Relevant bibliographies by topics / Attachment disorder in children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Attachment disorder in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Attachment disorder in children"

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Pearce, Colby. "An integration of theory, science and reflective clinical practice in the care and management of attachment-disordered children: A Triple-A approach." Educational and Child Psychology 27, no. 3 (2010): 73–86. http://dx.doi.org/10.53841/bpsecp.2010.27.3.73.

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The formation of functional attachments is a critical developmental task of infancy and early childhood. Attachments play a significant role in the development of a child’s enduring beliefs about self, other and world (Attachment Representations). Infants become attached to the people who provide physical and emotional care on a continuous and consistent basis. Quality of care and the infant’s early experiences influence the type of attachment the infant develops. When care is grossly deficient and early experiences are characterised by physical and emotional distress, the infant’s attachment to its caregiver is also disturbed. Children who display markedly disturbed and developmentally inappropriate social relatedness in most contexts, and who have experienced grossly deficient care, might accurately be diagnosed with Reactive Attachment Disorder (RAD) or Disinhibited Attachment Disorder (DAD). Attachment-disordered children pose a substantial care and management challenge to all who care for and work with them in the home and educational contexts. Successful management of these children and the remediation of their attachment difficulties are predicated on understanding what function their apparently antisocial and defensive tendencies serve and approaches that support the development of functional attachments. Key roles are attributed to cortical arousal, attachment representations and beliefs about accessibility to needs provision in the diagnosis and remediation of attachment disorders. Drawing from observations of caregiving practices that promote functional attachments in infancy, strategies are presented for the home and classroom that address elevated cortical arousal levels, promote secure attachment representations and reassure the child regarding accessibility to needs provision.
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Humphreys, Kathryn L., Charles A. Nelson, Nathan A. Fox, and Charles H. Zeanah. "Signs of reactive attachment disorder and disinhibited social engagement disorder at age 12 years: Effects of institutional care history and high-quality foster care." Development and Psychopathology 29, no. 2 (April 12, 2017): 675–84. http://dx.doi.org/10.1017/s0954579417000256.

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AbstractTwo disorders of attachment have been consistently identified in some young children following severe deprivation in early life: reactive attachment disorder and disinhibited social engagement disorder. However, less is known about whether signs of these disorders persist into adolescence. We examined signs of reactive attachment disorder and disinhibited social engagement disorder at age 12 years in 111 children who were abandoned at or shortly after birth and subsequently randomized to care as usual or to high-quality foster care, as well as in 50 comparison children who were never institutionalized. Consistent with expectations, those who experienced institutional care in early life had more signs of reactive attachment disorder and disinhibited social engagement disorder at age 12 years than children never institutionalized. In addition, using a conservative intent-to-treat approach, those children randomized to foster care had significantly fewer signs of reactive attachment disorder and disinhibited social engagement disorder than those randomized to care as usual. Analyses within the ever institutionalized group revealed no effects of the age of placement into foster care, but number of caregiving disruptions experienced and the percentage of the child's life spent in institutional care were significant predictors of signs of attachment disorders assessed in early adolescence. These findings indicate that adverse caregiving environments in early life have enduring effects on signs of attachment disorders, and provide further evidence that high-quality caregiving interventions are associated with reductions in both reactive attachment disorder and disinhibited social engagement disorder.
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Willcox, Emy. "Reactive attachment disorder in children." Paediatric Nursing 7, no. 6 (July 1995): 14–16. http://dx.doi.org/10.7748/paed.7.6.14.s21.

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Gregersen, Maja, Ditte Vestbjerg Ellersgaard, Anne Søndergaard, Camilla Christiani, Nicoline Hemager, Katrine Søborg Spang, Birgitte Klee Burton, et al. "T128. ATTACHMENT REPRESENTATIONS IN CHILDREN AT FAMILIAL HIGH RISK OF SEVERE MENTAL DISORDERS. ASSOCIATIONS WITH PSYCHOPATHOLOGY, LEVEL OF FUNCTIONING, AND PSYCHOTIC EXPERIENCES." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S279. http://dx.doi.org/10.1093/schbul/sbaa029.688.

