teen children the range is 2% to 10% at ten year follow-up. At ten year follow-up the rate of sex abuse perpetration among those with SBP’s who received treatment was no different than for those children with ADHD. This and other material supports the argument that the policy issue of putting such children on public lists is simply bad policy. Other material shows that children with SBP’s do not require specialized treatment and that generally effective treatment approaches are effective for these children.
There are several other excellent articles in this issue. One describes the impact of various maltreatment experiences on sexualized behaviors. Another describes predictors of SPB’s among children with complex histories of maltreatment. There are two outcome studies and a very well written meta-analysis of treatment for children with SBP’s. Finally, the issue ends with the Report of the ATSA Task Force on Children with Sexual Behavior Problems which describes best practices for the evaluation and treatment of children with SBP’s and various policy recommendations.
In summary, this is an outstanding journal issue and it should be in every clinician’s library.
Jun 16, 2009
What I've learned by working overseas
Recently a psychologist from the Czech Republic completed a month-long training program at The Center for Family Development. I’ve been reflecting on how training professionals from other countries here at the Center, and my travels training others overseas has affected my work I’ve trained professionals from any countries: Canada, Singapore, Australia, Bermuda, Finland, and the Czech Republic. Those of you who teach may have an experience similar to mine; that teaching keeps my thinking fresh, current, and in an ongoing process of development. Having to explain and demonstrate treatment principles causes me to think about my work and the work of others in a fresh and deep way. It also prods me to read and research. Training professionals from other nations who have a different culture, history, and language has enriched my work in a number of ways. It causes me to think about the differences in:
Child Welfare policies
Child Welfare practices
Effects of different experiences on child development
Universals
The meaning of symptoms
The meaning of words
Some examples of the differences I’ve noticed in child welfare policy and practice include the following. In the US many domestically adopted children receive a subsidy from the state. This is to encourage families to adopt since adoption is preferable to “permanent” foster care. Many other nations do not provide adoption subsidies and we find that their placement rates are much lower than in the US and the length of time children spend in care is much longer. The Czech Republic uses primarily institutional care for children and not foster care. In some countries the government places children only within their community (ethnic and religious).
My travels and training at the Center have led me to think much more precisely about language. For example, some concepts and words in our language are very difficult to translate into the other language, For example, the concept “Dyadic” in Dyadic Developmental Psychotherapy cannot be translated into Finnish. I think much more precisely about language in my practice and I listen carefully to words and the many meanings of similar words. Words define and give meaning to experiences and define one’s reality. Different words lead to different meanings and different realities, even though the objective experiences may be the same in treatment now I focus a lot on the words families and children us and how that affects relationships for good and bad. For example, how often have you heard a child say, “I was bad,” instead of “I did something bad/wrong.” What a difference that represents. Or, “When I think about John and my kids,” versus “When I think about John and my other sons.” My work overseas as made me more open to ambiguity in language and to then explore that ambiguity (“What do you mean by xxxx,” or “Does that mean xxxx?”). I find that clarifying those ambiguities is helpful for development and healing. Discussing the meaning of events, experiences, and words with families and helping them discuss that among themselves seems to help increase their reflective function, empathy, and insightfulness.
Child Welfare policies
Child Welfare practices
Effects of different experiences on child development
Universals
The meaning of symptoms
The meaning of words
Some examples of the differences I’ve noticed in child welfare policy and practice include the following. In the US many domestically adopted children receive a subsidy from the state. This is to encourage families to adopt since adoption is preferable to “permanent” foster care. Many other nations do not provide adoption subsidies and we find that their placement rates are much lower than in the US and the length of time children spend in care is much longer. The Czech Republic uses primarily institutional care for children and not foster care. In some countries the government places children only within their community (ethnic and religious).
My travels and training at the Center have led me to think much more precisely about language. For example, some concepts and words in our language are very difficult to translate into the other language, For example, the concept “Dyadic” in Dyadic Developmental Psychotherapy cannot be translated into Finnish. I think much more precisely about language in my practice and I listen carefully to words and the many meanings of similar words. Words define and give meaning to experiences and define one’s reality. Different words lead to different meanings and different realities, even though the objective experiences may be the same in treatment now I focus a lot on the words families and children us and how that affects relationships for good and bad. For example, how often have you heard a child say, “I was bad,” instead of “I did something bad/wrong.” What a difference that represents. Or, “When I think about John and my kids,” versus “When I think about John and my other sons.” My work overseas as made me more open to ambiguity in language and to then explore that ambiguity (“What do you mean by xxxx,” or “Does that mean xxxx?”). I find that clarifying those ambiguities is helpful for development and healing. Discussing the meaning of events, experiences, and words with families and helping them discuss that among themselves seems to help increase their reflective function, empathy, and insightfulness.
Jun 3, 2009
Attachment and Autism
let me answer your last question first. "Attachment Disorder" is a loosely defined term with wide variation in meaning. The five categories of patterns of attachment used in the research with adults (Secure, Avoidant, Preoccupied, Disorganized, and Cannot Classify) are research categories not clinical diagnoses. Same for the corresponding patterns defined by the Strange Situation Procedure (Mary Ainsworth).
Autism and Reactive Attachment Disorder a distinct disorders with distinct diagnostic criteria (DSM IV) and that require different treatments and approaches. One is caused by chronic early maltreatment within a caregiving relationship; the other is more of a neuological disorder).
The books you've mentioned I'm not familiar with. If you do want a good orientation to Attachment Theory and Attachment Research, let me suggest any of the following book:
1. Becker-Weidman, A., & Shell, D., (Eds.) (2005), Creating Capacity for Attachment, Wood ‘N’ Barnes, Oklahoma City, OK.
2. Handbook of Attachment: Theory, Research, and Clinical Applications 2nd Edition. Edited by Jude Cassidy and Phillip Shaver. The Guilford Press, 2008.
