Reactive Attachment Disorder And The Age Of Five And Affects How A Child

Next on the continuum of attachment styles, the insecure-anxious-ambivalent child displays an extreme reaction of distress to their caregiver’s departure and a slight inclination to explore. (Connors, 2011) Upon the return of their parent or caregiver, this child is not comforted and physically resists contact. Noted by Ainsworth in her “Strange Situation”, this child’s “interactive behaviors are relatively lacking in active initiation” (Ainsworth et al., 1978), meaning the child, seeking validation, might respond to the return of their parent but this generally includes emotional outbursts instead of taking an active approach to their parent. The insecure-avoidant pattern of attachment displays an infant who lacks a secure base and fails to respond to both the departure and return of their primary caregiver. (Ainsworth et al., 1978), Further, the “Strange Situation” displayed this child as turning away or “squirming” when contact was reestablished between child and caregiver (Connors, 2011). Finally, the later addition of the attachment pattern insecure-disorganized explains children who demonstrate a mixture of attachment behaviors. This child often responds to their caregiver with opposing actions, such as approach-avoidance, and displays a degree of fear associated with that caregiver; it is theorized that there is a direct correlation between abused children and this particular

Attachments and relationships are developed at a young age and any distressed or non-existent attachments can affect the child’s developing brain and their future relationships with caregivers and others. Though not true for all, many cases of RAD are attributed to children who grow up in institutions or have been adopted and/or placed in foster homes (APA, 2013).

This suggest that attachment has been at the forefront of children’s social relationships. Attachment substantially contributes to our understanding of why the experience of being physically abused might lead to the development of representations and behavioral patterns that hinder the development of peer relationships. Like Social Learning Theory regarding parental abusive models, attachment plays a major role in how abuse affects children. As such, attachment theory explores the relevance of maltreatment and physical abuse on children. The theory also concludes that children who experience abuse or neglect are likely to develop insecure and disorganized attachments, causing them to extend that same behavior to their own children. This suggests that early childhood adverse experiences influence later parenting behavior (Begle, Dumas & Hanson, 2010).

Moreover, in the process of diagnosing/assessing a child with RAD, it is important to note that RAD is a term that has been used interchangeably with attachment disorder by therapist; they are not intended to be understood as synonyms. While having a history of pathogenic care is required before diagnosing a child with RAD, it would not be surprising that the child has had a history of significant injuries and a report of poor mental health (Center for Child & Family Health, 2009). According to the

Reactive Attachment Disorder (RAD) was first introduced just over 20 years ago, with the publication of DSM-III (American Psychiatric Association, 1980). In the DSM-IV. The disorder is defined by aberrant social behavior that appears in early childhood and is evident cross contextually(1994). The disorder describes aberrant social behaviors in young children that are believed to derive from being reared in caregiving environments lacking species-typical nurturance and stimulation, such as in instances such as maltreatment or institutional rearing. (First, M., & Tasman, A. 2010) . In cases of RAD two major types of abnormalities have been cited; these include an emotionally withdrawn/inhibited type and an indiscriminately social/disinhibited pattern (First, M., & Tasman, A. 2010).Conditions in in foreign orphanages and institutions such as, multiple caregivers, maltreatment, abuse, neglect, and others contribute to the inability for internationally adopted children to form secure attachments. All of these factors contribute to internationally adopted children being at a higher risk to develop attachment disorders such as RAD and other behavioral problems.

r care can prevent kids from forming healthy relationships and bonds with peers and adults if they constantly change foster homes. Multiple caregivers, abuse, neglect and abandonment can result in reactive attachment disorder, signified by strained relationships and a general lack of interested in socialization with others. The mental effects include distrust, and uncertainty in others, heightened by anxiety, fear and depression. Behavioral symptoms include avoidance of physical contact, straying from social interaction, remaining withdrawn, acting preoccupied or detached from people or activities, devoid of outward emotion and wanting to remain alone.

In The Road to Evergreen by Rachael Stryker is an interesting eye catching ethnography that emphasizes on the psychiatric disorder on adopted children called RAD, also known as reactive attachment disorder. Reactive attachment disorder “Describes children who are considered to be unable or unwilling to bond with parental (most often mother) figures” (Stryker 3). The reason why these particular children are unable to form a bond with their primary family is because in their past relationships formed with their birth parents, if any, have been either neglected or abused in both a physical and or mental way. So, in the end, the child is left with RAD and their new adopted families are the ones who have to get help for them in hope for a noticeable

Reactive attachment disorder is a disorder that impairs a child’s social skills before the age of five. (Shi, 2014) Children diagnosed with reactive attachment disorder have a hard time getting close to others. They are ones who are neglected, abused or constantly changing caregivers. It is hard for these children to get close to others when all they know is negative things about personal relationships. If a child is raised not knowing how to trust or be close to anyone, they will have issues with relationships.

