Reactive Attachment Disorder ( Rad ) Treatment

A therapist will face problems, issues and client troubles everyday. The professional must understand how their client relates to the world around them. These feelings and ideas affect how the client sees the problem and how they respond to their situation. Their actions, in turn, have bearing on individual thoughts, needs, and emotions. The therapist must be aware of the client's history, values, and culture in order to provide effective therapy. This paper will outline and provide information as to the importance of cultural competence and diversity in family therapy.

The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM–5; American Psychiatric Association, 2013) defined Reactive Attachment Disorder (RAD) as, “a consistent patterns of emotionally withdrawn behavior towards adult caregivers” (p. 265). There is a variety of criteria for RAD, the first is that the child does not seek comfort when distress and they often do not respond to comfort when distressed. Second, the child lacks social and emotional responsiveness with unexplained episodes of irritability, sadness, or fearfulness even during non-threatening interactions with adult caregivers. The third criteria are that there is a continuing absence from caregivers involving basic emotional needs for comfort, stimulation, and affection (APA, 2013). In addition, RAD could be developed

Reactive Attachment Disorder is a common infancy/early childhood disorder. Reactive attachment disorder is located under the trauma- and stressors-related disorder section of the Diagnostic and Statistical Manuel of Mental Disorders (DSM-5), Fifth Edition. It is normally diagnosed when an infant or child experience expresses a minimal attachment to a figure for nurturance, comfort, support, and protection. Although children diagnosed with reactive attachment disorder have the ability to select their attachment figure, they fail to show behavioral manifestation because they had limited access during the early developmental stage. Some disturbed behaviors include diminished or absence of positive emotions toward caregiver. In addition,

Many assessments fail to gather much information on a broader multi-cultural spectrum, this assessment proves that its makers are interested in finding how multiple cultures deal with issues within their family when they may arise. The cultures and the languages that the FAD addresses include: English, Arabic, Armenian, Chinese, French, Dutch, Hungarian, Italian, Japanese, Spanish, Thai, and Turkish. This assessment is made to be completed within a 10-15 minute time frame and is made to be scored within the same amount of time it takes to administer the assessment. This is a self-reporting assessment which can pose the risk of a client not being entirely truthful while completing the assessment however; when this assessment is given it is typically given to the entire family to identify what each individual family member is feeling to ensure that an effective treatment plan is put into place for the clients. This assessment should be completed before the family begins treatment and according to Whiston (2013) when making a treatment plan we have to consider the degree that the problem is affecting the client, the environmental or social factors that are contributing to the clients problems, the clients strengths, as well as should cultural issues

217). Walsh proposed the Family Assessment Device (FAD), which consist of problem solving, communications, roles, and behavioral control. Using this tool, the social worker will provide the worksheet as homework for each to complete independently. During the last two sessions, the social worker will allow time for the family to provide feedback and explore their FAD ratings together. The social worker must remember that FAD’s value is limited by the lack of a manual, adequate, standardization and instructions for interpreting multiple family members perceptive. Also, when working with Tracey’s foster family and, if given the opportunity, biological family the social worker must consider cultural barriers between the foster family and Tracey. Also, the social worker must consider macro-social issues that affect the family’s life and values and acceptance of the intervening modality

In addition, it is important to learn more about the Jacques family cultural. It is stated that Mrs. Jacques is a Christian, which is vital information for the therapist to take into consideration. Moreover, as the therapist it is essential to be aware of one own biases of the Jacques cultural beliefs. Furthermore, a therapist needs to be on time for sessions, because the Jacques cultural is appropriate to being on time. According to Congress (2004), some culturally diverse family may have dissimilar when it comes to male and female relationships in a marriage. In addition, in American society, a male that is from a dominant structure family will have conflict with equal opportunities gender relationships. Furthermore, culturally diverse families practice with discipline children are different.

My act of courage is when I found out that i had Reactive Attachment Disorder. You can get this from being abused when you were a little kid or a baby. Well in my case I was abused by my mom for two years. She abused me since the day I came home from the hospital till the I was almost three years old and got put into foster care so I got away from the person who was abusing me for a couple of month's. I just found out on January tenth, 2017 at a meeting that I had to go to that I had Reactive Attachment Disorder. You can also get this from being separated from your parents for a while and I was whenever I was put into foster care I was separated from my real mom for the rest of my life and my sister's and brother's dad died when I was

The main criteria is that it had to have started before the age of five. “A threshold of neglect may be necessary for signs of these disorders to appear, but more detailed evaluations of the caregiving environments are needed to determine which components are caregiving are specifically associated with risk.” (Zeanah, 2015) Children with RAD can lash out and have outbursts. They suffer from depression and anxiety. Not having a stable environment can affect their mentality. They suffer from depression due to the lack of a caregiver in their lives. They lash out at their new caregivers and keep to themselves. It is difficult for them to adjust because it is a new change for them. They have a hard time having new relationships and have difficulties in school with their teachers, classmates, and schoolwork. (Dranoff) The child rarely seeks comfort due to the fact that they have always been by themselves to comfort