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Abstract Background There is evidence of higher rates of insecure and disorganized attachment in infancy in children born to parents with severe mental disorders, but evidence on attachment in middle childhood for these children is lacking. This study aims to explore attachment representations in seven-year-old children born to parents with schizophrenia or bipolar disorder. We also aim to explore possible associations between attachment and psychopathology, level of functioning, and psychotic experiences in these children. Methods The Danish High Risk and Resilience Study VIA 7 is a prospective cohort study of 522 seven-year-old children born in Denmark. The cohort consists of children where one or both parents have been diagnosed with a schizophrenia spectrum disorder (N=202), children where one or both parents have been diagnosed with bipolar affective disorder (N=120) and children where neither of the parents have been diagnosed with these disorders (N=200). Attachment representations were assessed with the Story Stem Assessment Protocol whereas psychopathology, level of functioning, and psychotic experiences were assessed with K-SADS. Results Data analyses are ongoing but preliminary results indicate that there are no significant differences in attachment representations between the three groups of children, but that there are associations between higher rates of insecure and disorganized attachment and a higher risk of psychopathology. Results will be presented at the SIRS-conference. Discussion Understanding attachment and its correlates in children at familial high risk of severe mental disorders is important in order to strengthen our understanding of developmental trajectories towards mental disorders in these children.
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Pritchett, Rachel, Jennifer Pritchett, Emma Marshall, Claire Davidson, and Helen Minnis. "Reactive Attachment Disorder in the General Population: A Hidden ESSENCE Disorder." Scientific World Journal 2013 (2013): 1–6. http://dx.doi.org/10.1155/2013/818157.

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Reactive attachment disorder (RAD) is a severe disorder of social functioning. Previous research has shown that children with RAD may have poor cognitive and language abilities; however, findings mainly come from biased, institutionalised samples. This paper describes the characteristics of all children who were given a suspected or likely diagnosis of reactive attachment disorder in an epidemiological study of approximately 1,600 children investigating the prevalence of RAD in the general population. We found that children with RAD are more likely to have multiple comorbidities with other disorders, lower IQs than population norms, more disorganised attachment, more problem behaviours, and poorer social skills than would be found in the general population and therefore have a complex presentation than can be described as ESSENCE. We discuss the clinical and educational implications.
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Kildahl, Arvid Nikolai, Maria Hagen Engebretsen, and Sissel Berge Helverschou. "Attachment disorder in autism spectrum disorder and intellectual disability." Advances in Mental Health and Intellectual Disabilities 13, no. 2 (March 4, 2019): 57–66. http://dx.doi.org/10.1108/amhid-09-2018-0039.

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PurposeAutism spectrum disorder (ASD) is an exclusion criterion for one of the two attachment disorders in the DSM 5. However, previous findings indicate that ASD and attachment disorder are unrelated conditions and may co-occur. The purpose of this paper is to explore the diagnostic assessment of an adolescent male with ASD, intellectual disability (ID), severe challenging behaviour and a suspected attachment disorder.Design/methodology/approachCase study methodology was chosen because of its suitability in the exploration of complex clinical phenomena where prior knowledge is sparse.FindingsIt was possible to identify symptoms of attachment disorder in a case involving ASD, ID, anxiety and severe challenging behaviour. The Disturbances of Attachment Interview was particularly useful in this assessment, as was assessment of ASD symptoms and developmental history. Differentiating the two attachment disorders proved challenging.Research limitations/implicationsThere is a need for further research in ASD and attachment disorders not limited by current diagnostic categories.Practical implicationsCo-occurring symptoms of attachment disorder may be identified in individuals with ASD and ID, and exploration of these symptoms in assessments of children and adolescents with ASD/ID and challenging behaviour may be beneficial.Originality/valueThe study adds to previous findings on attachment disorder in ASD, demonstrating that identification of attachment disorder is possible even in the presence of a highly complex clinical picture involving severe challenging behaviour. It may also assist other clinicians in identifying and making more accurate assessment of attachment disorder in ASD and ID.
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Stinehart, Michelle A., David A. Scott, and Hannah G. Barfield. "Reactive Attachment Disorder in Adopted and Foster Care Children." Family Journal 20, no. 4 (August 9, 2012): 355–60. http://dx.doi.org/10.1177/1066480712451229.