3. A Secure Base. John Bowlby, Basic Books, NY, 1988.
4. John Bowlby & Attachment Theory. Jeremy Holmes, Routledge, NY, 1993.
5. Parkes, C.M., Stevenson-Hinde, J., & Marris, P., (Eds.), (1991). Attachment Across the Life Cycle, Routledge, NY.
If you are interested in evidence-based, effective, and empirically validated treatments for Reactive Attachment Disorder and Complex Trauma, you could look at:
1. Becker-Weidman, A., & Shell, D., (Eds.) (2005, second printing 2008) Creating Capacity for Attachment.
2. Becker-Weidman, A., (2007) “Treatment For Children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy,” http://www.center4familydevelop.com/research.pdf
3. Becker-Weidman, A., (2008) "Treatment for Children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy" Child and Adolescent Mental Health Volume 13, No. 1, 2008, pp. 52-60.
4. Becker-Weidman, A., (2009) “Effects of Early Maltreatment on Development: A Descriptive study using the Vineland,” manuscript submitted for publication.
5. Becker-Weidman, A., & Hughes, D., (2008) “Dyadic Developmental Psychotherapy: An evidence-based treatment for children with complex trauma and disorders of attachment,” Child & Adolescent Social Work, 13, pp.329-337.
6. Hughes, D., (2008). Attachment Focused Family Therapy.
Also the folloiwng links may help:
http://psychology.wikia.com/wiki/Main_Page
You can then look at articles about Attachment theory, Reactive Attachment Disorder, Dyadic Developmental Psychotherapy, Attachment disorder, etc.
I hope this helps.
regards. I look forward to hearing back from you.
Autism and Reactive Attachment Disorder a distinct disorders with distinct diagnostic criteria (DSM IV) and that require different treatments and approaches. One is caused by chronic early maltreatment within a caregiving relationship; the other is more of a neuological disorder).
The books you've mentioned I'm not familiar with. If you do want a good orientation to Attachment Theory and Attachment Research, let me suggest any of the following book:
1. Becker-Weidman, A., & Shell, D., (Eds.) (2005), Creating Capacity for Attachment, Wood ‘N’ Barnes, Oklahoma City, OK.
2. Handbook of Attachment: Theory, Research, and Clinical Applications 2nd Edition. Edited by Jude Cassidy and Phillip Shaver. The Guilford Press, 2008.
3. A Secure Base. John Bowlby, Basic Books, NY, 1988.
4. John Bowlby & Attachment Theory. Jeremy Holmes, Routledge, NY, 1993.
5. Parkes, C.M., Stevenson-Hinde, J., & Marris, P., (Eds.), (1991). Attachment Across the Life Cycle, Routledge, NY.
If you are interested in evidence-based, effective, and empirically validated treatments for Reactive Attachment Disorder and Complex Trauma, you could look at:
1. Becker-Weidman, A., & Shell, D., (Eds.) (2005, second printing 2008) Creating Capacity for Attachment.
2. Becker-Weidman, A., (2007) “Treatment For Children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy,” http://www.center4familydevelop.com/research.pdf
3. Becker-Weidman, A., (2008) "Treatment for Children with Reactive Attachment Disorder: Dyadic Developmental Psychotherapy" Child and Adolescent Mental Health Volume 13, No. 1, 2008, pp. 52-60.
4. Becker-Weidman, A., (2009) “Effects of Early Maltreatment on Development: A Descriptive study using the Vineland,” manuscript submitted for publication.
5. Becker-Weidman, A., & Hughes, D., (2008) “Dyadic Developmental Psychotherapy: An evidence-based treatment for children with complex trauma and disorders of attachment,” Child & Adolescent Social Work, 13, pp.329-337.
6. Hughes, D., (2008). Attachment Focused Family Therapy.
Also the folloiwng links may help:
http://psychology.wikia.com/wiki/Main_Page
You can then look at articles about Attachment theory, Reactive Attachment Disorder, Dyadic Developmental Psychotherapy, Attachment disorder, etc.
I hope this helps.
regards. I look forward to hearing back from you.
Apr 18, 2009
A few articles that may be of interest to professionals and parents
Amminger GP, Berger GE, Schäfer MR. Omega-3 fatty acids supplementation in children with autism: A double-blind randomized, placebo controlled pilot study. Biol Psychiatry 2007; 61(4):551-553.
Researchers found that treatment with Omega-3 fatty acids was superior to placebo in controlling symptoms autism and associated symptoms including hyperactivity and stereotypy. Amminger and colleagues conducted a double-blind, randomized, placebo-controlled pilot study. The primary outcome measure was a change in scores from baseline to week 6 on the Aberrant Behavior Checklist (ABC).
Cicchetti, D. (2001). The impact of child maltreatment and psychopathology on neuroednocrine functioning. Development and Psychopathology 13, 783-804.
The findings of this study concluded that maltreated children with reported clinical-level internalizing problems have higher cortisol levels compared to non-maltreated boys who had lower levels of cortisol. The findings conclude that maltreatment and different forms of psychopathology have an effect on neuroendocrine regulation.
Chisholm, K. (1998). A Three year follow-up of attachment and indiscriminate friendliness in children adopted from Romanian orphanages. Child Development, 69 (4), 1092-1106.
This research article examines attachment and indiscriminately friendly behavior in children who spent at least 8 months in a Romanian orphanage (RO). The findings of this research indicate that RO children displayed significantly more insecure attachment behaviors in comparison to the control groups. These children had significantly more indiscriminately friendly behavior, behavior problems, and parents reported more parenting stress.
Delahanty, D., Nugent N., Christopher, N., Waltsh, M. (2005). Initial urinary epinephrine and cortisol levels predict acute PTSD symptoms in child trauma victims. Psychoneuroendocrinology, 121 (2).
Results of this study indicated that elevated initial cortisol and epinephrine levels immediately following a traumatic event continued to predict the development of acute PTSD symptoms; particularly in boys.
Forbes, H., Dziegielewski, S. (2003) “Issues facing adoptive mothers of children with special needs.” Journal of Social Work, 3 (3): 301-320.
The purpose of this article is to identify and understand the challenges that mothers face after they adopt special needs children. The study examines adoptive mothers who sought therapeutic assistance after the placement of their child and the difficulties they endured.
Ghuman J. K., (2007). Comorbidity moderates response to methylphenidate in the preschoolers with attention deficit/hyperactivity disorder. Journal of Child and Adolescent Psychopharmacology, 17 (5), 563-580.