While gender and ethnicity may be the more apparent cultural features other things are important also, which include sexual orientation, spiritual or religious practices, political aspects, and general philosophy of life are all cultural elements that need to be incorporated into interventions and treatment options” (Cummins et al., 2012, p.237). In addition, it is important for the social worker to have cultural knowledge because it is necessary for selecting the appropriate intervention and treatment methods for that client. Furthermore, the appropriate multidimensional assessment provides the social worker with the internal culture of the client such as cognitive abilities or limitations, emotional health, and emotional responses and

A child who has disruptive attachment will face many issues during their lifetime. The areas that will be affected relate to their behaviour, emotional and also the relationship they have during childhood and into adulthood. These impacts due to grief, loss, abuse, maltreatment, parental health issues, could be mental or physical health related. These issues can be ongoing, temporary and yet will affect issues of their primary carer will be ongoing and affect every part of the child’s life (Doyle, 2012).

Reactive attachment disorder manifests before the age of five and affects how a child is able to attach to their guardians, teachers, friends, authority figures, and any other person in their lives. There are two recognized types of reactive attachment disorder. The inhibited type and the disinhibited type (Rhodes, 2016). The inhibited type is “emotionally withdrawn” (Roberds & Davis, 2011). They do not initiate social relations or respond developmentally appropriately. The disinhibited type could also be called “indiscriminate” (Roberds & Davis, 2011). They will look for comfort or interaction from strangers or caregivers indiscriminately. They can also be “described as shallow and attention seeking” (Roberds & Davis, 2011). Some of the symptoms of reactive attachment disorder, or RAD, could stem from other disorders such as post-traumatic stress disorder. “Children with RAD may lack empathy, may intentionally harm themselves or others, and may be hypervigilant. Children with RAD have also been observed to exhibit impulsive and self-endangering behaviors. They may generally struggle with emotional and behavioral regulation. Children diagnosed with RAD may have related issues stemming from abuse and neglect that are not part of RAD that also need professional attention. These include unattended medical conditions, as well as trouble with speech or language” (Roberds & Davis, 2011). Some sources also include trouble understanding cause and effect as well as a problem with

RAD is a disorder that can have extreme consequences for not only the child/adult diagnosed with the disorder, but also for the negative effect it will have on those in future relationships with this individual. Being aware of risk factors and symptoms of RAD can help the client in receiving the correct diagnosis. While the ability to properly identify and diagnose RAD has not been perfected, it is vital to interventions being effective. Research and knowledge surrounding RAD is still new to the field and therefore treatment is still not concrete. However, it is important that RAD continue to be researched because of the social repercussions individuals with RAD face later in life. The inability to form healthy relationships can hinder an individual’s chances of overall success. Personal, professional, and societal relationships are all affected by RAD and what little research exists to support cultural differences in RAD shows that minorities are at greater risk. Treatment for this disorder has proven to be more effective with earlier intervention involving both the caregiver and the child. For the betterment of our communities and societal mental health, it is concluded that more research needs to be conducted and that the result could include better treatments and healthier

The adoptive family may ignore or make little effort to incorporate into the family the cultural heritage of the adopted child (Adamec,136). This decision to leave the culture behind, outside the family, does not suggest that the child is neither accepted nor loved or cherished as their own. However, when the adoptive family also adopts and embraces the cultural identity of the child's birth culture, it enriches not only the adopted child but also the entire family and extended family as well. Another factor is attachment is the child’s age when they were adopted. The older the child when adopted, the risk of social maladjustment was found to be higher (Simon, 188). Most children when adopted at younger ages have a better chance to adjustment normally, than children adopted over the age of ten. An infant learns to trust quicker, than a ten-year old child does, but all of this depends on each case. Developmental theorist Eric Erikson, discusses trust issues in his theory of development. Erikson's first stage of development is “Trust versus Mistrust”, which states “if needs are dependably met, infants develop a sense of basic trust” (Myers, 149). For an adopted child, placing the child early in a key ingredient to successful attachment of child to parent and vice versa (Cox, 1). Such an attachment, which is strong among the majority of families throughout the paper, is an important

McGoldrick, Giordano and Garcia-Preto submits to its audience a cultural history of the each target group and their assimilation into American society. Ethnicity and Family Therapy is well-written and its context is practical and provides a wealth of insightful information in regards to various cultural backgrounds. The literature provided helps to aid in the process of teaching others how to counsel people from a vast amount of ethnic groups and bestows or gives detailed information about the traditional customs and aid with therapeutic relationship.[1] The books context contains an exploration

The therapeutic interventions discussed in chapter 6 are particularly informative for any person working with children. Selected from a number of therapeutic frameworks, such as Gestalt and Theraplay. Hughes breaks each type of intervention down and explains why they are significant and examples of how they are used. The holding