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A disruption in the initial attachment formed between an infant and a primary caregiver often leads to some type of disordered or disorganized attachment. While research has been conducted on the etiology, symptoms, and effective forms of therapy regarding this disorder, much definitive information remains unknown or unclear. With the increasing use of foster care in America and the frequency of adoption, it is becoming obvious that more attention is needed in the area of how to best appropriately approach a diagnosis of reactive attachment disorder. This article will discuss current trends and implications for mental health professionals working in the field of foster care and adoption settings.
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Millward, R., E. Kennedy, K. Towlson, and H. Minnis. "Reactive attachment disorder in looked‐after children." Emotional and Behavioural Difficulties 11, no. 4 (December 2006): 273–79. http://dx.doi.org/10.1080/13632750601022212.

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Vega, Heather, Kimberly Cole, and Kenneth Hill. "Interventions for children with reactive attachment disorder." Nursing 49, no. 6 (June 2019): 50–55. http://dx.doi.org/10.1097/01.nurse.0000554615.92598.b2.

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Schröder, Martin, Süheyla Seker, Delfine d’Huart, Yonca Izat, Margarete Bolten, Klaus Schmeck, and Marc Schmid. "The Relationship of Temperament and Character, Parental Stress, and Mental Health Problems with Attachment Disorders among Children." International Journal of Environmental Research and Public Health 19, no. 23 (November 22, 2022): 15458. http://dx.doi.org/10.3390/ijerph192315458.

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According to Cloninger’s model, personality is conceptualized in temperament and character traits contributing to a child’s psychosocial development. Additionally, parent–child interaction is important for the child’s socio-emotional development. To date, the relationship between attachment and temperament and character for child mental health development and its effects on parents remains mostly unclear. The aim of the present study was thus to examine the relationship of attachment, temperament and character, parental stress, and mental health problems among 125 children (mean age = 7.14 years) in Switzerland. Temperament and character, attachment disorder (symptoms), parental stress, and mental health problems were assessed with psychometric questionnaires; attachment was assessed with an additional observational measure. Descriptive characters of the sample were presented, and group differences and correlations were computed. For temperament traits, results revealed significant group differences for novelty seeking and persistence and attachment disorder types. For character traits, the findings showed significant group differences for self-directedness and cooperativeness and attachment disorder types. Moderate effect sizes for groups differences were found. Further, the mixed-type (inhibited and disinhibited) and inhibited attachment disorder type were the most burdened groups. The present findings suggest that temperament and character traits, as well as parental stress and mental health problems are associated with the occurrence of attachment disorders among children. Future longitudinal studies with larger samples are needed to examine the causal relationships of temperament and character with attachment, including person-related and environmental factors among children.
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Dissertations / Theses on the topic "Attachment disorder in children"

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Gabler, Jennifer Ann. "Childhood trauma and attachment disorder." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004gablerj.pdf.

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Wiersum, Christina M. "Effective interventions for children with reactive attachment disorder." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wiersumc.pdf.

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Mikic, Natalie. "Maternal mentalizing capacity and attachment representations of children with reactive attachment disorder." Thèse, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/7979.