According to a recent analysis of data from the Preschoolers with ADHD Treatment Study (PATS), funded by the National Institutes of Health’s National Institute of Mental Health (NIMH), preschoolers who are diagnosed with ADHD and who also have three or more coexisting disorders, are not likely to respond to treatment with the stimulant methylphenidate, regardless of dosage,
Goodman, W.K., Murphy, T.K, Storch, E.A. (2007). Risk of adverse behavioral effects with pediatric use of antidepressants. Psychopharmacology, 191 (1), 87-96.
This article reviews the Food and Drug Administration’s (FDA) decision to issue a “black box” warning about the risks associated with children and adolescents during the treatment of antidepressants.
Gunnar, M. (2001). Effects of early deprivation. Findings from orphanage-reared infants and children. In C. Nelson and M. Luciana (Eds.) Handbook of developmental cognitive neuroscience (617-629).
The focus of this article is to discuss and review the research concerning physical, cognitive, and emotional development of children adopted from Romanian orphanages over the last 15 years. The trends of early deprivation and possible outcomes are also evaluated.
Gunnar, M. & Cheatham, C. (2003). “ Brain and behavior interface: stress and the developing brain.” Infant Mental Health Journal, 24 (3), 195-211.
Research on infants and children who have been maltreated early in life is reviewed to show stress hormone activity. The researchers focus on enhancing care later in development and the possible reversal of the effects on behavior and neurobiology of early experiences. The authors review literature in the field and conclude that the longer the child is neglected the higher degree of developmental delays occur. Studies on the neuroendocrin systems show the effects on the HPA system and CORT systems in response these stressors.
Hughes, J.W., Watkins, L., Blumenthal, J.A., Kuhn, C., Sherwood, A. (2004). Depression and anxiety symptoms are related to increased 24-hour urinary norepinephrine excretion among healthy middle-aged women. Journal of Psychosomatic Research, 57; 353-358.
The objective of this study was to evaluate the relationship between levels of self-reported symptoms of depression and anxiety and 24-hour urinary catecholamine excretion. Norepinephrine, epinephrine and cortisol are examined.
Levy, F., Swanson, J. M. (2001). Timing space and ADHD: the dopamine theory revisited. Australian and > New Zealand Journal of Psychiatry, 35, 504-511.
The objective of this study was to review the dopamine theory of Attention Deficit Hyperactivity Disorder (ADHD) in terms of the advances made in research over the past decade. Serotonergic agents were found to have a calming affect on psycho-stimulants in which the dopamine transporter (DAT) gene was disrupted.
Moms who dine on fish could boost baby’s brain (2007). Pharmacy Times, 82.
This article comments on research from the US National Institutes of Health (NIH), which found that women who eat seafood during pregnancy may increase brainpower of their children. The authors list fish oil supplements as an alternative, and found that women who took these supplements during pregnancy had children with better developmental skills.
Oades, R.D. (2005). The control of repsonsiveness in ADHD by catecholamines: evidence for dopaminergic, noradrenergic and interactive roles. Developmental Science, 8 (2), 122-131.
The neurological base of Attention Deficit Hyperactivity Disorder (ADHD) from a neurochemistry and psychopharmacology standpoint, as well as the catecholamine based behavioral systems, are evaluated by Oades and colleagues. Dopamine and noradrenalin neurotransmission to the motor and cognitive symptoms of ADHD were studied.
Purvis, K.B., Cross, D.R., & Kellerman, G. (2006). “An experimental evaluation of targeted amino acid therapy with at-risk children. Journal of Alternative and Complementary Medicine, 12 (6), 591-592.
This article explains the connection that neurotransmitter levels and ratios have on the behavior of at-risk youth. This comprehensive study found that targeted amino acid therapy, in conjunction with scheduled feedings and behavioral interventions, regulated the brain chemistry in children adopted from Russian orphanages.
Watts-English, T., Fortson, B., Gibler, N., Hooper, S. De Bellis, M. (2006).“ The psychobiology of maltreatment in childhood.” Journal of Social Issues, 62 (4) 717-736.
Authors of this article review empirical findings of neuropsychological functioning in children with Post Traumatic Stress Disorder (PTSD). Serotonin deregulation, cortisol, the limbic system and neuro-imaging techniques are evaluated in regards to brain development.
Weidman-Becker, A. (n.d.). Child Abuse and neglect: effects on child development, brain development, and interpersonal relationships. International Adoption Article Directory. Retrieved October 17, 2007 from http://www.adoptionarticlesdirectory.com/article.php?id=42&act=print
This article is intended for parents and individuals in the mental health field. It clearly defines the correlation between neglect and abuse early in life and the long lasting effects it has on brain development.
Weidman-Becker, A. (n.d.). Recognizing attachment concerns in children. International Adoption Article Directory. Retrieved October 17, 2007 from http://www.adoptionarticlesdirectory.com/article.php?id=45&act=print
The focus of this article is to provide the audience with background information on attachment, how attachment disorders develop, and why healthy brain chemistry is reflective of healthy attachment in the first two years of life. The author describes what attachment disorders look like in all developmental stages of childhood.
Yehuda, R., Southwick, S., Giller, E.L., Ma, X., Mason, J.W., (1992). Urinary catecholamine excreation and severtiy of PTSD symptoms in Vietnam combat veterans. Journal of Nerv. Mental Disorders, 180 (5), 321-325.
This study found that urinary dopamine and norepinephrine levels were significantly correlated with the severity of PTSD symptoms. The researchers concluded that these findings supported the theory that enhanced sympathetic nervous system (SNS) activation plays a major role in PTSD and that increased SNS arousal may be closely linked to the severity of certain PTSD clusters.
Researchers found that treatment with Omega-3 fatty acids was superior to placebo in controlling symptoms autism and associated symptoms including hyperactivity and stereotypy. Amminger and colleagues conducted a double-blind, randomized, placebo-controlled pilot study. The primary outcome measure was a change in scores from baseline to week 6 on the Aberrant Behavior Checklist (ABC).
Cicchetti, D. (2001). The impact of child maltreatment and psychopathology on neuroednocrine functioning. Development and Psychopathology 13, 783-804.
