Integrative Care for Adolescents with Dual Diagnosis: Considering Trauma and Attachment within an Innovative Model for Clinical Practice

Autor/inn/en	Gardiner, Emily; Iarocci, Grace; Moretti, Marlene
Titel	Integrative Care for Adolescents with Dual Diagnosis: Considering Trauma and Attachment within an Innovative Model for Clinical Practice
Quelle	In: Journal of Mental Health Research in Intellectual Disabilities, 10 (2017) 4, S.321-344 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-5864
DOI	10.1080/19315864.2017.1337835
Schlagwörter	Clinical Diagnosis; Attachment Behavior; Trauma; Adolescents; Intellectual Disability; At Risk Persons; Personal Autonomy; Self Determination; Intervention; Innovation; Therapy; Mental Disorders; Comorbidity; Behavior Problems; Best Practices; Behavior Modification; Evidence Based Practice + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intellect; Disability; Disabilities; Verstand; Behinderung; Risikogruppe; Individuelle Autonomie; Selbstbestimmung; Therapie; Mental illness; Geisteskrankheit; Behaviour modification; Verhaltensänderung
Abstract	Adolescents with intellectual disability are at significant risk for developing concomitant mental health and behavior problems. Youth who experience "dual diagnosis" face great challenges, and require interventions that will promote their autonomy, self-determination, and adaptive functioning. In this article, we devote attention to innovative components that have received less focus, but that we suggest have great relevance for this population, namely those related to attachment and trauma. We review research examining attachment- and trauma-informed care, and highlight practical approaches for which evidence is emerging. We suggest that a comprehensive treatment model must integrate well-validated and innovative treatment approaches, in order to address the complex clinical concerns of this population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01