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Abstract : The diagnostic criteria for Reactive Attachment Disorder (RAD) have remained fairly constant over the last few decades. However, the most recent change in the fifth version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatry Association; APA, 2013) is fairly significant, as the inhibited and disinhibited types of RAD that were found in the previous versions of the manual have been removed. RAD has been replaced with a definition that resembles in some ways the previous inhibited type. Diagnosed in early childhood, this disorder interferes with the child’s ability to form secure relationships with their attachment figures and others. One of the criteria that remain constant is that deprivation in the quality of early care is a risk factor for developing RAD. Although physical abuse and extreme neglect may be easier to identify, emotional neglect is more challenging as a variable to understand. There has been less research on RAD regarding the subtle interactions between mother and child. The theory of mentalization explores some of the complications that arise in attachment and relationships to others that are aggravated by neglect, abuse, and trauma (Bateman & Fonagy 2004). The infant relies on the sensitive attunement and capacity to mentalize of the primary caregiver to help him understand what he is experiencing. The first article uses mentalization and object relations theory applied to children with RAD, in order to facilitate an understanding of these children psychologically as well as certain aspects of the relationship with their mothers. The second article presents two case studies of mother-child dyads of children who have been diagnosed with RAD. The mother and child were evaluated with instruments that provided information regarding the mother’s capacity to mentalize and the child’s attachment representations. The objective of the case studies were meant to reveal how these instruments could be utilized for the specific scores, but also to illustrate what is transpiring psychologically in the relationship between mother and child. The capacity to mentalize of the mothers was measured with the Addendum to Reflective Functioning Scoring Manual (Fonagy, Steele, Steele, & Target, 1998) applied to the Parent Development Interview-Revised (PDI-R; Slade, Aber, Berger, Bresgi, & Kaplan, 2005). The results of the mother’s scores for mentalization were in the low and questionable range. The attachment representations of the children were evaluated through the use of the Attachment Focused Coding System (AFCS; Reiner & Splaun, 2008) applied to the Attachment Story Completion Task (ASCT; Bretherton, Ridgeway, & Cassidy, 1990). The results of the instrument revealed that the two children with RAD (inhibited and disinhibited type) had lowered scores for Supportive Mother and a tendency for Avoidant Attachment Behaviour and Communication. The notions of mentalization and attachment representations were shown to provide a more profound understanding of the mother and child dyad. These evaluation methods support considering a larger study to explore the link between the mother’s capacity to mentalize and the child’s attachment representations in children diagnosed with RAD.
Résumé : Les critères diagnostiques du trouble réactionnel de l'attachement (TRA) sont demeurés relativement stables au cours des dernières décennies. Toutefois, la cinquième version du Manuel diagnostique et statistique des troubles mentaux (DSM-5; American Psychiatric Association; APA, 2013) propose un seul type de TRA, qui correspond au type inhibé de la quatrième version révisée (DSM-IV-TR; APA, 2000), au lieu de distinguer entre deux types, soit inhibé et désinhibé. Diagnostiqué dans la petite enfance, le TRA interfère avec la capacité de l'enfant à former des relations sécurisantes avec ses principales figures d'attachement qui demeure un des critères diagnostiques et un facteur de risque pour le développement du TRA. Bien que l’abus physique et la négligence extrême soient plus faciles à identifier, la négligence au plan affectif est plus subtile et difficile à comprendre. Peu de recherches portent sur les interactions subtiles entre les mères et les enfants ayant reçu un diagnostic de TRA. La notion de mentalisation explore les complications qui peuvent survenir dans la relation aux principales figures d’attachement et dans les interactions sociales dans un contexte d’abus et de négligence (Bateman & Fonagy 2004). Pour être en mesure de comprendre ce qu’il vit, l'enfant nécessite des figures d’attachement sensibles et capables de mentaliser. Dans le premier article, les théories relatives aux notions de mentalisation et des relations d’objet sont utilisées pour comprendre le fonctionnement psychologique des enfants et la relation qu’ils entretiennent avec leurs mères chez des jeunes présentant un diagnostic de TRA. Dans le second article, deux études de cas de dyades mère-enfant ou l’enfant a reçu un diagnostique de RAD sont présentés. Les études de cas avaient pour objectif d’illustrer que les notions de mentalisation et de représentation d’attachement ainsi que les instruments permettant de les mesurer pourraient être utilisé pour approfondir ce qui passe entre la mère et l’enfant aux plans psychologique et relationnel. La capacité de mentalisation des mères participant à l’étude a été mesurée à l’aide de l'Échelle du fonctionnement réflexif (Addendum to Reflective Functioning Scoring Manual; Fonagy et al., 1998) appliquée à l’Entrevue sur le développement du parent (Parent Development Interview-Revised; PDI-R; Slade et al., 2005). Les résultats de la capacité de mentalisation des mères se situent dans les catégories faible ou questionnable. Les représentations d'attachement des enfants ont été évaluées en utilisant le Système de cotation centré sur l’attachement (Attachment Focused Coding System. (AFCS; Reiner & Splaun, 2008) appliqué aux Histoires d’attachement à compléter (Attachment Story Completion Task, ASCT; Bretherton, Ridgeway, & Cassidy, 1990). Les enfants participant à l’étude, ayant respectivement un TRA de type inhibé et désinhibé, ont obtenus des scores faibles dans les échelles Mère soutenante et Évitement des comportements et des communications relatifs à l’attachement. La théorie et la recherche concernant la notion de mentalisation permettent de mieux comprendre les difficultés rencontrées chez les dyades mère-enfant dont les jeunes présentent un diagnostic de TRA. Les notions de mentalisation et de représentations d’attachement ont permis d’approfondir la compréhension des dyades mère-enfant. Les méthodes d’évaluation utilisées dans la présente étude pourraient être utilisés pour explorer le lien entre la capacité de mentalisation de la mère et les représentations d'attachement de l'enfant au sein d’un échantillon plus large d’enfants présentant un diagnostic de TRA.
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Hollinger, Kevin. "Reactive attachment disorder helping adoptive parents think Biblically about attachment /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p036-0380.