The findings of this study concluded that maltreated children with reported clinical-level internalizing problems have higher cortisol levels compared to non-maltreated boys who had lower levels of cortisol. The findings conclude that maltreatment and different forms of psychopathology have an effect on neuroendocrine regulation.
Chisholm, K. (1998). A Three year follow-up of attachment and indiscriminate friendliness in children adopted from Romanian orphanages. Child Development, 69 (4), 1092-1106.
This research article examines attachment and indiscriminately friendly behavior in children who spent at least 8 months in a Romanian orphanage (RO). The findings of this research indicate that RO children displayed significantly more insecure attachment behaviors in comparison to the control groups. These children had significantly more indiscriminately friendly behavior, behavior problems, and parents reported more parenting stress.
Delahanty, D., Nugent N., Christopher, N., Waltsh, M. (2005). Initial urinary epinephrine and cortisol levels predict acute PTSD symptoms in child trauma victims. Psychoneuroendocrinology, 121 (2).
Results of this study indicated that elevated initial cortisol and epinephrine levels immediately following a traumatic event continued to predict the development of acute PTSD symptoms; particularly in boys.
Forbes, H., Dziegielewski, S. (2003) “Issues facing adoptive mothers of children with special needs.” Journal of Social Work, 3 (3): 301-320.
The purpose of this article is to identify and understand the challenges that mothers face after they adopt special needs children. The study examines adoptive mothers who sought therapeutic assistance after the placement of their child and the difficulties they endured.
Ghuman J. K., (2007). Comorbidity moderates response to methylphenidate in the preschoolers with attention deficit/hyperactivity disorder. Journal of Child and Adolescent Psychopharmacology, 17 (5), 563-580.
According to a recent analysis of data from the Preschoolers with ADHD Treatment Study (PATS), funded by the National Institutes of Health’s National Institute of Mental Health (NIMH), preschoolers who are diagnosed with ADHD and who also have three or more coexisting disorders, are not likely to respond to treatment with the stimulant methylphenidate, regardless of dosage,
Goodman, W.K., Murphy, T.K, Storch, E.A. (2007). Risk of adverse behavioral effects with pediatric use of antidepressants. Psychopharmacology, 191 (1), 87-96.
This article reviews the Food and Drug Administration’s (FDA) decision to issue a “black box” warning about the risks associated with children and adolescents during the treatment of antidepressants.
Gunnar, M. (2001). Effects of early deprivation. Findings from orphanage-reared infants and children. In C. Nelson and M. Luciana (Eds.) Handbook of developmental cognitive neuroscience (617-629).
The focus of this article is to discuss and review the research concerning physical, cognitive, and emotional development of children adopted from Romanian orphanages over the last 15 years. The trends of early deprivation and possible outcomes are also evaluated.
Gunnar, M. & Cheatham, C. (2003). “ Brain and behavior interface: stress and the developing brain.” Infant Mental Health Journal, 24 (3), 195-211.
Research on infants and children who have been maltreated early in life is reviewed to show stress hormone activity. The researchers focus on enhancing care later in development and the possible reversal of the effects on behavior and neurobiology of early experiences. The authors review literature in the field and conclude that the longer the child is neglected the higher degree of developmental delays occur. Studies on the neuroendocrin systems show the effects on the HPA system and CORT systems in response these stressors.
Hughes, J.W., Watkins, L., Blumenthal, J.A., Kuhn, C., Sherwood, A. (2004). Depression and anxiety symptoms are related to increased 24-hour urinary norepinephrine excretion among healthy middle-aged women. Journal of Psychosomatic Research, 57; 353-358.
The objective of this study was to evaluate the relationship between levels of self-reported symptoms of depression and anxiety and 24-hour urinary catecholamine excretion. Norepinephrine, epinephrine and cortisol are examined.
Levy, F., Swanson, J. M. (2001). Timing space and ADHD: the dopamine theory revisited. Australian and > New Zealand Journal of Psychiatry, 35, 504-511.
The objective of this study was to review the dopamine theory of Attention Deficit Hyperactivity Disorder (ADHD) in terms of the advances made in research over the past decade. Serotonergic agents were found to have a calming affect on psycho-stimulants in which the dopamine transporter (DAT) gene was disrupted.
Moms who dine on fish could boost baby’s brain (2007). Pharmacy Times, 82.
This article comments on research from the US National Institutes of Health (NIH), which found that women who eat seafood during pregnancy may increase brainpower of their children. The authors list fish oil supplements as an alternative, and found that women who took these supplements during pregnancy had children with better developmental skills.
Oades, R.D. (2005). The control of repsonsiveness in ADHD by catecholamines: evidence for dopaminergic, noradrenergic and interactive roles. Developmental Science, 8 (2), 122-131.
The neurological base of Attention Deficit Hyperactivity Disorder (ADHD) from a neurochemistry and psychopharmacology standpoint, as well as the catecholamine based behavioral systems, are evaluated by Oades and colleagues. Dopamine and noradrenalin neurotransmission to the motor and cognitive symptoms of ADHD were studied.
Purvis, K.B., Cross, D.R., & Kellerman, G. (2006). “An experimental evaluation of targeted amino acid therapy with at-risk children. Journal of Alternative and Complementary Medicine, 12 (6), 591-592.
This article explains the connection that neurotransmitter levels and ratios have on the behavior of at-risk youth. This comprehensive study found that targeted amino acid therapy, in conjunction with scheduled feedings and behavioral interventions, regulated the brain chemistry in children adopted from Russian orphanages.
Watts-English, T., Fortson, B., Gibler, N., Hooper, S. De Bellis, M. (2006).“ The psychobiology of maltreatment in childhood.” Journal of Social Issues, 62 (4) 717-736.
Authors of this article review empirical findings of neuropsychological functioning in children with Post Traumatic Stress Disorder (PTSD). Serotonin deregulation, cortisol, the limbic system and neuro-imaging techniques are evaluated in regards to brain development.
