Reactive Attachment Disorder: Challenges for Early Identification and Intervention within the Schools

Autor/inn/en	Floyd, Kimberly K.; Hester, Peggy; Griffin, Harold C.; Golden, Jeannie; Canter, Lora Lee Smith
Titel	Reactive Attachment Disorder: Challenges for Early Identification and Intervention within the Schools
Quelle	In: International Journal of Special Education, 23 (2008) 2, S.47-55 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Intervention; Attachment Behavior; Social Development; Counseling Techniques; Parent Child Relationship; Symptoms (Individual Disorders); Behavior Problems; Disability Identification; Literature Reviews; Young Children; Anxiety; Student Needs; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Soziale Entwicklung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Psychiatrische Symptomatik; Frühe Kindheit; Angst; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Attachment is of key importance in childhood development. The quality of attachment relationship between the child and parent/primary caregiver may have an effect on the child and future relationships and social success (Rubin, Bukowski, & Parker, 1998). When a child fails to bond with a caring adult, attachment becomes disordered and children may not be able to bond appropriately or at all with other people. This inability to relate and connect with others may disrupt or arrest not only children's social development, but also their overall development. The purpose of this review is to synthesize information and research on characteristics, diagnosis, and interventions currently in practice in working with young children with Reactive Attachment Disorder (RAD). A discussion will highlight the themes found during this review and conclude with implications for intervention and practice. (Contains 3 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10