Suicide is one of the leading causes of death worldwide but what causes it is still not well understood. Mental-health problems are an important risk factor but most people with a mental-health problem do not think about killing themselves. There is strong evidence that people's experiences contribute more towards their mental-health problems than their genes and that bad experiences in people's childhood are linked to more thoughts about, or attempts at, killing oneself in later life. However, there has been less research into this than into genetic factors or mental-health problems. A team of researchers led by Ronny Bruffaerts from Gasthuisberg University Hospital in Belgium studied an international sample of 55,299 people asking them about their experiences in childhood and whether they had thought about, or tried to kill themselves. They found that bad experiences in childhood were associated with an increased risk of suicide attempts and thoughts of suicide. Sexual and physical abuse, especially during adolescence, were consistently the strongest risk factors.
Reference:
Bruffaerts, Ronny ... [et al] - Childhood adversities as risk factors for onset and persistence of suicidal behaviour. British Journal of Psychiatry, July 2010, 197(1), 20-27
Seel
Showing posts with label Development. Show all posts
Showing posts with label Development. Show all posts
Jul 5, 2010
Oct 9, 2009
Teen maturity
Teenagers are as logical as adults but lack their social and emotional maturity. This might not be a surprise to too many parents but it comes as the result of a study of 935 10-30 year-olds by researchers at Temple University in Philadelphia. Participants in the study were tested on their psychosocial maturity, including tests of impulse control, sensation seeking, resistance to peer influence, future orientation (jam today vs jam tomorrow) and risk perception. They were also tested on their cognitive abilities such as logical thinking. There were no differences in psychosocial maturity throughout the 10-17 year-old age group but there were differences between those who were 16-17 and those 22 and over, and between those who were 18-21 and those above 26. People's cognitive capacities got better from 11-16 but their was no improvement thereafter.
You can find out more about this research at
http://www.sciencedaily.com/releases/2009/10/091007153745.htm
You can find out more about this research at
http://www.sciencedaily.com/releases/2009/10/091007153745.htm
May 9, 2009
Schools
This is a review of two excellent books for educators, parents, social workers, psychologists, and therapists.
The first book, Attachment in the Classroom by Heather Geddes, (2006), London: Worth Publishing, is a superior resource and should be on your book shelf. The subtitle says it all, “The links between children’s early experience, emotional well-being and performance in schools.” In this book, Dr. Geddes uses the research categories of patterns of attachment (secure, avoidant, ambivalent, and disorganized) to describe how each pattern affects a child’s ability to function in the classroom, use the teacher, and approach the task at hand. She offers extensive examples from the classroom and provides specific suggestions for educators to use for each pattern of attachment. The book should be of general utility to many teachers, not just special education teachers or those who work with children with Reactive Attachment Disorder. This is the real beauty of the book: its general utility as an approach to pedagogy.
Dr. Geddes begins by describing “The Learning Triangle,” which is the relationships among teacher, pupil, and task. Her chapter, “Behavior has meaning,” is a wonderful description of how and why it is vital to focus on the cause, motivation, or driver of behavior and not merely the surface behavior. Dr. Geddes chapter, “Outline of Attachment Theory,” is a good refresher for those who know Attachment Theory and an excellent introduction for those new to it. Her next several chapters on avoidant attachment, ambivalent attachment, and disorganized attachment in the classroom are wonder. Her use of examples, explanations of behavior, and then the provision of specific suggestions and recommendations for teachers will be very helpful for parents, educators, and those who work with educators. She presents clear recommendations that are soundly connected to each attachment style’s pattern of relating. I have been able to use this material in my work with schools with great success. Dr. Geddes as an educator herself provides enormous credibility for this work with school personnel.
I found this book to be very readable and wonderfully informative. I can, without reservation, recommend it to parents, therapists, and educators.
The second book want to recommend to you is, “Learn the Child,” by Kate Cairns and Chris Stanway, (2007), London: British Association for Adoption and Fostering. This book will be of interest primarily to educators and those who train educators. The book begins with an overview of the issues presented by “looked after children,” (British for children in care) and is primarily about UK laws and their evolution and impact on education. However, there are several very detailed case-studies of children in care and how they functioned in educational settings. These case examples will be familiar with anyone who works in our field and highlight the impact on educational processes of chronic early maltreatment. The bulk of the book is a set of forty-eight PowerPoint slides with detailed explanations of each slide. This is the part of the book I found most useful. While the material may be familiar to many of us, it is presented in a format that is easy to understand and that will be very helpful for educators and educational administrators and policy makers. I can envision using this material in presentations to school personal, special education staff, the education staff at residential treatment centers, and policy makers and administrators. The book comes with the PowerPoint slides on a CD for easy of use. Also included in the CD are the case examples, handouts, and other useful material.