Weidman-Becker, A. (n.d.). Child Abuse and neglect: effects on child development, brain development, and interpersonal relationships. International Adoption Article Directory. Retrieved October 17, 2007 from http://www.adoptionarticlesdirectory.com/article.php?id=42&act=print
This article is intended for parents and individuals in the mental health field. It clearly defines the correlation between neglect and abuse early in life and the long lasting effects it has on brain development.
Weidman-Becker, A. (n.d.). Recognizing attachment concerns in children. International Adoption Article Directory. Retrieved October 17, 2007 from http://www.adoptionarticlesdirectory.com/article.php?id=45&act=print
The focus of this article is to provide the audience with background information on attachment, how attachment disorders develop, and why healthy brain chemistry is reflective of healthy attachment in the first two years of life. The author describes what attachment disorders look like in all developmental stages of childhood.
Yehuda, R., Southwick, S., Giller, E.L., Ma, X., Mason, J.W., (1992). Urinary catecholamine excreation and severtiy of PTSD symptoms in Vietnam combat veterans. Journal of Nerv. Mental Disorders, 180 (5), 321-325.
This study found that urinary dopamine and norepinephrine levels were significantly correlated with the severity of PTSD symptoms. The researchers concluded that these findings supported the theory that enhanced sympathetic nervous system (SNS) activation plays a major role in PTSD and that increased SNS arousal may be closely linked to the severity of certain PTSD clusters.
BAAF Journal: Latest Research
BAAF (British Association for Adoption & Fostering) Winter 2007 - Vol 31 (4)
The experience of adoption (1): a study of intercountry and domestic adoption from the child’s point of view
Amanda Hawkins, Celia Beckett, Jenny Castle, Christine Groothues, Edmund Sonuga-Barke, Emma Colvert, Jana Kreppner, Suzanne Stevens and Michael Rutter
Key words: adoption, children’s views, children’s attitudes, intercountry adoption, ERA study, Romania
The study team compared views about adoption for two groups of 11-year-old children (n = 180). Their analyses compared the views of children according to their pre-adoption background: UK domestic adoptees placed before the age of six months versus intercountry adoptees who had experienced extreme deprivation for up to three-and-a-half years in Romania prior to placement. Remarkably few differences were found between these groups, with the exception of two areas. Older-placed adopted children from Romania were significantly more likely to find it difficult to talk about adoption than domestic adoptees, and to feel different from their adoptive families. However, supplementary analyses suggested that these differences were due to increased levels of difficulties within the older-placed Romanian group, rather than whether they were adopted internationally or domestically. The implications of the similarities and differences between these groups for policy and practice are discussed.
The authors are researchers, Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King’s College, London, UK.
Celia Beckett is also a senior social worker for PACT (Parents and Children Together), Reading, UK
Edmund Sonuga-Barke is Professor of Psychology Developmental Brain-Behaviour Unit, School of Psychology, University of Southampton, UK and the Child Study Center, New York University, USA
An examination of adoption support services for birth relatives and for post-adoption contact in England and Wales
Clive Sellick
Key words: birth family support services, adoption support, post-adoption contact
Support services for the birth relatives of adopted children have received far less research scrutiny than those for adopters and the children themselves. Sellick reports the first stage ‘mapping’ survey of a government commissioned study into birth relative support services and services supporting contact following changes in policy and legislation. The type, range and delivery of such services, commissioned or provided, by local authority and voluntary adoption agencies and adoption support agencies in England and Wales are examined. The survey found that good opportunities exist for linking birth relative and contact support services. However, real challenges remain in promoting support services and reaching birth relatives, and in funding and commissioning such services, particularly from the non-governmental sector.
Clive Sellick is Senior Lecturer in Social Work and Director of International Programmes, School of Social Work and Psychosocial Sciences, University of East Anglia, Norwich
The Child Wise Programme: a course to enhance the self-confidence and behaviour management skills of foster carers with challenging children
Martin Herbert and Jenny Wookey
Key words: challenging behaviour, looked after children, foster carers, attachment, Child Wise Parent Training Programme, cognitive-behavioural training, collaborative group work, placement instability
Looked after children with a history of maltreatment and abandonment are prone to develop high rates of mental health difficulties. They tend to suffer from multiple impairments, sometimes involving cognitive deficits and extremes of antisocial behaviour. Foster carers' management skills and emotional resources are tested to the limit. A further concern is the contribution of challenging behaviour to the unplanned termination of foster placements. Carers, if they are not to feel deskilled by the increasing numbers of children with special needs placed with them, require a more focused preparatory and follow-up training than they usually receive. This study questioned whether a broadly based cognitive behavioural programme could, by increasing carers’ behaviour management skills and self-assurance, reduce the challenging behaviour of looked after children and the resultant instability of placements. The answers were sought from a randomised controlled study of foster carers attending the parent training Child Wise Programme (CWP) designed by the authors. The programme combines course leaders’ professional experience of working with challenging children and parent groups, and foster carers’ personal expertise based on living with and caring for challenging children.
The intervention, with an experimental group of 67 foster carers and a comparative waiting-list control group of 50 carers, succeeded in meeting just over half of its key aims. An increase in the confidence of the carers was a significant gain. Also positive was the majority of personal reports indicating improvements in looked after children's behaviour, changes generally attributed to the acquisition of new behaviour management skills. Although some of the statistical comparisons were disappointing in their failure to reach significant levels (eg the reduction in placement breakdowns), they provided useful information about ways of improving the training. Qualitative methods were used to explore the subjective responses of participants to the Webster-Stratton and Herbert (1994) collaborative style of training employed. These produced valuable insights into the personal and professional dilemmas of a foster carer's role, as well as data which contributed to the evaluation of the training programme.