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Ogilvie, Alice Myrth. "The Assessment of Children with Attachment Disorder: The Randolph Attachment Disorder Questionnaire, the Behavioral and Emotional Rating Scale, and the Biopsychosocial Attachment Types Framework." PDXScholar, 1999. https://pdxscholar.library.pdx.edu/open_access_etds/4127.

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Children with attachment disorder (AD) have an ongoing risk of mental health challenges and an exacerbated resistance to traditional treatments. The inability to trust and inadequate relationship skills present a substantial challenge for supervising adults in families, child welfare, juvenile justice, public schools, and other community settings. This study examined the assessment of AD in children between ages 6 and 18 utilizing two standardized instruments, the Randolph Attachment Disorder Questionnaire and the Behavioral and Emotional Rating Scale. A new framework developed by the author, Biopsychosocial Attachment Types (BAT), for conceptualizing childhood attachment concerns, was explored as a foundation for assessment and as a guide for an incremental corrective experiential approach for altering the child’s internal working model of attachment. Biophilia and Attachment theories were explanatory for the BAT. This dissertation explores three research questions. First, can scores on the BERS be used to predict attachment disorder as measured by the RADQ? Second, can the three categories or six subcategories of the BAT be measured using selected BERS items plus additional author-developed items? Finally, if selected BERS items plus additional author-developed items are found to measure the BAT categories, are the resulting measures reliable and valid? The Foster Family Survey questionnaire completed by 285 foster parents of children 6 to 18 years in foster care for over three months in British Columbia, Canada, provided the data. Reported results of these analyses included an 18-item BAT measure and a 7-item subscale which predicted RADQ scores using selected items from the BERS with an additional pool of author-developed questions. The regression equation for the RADQ score predicted from the BERS Strength Quotient yielded an adjusted r2 of .268 while the best-fit model predicted from the BAT yielded a cumulative adjusted r2 of .515. The resulting BAT measure achieved an alpha score of .91 and factor analysis distinguished the subcategories. All of these results supported the value of continued research in this urgently needed area of investigation.
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Rice, Linda J. "The biblical view of reactive attachment disorder." Santa Clarita, CA : The Master's College, 2006. http://dx.doi.org/10.2986/tren.091-0077.

