1. A Walk in their Shoes: Attachment Disorders Presented By: Brandi Shinn Above All Else Inc.

2. Office Number: 501-679-5677 Email: brandi@aboveallelseservices.combrandi@aboveallelseservices.com Facebook: Above All Else Educational Services Follow us on Twitter @AboveAllElseES Check out our website www.aboveallelseservices.com www.aboveallelseservices.com For excellent resources http://pinterest.com/brandishinn/http://pinterest.com/brandishinn/

3. Attachment Disorders What is it????? An attachment disorder is a general term describing disorders involving: 1. Mood 2. Behavior 3. Social Interaction Why does it occur? ??? The lack of a normal attachment between child and the primary caregiver throughout infancy and early childhood. Most often occurs at birth and throughout infancy, but can also occur throughout childhood.

4. RED Flags…. 1. Difficulty Connecting to Others 8. Prone to Chronic Illness 2. Difficulty Managing Emotions 9. Aggressive 3. Severe Lack of Trust, Self-Worth, and Bonding 10. Disruptive 4. Extreme Emotional and Social Problems 11. Anti Social 5. Behaviorally Challenged 12. Chronic Anger 6. Depressed 13. Poor Impulse Control 7. Developmentally Delayed 14. Lack of Remorse 15. Maintain abnormally high levels of stress hormones impairing the growth and development of their brains and their bodies.

5. When???? 1980- Reactive attachment disorder of infancy or early childhood (RAD) was introduced as a psychiatric condition in DSM-III in 1980 (American Psychiatric Association; APA) 2013- The DSM-5 RAD was divided into two separate and distinct conditions, Reactive Attachment Disorder (RAD) and Disinhibited Social Engagement Syndrome (DSED) Attachment Disorders are misdiagnosed 70% of the time as Bipolar Disorder or Attention Deficit Hyperactivity Disorder.

6. Early Trauma resulting in attachment disturbances are often diagnosed as: Reactive Attachment Disorder (RAD) Post-traumatic Stress Disorder (PTSD) Oppositional Defiant Disorder (ODD) Attention Deficit Hyperactivity Disorder (ADHD) Bipolar Disorder (BP) Conduct Disorder (CD)

7. Characteristics of Traumatized Children Extreme urge to control others (bossiness) Too much OR too little affection Lack of cooperation (especially with mothers) Overly friendly with strangers Emotional isolation Lying Stealing Inappropriate attention seeking Feelings of high shame / lack of empathy for others Food hoarding

12. Causes Neglect Abuse Separation from Caregiver Premature Birth Hospitalization of child Parent Emotionally unavailable Teen Parents Constant change in Primary Caregiver Frequent Moves or Placements Traumatic Experiences Maternal Depression Maternal Addiction Undiagnosed illness Genetic Factors Poverty Exposure to Violence Lack of Services Isolation Multiple out of Home experiences High Stress Abrupt Loss of parent Prenatal exposure to toxins Neurological Problems Poor Parenting Intergenerational attachment difficulties

13. Signs & Characteristics Emotional 1. Poor emotional regulation 2. Extreme moodiness 3. Intense anger 4. Can’t handle stress 5. Lacks ability to recognize emotions Relational 1. Lack of trust 2. Resists nurture 3. Avoids eye contact 4. Poor peer relations 5. Victimizes others Behavioral 1. Clingy 2. Temper tantrums 3. Property Destruction 4. Oppositional & defiant 5. Demanding Physical 1. Cruel to animals 2. High pain tolerance 3. Hoards or gorges food 4. Obsessed with fire, death, gore 5. Enuresis & encopresis prone

14. Signs & Characteristics Cognitively 1. Lacks understanding of cause and effect 2. Uneven learning profiles 3. Exhibits Speech/language delays 4. Difficulty with focus 5. Learning delays or difficulties Moral 1. Limited compassion 2. Low empathy for others 3. Shows little remorse 4. Lies 5. Steals

15. Developmental Variations Early Childhood: Delayed development of motor skills Severe colic Feeding issues Failure to thrive syndrome Resistance to being held, cuddled, or comforted Lacks interaction with family Fails to response to smiles or being talked too Fails to seek comfort when scared, hurt, or sick Excessively independent School Aged Children: Complaints of aches & pains Inappropriate demands of attention Lack of interest in schoolwork/homework completion Inability to "think" about feelings or assess motives regarding behaviors Failure to see impact of behaviors on others or self Lack of response to consequences Inability to focus, concentrate, or sit still Often lacks moral compass Has difficulty with reciprocity in relationships with adults and peers Frequently lies for NO REASON Frequently steals Adolescents Exhibits aggressive behaviors Frequent Substance Abuse Anti-Social World Disengagement Very Impulsive Depression Risk Taker Anxiety Demonstrates delinquent behavior

16. Providing Discipline & Consequences Insist on: Respect Responsibility Gratitude Immediate dismissal from area for misbehaviors Directly related consequences Physical work vs. educational or “mental’ ZERO Tolerance: Aggression Arguing with authority verbal or body language Blatant disregard for direction Helplessness

17. Do not be left alone with a child with attachment issues Consequences must be balanced with praise for positives. Praise MUST be conditional praise such as "You are doing a great job on coloring that paw", "That was a great answer", "Thank you for holding the door." Avoid unconditional positives such as "you are such a good kid", "You are wonderful," "You are extra special". Help support the mom and not overwhelm her with the daily trails unless necessary. Physical affection only be given when it is given to other students in the classroom such as at the end of the day. HELPFUL HINTS

18. Five questions to almost never ask……. ”Did you...?” ”Why did you...?” “What could you have done differently?” “Do you remember...?” “What did you say?”

19. Classroom Strategies Knowledge is powerful… Research is your friend Model healthy social relationships Teach students how to socially interact with peers Interact and observe students often to monitor social interactions Praise student for appropriate social skills demonstrated Students with attachment disorder or other related issues most often act out of fear and their belief of worthlessness. Address inappropriate social interactions immediately but privately Communicate All concerns to all parties Make time to get to know and listening to the child Be empathetic and nurturing but attuned to their response Look for motivating factors underlying the child's behavior Partner with the parents or guardians and other professionals who work with the student in order to establish a strong partnership

20. Classroom Strategies Continued Keep in mind students "emotional age" may not be correlated to their chronological age. Be Consistent, Be Repetitive, and Be Predictable Provide the student with ample opportunities to make genuine choices in order to satisfy their need to control, yet with the adult limiting choices. Provide concrete, specific and authentic praise Provide rewards for all positive behaviors not just "work" If student says hurtful things to you or others, address the behavior and how it made you or the others feel. Respond consistently and calmly to unacceptable behavior Discipline should be natural and logical and relative to the misbehavior Do not give second or third chances, set expectations, set consequences and follow Use humor to deflect provocative behavior When inappropriate or bad behavior occurs do not ask "WHY did you, What did you, Did you or How come you" questions Avoid lecturing for social behaviors- provide suggestions of proper behavior

21. Office Number: 501-679-5677 Email: brandi@aboveallelseservices.combrandi@aboveallelseservices.com Facebook: Above All Else Educational Services Follow us on Twitter @AboveAllElseES Check out our website www.aboveallelseservices.com www.aboveallelseservices.com For excellent resources http://pinterest.com/brandishinn/http://pinterest.com/brandishinn/