Martin Herbert is Emeritus Professor in Clinical and Community Psychology at
Exeter University, and Honorary Consultant Psychologist at the Royal Devon
and Exeter NHS Health Care Trust
Jenny Wookey is a Consultant Clinical Psychologist at the Plymouth Hospitals
NHS Trust, and a Supervisor for the Clinical Psychology Doctoral courses at
Plymouth and Exeter Universities
The Hope Connection: a therapeutic summer day camp for adopted and at-risk children with special socio-emotional needs
Karyn B Purvis, David R Cross, Ron Federici, Dana Johnson and L Brooks McKenzie
Key words: international adoption, adoption, child behaviour, attachment, sensory, self-regulation, intervention, camp
Large numbers of North American and Western European families are adopting children with serious socio-emotional needs. Other children experience similar deficits as a result of neglect and abuse by carers. Often these children are diagnosed with psychopathology and receive drug treatments that can be ineffective and even detrimental. The authors report on The Hope Connection, a project designed to meet the needs of these at-risk children and their families. Its core is a theoretically integrated summer day camp offering activities that are attachment rich, sensory rich and behaviourally structured. Pre-test and post-test data indicate that summer camp had a significant impact on the children’s behaviour (n = 19), as indicated by parent-report measures of child behaviour problems and attachment. These findings are discussed with regard to possible future directions of programmeme implementation and evaluation.
Karyn B Purvis and David R Cross are Associate Directors of the Institute of Child Development, and Professors of Psychology, and L Brooks McKenzie is an MA-Doctoral student, Texas Christian University
Ron Federici is a Neuropsychologist, Federici & Associates
Dana Johnson is Director of the Division of Neonatology and Director of the International Adoption Clinic, University of Minnesota
Inside the foster family: what research tells us about the experience of foster carers’ children
Robert Twigg and Tracy Swan
Key words: Foster carers’ children, foster family, foster care
Although foster care is the main source of out-of-home care for children and young people, little is known about the dynamics of the foster family. This article focuses on one subsystem of the foster family system, the foster parents’ own children. Fourteen research studies (nine published, five unpublished) were reviewed which involved approximately 232 respondents ranging in age from seven to 32 when interviewed and including nearly equal numbers of males and females. Findings include benefits of fostering, impact of fostering on foster carers’ children, responses to loss of role and parental attention, and the impact of the child welfare or foster care system. The authors conclude with several recommendations designed to make fostering a more positive experience.
Robert Twigg is Associate Professor, Faculty of Social Work, University of Regina, Canada
Tracy Swan is Assistant Professor, Memorial University of Newfoundland, Canada
Training and experience: keys to enhancing the utility for foster parents of the Assessment and Action Record from Looking After Children
Sarah Pantin and Robert Flynn
Key words: Looking After Children, Assessment and Action Record, foster care, training, Canada
The Looking After Children (LAC) approach is now widely used internationally in child welfare. The approach, which originated almost two decades ago, aims systematically to raise the standard of corporate parenting and improve the outcome of young people in out-of-home care. The Assessment and Action Record (AAR) from LAC is used to monitor young people’s developmental progress on a year-to-year basis. Clearly, foster carers are central to the successful implementation of LAC and it is important that they perceive the AAR to be useful in carrying out their fostering duties. Previous research in the UK and Australia found that foster carers believed the Record to be useful, especially if they were just getting to know the child or if the child had been in multiple placements. The study reported here draws on survey information provided by 93 foster carers in the province of Ontario, Canada. The authors found that foster carers who had received what they saw as higher-quality training rated the AAR as being more useful in their work. Interestingly, however, the amount of experience they had had in using the instrument was unrelated to their ratings of its usefulness. Overall, high-quality training emerged as a central feature of effective implementation. Specific recommendations were made in relation to LAC training curriculum requirements and stakeholder involvement.
Sarah Pantin is a graduate of the Clinical Psychology programme, University of Ottawa, Canada
Robert Flynn is Professor of Psychology and Director of the Centre for Research on Educational and Community Services at the same university
The experience of adoption (1): a study of intercountry and domestic adoption from the child’s point of view
Amanda Hawkins, Celia Beckett, Jenny Castle, Christine Groothues, Edmund Sonuga-Barke, Emma Colvert, Jana Kreppner, Suzanne Stevens and Michael Rutter
Key words: adoption, children’s views, children’s attitudes, intercountry adoption, ERA study, Romania
The study team compared views about adoption for two groups of 11-year-old children (n = 180). Their analyses compared the views of children according to their pre-adoption background: UK domestic adoptees placed before the age of six months versus intercountry adoptees who had experienced extreme deprivation for up to three-and-a-half years in Romania prior to placement. Remarkably few differences were found between these groups, with the exception of two areas. Older-placed adopted children from Romania were significantly more likely to find it difficult to talk about adoption than domestic adoptees, and to feel different from their adoptive families. However, supplementary analyses suggested that these differences were due to increased levels of difficulties within the older-placed Romanian group, rather than whether they were adopted internationally or domestically. The implications of the similarities and differences between these groups for policy and practice are discussed.
The authors are researchers, Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King’s College, London, UK.
Celia Beckett is also a senior social worker for PACT (Parents and Children Together), Reading, UK
Edmund Sonuga-Barke is Professor of Psychology Developmental Brain-Behaviour Unit, School of Psychology, University of Southampton, UK and the Child Study Center, New York University, USA
An examination of adoption support services for birth relatives and for post-adoption contact in England and Wales
Clive Sellick
Key words: birth family support services, adoption support, post-adoption contact
Support services for the birth relatives of adopted children have received far less research scrutiny than those for adopters and the children themselves. Sellick reports the first stage ‘mapping’ survey of a government commissioned study into birth relative support services and services supporting contact following changes in policy and legislation. The type, range and delivery of such services, commissioned or provided, by local authority and voluntary adoption agencies and adoption support agencies in England and Wales are examined. The survey found that good opportunities exist for linking birth relative and contact support services. However, real challenges remain in promoting support services and reaching birth relatives, and in funding and commissioning such services, particularly from the non-governmental sector.