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Soulounias-Arriaga, Demetria. "Parent-Child Interaction Therapy for Children Diagnosed With Reactive Attachment Disorder." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3675.

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Parent-Child Interaction Therapy is a probably efficacious, evidenced-based treatment, which has been proven to decrease problem behaviors of children, as well as improve parent-child interactions. The first phase is the Child-Directed Interaction (CDI), which allows the child to lead the play session, while parents are taught to interact without giving demands, asking questions, or providing criticism. According to the DSM-IV-TR, Reactive Attachment Disorder is a rare diagnosis. Many attachment therapists indicate that traditional approaches to treatment have not been demonstrated as being effective with these children. This study will examine the CDI phase of Parent- Child Interaction Therapy as a potential treatment option for children diagnosed with Reactive Attachment Disorder.
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Shepley, Robin Paul. "Children Diagnosed With Attachment Disorder: A Qualitative Study of the Parental Experience." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/35603.

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Parents of children who have been diagnosed with Reactive Attachment Disorder (RAD) often face a challenging dilemma. They are faced with parenting children who often respond from an orientation of feeling unloved and mistrustful of their caregivers. The purpose of this study was to develop a detailed description of the story of four such parents. A multi-case qualitative design and constructivist and coping theoretical frameworks guided the investigation. The constant comparative method of analysis was used to develop three core categories that described the subtitles of parent's experiences. Parent's quotes were used to further embellish the findings. The findings include parent's experiences in recognizing RAD behavior, their response to this behavior, and advice and recommendations they would share with others dealing with this diagnosis. Parents described their child's behavior, resources and methods they used to cope, and had both encouraging and critical reflections of their experiences.
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Howard, Amanda Roberta. "An evaluation of the psychometric properties of the Beech Brook Attachment Disorder Checklist." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-10152009-085718/unrestricted/Howard.pdf.

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Kim, Sunah. "The effects of parent bonding, school bonding, belief on the structure of problem behaviors in elementary school-age children /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8131.

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Books on the topic "Attachment disorder in children"

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Pearce, Colby. A short introduction to attachment and attachment disorder. London: Jessica Kingsley, 2009.

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Attachment disorders: Treatment strategies for traumatized children. Lanham, Md: Jason Aronson, 2006.

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Shemmings, David. Understanding disorganized attachment: Theory and practice for working with children and adults. Philadelphia: Jessica Kingsley Publishers, 2011.

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Michael, Orlans, ed. Attachment, trauma, and healing: Understanding and treating attachment disorder in children and families. Washington, DC: CWLA Press, 1998.

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Reactive attachment disorder: A case-based approach. New York: Springer, 2012.

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Yvonne, Shemmings, ed. Understanding disorganized attachment: Theory and practice for working with children and adults. Philadelphia: Jessica Kingsley Publishers, 2011.

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Becker-Weidman, Arthur. Attachment parenting: Developing connections and healing children. Lanham, Md: Jason Aronson, 2010.

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Randolph, Elizabeth. Children who shock and surprise: A guide to attachment disorder. 3rd ed. Salt Lake City, Ut: RFR Publications, 1999.

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1953-, Becker-Weidman Arthur, and Shell Deborah 1952-, eds. Attachment parenting: Developing connections and healing children. Lanham, Md: Jason Aronson, 2010.

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Chara, Kathleen A. A safe place for Caleb: An interactive book for kids, teens, and adults with issues of attachment, grief and loss, or early trauma. Philadelphia: Jessica Kingsley Publishers, 2005.

