3-1Discussion_ReactiveAttachmentDisorderRAD.pdf
3-1 Discussion: Reactive Attachment Disorder (RAD)
After reading the module resources, think about the importance of attachment and the ramifications according to attachment patterns.
According to the DSM 5, RAD is classified as a consistent pattern of inhibited, emotionally withdrawn behavior toward adult caregivers, manifested by a child who rarely or minimally seeks comfort when distressed, and a child who rarely or minimally responds to comfort when distressed. Moreover, the child exhibits social or emotional disturbance as outlined in the DSM 5.
In your post, identify and assess reactive attachment disorder and its possible causes and treatments. What specific treatment do you think seems most plausible to you and why?
To complete this assignment, review the Discussion Rubric.
ReadingandResources2.html.zip
Reading and Resources2.html
Required Resources
For some resources in the Shapiro Library, you will need to click on Full Text Finder on the left side of your screen to view the full article. If the page does not display right away, click on Open the page in a new window to access the resource.
Library Article: Reactive Attachment Disorder: What We Know About the Disorder and Implications for Treatment The article discusses RAD, its symptoms and treatment options, and emerging research regarding the newest information about the disorder. You will use this resource in this module’s discussion.
Library Article: Efficacy of Treatment for Reactive Attachment Disorder: A Follow-Up Study This Shapiro Library article provides an overview of the presentation of reactive attachment disorder (RAD) and examines the potential efficacy of attachment and trauma-focused treatment.
Research Starter: Reactive Attachment Disorder (RAD) This research starter, available through the Shapiro Library, will serve as a springboard for your exploration of this disorder.
InfantDevelopmentandEmotionalDevelopment.zip
Module Lectures2.html
Infant Development and Emotional Development
Module Two explored the areas of ADHD. Module Three continues to explore childhood disorders and looks into the multifaceted world of attachment disorders. Attachment can be viewed as the intimate connection between a child and his or her caregiver which implicitly affects the child’s overall development from the earliest of ages. Moreover, the attachment style formed and bonded can have a direct correlation as to how the child establishes and maintains healthy relationships throughout his or her life.
Attachment disorders can present through various symptoms. The overt symptoms present in children with attachment disorders are a profound difficulty connecting to others and a lack of emotional regulation. As a result, children with attachment disorders develop a pattern of distrusting of others and being unable to connect with the world around themselves. Feelings of fear, anxiety, isolation, and vulnerability are present in those with an attachment disorder.
Module Three looks at reactive attachment disorder (RAD) as one of the many possible disorders originating from maladjusted attachment. The disorder is characterized by inappropriate mannerisms of relating socially, such as an inability to work well with others, an expectation that things will not work out in a positive manner, and an overall attempt to avoid face-to-face communication. Reactive attachment disorder can be caused by a failure to attach with a parental figure or caregiver. It can also be associated with experiences of abuse, neglect, or separation from a parental figure. If someone has RAD, it could manifest in two completely different ways: inhibited RAD and disinhibited RAD. With inhibited RAD, children are extremely reluctant to initiate a relationship or receive any sort of comfort from any individual. In the second, disinhibited RAD, the child will look for affection and a sense of comfort from any adult available; these children are indiscriminate and present extreme familiarity with strangers. This could also present through the seeking of support from any peer who seems available.
There are varied types of treatment available for children and families of children with RAD. The underlying goal may seem to be obvious—positive attachment. The hope is to create a good relationship between the parents or caregiver and the child that fosters a healthy bond and attachment. In conjunction, the goal is to reduce or eradicate the anger issues associated with the child’s behavior. The research overwhelming supports behavioral, family, parental, and individual therapy.
In conclusion, Module Three explores the importance of healthy attachment and the profound developmental implications that can occur from infancy throughout adulthood if the formulation is not made effectively. Module Four will explore gender roles and social acceptance and how one can substantially influence the other throughout the life span.
GraduateDiscussionRubric.html1.zip
Graduate Discussion Rubric.html
Graduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your overall success this term. Discussion questions will help you make meaningful connections between the course content and the larger concepts of the course. These discussions give you a chance to express your own thoughts, ask questions, and gain insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow up with at least two response posts.
For your initial post, do the following:
Write a post of 1 to 2 paragraphs.
In Module One, complete your initial post by Thursday at 11:59 p.m. Eastern.
In Modules Two through Ten, complete your initial post by Thursday at 11:59 p.m. of your local time zone.
Consider content from other parts of the course where appropriate. Use proper citation methods for your discipline when referencing scholarly or popular sources.
For your response posts, do the following:
Reply to at least two classmates outside of your own initial post thread.
In Module One, complete your two response posts by Sunday at 11:59 p.m. Eastern.
In Modules Two through Ten, complete your two response posts by Sunday at 11:59 p.m. of your local time zone.
Demonstrate more depth and thought than saying things like “I agree” or “You are wrong.” Guidance is provided for you in the discussion prompt.
Discussion Rubric
Criteria
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Comprehension
Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%)
Develops an initial post with a point of view or idea using appropriate detail (90%)
Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%)
Does not develop an initial post with an organized point of view or idea (0%)
20
Timeliness
N/A
Submits initial post on time (100%)
Submits initial post one day late (70%)
Submits initial post two or more days late (0%)
10
Engagement
Provides relevant and meaningful response posts with clarifying explanation and detail (100%)
Provides relevant response posts with some explanation and detail (90%)
Provides somewhat relevant response posts with some explanation and detail (70%)
Provides response posts that are generic with little explanation or detail (0%)
20
Critical Thinking
Draws insightful conclusions that are thoroughly defended with evidence and examples (100%)
Draws informed conclusions that are justified with evidence (90%)
Draws logical conclusions (70%)
Does not draw logical conclusions (0%)
30
Writing (Mechanics)
Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%)
Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%)
Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%)
Initial post and responses are not understandable and do not use proper citation methods where applicable (0%)
20
Total:
100%
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