Clive Sellick is Senior Lecturer in Social Work and Director of International Programmes, School of Social Work and Psychosocial Sciences, University of East Anglia, Norwich
The Child Wise Programme: a course to enhance the self-confidence and behaviour management skills of foster carers with challenging children
Martin Herbert and Jenny Wookey
Key words: challenging behaviour, looked after children, foster carers, attachment, Child Wise Parent Training Programme, cognitive-behavioural training, collaborative group work, placement instability
Looked after children with a history of maltreatment and abandonment are prone to develop high rates of mental health difficulties. They tend to suffer from multiple impairments, sometimes involving cognitive deficits and extremes of antisocial behaviour. Foster carers' management skills and emotional resources are tested to the limit. A further concern is the contribution of challenging behaviour to the unplanned termination of foster placements. Carers, if they are not to feel deskilled by the increasing numbers of children with special needs placed with them, require a more focused preparatory and follow-up training than they usually receive. This study questioned whether a broadly based cognitive behavioural programme could, by increasing carers’ behaviour management skills and self-assurance, reduce the challenging behaviour of looked after children and the resultant instability of placements. The answers were sought from a randomised controlled study of foster carers attending the parent training Child Wise Programme (CWP) designed by the authors. The programme combines course leaders’ professional experience of working with challenging children and parent groups, and foster carers’ personal expertise based on living with and caring for challenging children.
The intervention, with an experimental group of 67 foster carers and a comparative waiting-list control group of 50 carers, succeeded in meeting just over half of its key aims. An increase in the confidence of the carers was a significant gain. Also positive was the majority of personal reports indicating improvements in looked after children's behaviour, changes generally attributed to the acquisition of new behaviour management skills. Although some of the statistical comparisons were disappointing in their failure to reach significant levels (eg the reduction in placement breakdowns), they provided useful information about ways of improving the training. Qualitative methods were used to explore the subjective responses of participants to the Webster-Stratton and Herbert (1994) collaborative style of training employed. These produced valuable insights into the personal and professional dilemmas of a foster carer's role, as well as data which contributed to the evaluation of the training programme.
Martin Herbert is Emeritus Professor in Clinical and Community Psychology at
Exeter University, and Honorary Consultant Psychologist at the Royal Devon
and Exeter NHS Health Care Trust
Jenny Wookey is a Consultant Clinical Psychologist at the Plymouth Hospitals
NHS Trust, and a Supervisor for the Clinical Psychology Doctoral courses at
Plymouth and Exeter Universities
The Hope Connection: a therapeutic summer day camp for adopted and at-risk children with special socio-emotional needs
Karyn B Purvis, David R Cross, Ron Federici, Dana Johnson and L Brooks McKenzie
Key words: international adoption, adoption, child behaviour, attachment, sensory, self-regulation, intervention, camp
Large numbers of North American and Western European families are adopting children with serious socio-emotional needs. Other children experience similar deficits as a result of neglect and abuse by carers. Often these children are diagnosed with psychopathology and receive drug treatments that can be ineffective and even detrimental. The authors report on The Hope Connection, a project designed to meet the needs of these at-risk children and their families. Its core is a theoretically integrated summer day camp offering activities that are attachment rich, sensory rich and behaviourally structured. Pre-test and post-test data indicate that summer camp had a significant impact on the children’s behaviour (n = 19), as indicated by parent-report measures of child behaviour problems and attachment. These findings are discussed with regard to possible future directions of programmeme implementation and evaluation.
Karyn B Purvis and David R Cross are Associate Directors of the Institute of Child Development, and Professors of Psychology, and L Brooks McKenzie is an MA-Doctoral student, Texas Christian University
Ron Federici is a Neuropsychologist, Federici & Associates
Dana Johnson is Director of the Division of Neonatology and Director of the International Adoption Clinic, University of Minnesota
Inside the foster family: what research tells us about the experience of foster carers’ children
Robert Twigg and Tracy Swan
Key words: Foster carers’ children, foster family, foster care
Although foster care is the main source of out-of-home care for children and young people, little is known about the dynamics of the foster family. This article focuses on one subsystem of the foster family system, the foster parents’ own children. Fourteen research studies (nine published, five unpublished) were reviewed which involved approximately 232 respondents ranging in age from seven to 32 when interviewed and including nearly equal numbers of males and females. Findings include benefits of fostering, impact of fostering on foster carers’ children, responses to loss of role and parental attention, and the impact of the child welfare or foster care system. The authors conclude with several recommendations designed to make fostering a more positive experience.
Robert Twigg is Associate Professor, Faculty of Social Work, University of Regina, Canada
Tracy Swan is Assistant Professor, Memorial University of Newfoundland, Canada
Training and experience: keys to enhancing the utility for foster parents of the Assessment and Action Record from Looking After Children
Sarah Pantin and Robert Flynn
Key words: Looking After Children, Assessment and Action Record, foster care, training, Canada
The Looking After Children (LAC) approach is now widely used internationally in child welfare. The approach, which originated almost two decades ago, aims systematically to raise the standard of corporate parenting and improve the outcome of young people in out-of-home care. The Assessment and Action Record (AAR) from LAC is used to monitor young people’s developmental progress on a year-to-year basis. Clearly, foster carers are central to the successful implementation of LAC and it is important that they perceive the AAR to be useful in carrying out their fostering duties. Previous research in the UK and Australia found that foster carers believed the Record to be useful, especially if they were just getting to know the child or if the child had been in multiple placements. The study reported here draws on survey information provided by 93 foster carers in the province of Ontario, Canada. The authors found that foster carers who had received what they saw as higher-quality training rated the AAR as being more useful in their work. Interestingly, however, the amount of experience they had had in using the instrument was unrelated to their ratings of its usefulness. Overall, high-quality training emerged as a central feature of effective implementation. Specific recommendations were made in relation to LAC training curriculum requirements and stakeholder involvement.
Sarah Pantin is a graduate of the Clinical Psychology programme, University of Ottawa, Canada
Robert Flynn is Professor of Psychology and Director of the Centre for Research on Educational and Community Services at the same university
Apr 10, 2009
Good Resource
A great resource is the Psychology Wiki. Since this is administered by identified persons and experts, not just anyone who wants to edit and administer, the material is much more reliable and vetted. There are excellent articles there about
Dyadic Developmental Psychotherapy
Complex Trauma
Attachment Theory
Attachment Therapy
Reactive Attachment Disorder
and many other topics.
Go to:
http://psychology.wikia.com/wiki/Main_Page
to find it. I encourage you to look at the site for reliable information and to register and edit where you feel you have something to add.
Dyadic Developmental Psychotherapy
Complex Trauma
Attachment Theory
Attachment Therapy
Reactive Attachment Disorder
and many other topics.