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Book chapters on the topic "Attachment disorder in children"

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Baynes, Kathleen T., and Thomas G. O’Connor. "Attachment Disorders." In Handbook of DSM-5 Disorders in Children and Adolescents, 265–80. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57196-6_13.

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Brisch, Karl Heinz. "Attachment and dissociation." In Treating Children with Dissociative Disorders, 7–9. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003246541-2.

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Elliott, Julian, and Maurice Place. "Oppositional defiance, conduct and attachment disorders." In Children in Difficulty, 66–87. 4th ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003083603-4.

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Liotti, Giovanni. "Infant attachment and dissociative psychopathology." In Treating Children with Dissociative Disorders, 10–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003246541-3.

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Moore, Mary Sue. "Importance of attachment in the presence of a perceived threat." In Treating Children with Dissociative Disorders, 27–33. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003246541-4.

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Courtney, Janet A., Viktoria Bakai Toth, and Carmen Jimenez-Pride. "Healing Reactive Attachment Disorder with Young Children Through FirstPlay® Kinesthetic Storytelling." In Infant Play Therapy, 245–54. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429453083-17.

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Cibralic, Sara, Christopher K. Owen, and Jane Kohlhoff. "Autism Spectrum Disorder and Attachment: Is an Attachment Perspective Relevant in Early Interventions with Children on the Autism Spectrum?" In Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum, 373–97. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03213-5_21.

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Blaustein, Margaret E., and Kristine M. Kinniburgh. "Attachment, Self-Regulation, and Competency (ARC)." In Evidence-Based Treatments for Trauma Related Disorders in Children and Adolescents, 299–319. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46138-0_14.

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Chesher, Tessa, and Charles H. Zeanah. "Attachment Disorder." In Encyclopedia of Autism Spectrum Disorders, 276–82. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1364.

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Chesher, Tessa, and Charles H. Zeanah. "Attachment Disorder." In Encyclopedia of Autism Spectrum Disorders, 365–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1364.

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Conference papers on the topic "Attachment disorder in children"

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Oliveira, Paula, Lydia Barge, Eloise Stevens, and Pasco Fearon. "1209 Emotional and behavioural problems and reactive attachment disorder in a sample of children in foster care invited to a randomised controlled trial." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.476.

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Crepaldi, Gianluca, and Pia Andreatta. "THE CONCEPT OF CUMULATIVE TRAUMA IN TIMES OF COVID-19: COULD KHANS THEORY BECOME USEFUL AGAIN?" In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact079.

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"The paper discusses whether the psychoanalytic concept of Cumulative Trauma could be a valuable theoretical contribution in understanding possible traumatization’s of children in the course of the Covid-19 pandemic, as they may quite often face a multiple stressed parent during a lockdown, who’s parental function is on the verge breaching. This concept of trauma as established by British Psychoanalyst Masud Khan in 1963 was hardly taken into account in recent trauma research and it has seen little discussion in psychodynamic literature; if at all, it has been used as a merely descriptive category, without considering the suspension of the parental care function, which was identified as the decisive traumatogenic factor for the child’s traumatization. The paper begins with a recapitulation of the original theory and then moves on to linking the Cumulative Trauma to current research contexts (attachment, mentalization, developmental trauma disorder). Finally, the relevance of the concept for parenting in times of the Covid-19 pandemic is explored on the basis of a short clinical case example."
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Pilina, Guzel. "389 Cognitive disorder in children with epilepsy." In 10th Europaediatrics Congress, Zagreb, Croatia, 7–9 October 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-europaediatrics.389.

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Tegariyani Putri Santoso, Sandy, and Via Fahrinnia. "Mom Worked: Patterns of Parenting and Attachment by Children." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.42.

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Cagatay, Mehmet, Pinar Ege, Gul Tokdemir, and Nergiz Ercil Cagiltay. "A serious game for speech disorder children therapy." In 2012 7th International Symposium on Health Informatics and Bioinformatics (HIBIT). IEEE, 2012. http://dx.doi.org/10.1109/hibit.2012.6209036.