While the book is narrow in focus, it should be on the book shelf of anyone who regularly provides training for educators, administrators, and policy makers. The book is expensive, 33.75 pounds, including shipping, but I think it is worth it.
The first book, Attachment in the Classroom by Heather Geddes, (2006), London: Worth Publishing, is a superior resource and should be on your book shelf. The subtitle says it all, “The links between children’s early experience, emotional well-being and performance in schools.” In this book, Dr. Geddes uses the research categories of patterns of attachment (secure, avoidant, ambivalent, and disorganized) to describe how each pattern affects a child’s ability to function in the classroom, use the teacher, and approach the task at hand. She offers extensive examples from the classroom and provides specific suggestions for educators to use for each pattern of attachment. The book should be of general utility to many teachers, not just special education teachers or those who work with children with Reactive Attachment Disorder. This is the real beauty of the book: its general utility as an approach to pedagogy.
Dr. Geddes begins by describing “The Learning Triangle,” which is the relationships among teacher, pupil, and task. Her chapter, “Behavior has meaning,” is a wonderful description of how and why it is vital to focus on the cause, motivation, or driver of behavior and not merely the surface behavior. Dr. Geddes chapter, “Outline of Attachment Theory,” is a good refresher for those who know Attachment Theory and an excellent introduction for those new to it. Her next several chapters on avoidant attachment, ambivalent attachment, and disorganized attachment in the classroom are wonder. Her use of examples, explanations of behavior, and then the provision of specific suggestions and recommendations for teachers will be very helpful for parents, educators, and those who work with educators. She presents clear recommendations that are soundly connected to each attachment style’s pattern of relating. I have been able to use this material in my work with schools with great success. Dr. Geddes as an educator herself provides enormous credibility for this work with school personnel.
I found this book to be very readable and wonderfully informative. I can, without reservation, recommend it to parents, therapists, and educators.
The second book want to recommend to you is, “Learn the Child,” by Kate Cairns and Chris Stanway, (2007), London: British Association for Adoption and Fostering. This book will be of interest primarily to educators and those who train educators. The book begins with an overview of the issues presented by “looked after children,” (British for children in care) and is primarily about UK laws and their evolution and impact on education. However, there are several very detailed case-studies of children in care and how they functioned in educational settings. These case examples will be familiar with anyone who works in our field and highlight the impact on educational processes of chronic early maltreatment. The bulk of the book is a set of forty-eight PowerPoint slides with detailed explanations of each slide. This is the part of the book I found most useful. While the material may be familiar to many of us, it is presented in a format that is easy to understand and that will be very helpful for educators and educational administrators and policy makers. I can envision using this material in presentations to school personal, special education staff, the education staff at residential treatment centers, and policy makers and administrators. The book comes with the PowerPoint slides on a CD for easy of use. Also included in the CD are the case examples, handouts, and other useful material.
While the book is narrow in focus, it should be on the book shelf of anyone who regularly provides training for educators, administrators, and policy makers. The book is expensive, 33.75 pounds, including shipping, but I think it is worth it.
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.
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.
Feb 9, 2009
New Research on Developmental Functioning
We have completed a study that is due to be published soon that shows that children with Reactive Attachment Disorder and Complex Trauma function at a much younger age than their chronological age. The study used the Vineland Adaptive Scales -II and found that the children in the study had a developmental age notably lower than their chronological age. In addition, we found that their receptive communication score was significantly lower than their expressive communication score, suggesting that at times the child's not "listening" may be caused by the child not understanding what the child was asked, rather than being non-compliance or defiance. There are a number of other important findings for this study, which is the first of it's kind to explore the developmental functioning of this group of children.
The article describes several important implications for clinical practice, parenting, child welfare practice, education, and further research.
I will post additional information about this study in later posts and as soon as the article is published, I will provide a link to it.
The article describes several important implications for clinical practice, parenting, child welfare practice, education, and further research.
I will post additional information about this study in later posts and as soon as the article is published, I will provide a link to it.
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