Attachment Disorder Treatment

attachment and bonding center of ohio gregory c. keck phd
		Abroad & Back Module 1
	ABC of Ohio Presents ABROAD & BACK Module #1 - 3.5 hours Pages 1, 3, 4, & 5 THE IMPACT OF ORPHANAGE CONDITIONS ON CHILD DEVELOPMENT GOALS Participants will gain a basic understanding of the process of child development. Participants will gain a basic understanding as to the potential developmental delays resultant from institutionalization. Participants will recognize the importance of quality care giving to a child's development. Participants will recognize the need for early detection and early intervention. Participants will be informed of additional resources which enhance learning of this Module's topic. Participants will understand that in addition to those topics covered in depth in this curriculum, children adopted internationally may present with other types of impairments to social-emotional functioning. Most common are Attention-Deficit/Hyperactivity Disorder (AD/HD), Sensory Integration Disorder (SI), Posttraumatic Stress Disorder (PTSD), and Fetal Alcohol Syndrome/Fetal Alcohol Effect (FAS/FAE). The Suggested Parent Handouts for this module provide information as to these issues. Module #1 - 3.5 hours Pages 1, 3, 4, & 5 To The Facilitator… The following pages provide the content needed to successfully deliver this module. The content follows the outline provided on the previous page of this workbook.Prior to the start of the session the facilitator should complete the Set-Up instructions for the Orphanage Life exercise (see pages Module #1, 7-8). And, the facilitator may want to review the Facilitator Notes provided for this module to insure that all supplies, A/V equipment, registration forms, handouts, overhead transparencies or Power Point CD, room enhancements and display items are organized and available throughout the session.Additionally, familiarize yourself with the parent handouts. Refer to them throughout the lecture.This assists participants in recognizing the need for on-going training beyond this program, and the handouts link participants to various resources helpful to facilitate the pre-adoption process and timely post-adoption accessing of such resources.This module concludes with a suggested home activity. If the facilitator determines to utilize this assignment, directions and supplies need to be distributed prior to the conclusion of this session. The first segment, The Qualities of "Normal" Child Development, is designed to be delivered in a lecture format. Overhead templates/Power Point CD are provided to accompany this lecture portion. In addition, there is also the option to make the lecture interactive. Four charts which provide an overview of some of the developmental milestones or tasks of children ages 0-12 months, 12-18 months, 18-30 months, and 30-36-months are provided (see pages Module #1, 20-23). These age groups were selected as many families pursuing international adoption adopt children of these age groups. Participants could be asked to look for the qualities of normal child development within these charts. For example, questions such as, "Are you able to locate the concept of "directional"? "If so, how is it exemplified?" may be posed. Such interaction reinforces the transfer of learning. Another way to accomplish transfer of learning is for the facilitator to utilize relevant anecdotes from the facilitator's personal experience with adoptive families. The Qualities of "Normal" Child Development The application of the term "normal" to child development simply means that when grouped according to various ages (i.e., 6-months, 12-months, 18-months, etc.), children complete similar milestones or tasks at similar ages. For example, between 12-18 months, the majority of toddlers begin to exhibit rudimentary cause and effect thinking - If I hit water, it splashes. Hence, there is an expectation that, if on track developmentally, parents would expect their 12-18-month-old to begin to demonstrate cause and effect abilities. Normal guidelines have been established for all of the developmental domains as will be described below. Such guidelines are useful to assess areas in which children may be experiencing "delays" or development that is "not within normal limits". That is, the development is not keeping pace with what is expected for a child of a particular age. Delay or not within normal limits is utilized as these terms suggest there is potential to minimize the delay or overcome the delay to a more complete extent. An analogy that many find useful for child development may be that of comparing development to building and maintaining a home. We wouldn't consider building a house without starting with the foundation. It is the foundation which gives the house its stability. Once the foundation is complete, we add walls, a roof, and room divisions. Decorations and furniture give the house a sense of uniqueness and warmth. Over time, we may add on - expanding landscaping, increasing space, adding a swing set, etc. We utilize repair services when necessary to keep our home running smoothly and to reduce the impact of environmental effects. In essence, we nurture our home to keep it sound and give it a character. Similarly, to develop into a healthy productive member of society requires a good foundation. Subsequently, through nurturing caregivers and role-models, we learn to speak, walk, run, etc. We develop a repertoire of skills, abilities and talents. We develop our likes and dislikes. We learn right from wrong. We learn to reciprocate. We grow and thrive, develop our own personality, and contribute to society. Development occurs along four domains, and it possesses various qualities. These are described below. The Four Developmental Domains PHYSICAL Consists of the development of the body structure, including muscles, bones, and organ systems. Physical development includes both sensory development, using the senses to take in information, and motor development, which refers to the actions of the muscles. Gross motor activities such as standing, sitting, walking and turning involve the large muscles of the body. Fine motor activities, including speech, vision, and the use of hands and fingers, involve the small muscles of the body. COGNITIVE Cognitive is also referred to as "intellectual" or "mental" development. Cognitive activities include thinking, perception, memory, reasoning, concept development, problem-solving ability, and abstract thinking. Language, with its requirements of symbolism and memory is one of the most important and complicated cognitive activities. EMOTIONAL Includes the development of personal traits and characteristics, including a personal identity, self-esteem, the ability to enter into reciprocal ; emotional relationships, and mood and affect (feelings and emotions) that are appropriate for one's age and for the situation. SOCIAL Includes the child's interactions with other people, and the child's development in social groups. The earliest social task is attachment. The development of relationships with adults and peers, the assumption of social roles, the adoption of group values and norms, adoption of a moral system, and eventually assuming a productive role in society are all social tasks. Development Is… ONGOING The predominant perspective in development is Lifespan. That is, development occurs lifelong, beginning with prenatal experiences andcontinuing throughout adulthood. As part of this perspective, it is recognized that the first and second years of life are the mostformative. That is, the most learning takes place in this period. These years are the foundation for all future development. DIRECTIONAL Development proceeds from simple to complex. That is, cooing and babbling precede words which precede sentences. A PROCESS OF STAGES While there are individual differences in the way each child develops, there are patterns common to all children. These patterns are often referred to as developmental milestones or tasks. For example, walking occurs between 9-15 months. CUMULATIVE This point is extremely important when talking about children who have resided in institutional facilities. Early development is the basis for later development. The better the child masters tasks at earlier stages,the easier it is to master the more complex tasks of later stages. For example, peek-a-boo is a precursor to taking turns. The child who misses this experience, has more difficulty interacting with peers in school settings. To View More Module Examples; Click below... Module 1: THE IMPACT OF ORPHANAGE LIFE ON CHILD DEVELOPMENT Module 2: ATTACHMENT: IT TAKES TIME! Module 3: ADOPTION - BRINGING YOUR CHILD HOME IS JUST THE BEGINNING! ADDITIONAL RESOURCES - PARENT HANDOUTS PRINTABLE ORDER FORM
Gregory Keck, PhD Attachment and Bonding Center of Ohio Cleveland Office 440-230-1960 12608 State Road Suite 1 Cleveland, Ohio 44133 Columbus Office 614-850-9800 3966 Brown Park Drive Suite H Columbus, OH 43026 Home \| About Us \| Attachment Application \| Lodging \| Training \| Treatment Abroad & Back Curriculum \| Articles \| Books \| Resources