The remaining data available so far suggest that attachment insecurity indeed serves as a risk factor. Secondly, on the other hand (Dozier et al, 1999) due to differences in attachment conceptualization and measurement on one side and in how psychiatric disorders are diagnosed, results across studies can readily be compared. This may in part explain some of the contradictory findings. Nevertheless, one broad generalisation is emerging on the basis of the distinction between seizure strategies that ' reduce ' and ' maximise ' attachment needs and behaviours (approximately corresponds with attachment preoccupation and dismissal respectively) (Dozier et al, 1999). Externalising psychopathology (which may involve misconduct behaviour, e.g. eating disorders) are to be associated with hypothesised (or something) strategies, while's psychopathology (e.g. depression, anxiety and plate line personality disorder) would transform with (or hyper active) associated strategies. As indicated above, this generalisation has not been consistently supported. Finally, one can expect that the higher the load for a genetic disorder, less the contribution social and/or environmental factors (including

It mainly focuses on developing a safe, stable, nurturing environment with positive interactions with caregivers (Shi, 2014). Individuals with reactive attachment disorder require change and the restructuring of the development process. Per United Behavioral Health (2016), possible therapeutic techniques include infant/parent psychotherapy and interaction guidance. The infant/parent psychotherapy focuses on “attachment, trauma, cognitive behavioral, and social learning theories” to treat traumatized children and families with a final goal to restore a sense of trust and safety within the relationship and family (United Behavioral Health, 2016). Whereas interaction guidance is a strength based intervention using positive reinforcement to reshape behavior and observable interactions within the relationship, which is comparable to behavioral therapy. In addition to those two types of therapy, psychoeducation for caregivers and inexperienced parents is important for them to learn that their abilities as a parent affects their child. Not much research has been done do to the ethical standards and “do no harm” to

This literature review focuses on a general understanding of the history of attachment, as well as the basis of what attachment means in early childhood development. It will also review how the diagnosis of RAD has evolved over the years since it was first introduced as a condition in 1980. This paper will reveal what scientists suggest happens when a child’s attachment to his/her primary caregiver is

This paper explores the psychological disorder known as Reactive Attachment Disorder (RAD). It will investigate how a child diagnosed with RAD will have an inefficient connection with his or her caregiver during an early age. RAD is considered a serious disorder which affects infant and young children who have difficulties establishing healthy relationship with their caregiver or parents. The flawed relationship will affect the child’s ability to establish normal affiliation with other human being. Thus, a child’s rapport was a major determinant in the etiology of

2. Applying two theoretical approaches I would apply Bowlby (attachment) and Maslow (humanistic). John Bowlby (1907 - 1990) was a psychoanalyst (like Freud) and believed that mental health and behavioural problems could be recognized to early childhood. Bowlby suggested that a child would initially form only one primary attachment (monotropy) and that the attachment figure acted as a secure base for exploring the world. The attachment relationship acts as a prototype for all future social relationships so disrupting

Reactive attachment disorder, also known as RAD, is characteristic of children who have developmentally inappropriate attachment behaviors. As mentioned in the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (2013), “The essential feature (of reactive attachment disorder) is absent or grossly underdeveloped attachment between the child and putative caregiving adults” (p. 266). This underdeveloped attachment is in response to a child being neglected or deprived of emotional and social comfort (American Psychiatric Association, 2013). In the following section, the diagnostic criteria for reactive attachment disorder will be discussed.

In the first few months of life, the sole purpose of any child’s behaviour is to survive. This, more often than not, results in actions that reduce the risk of harm and increase the chances of longevity. Of these behaviours, some argue that the most influential is attachment behaviour. “Attachment behaviour is any form of behaviour that results in a person attaining or maintaining proximity to some other clearly identified individual who is conceived as better able to cope with the world”(Bowlby, 1982). Therefore, children will make an effort to stay close to and under the protection of their primary caregiver. According to Webster, “through interactions with their primary caregiver, the child develops expectations and understandings about the workings of relationships. These mental representations of relationships become internalized to the degree that they influence feelings, thought and behaviour automatically and unconsciously” (1999, p.6). Moreover, the response of the identified individual plays a huge role in the child’s perception of the outside world. If the caregiver responds to the child’s needs in a caring and protective manner, the child will feel safe and comfortable in his or her surroundings. If, on the other hand, the caregiver is often emotionally and/or physically unavailable, the child is likely to