Go to:
http://psychology.wikia.com/wiki/Main_Page
to find it. I encourage you to look at the site for reliable information and to register and edit where you feel you have something to add.
Apr 5, 2009
Dyadic Developmetal Psychotherapy receives support
The new book, Treating Complex Traumatic Stress Disorder, edited by Christine Courtois and Julian Ford, The Guilford Press, NY, 2009, supports the various elements, principles, and techniques of Dyadic Developmental Psychotherapy. The chapter on family therapy approaches states, "Meta-analytic studies have found family based treatments to be more effective than treatment as usual (TAU)...The strongest evidence for the efficacy of family therapy for traumatic stress disorders is provided by studies with families of traumatized toddlers and preschool- or early elementary school-aged children." pp394-395.
The book describes the importance of affect regulation, focusing on attachment relationships in treatment, attention to developmental level and processes, emotional regulation, titrated exposure to traumatic memories, therapeutic alliance, intersubjectivity, and other topics that are core principles and methods of Dyadic Developmental Psychotherapy. It is heartening to find additional support for the use of DDP in the treatment of attachment and trauma disorders.
The book describes practice principles for treating children with complex traumatic stress disorder which are quite consistent with previous material published about DDP over the last several years:
1. Safety First
2. A relational bridge must be developed to engage, retain, and maximally benefit the child and caregiver(s).
3. Diagnosis, treatment planning, and outcome monitoring are always relational.
4. Diagnosis, treatment planning, and outcome monitoring are always strengths-based.
5. All phases of treatment should aim to enhance self-regulation competencies.
5a. Emotional regulation.
5b. Attention, memory, decision making (information processing).
5c. Self-regulation of consciousness and motivation.
5d. Bodily self-regulation.
5e. Relational self-regulation.
6. Determining with whom, when, and how to address traumatic memories.
7. Preventing and managing relational discontinuities and psychosocial crises.
from pages 67-78.
As described and elaborated in the book, these principles have also been previously described and elaborated on in various publications about DDP (several books and journal articles).
The book describes the importance of affect regulation, focusing on attachment relationships in treatment, attention to developmental level and processes, emotional regulation, titrated exposure to traumatic memories, therapeutic alliance, intersubjectivity, and other topics that are core principles and methods of Dyadic Developmental Psychotherapy. It is heartening to find additional support for the use of DDP in the treatment of attachment and trauma disorders.
The book describes practice principles for treating children with complex traumatic stress disorder which are quite consistent with previous material published about DDP over the last several years:
1. Safety First
2. A relational bridge must be developed to engage, retain, and maximally benefit the child and caregiver(s).
3. Diagnosis, treatment planning, and outcome monitoring are always relational.
4. Diagnosis, treatment planning, and outcome monitoring are always strengths-based.
5. All phases of treatment should aim to enhance self-regulation competencies.
5a. Emotional regulation.
5b. Attention, memory, decision making (information processing).
5c. Self-regulation of consciousness and motivation.
5d. Bodily self-regulation.
5e. Relational self-regulation.
6. Determining with whom, when, and how to address traumatic memories.
7. Preventing and managing relational discontinuities and psychosocial crises.
from pages 67-78.
As described and elaborated in the book, these principles have also been previously described and elaborated on in various publications about DDP (several books and journal articles).
Mar 16, 2009
Study finds Developmental Delays among children with RAD
The Center's study, "Effects of Early Maltreatment on Development: A Descriptive study using the Vineland Adaptive Behavior Scales-II." has been accepted for publication in a prestigious professional journal and will be in print this summer. The study found the following:
Children with histories of chronic early maltreatment within a care-giving relationship, Complex Trauma, or Developmental Trauma, suffer from a variety of deficits in many domains. This study explored the effects of Complex Trauma on development, as measured by the Vineland Adaptive Behavior Scales-II. This is the first descriptive study to report on the large discrepancies between chronological and developmental ages in adopted and foster children. This study found that adopted and foster children with a psychiatric diagnosis of Reactive Attachment Disorder show developmental delays in several areas. Adaptive behavior and developmental age in the Communication, Daily Living Skills, and Socialization domains was, on average, significantly below the average chronological age of the 57 children in this study. Among children in this study, the average Adaptive Behavior Composite score yielded an age equivalency or developmental age of four years four months, while the average chronological age was nine years ten months.
The article describes the implications of these findings for psychotherapy, parenting, child-welfare policy, and educational settings.
As soon as the article is published I will post information on how to get a reprint.
Children with histories of chronic early maltreatment within a care-giving relationship, Complex Trauma, or Developmental Trauma, suffer from a variety of deficits in many domains. This study explored the effects of Complex Trauma on development, as measured by the Vineland Adaptive Behavior Scales-II. This is the first descriptive study to report on the large discrepancies between chronological and developmental ages in adopted and foster children. This study found that adopted and foster children with a psychiatric diagnosis of Reactive Attachment Disorder show developmental delays in several areas. Adaptive behavior and developmental age in the Communication, Daily Living Skills, and Socialization domains was, on average, significantly below the average chronological age of the 57 children in this study. Among children in this study, the average Adaptive Behavior Composite score yielded an age equivalency or developmental age of four years four months, while the average chronological age was nine years ten months.
The article describes the implications of these findings for psychotherapy, parenting, child-welfare policy, and educational settings.
As soon as the article is published I will post information on how to get a reprint.
Mar 12, 2009
Article about Dyadic Developmental Psychotherapy
A very nice summary about Dyadic Developmental Psychotherapy, which is an evidence-based and effective treatment for trauma and attachment disorders can be found at
http://psychology.wikia.com/wiki/Dyadic_Developmental_Psychotherapy
While most Wiki's, especially Wikipedia, are not reliable sources of information since articles and subjects can be taken over by zealots with one or another bias or ax to grind, the Psychology wiki encourages people to register and use their real professional identity and the articles are pretty well vetted.
http://psychology.wikia.com/wiki/Dyadic_Developmental_Psychotherapy
While most Wiki's, especially Wikipedia, are not reliable sources of information since articles and subjects can be taken over by zealots with one or another bias or ax to grind, the Psychology wiki encourages people to register and use their real professional identity and the articles are pretty well vetted.
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