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Chorianopoulou, Arodami, Efthymios Tzinis, Elias Iosif, Asimenia Papoulidi, Christina Papailiou, and Alexandros Potamianos. "Engagement detection for children with Autism Spectrum Disorder." In 2017 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2017. http://dx.doi.org/10.1109/icassp.2017.7953119.

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Bunnell, H. Timothy, N. Carolyn Schanen, Linda D. Vallino, Thierry G. Morlet, James B. Polikoff, Jennette D. Driscoll, and James T. Mantell. "Speech perception in children with speech sound disorder." In Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-203.

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Saikaew, Kanda Runapongsa, Chanyut Suphakunpinyo, Somchit Rongbudsri, Suchat Paholpak, Kornchawal Chaipah, Wiroj Taweepworadej, Witcha Feungchan, et al. "Applications to Screen Children with Autism Spectrum Disorder." In 2019 23rd International Computer Science and Engineering Conference (ICSEC). IEEE, 2019. http://dx.doi.org/10.1109/icsec47112.2019.8974755.

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Reports on the topic "Attachment disorder in children"

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Ogilvie, Alice. The Assessment of Children with Attachment Disorder: The Randolph Attachment Disorder Questionnaire, the Behavioral and Emotional Rating Scale, and the Biopsychosocial Attachment Types Framework. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6023.

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Momany, Elizabeth T., Peter C. Damiano, and Margaret C. Tyler. hawk-i. Attention Deficit Hyperactivity Disorder and Children. Iowa City, Iowa: University of Iowa Public Policy Center, January 2004. http://dx.doi.org/10.17077/2u6s-qk7i.

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Lin-Ya Hsu, Lin-Ya Hsu. Giving Children a Better Life: Understanding Developmental Coordination Disorder. Experiment, April 2014. http://dx.doi.org/10.18258/2411.

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Williamson, M.D., Edwin, Nila A. Sathe, M.A., M.L.I.S., and Jeffrey C. Andrews, M.D. Medical Therapies for Children With Autism Spectrum Disorder—An Update. Agency for Healthcare Research and Quality (AHRQ), 2017. http://dx.doi.org/10.23970/ahrqepccer189.

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Zhang, Meiqi, and Jingxin Liu. Health related physical fitness in children with developmental coordination disorder. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0168.

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Kemper, Alex R., Gary R. Maslow, Sherika Hill, Behrouz Namdari, Nancy M. Allen LaPointe, Adam P. Goode, Remy R. Coeytaux, et al. Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment in Children and Adolescents. Agency for Healthcare Research and Quality, January 2018. http://dx.doi.org/10.23970/ahrqepccer203.

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Weitlauf, Ph.D., Amy S., Nila A. Sathe, M.A., M.L.I.S., and Melissa L. McPheeters, Ph.D., M.P.H. Interventions Targeting Sensory Challenges in Children With Autism Spectrum Disorder—An Update. Agency for Healthcare Research and Quality (AHRQ), 2017. http://dx.doi.org/10.23970/ahrqepccer186.

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Andrew M. Colombo-Dougovito, Andrew M. Colombo-Dougovito. Building guidelines when assessing motor skills in children with autism spectrum disorder. Experiment, July 2014. http://dx.doi.org/10.18258/3080.

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Xie, Cheng, Hai-Sha Xia, Xin-Yun Gou, Jin Fan, Wen-Jing Tang, Xiao-Yu Jia, Zhong Zheng, Juan Li, and Rong-Jiang Jin. Meta-analysis of magnetic resonance spectroscopy in children with attention deficit hyperactivity disorder. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0071.

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Sun, Wenxin, Mingxuan Yu, and Xing Wang. Effects of Physical Exercise on Attention Deficit Hyperactivity Disorder in Children: A Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2021. http://dx.doi.org/10.37766/inplasy2021.4.0113.

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